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All Journal ADI Journal on Recent Innovation (AJRI) Jurnal MENTARI: Manajemen, Pendidikan dan Teknologi Informasi International Transactions on Artificial Intelligence (ITALIC)
Muti, Rifqa Nabila
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Religion Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Other

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Integrating Artificial Intelligence for Academically Challenged Students Education and Health Juliastuti, Dyah; Alexandrina, Elke; Sana, Eirene; Muti, Rifqa Nabila; Cesna, Galih Putra
International Transactions on Artificial Intelligence Vol. 4 No. 1 (2025): November
Publisher : Pandawan Sejahtera Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33050/italic.v4i1.949

Abstract

Students with Intellectual and Developmental Disabilities (ID/DD) often experience overlapping medical and cognitive challenges that affect their academic participation and social interaction. Frequent absences, delayed progress, and limited communication skills highlight the urgent need for an integrated support system. Despite advancements in educational technology, most digital learning tools remain limited in addressing the dual educational and healthcare needs of ID/DD students. This study aims to identify existing gaps and propose a systematic framework for integrating Artificial Intelligence (AI) into education and health systems to enhance personalized learning and well-being for students with ID/DD. The study emphasizes the importance of combining health data with instructional design to achieve inclusive and adaptive learning experiences. A systematic literature review was conducted across multiple databases, including IEEE Xplore, ERIC, ACM Digital Library, and NFER, covering studies published between 2020 and 2025. The review process followed the PRISMA guideline and applied strict inclusion and exclusion criteria to ensure the validity of selected studies. The findings reveal that AI has been used to support ID/DD learners in various contexts, but most implementations remain fragmented, lacking integration between educational and medical data. The proposed AI-based framework connects these domains through data-driven decision-making, adaptive feedback, and intelligent reasoning mechanisms. This study contributes to the development of a holistic AI-driven model that supports individualized learning and health monitoring in line with SDG 3 (Good Health and Well-Being) and SDG 4 (Quality Education). Strengthening collaboration among educators, caregivers, and healthcare professionals can create more inclusive and effective educational ecosystems for ID/DD students.
Developing Sustainable Technology through Ethical AI Governance Models in Business Environments Henderi; Aini, Qurotul; Purwanti, Purwanti; Muti, Rifqa Nabila; Fletcher, Eamon
ADI Journal on Recent Innovation Vol. 6 No. 2 (2025): March
Publisher : ADI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34306/ajri.v6i2.1179

Abstract

The rapid adoption of Artificial Intelligence (AI) in business offers transfor- mative opportunities but introduces ethical challenges requiring robust gover- nance models. This study investigates the development of ethical AI gover- nance frameworks to align technology adoption with societal values and sus- tainability goals. Through a mixed-methods approach, qualitative interviews with industry experts and quantitative case study analyses are conducted to ex- plore best practices and key challenges. Findings emphasize the necessity of transparency, stakeholder engagement, and regulatory compliance in fostering trust and accountability within AI-driven processes. The research concludes by proposing a comprehensive governance model that integrates ethical princi- ples with innovation, offering practical solutions for businesses to sustainably leverage AI while mitigating risks and enhancing societal benefits. This study contributes to the growing discourse on sustainable technology and responsible AI deployment in business environments.
Artificial Intelligence for Inclusive Learning within Sharia Educational Ethics Lutfiani, Ninda; Wongkar, Kanon Mommsen; Mariyanti, Tatik; Muti, Rifqa Nabila; Rangi, Noah
Jurnal MENTARI: Manajemen, Pendidikan dan Teknologi Informasi Vol 4 No 2 (2026): March
Publisher : Pandawan Sejahtera Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33050/mentari.v4i2.930

Abstract

The integration of Artificial Intelligence (AI) in education has created new opportunities to enhance inclusive learning across diverse educational contexts. In Islamic educational institutions, the adoption of AI presents a dual responsibility to embrace technological innovation while ensuring alignment with Sharia based ethical principles that emphasize justice, accountability, and respect for human dignity. This study investigates how AI is utilized to support inclusive learning within Islamic education settings in Southeast Asia using a qualitative descriptive approach with a multi-site case study design. Data were collected through semi-structured interviews with teachers, school leaders, and IT developers from selected Islamic educational institutions and analyzed using thematic coding techniques. The findings reveal that AI contributes positively to inclusive learning by enabling adaptive instruction, personalizing learning content, facilitating early identification of learning barriers, and supporting data-driven decision-making. When implemented within Sharia-compliant ethical frameworks, AI enhances fairness, balanced participation, and student engagement. However, the study also identifies several challenges, including limited content filtering mechanisms, insufficient data privacy governance, and the risk of algorithmic bias that may unintentionally marginalize certain student groups. This research highlights the importance of ethical governance and value-based AI design to ensure that AI adoption in Islamic education remains equitable, inclusive, and contextually appropriate. The findings provide strategic implications for institutional policy development, curriculum planning, and the long-term governance of AI-driven educational systems within Islamic educational environments.
Co-Authors Alexandrina, Elke Cesna, Galih Putra Fletcher, Eamon Henderi Juliastuti, Dyah Ninda Lutfiani PURWANTI PURWANTI Qurotul Aini Rangi, Noah Sana, Eirene Tatik Mariyanti, Tatik Wongkar, Kanon Mommsen