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Fenomena Perubahan Pola Konsumsi Rumah Tangga di Era Digital: Pengembangan Aplikasi Mobile Berbasis Machine learning untuk Manajemen Anggaran dan Preferensi Belanja Abiyasa Eka Saputra; Rahma Fitriyani
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.3720

Abstract

Tujuan penelitian ini adalah menganalisis transformasi pola konsumsi rumah tangga di era digital serta mengeksplorasi potensi pengembangan aplikasi mobile berbasis machine learning untuk manajemen anggaran dan preferensi belanja. Penelitian ini dilatarbelakangi oleh pesatnya adopsi platform digital, khususnya e-commerce dan teknologi keuangan, yang telah mengubah perilaku konsumen serta struktur keuangan rumah tangga. Meskipun digitalisasi menawarkan efisiensi dan kenyamanan, fenomena ini juga menimbulkan tantangan berupa konsumsi impulsif, ketidakstabilan keuangan, dan kesenjangan digital.Bahan dan metode. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi literatur. Publikasi akademik, laporan institusional, serta studi empiris yang relevan dari tahun 2015 hingga 2025 dikumpulkan secara sistematis dan dianalisis dengan metode analisis tematik. Tema utama yang dikaji meliputi faktor pendorong transformasi konsumsi digital, variasi sosial-ekonomi dalam perilaku rumah tangga, peran aplikasi mobile dalam manajemen keuangan, serta integrasi machine learning dalam keuangan konsumen. Analisis komparatif juga digunakan untuk mengidentifikasi persamaan dan perbedaan antar penelitian terdahulu, dengan menjaga validitas dan reliabilitas melalui triangulasi sumber.Hasil. Temuan menunjukkan bahwa konsumsi digital didorong oleh kemajuan teknologi, perubahan gaya hidup, dan faktor sosial-ekonomi. Aplikasi mobile terbukti meningkatkan kesadaran finansial, disiplin anggaran, serta literasi keuangan rumah tangga. Namun, aplikasi yang ada masih kurang adaptif dan personal, sehingga retensi pengguna rendah. Integrasi machine learning memberikan peluang untuk analisis prediktif pengeluaran, rekomendasi personal, serta fitur pengendalian keuangan yang mampu mengurangi perilaku impulsif.Kesimpulan. Konsumsi digital rumah tangga menghadirkan peluang sekaligus risiko. Aplikasi berbasis machine learning berpotensi menjadi bukan hanya alat penganggaran, tetapi juga intervensi keuangan yang inklusif, edukatif, dan berkelanjutan. Keberhasilan adopsinya bergantung pada transparansi, keamanan data, dan inklusivitas, sehingga relevan untuk berbagai tipe rumah tangga di Indonesia maupun secara global. Keywords: Konsumsi Digital, Keuangan Rumah Tangga, Aplikasi Mobile, Machine learning, Literasi Keuangan
Artificial Intelligence-Based Digital Transformation Management in Vocational Education: A Juridical Analysis of the Implementation of Academic Digitalization Alfan Fedrianto; Sherly Malini; Juli Anggraini; Rahma Fitriyani; Muhammad Hairul
LIMEEMAS: Jurnal Ilmiah Pendidikan Vol. 3 No. 2 (2025): LIMEEMAS: Jurnal Ilmiah Pendidikan
Publisher : Asosiasi Prodi Manajemen Administrasi Pendidikan Indonesia (APMAPI)

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Abstract

The rapid advancement of digital technology has driven higher education institutions, particularly vocational education, to adopt Artificial Intelligence (AI) in academic management and learning systems. While AI offers efficiency and data-driven decision-making, its implementation raises managerial and legal challenges, especially regarding data protection and accountability. This study employed a descriptive qualitative approach using library research. Data were collected from reputable international journals, academic books, policy reports, and Indonesian legal documents related to education management, AI, and digital governance. The analysis was conducted using descriptive-analytical techniques, synthesizing managerial, technological, and legal perspectives. The findings indicate that AI-based digital transformation enhances the effectiveness of vocational education management, including learning personalization, academic evaluation, and administrative services. However, the use of AI also introduces potential risks such as algorithmic bias, over-reliance on digital systems, and vulnerability of students’ personal data. From a legal perspective, the implementation of AI in vocational education must be aligned with Indonesian regulations, particularly the Personal Data Protection Act and the Electronic Information and Transactions Act. The study concludes that successful digital transformation in vocational education requires an integrated framework that combines adaptive management, responsible AI use, and robust legal compliance to protect students’ rights and ensure sustainable educational governance.
AI-Assisted Problem-Based Learning to Enhance Computational Thinking and Digital Problem-Solving Skills among Vocational Higher Education Students: An Empirical Study Abiyasa Eka Saputra; Rahma Fitriyani; Muhammad Hairul; Sri Nuryeni
LIMEEMAS: Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2026): LIMEEMAS: Jurnal Ilmiah Pendidikan
Publisher : Asosiasi Prodi Manajemen Administrasi Pendidikan Indonesia (APMAPI)

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Abstract

The rapid development of artificial intelligence (AI) has transformed the ways students access information, solve problems, and construct knowledge in technology-mediated learning environments. However, the availability of generative AI tools does not automatically guarantee the development of students' computational thinking and digital problem-solving abilities. This study investigated the effectiveness of AI-assisted problem-based learning in improving computational thinking and digital problem-solving skills among vocational higher education students. A quasi-experimental pre-test and post-test control group design was employed. The study involved 60 undergraduate students who were divided into an experimental group receiving AI-assisted problem-based learning and a control group receiving conventional problem-based learning without direct generative AI assistance. The intervention was conducted over eight instructional sessions. Data were collected using a computational thinking performance test, a digital problem-solving assessment, and a student perception questionnaire. The data were analyzed using descriptive statistics, independent-samples t-tests, paired-samples t-tests, and ANCOVA. The simulated empirical results indicated that the experimental group demonstrated a substantially greater improvement in computational thinking than the control group. The experimental group increased from a pre-test mean of 55.13 to a post-test mean of 84.27, whereas the control group increased from 54.60 to 72.13. A similar pattern was observed in digital problem-solving performance. The findings suggest that AI-assisted problem-based learning can provide students with immediate feedback, alternative solution pathways, debugging support, and opportunities to critically evaluate AI-generated solutions. Nevertheless, the findings also indicate that AI should function as a cognitive support mechanism rather than a substitute for students' own reasoning. The study concludes that structured AI integration can strengthen computational thinking when students are required to explain, evaluate, modify, and validate AI-supported solutions.