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All Journal Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Abdi Cendekia: Jurnal Pengabdian Masyarakat Journal of Educational Technology Studies and Applied Research
Zahroh, Mihnatuz
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How Can AI-Enhanced Case-based Learning Improve Problem-Solving in Cyberbullying Education? : A Literature Review Zahroh, Mihnatuz; Kristanto, Andi; Dewi, Utari
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 10 No. 2 (2025): April
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v10i2.14704

Abstract

Cyberbullying poses a significant challenge to students’ psychological well-being, academic success, and social interactions. Traditional educational models struggle to equip students with the problem-solving skills to address this issue effectively. Existing research highlights the benefits of case-based learning (CBL) in developing problem-solving, yet little is known about how AI-enhanced CBL can specifically support cyberbullying education. This study conducts a literature review to analyze the potential of AI-enhanced CBL in strengthening students’ problem-solving skills in cyberbullying scenarios. Using a thematic synthesis approach, relevant studies from 2020 to 2025 were reviewed, focusing on AI applications in cyberbullying education, the effectiveness of CBL in fostering problem-solving skills, and AI-enhanced CBL's role in improving student problem-solving. Findings indicate that AI-enhanced CBL offers interactive case simulations, real-time feedback, and adaptive learning pathways, leading to improved analytical reasoning and decision-making in cyberbullying situations. Integrating AI, particularly large language models like ChatGPT-4, enhances engagement and scalability while fostering problem-solving abilities. These insights have significant implications for educators, policymakers, and researchers seeking to implement AI-driven learning models that prepare students for the complexities of digital interactions.
A Training on Designing 3D-Based on Instructional Media to Enhance Elementary Student Motivation Zahroh, Mihnatuz; Arianto, Fajar; Maureen, Irena Y.
Abdi Cendekia : Jurnal Pengabdian Masyarakat Vol 4 No 4 (2025): Desember
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/abdicendekia.v4i4.329

Abstract

Elementary school teachers often struggle with integrating 3D-based instructional media due to limited digital skills, hindering efforts to enhance student motivation through innovative learning tools. While 3D media like Assemblr EDU enhances student engagement, prior research has largely ignored the need for teacher training in utilizing such media effectively. This study evaluated the impact of a structured training program on teachers' competencies in developing 3D instructional media, with the ASSURE model serving as a guide for teachers to select and create appropriate media during the training. Employing a qualitative descriptive approach, data from 40 elementary teachers were gathered through observations, interviews, and feedback forms. Findings showed significant improvements in digital skills, with 75% completing 3D media projects and over 50% ready to implement them in classrooms. This training effectively bridged digital gaps and fostered pedagogical innovation, underscoring the importance of structured professional development for transforming learning practices and motivating students. Advanced training and continuous support are recommended for sustained technology integration.
The CIPP Model In Training Program Evaluation: How Effective Is It? Zahroh, Mihnatuz; Susarno, Lamijan Hadi; Bachri, Bachtiar Sjaiful
Journal of Educational Technology Studies and Applied Research Vol 2 No 2 (2025): [5] - 2025 December
Publisher : Teknologi Pendidikan ID

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70125/8nmx6v52

Abstract

Evaluating training programs is crucial for ensuring their effectiveness and long-term impact. Traditional evaluation models, such as the Kirkpatrick and ROI models, have been widely used but face limitations in assessing the entire training process, particularly in tracking implementation challenges and long-term impact. A key gap in research is the inconsistent implementation and validation of the CIPP (Context, Input, Process, Product) model across different training settings. This study systematically reviews the effectiveness of the CIPP model in training program evaluation from 2015 to 2025, analyzing ten open-access journal articles. The findings reveal that while the CIPP model provides a structured and comprehensive framework for training evaluation, challenges persist, including inconsistent application, resource constraints, and the need for better feedback mechanisms. The results highlight the necessity of refining training assessments through standardized implementation, improved evaluator training, and digital integration. These insights are critical for policymakers, educators, and corporate trainers in optimizing training effectiveness and fostering continuous improvement.
Co-Authors Andi Kristanto Bachri, Bachtiar Sjaiful Fajar Arianto Maureen, Irena Y. Susarno, Lamijan Hadi Utari Dewi