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All Journal Abdi Cendekia: Jurnal Pengabdian Masyarakat Journal of Pedagogy and Education Science Jurnal Pelita Pendidikan International Journal of Language and Ubiquitous Learning
Anggra Prima
Sekolah Tinggi Agama Islam Sangatta
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Integrating Artificial Intelligence in Formative Assessment: Connecting Student Engagement, Learning Styles, and Learning Outcomes Heny Pratiwi; Muhammad Ibnu Sa'ad; Nurul Hikmah; Anggra Prima
Journal of Pedagogy and Education Science Vol 5 No 01 (2026): Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.001513

Abstract

Formative assessment plays an important role in providing continuous feedback that supports the student learning process. However, formative assessment practices in higher education often remain static and insufficiently responsive to individual learner differences. This study examines the integration of artificial intelligence (AI) into formative assessment by exploring patterns of student engagement, learning styles, and academic achievement within a data-informed learning environment. The findings indicate that student engagement is closely associated with academic performance and dropout risk, suggesting its potential function as an early indicator of academic vulnerability. Differences in learning styles are also reflected in formative performance, highlighting the importance of personalized instructional support. These results illustrate how AI-supported analysis can enhance formative assessment by enabling timely feedback, adaptive learning support, and the early identification of students at risk. Beyond confirming established relationships, this study emphasizes the conceptual role of artificial intelligence in reshaping formative assessment practices. AI is positioned as a formative assessment mediator that integrates learning analytics to support personalization, predictive insight, and adaptive feedback. This conceptualization contributes to formative assessment theory by demonstrating how data-driven intelligence can operationalize continuous, student-centered assessment in higher education. Rather than functioning merely as an analytical tool, artificial intelligence is shown to fundamentally reshape formative assessment by enabling continuous, predictive, and adaptive feedback mechanisms that are not achievable through conventional assessment approaches.
Peran Guru PAI dalam Peningkatan Kemampuan Berpikir Kritis Siswa Melalui Media Presentasi Powerpoint di SMA Negeri 1 Sangatta Utara Siti Nilam; Anggra Prima; Jumrianah Jumrianah
Abdi Cendekia : Jurnal Pengabdian Masyarakat Vol 5 No 2 (2026): Juni
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/abdicendekia.v5i2.857

Abstract

Perkembangan teknologi dalam pendidikan mendorong perubahan strategi pembelajaran yang lebih aktif, kontekstual, dan berpusat pada siswa. Dalam pembelajaran Pendidikan Agama Islam (PAI), media pembelajaran berperan penting dalam mendukung keterlibatan siswa dan pengembangan kemampuan berpikir kritis. Penelitian ini bertujuan untuk menganalisis penggunaan media presentasi PowerPoint dalam pembelajaran PAI serta kontribusinya terhadap pengembangan kemampuan berpikir kritis siswa di SMA Negeri 1 Sangatta Utara. Penelitian menggunakan pendekatan kualitatif dengan jenis studi kasus. Subjek penelitian terdiri atas guru PAI sebagai informan utama, serta kepala sekolah dan siswa kelas XI sebagai informan pendukung. Data dikumpulkan melalui wawancara semi terstruktur, observasi, dan dokumentasi, kemudian dianalisis menggunakan model Miles, Huberman, dan Saldana melalui tahap kondensasi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Keabsahan data dilakukan melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa penggunaan media PowerPoint dilaksanakan melalui tahapan perencanaan, pelaksanaan, dan evaluasi pembelajaran. Guru memanfaatkan slide yang memuat materi, ilustrasi, pertanyaan pemantik, dan studi kasus untuk mendorong keterlibatan siswa selama pembelajaran. Penggunaan media tersebut berkontribusi terhadap berkembangnya kemampuan berpikir kritis yang ditunjukkan melalui kemampuan siswa memahami persoalan, memberikan alasan, menganalisis informasi, serta menyusun kesimpulan berdasarkan pemahaman yang dimiliki.
Implementasi Model Cooperative Learning Tipe Make A Match Dalam Memotivasi Siswa Pada Pembelajaran PPKn Kelas II SD Muhammadiyah 2 Sangatta Utara Samsina Samsinan; Mahfud Ifendi; Anggra Prima
Jurnal Pelita Pendidikan Vol. 2 No. 1 (2025): 2025
Publisher : Yayasan Pelita Negri Belantaraya, Kab. Indragiri Hilir, Prov. Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65226/jpp.v2i1.181

