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All Journal E-Dimas: Jurnal Pengabdian kepada Masyarakat Journal of Education Technology ETERNAL: English Teaching Journal Jurnal VARIDIKA
Silitonga, Lusia Maryani
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Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Entrepreneurial Mindset and Neuroscience: The Role of Electroencephalography in Measuring Risk-taking, Creativity, and Decision-Making Silitonga, Lusia Maryani; Dharmawan, Budi; Murti, Astrid Tiara
Journal of Education Technology Vol. 9 No. 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i1.91979

Abstract

Entrepreneurial skills such as risk-taking, creativity, and decision-making are critical for fostering innovation and business success. This study examined the correlation between electroencephalography (EEG)-measured attention levels and entrepreneurial skills among university students in Indonesia. Using a one-group pretest-posttest experimental design, data were collected through EEG recordings, pretests, posttests, surveys, and semi-structured interviews over five class meetings. The NeuroSky MindWave Mobile EEG headset was used to monitor students' real-time attention levels, while their learning engagement and satisfaction were assessed through validated Likert-scale questionnaires. The results revealed a significant positive correlation between EEG-measured attention and creativity, with students showing notable improvements in risk-taking and decision-making skills after EEG-monitored learning activities. Engagement was strongly linked to satisfaction, suggesting that EEG feedback enhanced students’ focus and motivation. Interview findings further confirmed that real-time EEG visual feedback helped students regulate their attention and optimize learning. These results demonstrate the potential of EEG technology in entrepreneurship education, providing objective cognitive engagement insights. Future research should explore EEG applications in diverse educational contexts with larger sample sizes to validate its impact.
Bridging the Gap: Pre-Service Teachers’ Realities of Technology Integration in the Digital Classroom Silitonga, Lusia Maryani; Sri Suciati; Wiyaka; Entika Fani Prastikawati; Nur Cholifah
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/8e0app73

Abstract

In the digital era, integrating technology into education is essential for preparing future-ready educators. This qualitative case study explores how pre-service teachers experience and implement digital tools in instructional settings. It focuses on their successes, challenges, and the pedagogical strategies they employ. Drawing on the Technological Pedagogical Content Knowledge (TPACK) framework and experiential learning theory, the study involved 15 pre-service teachers from a university in Semarang. Data were collected through semi-structured interviews and classroom observations, and analyzed using thematic analysis. The findings reveal that pre-service teachers primarily used technology to manage classrooms and engage students—for example, using interactive platforms like Kahoot! to maintain attention and assess understanding in real time. These tools influenced student reactions and led teachers to adapt their instructional strategies dynamically. While digital tools were seen as effective for promoting engagement and understanding, participants faced challenges related to digital literacy, infrastructure limitations, and a lack of mentorship. Technology-based assessment and proactive engagement strategies were less frequently applied, highlighting a gap between theoretical training and classroom practice. The results suggest that teacher education programs should provide more hands-on, guided experiences, reflective practices, and institutional support to develop digital teaching competence. This study contributes to ongoing efforts to align teacher training with the realities of technology-enhanced learning environments
Pelatihan Pembelajaran Bahasa Inggris Berbasis Artificial Intelligence (AI) bagi Guru MGMP Bahasa Inggris SMP Kota Semarang Silitonga, Lusia Maryani; Suciati, Sri; Wiyaka, Wiyaka; Prastikawati, Entika Fani
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 16, No 3 (2025): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v16i3.23696

