Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Priviet Social Sciences Journal Cadika Journal.
Erry Fuadillah
UIN Sunan Gunung Djati Bandung
Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Comprehensive Review: Transforming Self-Education through Automatic Question Generation Technology Erry Fuadillah; Lala Septem Riza; Rani Megasari
Master Journal of Future Education Vol. 2 No. 1 (2025): Oktober
Publisher : CV. Master Literasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63461/cadikajournal.v21.296

Abstract

Automatic question generator (AQG) technology is a system developed to create questions automatically from input in the form of text, images, and videos. AQG has been developed using various approaches such as natural language processing (NLP), statistical approaches, and other machine approaches. AQG has a very important role in the world of education, especially in independent education, because it can be used as a good evaluation medium for students. Utilizing AQG in independent education gives students full control to determine their learning. AQG turns learning into a more interactive experience by generating questions that can trigger critical thinking and problem-solving skills. AQG technology developed in independent learning will encourage students to respond actively to the material and understand concepts more deeply. Approximately 60% of research related to AQG has been conducted for assessment, 18% for knowledge acquisition, and the remainder for validation and other purposes. This research was conducted by conducting a comprehensive review of 63 articles related to AQG in education.
The application of computational thinking and experiential learning concepts to improve algorithm skills among Junior High School Students of Salman Al Farisi Bandung Erry Fuadillah
Priviet Social Sciences Journal Vol. 6 No. 1 (2026): January 2026
Publisher : Privietlab

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55942/pssj.v6i1.1100

Abstract

Computational thinking (CT) is a 21st-century skill that is currently receiving widespread attention in many developed countries, where it has been incorporated into primary and secondary school curricula. Developing this skill requires a learning model that provides students with direct experience; one such model is experiential learning. This model emphasises that real-life experiences are the primary source of knowledge formation and computational thinking skills. This study aims to apply the concept of computational thinking to programming algorithms for junior high school students. This was achieved by comparing the learning outcomes of experimental classes that implemented an experiential learning model with computational thinking with those of a control class that used conventional methods. The results of the analysis showed that the average student learning outcome value in the experimental class was 87.826, compared to 81.36363 in the control class. Based on the t-test, the calculated t-value of 1.33676 is smaller than the t-table value of 1.68107, so H₀ is accepted and H₁ is rejected. Therefore, there is no significant difference in learning outcomes between the two groups. However, applying computational thinking through experiential learning models shows a positive upward trend in student learning outcomes and provides a more meaningful learning experience for understanding programming algorithm concepts.
Co-Authors Lala Septem Riza Rani Megasari