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All Journal Dharmas Education Journal (DE_Journal) Jurnal Pengabdian Masyarakat Journal of Artificial Intelligence and Digital Business Priviet Social Sciences Journal PAEDAGOGIE
Arsyad, M. Ziyan Takhqiqi
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Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Unsur Kebudayaan dalam Karya Sastra Anak: Novel Mata Di Tanah Melus Arsyad, M. Ziyan Takhqiqi
Dharmas Education Journal (DE_Journal) Vol 6 No 1 (2025): DE_Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Univesitas Dharmas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56667/de_journal.v6i1.1838

Abstract

Penelitian ini bertujuan mengkaji unsur-unsur kebudayaan dalam novel anak Mata di Tanah Melus. Penelitian ini menggunakan metode penelitian kualitatif dengan pendekatan antrolopologi sastra. Novel Mata di Tanah Melus berlatar di kabupaten Belu yang dihuni oleh suku Melus. Penelitian ini mengkaji tujuh unsur kebudayaan meliputi; bahasa, sistem teknologi, pengetahuan, sistem kemasyarakatan, mata pencaharian, unsur religi, dan kesenian. Antropologi sastra dipilih sebagai pendekatan penelitian yang menjadikan novel sebagai mimetik (tiruan) untuk mengkaji unsur-unsur kebudayaan dalam novel. Peneliti mengumpulkan data dimulai dengan membaca novel berulang-ulang, mencatat data-data penelitian, kategorisasi/mengklasifikasi, dan kemudian memberi kode pada data yang ditemukan dalam novel untuk dilakukan analisis data. Setelah menganalisis data dari novel Mata di Tanah Melus dapat ditemukan gambaran representatif unsur-unsur kebudayaan tersebut berupa monolog, dialog, atau narasi yang berkaitan dengan suku Melus.
Artificial Intelligence (AI) as the Reflective Partner: Empowering Teachers for Deep Learning Pedagogy Rahman, Abdul; Nurmahmudah, Fitri; Putra, Eka Cahya Sari; Harsono, Arta Mulya Budi; Dewantara, Brezto Asagi; Arsyad, M. Ziyan Takhqiqi; Alfarisa, Fitri
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 4 No. 3 (2025): Agustus - October
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v4i3.2426

Abstract

This study aims to explore the role of AI as a reflective partner to empower teachers in implementing deep learning pedagogy. The method used is a systematic literature review (SLR) with a PRISMA approach. Data was obtained through article searches in the SpringerLink database using relevant keywords, then filtered based on methodological quality, topic suitability, and publication completeness. A total of 21 selected articles were qualitatively analyzed using Atlas.ti version 24 software to identify codes, categories, and research concept maps. The analysis results revealed five main themes of AI’s role in deep learning pedagogy: (1) AI-Supported Deep Learning Lesson Design, which supports teachers in designing objectives, content, and anticipating learning barriers; (2) AI in Orchestrating Deep Learning Processes, which organizes classroom dynamics through inquiry prompts, multi-representation of concepts, and real-time formative feedback; (3) AI-Augmented Deep Learning Assessment, which strengthens authentic assessment through multi-level rubrics, evidence-based performance analysis, and verification of learning processes; (4) AI-Driven Reflective Teaching Practices, which facilitates data-driven reflection, action planning, and knowledge curation for professional development; and (5) Ethical and Contextual AI Integration, which emphasizes the importance of local context, ethical awareness, and data protection. Based on the findings, it is recommended that teachers receive practice-based training that not only focuses on technical skills but also on integrating AI into deep learning pedagogy principles.
Beyond the lesson plan: Reflective practice as a catalyst for teacher professional growth Harsono, Arta Mulya Budi; Mahmudah, Fitri Nur; Putra, Eka Cahya Sari; Rahman, Abdul; Dewantara, Brezto Asagi; Arsyad, M. Ziyan Takhqiqi; Alfarisa, Fitri
Priviet Social Sciences Journal Vol. 5 No. 11 (2025): November 2025
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/pssj.v5i11.698

