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All Journal Jurnal Santiaji Pendidikan (JSP) Mitra Mahajana: Jurnal Pengabdian Masyarakat
Kumara, Komang Ayu Shri Candrika
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Agriculture, Biological Sciences & Forestry Computer Science & IT Decision Sciences, Operations Research & Management Education Industrial & Manufacturing Engineering Public Health Social Sciences

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EKSPLORASI TEORETIS DAN PRAKTIS ASESMEN PEMBELAJARAN MENDALAM: WORKSHOP DI SMKS KESEHATAN BALI MEDIKA DENPASAR Hermawan, I Made Surya; Ekayanti, Ni Wayan; Diarta, I Made; Kumara, Komang Ayu Shri Candrika; Saputra, Pande Putu Eka; Budiasih, Fitri Nursiam
Mitra Mahajana: Jurnal Pengabdian Masyarakat Vol. 6 No. 3 (2025): Volume 6 Nomor 3 November 2025
Publisher : LPPM Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/mahajana.v6i3.5959

Abstract

Recently, the policy of deep learning approaches has emerged as a key innovation in Indonesian education. In response, teachers must be adequately prepared, both theoretically and practically, to ensure meaningful implementation of this policy. This community engagement activity aimed to enhance the theoretical understanding and practical competence of teachers at SMKS Kesehatan Bali Medika Denpasar regarding assessment for deep learning. The activity was conducted through a workshop method, encompassing the delivery of theoretical concepts on deep learning assessment as well as the development of formative and summative assessment instruments. A total of 30 teachers participated in the workshop, guided by six facilitators from the Biology Education Study Program, Faculty of Teacher Training and Education, Universitas Mahasaraswati Denpasar. The outcomes of the activity were found to be effective. In terms of theoretical understanding, the participants’ presentations demonstrated a comprehensive grasp of assessment for deep learning, particularly in balancing formative and summative assessments and in promoting student involvement through learning feedback, self-assessment, and peer-assessment. In terms of practical competence, the teachers successfully developed problem-based assessment rubrics. A notable improvement was observed between the initial rubrics and those refined through collaborative discussion, particularly in the objectivity of the scoring categories, which shifted from potentially biased to more objective formulations. Despite these improvements in theoretical and practical aspects as targeted, continuous professional development remains essential to sustain and deepen teachers’ understanding amidst evolving educational policies. Furthermore, the development of summative assessment instruments must be expanded beyond problem-based rubrics to include observation checklists, project and product assessment rubrics, as well as portfolio evaluations.
AI AS A COGNITIVE PROSTHESIS: DOES EDUCATIONAL AI REDUCE INTELLECTUAL AUTONOMY? Kumara, Komang Ayu Shri Candrika; Arjaya, Ida Bagus Ari; Budiningsih, Desak Nyoman; Agustina, Viony Aprilia
Jurnal Santiaji Pendidikan (JSP) Vol. 16 No. 1 (2026): Jurnal Santiaji Pendidikan (JSP)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Mahasaraswati Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36733/jsp.v16i1.13599

Abstract

The rapid integration of generative artificial intelligence (AI) in education has positioned AI not merely as a technological tool, but increasingly as a cognitive prosthesis that extends learners’ cognitive capacities. While AI-driven systems offer substantial benefits—such as personalized learning, scaffolding, enhanced metacognitive regulation, and instructional efficiency—concerns persist regarding cognitive offloading, diminished critical thinking, reduced intellectual autonomy, and ethical risks. This study aims to critically examine the dual role of generative AI as a cognitive prosthesis in learning by synthesizing recent empirical and theoretical literature. Employing a systematic literature review methodology, this study analyzes peer-reviewed articles and proceedings indexed in Scopus and Copernicus published between 2015 and 2025. The reviewed studies are organized into two thematic domains: (1) the advantages and limitations of generative AI as a cognitive prosthesis in learning, and (2) the evolving roles of teachers and students in AI-mediated educational environments. The findings indicate that while generative AI can enhance metacognitive skills, creativity, learning efficiency, and personalized instruction, excessive dependence may lead to cognitive laziness, surface learning, weakened critical thinking, and ethical challenges related to data privacy and academic integrity. The study concludes that generative AI should be positioned as a supportive cognitive partner rather than a replacement for human cognition. Effective integration requires strong pedagogical design, ethical governance, and active mediation by educators to ensure that AI enhances learning without undermining intellectual autonomy.
Co-Authors Agustina, Viony Aprilia Budiasih, Fitri Nursiam Budiningsih, Desak Nyoman I Made Diarta I Made Surya Hermawan Ida Bagus Ari Arjaya Ni Wayan Ekayanti Saputra, Pande Putu Eka