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All Journal Patria Artha Technological Journal IPTEK: Jurnal Hasil Pengabdian kepada Masyarakat Vokatek : Jurnal Pengabdian Masyarakat Information Technology Education Journal Journal of Embedded Systems, Security and Intelligent Systems Jurnal Kemitraan Responsif untuk Aksi Inovatif dan Pengabdian Masyarakat Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Sipakatau Jurnal MediaTIK JoDENS: Journal of Digital Ecosystem for Natural Sustainability
Ayu Hasnining
Universitas Negeri Makassar
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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End-to-End Encryption Security Analysis on Telegram for User Message Protection Baso, Fadhlirrahman; Hasnining, Ayu; Ramadhan, Haekal Febriansyah; Nurani, Auralia Putri; Muhlis, Fadillah
Information Technology Education Journal Vol. 4, No. 3, August (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i3.9847

Abstract

This study systematically reviews the credibility of artificial intelligence (AI)–based authentic assessment in evaluating numeracy achievement among early-grade primary students. The growing use of AI in educational assessment—ranging from automated scoring to adaptive feedback—has raised questions regarding its validity, reliability, and fairness. Using a qualitative descriptive approach through a systematic literature review, this study synthesizes eighteen high-quality publications issued between 2020 and 2025 from major academic databases. Thematic analysis identifies three interrelated findings. First, algorithmic accuracy must be complemented by human validation to prevent bias and preserve contextual meaning. Second, collaboration between teachers and AI systems enhances interpretive credibility and fosters reflective learning practices. Third, integrating AI ethics and literacy within primary school curricula is essential to ensure fair and transparent assessment outcomes. The results indicate that credible AI-based evaluation depends not solely on computational precision but also on socially grounded interpretation supported by ethical and pedagogical principles. Theoretically, this study reinforces Vygotsky’s social constructivist perspective and the Assessment for Learning (AfL) paradigm, positioning AI as a cognitive scaffold that enables reflective interaction among students, teachers, and technology. Practically, it offers implications for educational policy in Indonesia’s Merdeka Curriculum, emphasizing teacher training, ethical guidelines, and algorithmic transparency to promote equitable digital learning ecosystems. This study uniquely integrates AI assessment credibility with the context of early numeracy, providing original insights and advancing theoretical discourse on ethical, human-centered, and contextually responsive digital assessment practices in primary education.
Co-Authors Adiba, Fhatiah Agusyana, Nurrahmah Alifya NFH Andi Akram Nur Risal Awalia, Andi Dio Nurul Baso, Fadhlirrahman Dewi Fatmarani Surianto Febriansyah Ramadhan, Haekal Hazriani, Hazriani Ismail, Asriyani Kurnia Prima Putra Kurnia Wahyu Prima Muhammad Fajar B Muhlis, Fadillah Mushaf Mushaf, Mushaf Musliadi K H Nasrullah, Asmaul Husnah Nida Rifqi, Ainun NIRMALA, PUTRI Nurani, Auralia Putri Raden Mohamad Herdian Bhakti Ramadhan, Haekal Febriansyah Sitti Faika Wardani, Ayu Tri Yuyun Yuyun Zainuddin, Zainuddin Zulfikar, Muh Ihsan Zulfikar, Muh. Ihsan