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All Journal Journal of Research in Social Science and Humanities Tautologi: Journal of Mathematics Education
Setiawati, Nunung
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Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Pengaruh Pendekatan Problem Solving Terhadap Kemampuan Menyelesaikan Soal Cerita Materi Teorema Phytagoras Setiawati, Nunung; Rahman, Abdul; Sari, Vernita
Tautologi: Journal of Mathematics Education Vol. 2 No. 1 (2024): Tautologi
Publisher : Prodi Pendidikan Matematika Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Muhammadiyah Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31850/tautologi.v2i1.2604

Abstract

This study aims to find out that the use of problems solving approach has a positive effect on students' abilities in solving story problems on the Pythagorean theorem class VIII.5 UPTD SMP Negeri 18 Barru. This type of research is quasi-experimental without a control class conducted in one group. The variables studied in this study were students' ability to solve word problems on the Pythagorean theorem class VIII.5 UPTD SMP Negeri 18 Barru as the dependent variable and learning using the problems solving method as the independent variable. The population of this study were all students of class VIII UPTD SMP Negeri 18 Barru for the academic year 2022/2023 which consisted of 5 (five) classes. Sampling was carried out by cluster random sampling, from 5 classes one class was taken randomly namely class VIII.5 as the experimental class. The instruments used in this study were tests of the ability to solve the Pythagorean theorem word problems and validated student activity observation sheets. Based on the descriptive statistical analysis, the average score of students' ability to solve the Pythagorean theorem story problems before learning using the problem solving learning method was 63,37 and the average score of students' ability to solve the Pythagorean theorem story problems after learning using the problem solving method was 80,40. Based on inferential statistical analysis using the one sample t-test, a significant value was obtained, p = 0,004 < a = 0, this means that H0 is rejected H1 is accepted. So it can be concluded that there is a positive effect of the problem solving learning method on the mathematics learning outcomes of class VIII.5 UPTD SMP Negeri 18 Barru.
AI-Supported Practical Learning in Vocational Education: Challenges and Design Principles Rismawati, Yunda Michel; Setiawati, Nunung; Sudharta, Erik Yumita; Fajaryati, Putu Sudira; Utami, Pipit; Sahria, Yoga
Journal of Research in Social Science and Humanities Vol 5, No 4 (2025)
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/jrssh.v5i4.565

Abstract

Artificial intelligence (AI) is increasingly integrated into vocational education to support practical skill development and technology-enhanced training environments. However, existing studies remain fragmented across different technological applications and provide limited conceptual understanding of how AI technologies collectively support practical learning processes. This study conducts a systematic literature review following the PRISMA 2020 guideline to synthesize current evidence on AI-supported practical learning in vocational education. Seventeen studies published between 2018 and 2025 were identified from the Scopus database and analyzed through thematic synthesis. The findings indicate that AI technologies are commonly implemented through simulation platforms, intelligent tutoring systems, learning analytics and performance monitoring tools, adaptive learning systems, and AI-supported experiential learning environments. Five recurring pedagogical mechanisms were identified: simulation-based practice, intelligent skill guidance, performance feedback and analytics, adaptive learning pathways, and experiential or work-based learning. The review also highlights implementation challenges related to infrastructure, data availability, ethical concerns, and teacher AI literacy. Based on these findings, a conceptual framework is proposed to explain how AI technologies support practical learning and competency development in vocational education. The synthesis also suggests opportunities for integrating emerging approaches such as multimodal learning analytics and facial expression recognition (FER) to better understand learner engagement during practical training activities.
Co-Authors Abdul Rahman Fajaryati, Putu Sudira Pipit Utami Rismawati, Yunda Michel Sari, Vernita Sudharta, Erik Yumita Yoga Sahria