Abstract

Kegiatan pengabdian masyarakat ini bertujuan untuk meningkatkan literasi dan keterampilan guru MGMP Bahasa Inggris SMP Kota Semarang dalam mengintegrasikan teknologi Artificial Intelligence (AI) ke dalam proses pembelajaran. Pelatihan dilaksanakan secara luring dengan pendekatan interaktif dan praktik langsung, mencakup pengenalan konsep dasar AI, penggunaan aplikasi seperti ChatGPT, Replika, dan teknologi AR/VR, serta penyusunan rencana implementasi pembelajaran berbasis AI. Hasil evaluasi menunjukkan bahwa pelatihan ini berhasil meningkatkan pemahaman peserta terhadap konsep AI serta keterampilan dalam menggunakan teknologi tersebut untuk mendukung pembelajaran bahasa Inggris yang lebih inovatif dan efektif. Para peserta menunjukkan antusiasme tinggi dan aktif dalam diskusi serta praktik. Meskipun demikian, pelatihan juga mengungkapkan adanya kebutuhan akan pendampingan lanjutan dan dukungan infrastruktur. Untuk menjaga keberlanjutan dampak pelatihan, disarankan pembentukan komunitas guru AI dan penguatan kolaborasi antara sekolah, pemerintah daerah, dan perguruan tinggi.
Skill Artificial Intelligent Supported Duolingo: Enhancing Students’ Speaking Skills and Reducing Speaking Anxiety in Vocational Education Arika Pusparini, Luky; Silitonga, Lusia Maryani; Senowarsito
Jurnal VARIDIKA Volume 37 No 1, June 2025
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/varidika.v37i1.10431

Abstract

The integration of artificial intelligence (AI) into language education has introduced adaptive, interactive learning experiences that enhance student engagement, particularly in English language instruction. For vocational students, strong communication skills are essential alongside technical competencies. However, challenges such as limited speaking exposure, low self-confidence, and high anxiety persist, often intensified by traditional grammar-focused teaching methods. This study investigates the effectiveness of AI-supported Duolingo in enhancing speaking skills and reducing speaking anxiety among 64 students at SMKN 1 Kunduran, a vocational high school in Indonesia. Utilizing a mixed-methods approach, quantitative data were analyzed using ANOVA and ANCOVA, while qualitative insights were gathered through student interviews and analyzed via MAXQDA. Results show that Duolingo significantly improved students’ speaking skills such as their vocabulary, pronunciation, and fluency, with the experimental group consistently outperforming the control group. The platform’s AI-driven speech recognition and instant feedback mechanisms fostered a low-anxiety environment, increasing learners’ speaking confidence. Student perceptions further highlighted Duolingo’s ease of use, engaging gamification, and collaborative learning benefits. Nevertheless, the study reinforces the importance of real-life speaking interactions to achieve comprehensive fluency.
Boosting Students’ ESP Vocabulary by Utilizing AI Chatbot Silitonga, Lusia Maryani; Wiyaka, Wiyaka; Prastikawati, Entika Fani
ETERNAL (English Teaching Journal) Vol. 15 No. 2 (2024): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v15i2.605

Abstract

Technology integration in foreign language learning is a must today. One of the issues is the utilization of artificial intelligence (AI) Chatbot in English language teaching. Some studies have mentioned the benefits and advantages of using AI Chatbot. Nonetheless, none of the studies examines deeply on hoe ESP vocabulary. To fill the gaps, this study examines the effect of AI Chatbot especially Dialogflow enhanced the ESP vocabulary acquisition. The experimental comparison of two groups—an experience group and a control group—is the backbone of this study in order to accomplish that purpose. Both groups underwent pre-tests and post-tests to assess the effectiveness of utilizing AI chatbot in learning ESP vocabulary. The chatbot content was meticulously constructed to incorporate vocabulary features such as synonyms and concise explanations of word meanings. The study's findings revealed that utilizing chatbots significantly improves the acquisition of ESP vocabulary. It was found that students in the experimental group that used Dialogflow, a chatbot, performed better than students in the control group. To add, the study suggests that chatbots could be utilized in many situations to enhance language learning in general or in specific ESP courses. A chatbot provides a stimulating setting to facilitate positive interactions where the negotiation of meaning occurs explicitly, which appears to greatly benefit learners in advancing their second language lexical development.
Co-Authors Arika Pusparini, Luky Budi Dharmawan Entika Fani Prastikawati Murti, Astrid Tiara Nur Cholifah Senowarsito Sri Suciati Wiyaka Wiyaka Wiyaka