Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Riset dan Inovasi Pembelajaran
Aco, Dedi
Unknown Affiliation
Chemistry Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
The Shifting Role of the Teacher: A Systematic Review of Teacher Perceptions and Practices with AI in the EFL Classroom Aco, Dedi; Liu, Ming Chou; Sari, Harmita
Jurnal Riset dan Inovasi Pembelajaran Vol. 5 No. 3 (2025): September-December 2025
Publisher : Education and Talent Development Center Indonesia (ETDC Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/jrip.v5i3.3994

Abstract

This research offers an in-depth examination of the role of Artificial Intelligence (AI) in English as a Foreign Language (EFL) classroom, with a particular emphasis on teachers' perspectives and the integration of technology. It tackles an expanding research gap concerning educators' perceptions and adaptations to AI as it becomes increasingly prevalent in global education. A systematic review of the literature and a bibliometric analysis were performed using the Scopus database on October 13, 2025, resulting in the identification of 180 records. After applying specific inclusion and exclusion criteria, 41 peer-reviewed journal articles were selected for comprehensive analysis. The analysis, facilitated by VOSviewer, highlighted significant research trends, key institutions, and thematic focal points across various educational levels. The findings indicate a significant increase in publications from 2023 to 2025, with Saudi Arabia and Vietnam identified as prominent contributors. Educators predominantly perceive artificial intelligence as a beneficial tool for personalized learning, efficient lesson planning, and formative feedback. However, concerns remain regarding ethical considerations, reliability, and pedagogical readiness. These trends reflect specific aspects of teacher perception, including technological confidence, instructional adaptability, and perceived institutional support. This review is distinguished by its integration of bibliometric mapping with thematic analysis of studies on teacher perceptions, thereby illuminating both the technological and pedagogical aspects of AI integration. The paper concludes by underscoring the implications for professional development and policy, advocating for evidence-based training frameworks that equip EFL educators for responsible and effective AI adoption.
OPTIMIZING LEARNING TECHNOLOGY TO IMPROVE LITERACY HABITS IN INDONESIAN RURAL SCHOOLS Sari, Harmita; Kamaruddin, Rahmat; Nurhayati, Andi; Wahida, Altri; Samsinar, Samsinar; Aco, Dedi
RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Vol 19, No 1 (2026)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/retorika.v19i1.72877

Abstract

Technology learning has become an integral part of contemporary education and has a significant impact on students' writing literacy motivation. This study aims to review the level of motivation for writing literacy in Junior High Schools (SMP) in rural areas of Indonesia. In addition, this study aims to review the relationship between learning technology and students' writing habits. This study uses a quantitative approach with an online survey data collection technique using the Qualtrics system. The analysis technique used in this study is the Structural Equation Model-Partial Least Square (SEM-PLS). The test results showed that learning technology had a significant influence on writing literacy with a path coefficient of 0.798. This shows that mastery of learning technology provides a positive boost to students' motivation to write. Learning technology on habits and behavior also has a significant direction with a path coefficient of 0.798. The use of technology has increased students' motivation for writing literacy because of the easy access to the necessary resources. Learners feel more motivated to explore new topics and ideas and offer opportunities to express themselves through writing.
Implementasi Pendidikan Literasi Keuangan Kontekstual dan Dampaknya terhadap Pemahaman dan Perilaku Keuangan Siswa Sekolah Menengah Pertama Muthmainnah; Amriani; Antong; Aco, Dedi
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 12 No. 1 (2026): March
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v12i1.19808

Abstract

This study aims to describe the implementation of contextual-based financial literacy learning and to explore its role in shaping the financial understanding, attitudes, and behaviors of junior high school students at SMP Negeri 10 Palopo. The study employed a descriptive qualitative approach involving eight informants, consisting of three teachers and five students, who were purposively selected based on their active involvement in the learning process. Data were collected through classroom observations, semi-structured interviews, and documentation, and were subsequently analyzed using thematic analysis. The results show that learning activities that connect financial literacy materials with students’ real-life experiences, such as managing pocket money and engaging in simple business simulations, enhance students’ learning engagement and facilitate their understanding of financial concepts. The impact of this learning approach is reflected in improved financial understanding, the development of a sense of responsibility, and positive changes in financial behavior, particularly increased thriftiness and a stronger inclination to save. Pedagogically, this model highlights the importance of authentic experiences, active participation, and reflective learning in financial literacy education. Furthermore, the model can be adapted by other schools by adjusting it to students’ contextual backgrounds, integrating financial literacy into relevant subjects, and presenting simple financial practices that are closely related to everyday life.
Co-Authors Altri Wahida Amriani Antong Harmita Sari, Harmita Liu, Ming Chou MUTHMAINNAH Nurhayati, Andi Rahmat Kamaruddin, Rahmat Samsinar Samsinar