Abstract

The rapid integration of artificial intelligence (AI) into education has shifted the paradigms of teaching and professional development. AI has been positioned not as a substitute for teachers but as a partner that relieves them from routine tasks, allowing greater focus on higher-order learning and reflective pedagogy. Professional standards and national regulations highlight the centrality of reflection and continuous professional growth as essential elements of teacher professionalism. Nevertheless, reflective practices backed by AI/technology lack empirical evidence, particularly for in-service teachers in primary and secondary education. To this end, this study employed an SLR design to investigate and synthesize how AI serves as a reflective partner in teachers’ PD. The review included 9,083 articles chosen from searches in the SpringerLink database and resulted in the selection of 26 articles using the PRISMA protocol. Thematically, these papers indicate AI’s contribution to enhanced reflective awareness, producing critical analyses of teaching practices, supporting reflection-informed decision making, prompting pedagogical innovation and experimentation, and promoting collaborative and continual professional learning. The results imply that AI supports teachers’ professional development and helps develop teacher noticing, providing data-driven feedback, speeding up personalization, and fostering professional learning communities. Instead of replacing teachers, AI should become a reflective partner to facilitate evidence-based pedagogy in a supportive educational policy system
Efektivitas Komik Digital Berbahasa Banjar dalam Meningkatkan Literasi Budaya Siswa Sekolah Dasar Arsyad, M. Ziyan Takhqiqi; Rahman, Abdul
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16249

Abstract

Digital transformation in education demands the development of innovative learning media that not only improve learning outcomes but also strengthen students' cultural literacy. This study aims to test the effectiveness of Banjar-language digital comics in improving the cultural literacy of elementary school students. The study used a quasi-experimental design with a one-group pretest–posttest involving 75 5th-grade students from three elementary schools in Banjarmasin, namely SDN Belitung Selatan 1, SDN Pelambuan 4, and SDN Sungai Miai 11. The research instrument was a cultural literacy test. Data analysis used descriptive statistics, paired t-tests, and Cohen's d effect size. The results showed a significant increase in students' cultural literacy scores from the pre-test (M = 56.00, SD = 18.80) to the post-test (M = 63.20, SD = 20.20), with a t(74) = 3.20, p < .05 and a medium effect size (d = 0.38). These findings demonstrate that Banjar-language digital comics effectively enhance students' cultural literacy through the integration of visual representations, the Banjar language, and contextual cultural narratives. This research provides an empirical contribution to the development of innovative learning media based on local culture and strengthens the role of learning media in supporting regional language preservation and learning transformation in the digital age.
Transformasi Keterampilan Guru Mengembangkan Perangkat Ajar Berbasis Deep Learning Berbantuan AI : Program Pelatihan di Banjarmasin Utara Bagus Aulia Iskandar; Ahmad Riandy Agusta; Arsyad, M. Ziyan Takhqiqi; Arif Rahman Prasetyo; Dede Dewantara; Yayuk Hartini; Elma Mufida; Nur Saniah Widya
Jurnal Pengabdian Masyarakat - PIMAS Vol. 5 No. 1 (2026): Februari
Publisher : LPPM Universitas Harapan Bangsa Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35960/pimas.v5i1.2097

Abstract

Elementary education is currently facing the challenges of the Industrial Revolution 4.0 and Society 5.0, necessitating effective curriculum innovation to equip students with future competencies. The Deep Learning (DL) approach is a national priority, but shifts in learning activity policies determine teachers' readiness to implement it. Low understanding and minimal curriculum innovation, especially in the context of Deep learning integration management, pose significant obstacles to effective learning implementation. The Elementary School Teacher Working Group (KKG) in North Banjarmasin District, as the partner, directly experiences these constraints, reinforcing the urgency of this intervention.The objective of this Community Service program is to enhance the capacity of elementary school teachers in designing Deep Learning-integrated curricula. The method employed is intensive training based on local and applied case studies, specifically designed to directly improve teachers' managerial and innovative skills. The anticipated impact is an increase in teacher awareness and competence in managing curricula that are adaptive and relevant to the digital era. This program not only empowers local teachers but also aligns with the Merdeka Belajar Kampus Merdeka (MBKM) policy and the University's Key Performance Indicators (IKU 2, 7, 8, and 9) through strategic collaboration and project-based learning. Thus, this training serves as a strategic step to bridge the competency gap and support national education innovation.
Co-Authors Abdul Rahman Abdul Rahman Ahmad Riandy Agusta Alfarisa, Fitri Arif Rahman Prasetyo Arta Mulya Budi Harsono Brezto Asagi Dewantara Dede Dewantara Eka Cahya Sari Putra Elma Mufida Fitri Nur Mahmudah Iskandar, Bagus Aulia Nur Saniah Widya Nurmahmudah, Fitri Yayuk Hartini