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All Journal EXPOSURE JOURNAL JBIMA: Jurnal Pengabdian kepada Masyarakat
Achmad Afandy
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Sosialisasi Teknologi Artificial Intelligence untuk Mendukung Proses Pembelajaran di Madrasah Madani Alauddin Annisa Nurul Puteri; Nur Ilham Asnawi; Ahmad Maruf Firman; Faula Yuniarta Seli; Muhammad Rijal; Achmad Afandy
Jurnal Pengabdian kepada Masyarakat Vol 2 No 3 (2025)
Publisher : PT. Edutech Inovatif Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64109/1fp1nq36

Abstract

Kecerdasan artifisial (AI) semakin banyak dimanfaatkan dalam dunia pendidikan, tetapi pemahaman dan penerapannya di lembaga pendidikan berbasis keislaman seperti Madrasah masih terbatas. Padahal pengenalan dan pemahaman teknologi kecerdasan artifisial secara mendalam dapat membantu mempercepat kinerja guru tanpa mengabaikan nilai-nilai keislaman yang menjadi fokus pendidikan di Madrasah. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk mengenalkan teknologi kecerdasan artifisial kepada guru-guru Madrasah Madani Alauddin, kabupaten Gowa melalui seminar yang mencakup materi sejarah dan perkembangan teknologi kecerdasan artifisial, peran teknologi kecerdasan artifisial dalam kehidupan, manfaat teknologi kecerdasan artifisial dalam bidang pendidikan, etika penggunaan teknologi artifisial, dan aplikasi/tools berbasis kecerdasan artifisial yang dapat digunakan untuk membantu proses pembelajaran seperti Magic School, Teachy, dan ChatGPT. Hasil kegiatan menunjukkan antusiasme tinggi dari peserta, meskipun masih terdapat tantangan dalam penggunaan aplikasi berbasis kecerdasan artifisial secara efektif seperti penggunaan ChatGPT yang belum optimal karena terbatasnya pemahaman tentang penulisan prompt yang tepat agar ChatGPT memberikan jawaban yang relevan. Evaluasi kegiatan menunjukkan bahwa mayoritas peserta menilai kualitas materi, demonstrasi, dan relevansi kegiatan sebagai sangat baik. Hal ini menunjukkan bahwa kegiatan sosialisasi berjalan efektif dan mampu menjawab kebutuhan peserta. Diperlukan tindak lanjut berupa pelatihan lanjutan dan pendampingan teknis agar pemanfaatan kecerdasan artifisial dalam pembelajaran dapat diimplementasikan secara optimal dan tetap selaras dengan nilai-nilai keislaman.
CREATING IMMERSIVE LEARNING SPACES: VIRTUAL REALITY TO IMPROVE ENGLISH VOCABULARY ACQUISITION OF THE BAJO TRIBE Heri Alfian; Muthmainnah Bahri A. Bohang; Rifka Hafidza Hajar; Achmad Afandy; Nur Husnil Khatimah
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 15 No. 1 (2026): EXPOSURE:JURNAL PENDIDIKAN BAHASA INGGRIS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/tbsyp351

Abstract

For indigenous learners, especially those from the Bajo tribe in Southeast Sulawesi, Indonesia, limited access to real English learning environments continues to be a major obstacle. Virtual reality (VR) and other emerging immersive technologies present intriguing prospects for developing contextualized and captivating language learning experiences that close this gap. The purpose of this study was to create and assess a virtual reality (VR)-based application for learning English vocabulary that was intended for Bajo students in Southeast Sulawesi, Indonesia. The product was developed through phases of needs analysis, design, expert validation, limited trial, and large-scale deployment using a Research and Development (R&D) methodology. Vocabulary mastery tests, observations, teacher and student questionnaires, and expert validation sheets were used to gather data. According to expert validation, the application's pedagogical and technological quality ratings were very eligible. Teachers saw more active classroom participation during VR-based learning, while students reported better enthusiasm and engagement, according to limited experiments. With average scores rising from 40.35 (pretest) to 70.35 (posttest), a 30-point rise, extensive trials involving 20 kids showed notable gains in vocabulary mastery. Additionally, by incorporating Bajo cultural components into the virtual reality setting, the learning experience becomes more relevant and contextual, which improves motivation and retention. These results demonstrate that virtual reality (VR) apps are not only useful for enhancing vocabulary acquisition but also offer inclusive, culturally sensitive solutions to indigenous people who have little access to real-world English-speaking settings. To further develop immersive language learning, further research is advised to increase the sample size, look at long-term impacts, and combine VR with other technologies such as Augmented Reality (AR) and Learning Management Systems (LMS).
Co-Authors Ahmad Maruf Firman Annisa Nurul Puteri Faula Yuniarta Seli Heri Alfian Muhammad Rijal Muthmainnah Bahri A. Bohang Nur Husnil Khatimah Nur Ilham Asnawi Rifka Hafidza Hajar