Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Jurnal Ilmiah Iqra' Edukasia: Jurnal Pendidikan dan Pembelajaran
Muhammad Sabri Latif
UIN Maulana Malik Ibrahim Malang
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Learning Quality, Time Management and Social Support on Student Academic Achievement Aliffany Pualam Ariarta; Mohammad Lutfi Alil Mu'in; Muhammad Sabri Latif; Azrina Hilmi Saadah; Sri Harini
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 2 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i2.778

Abstract

This study aims to determine the effect of learning quality, time management and social support on the academic achievement of postgraduate students of UIN Maulana Malik Ibrahim Malang. The method used in analysing research data is descriptive quantitative with a sample of 80 students. The sampling technique used is Non Probability Sampling technique. The results showed the Wald test results with a significance value of learning quality of 0.000 and social support of 0.021 smaller than the value of the error rate of 0.05. While time management with a significance value of 0.348 is greater than the error rate value of 0.05, meaning that time management has no correlation and has no significant effect on student academic achievement. The odds ratio value of learning quality (X1) is 18.283, this indicates that learning quality has an influence of 18.283 times greater on student academic achievement. Then the Odds ratio value of social support (X3) is 3.061, this shows that the effect of social support on student academic achievement is 3.061 times greater than if there is no social support. Meanwhile, variable (X2), namely time management, has no influence on student academic achievement. This is caused by students who do not have self-management skills or the ability to manage time. The implications of learning quality can be seen from students' understanding of the material presented, honing the courage to express opinions, increasing confidence in answering or asking questions and mental readiness and competence. The implication of social support is to reduce student stress and psychological pressure that can affect their academic performance.
Artificial Intelligence and the Future of Teachers: Redefining Roles in the Digital Era Laila Fitri; Mhd. Kurniawan; A. Masrurah Aswidyaningrat; Muhammad Sabri Latif; Al- Mahdi
Jurnal Ilmiah Iqra' Vol 20, No 1 (2026)
Publisher : IAIN Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jii.v20i1.4195

Abstract

The rapid development of artificial intelligence (AI) has transformed the educational landscape through applications such as adaptive learning systems, intelligent tutors, chatbots, and learning analytics. While these innovations enhance learning effectiveness, efficiency, and personalization, they also raise important questions regarding the future role of teachers in education. This study aims to analyze the forms of AI implementation in learning, examine their implications for teachers’ roles and professional identities, and propose strategies for fostering a collaborative relationship between AI and educators. Using a literature review method with a critical analysis of recent national and international studies, the research finds that AI offers significant opportunities to support teaching and learning processes. However, its integration also presents challenges, including the potential dehumanization of education, ethical concerns, privacy issues, and the need to redefine teachers’ professional functions. To address these challenges, the study highlights the importance of strengthening teachers’ AI literacy, developing human-centered curricula, implementing ethical governance frameworks, and positioning teachers as guardians of human values and character development. The study concludes that AI should function as a strategic partner rather than a substitute for teachers and recommends multidisciplinary collaboration in designing equitable, inclusive, and ethically grounded AI-based education policie
Co-Authors A. Masrurah Aswidyaningrat Al- Mahdi Aliffany Pualam Ariarta Azrina Hilmi Saadah Laila Fitri Mhd. Kurniawan Mohammad Lutfi Alil Mu'in Sri Harini