Abstract

Tujuan dari penelitian ini adalah untuk dapat mengetahui bagaimana implementasi model cooperative learning tipe make a match dalam memotivasi siswa kelas II pada mata pelajaran PPKn di SD Muhammadiyah 2 Sangatta Utara serta apa saja faktor pendukung dan penghambat dalam pelaksanaanya. Jenis penelitian yang penelti gunakan dalam penelitian ini adalah penelitian lapangan dengan menggunakan pendekatan penelitian yaitu kualitatif, dimana penulis mencari data yang akurat dengan cara turun langsung ke lapangan yaitu mencari informasi terkait penelitian yang dilakukan di SD Muhammadiyah 2 Sangatta Utara dengan mengamati fenomena yang terjadi di lapangan serta melakukan wawancara bersama informan dan dokumentasi untuk mendapatkan informasi valid berdasarkan observasi yang dilakukan di lapangan. Adapun yang menjadi informan dalam penelitian ini adalah Guru Kelas sebagai seorang tenaga pendidik yang menerapkan model pembelajaran dan Siswa yang merasakan dan melakukan suatu pembelajaran dan metode yang digunakan serta Waka Kurikulum sebagai penanggung jawab mengatur seluruh kegiatan pembelajaran guru di sekolah. Sedangkan teknik analisis data menggunakan teknik analisis data dari Miles and Huberman. Berdasarkan hasil penelitian dapat disimpulkan bahwasannya Penerapan model pembelajaran cooperative learning tipe make a match dalam memotivasi siswa ini, dikatakan cukup efektif dan sudah di terapkan dan berhasil meningkatkan motivasi belajar siswa di kelas II SD Muhammadiyah 2 Sangatta Utara. Namun tentunya tetap banyak hal yang harus diperbaiki dan dikembangkan lagi oleh pihak sekolah untuk dapat mencapai keberhasilan pembelajaran yang lebih besar lagi.
Designing Multicultural and Global Language Programs: Leveraging Digital Platforms to Foster Cultural Competence in Language Learning Anggra Prima; Amine Meddah; Sara Al-Jabri
International Journal of Language and Ubiquitous Learning Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v4i1.3395

Abstract

Background. In an increasingly globalized world, language learning programs must go beyond linguistic competence to include cultural competence. Digital platforms offer innovative solutions to incorporate cultural understanding into language learning, fostering multicultural awareness and cross-cultural communication skills. However, integrating these elements into digital language programs remains underexplored, despite its potential to enhance both language acquisition and cultural literacy. Purpose. This study aims to design multicultural and global language programs by leveraging digital platforms to promote cultural competence in language learning. The research seeks to explore how digital tools and platforms can be utilized to create immersive, culturally relevant learning environments that foster deeper cultural understanding while enhancing language skills. Method. A qualitative research design was employed, involving the development of a digital language program that integrates cultural modules using multimedia tools, virtual exchanges, and collaborative learning. Data were collected through participant feedback, surveys, and performance assessments before and after the program implementation. Results. The findings indicate that integrating cultural content into digital language programs significantly improved learners’ cultural awareness and language proficiency. Participants reported higher levels of engagement and a better understanding of cultural nuances through interactive, virtual exchanges and multimedia content. Conclusion. Digital platforms offer a valuable tool for creating multicultural and global language programs that enhance both language and cultural competence. These programs can play a vital role in preparing learners for effective cross-cultural communication in a globalized world.
Co-Authors Amine Meddah Heny Pratiwi Jumrianah Jumrianah Mahfud Ifendi Muhammad Ibnu Saad Saad Nurul Hikmah Samsina Samsinan Sara Al-Jabri Siti Nilam