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All Journal Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Asian Journal of Applied Education
Bulung, Rensi
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A Literature Review on the Implementation of Deep Learning Approaches in Al-Assisted Education Indrianingsi, Agung; Winarni, Winarni; Insantuan, Balthasar; Bulung, Rensi; Rissi, Andrie Riomalen Yorda; Sinaga, Demeria
Asian Journal of Applied Education (AJAE) Vol. 4 No. 3 (2025): July 2025
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/ajae.v4i3.14725

Abstract

The advancement of digital technology and artificial intelligence (AI) has brought significant transformation to the field of education, particularly in the implementation of deep learning approaches. This study aims to review various literature sources on the integration of AI in deep learning to create learning experiences that are more personalized, adaptive, efficient, and inclusive. Through a literature review of scholarly sources, this study identifies several AI applications such as chatbots, content recommendation systems, automated assessments, language learning apps, and learning analytics that support the core principles of deep learning: mindfulness, meaningfulness, and joyfulness. The findings indicate that AI can enhance student motivation, provide real-time feedback, and respond to individual learning needs. However, challenges remain in terms of data privacy, technological access gaps, and ethical considerations. Therefore, effective implementation strategies, teacher competency development, and inclusive policies are essential for the successful adoption of AI-based deep learning. This study offers practical insights for educators and policymakers to optimize the potential of AI in improving the quality of education in the digital era.
FROM INSTRUCTION TO INSPIRATION: THE ROLE OF TEACHERS IN FOSTERING A GROWTH MINDSET IN HIGH SCHOOL STUDENTS Bulung, Rensi; Sinaga, Dameria
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 5 No. 3 (2025): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v5i3.4035

Abstract

Education must extend beyond academic achievement to foster character, critical thinking, and resilience in facing challenges. This study examines the role of teachers in promoting a growth mindset—the belief that abilities can be developed through effort and learning—and explores student responses to such approaches. Conducted at SMA Negeri 3 Tana Toraja, South Sulawesi, this qualitative research used semi-structured interviews, participatory observation, and documentation to gather data from teachers and students between March and June 2025. Findings reveal that teachers effectively nurture a growth mindset by implementing strategies such as open-ended and reflective questioning, differentiated instruction, sharing inspirational stories, and cultivating supportive peer interactions. These approaches encourage students to value the learning process, embrace challenges, and perceive failures as opportunities for growth. In response, students demonstrated increased confidence, greater classroom participation, and enhanced motivation toward learning. The study concludes that teachers play a dual role as both instructors and inspirers, shaping students' mindsets and fostering environments where resilience and potential can flourish. Recommendations include the consistent integration of growth mindset strategies into teaching practices to support holistic student development. This research highlights the importance of teacher-driven initiatives in creating learning experiences that prioritize psychological and academic growth.
Co-Authors Dameria Sinaga Indrianingsi, Agung Insantuan, Balthasar Rissi, Andrie Riomalen Yorda Sinaga, Demeria Winarni Winarni