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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) PAEDAGOGIA
Zulmi Ramdani
Bursa Uludağ Üniversity
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Materials Science & Nanotechnology Physics

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Students' Perceptions of the Use of Artificial Intelligence in Discussion Forum Evaluation on Massive Open Online Courses Platform Jaka Warsihna; Zulmi Ramdani; Heri Kurniawan; Zulfikri Zulfikri; Fauzy Rahman Kosasih; Mudayat Mudayat; Ahmad Syaikhu
Jurnal Penelitian Pendidikan IPA Vol 12 No 1 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i1.13975

Abstract

This study explores university students' perceptions of the use of Artificial Intelligence (AI) in evaluating discussion activities within Massive Open Online Courses (MOOCs). Using a quantitative cross-sectional survey, data were collected from 112 undergraduate students who had participated in AI-assisted discussion forums across four MOOCs. Descriptive statistics were used to analyze students' perceptions of MOOCs and AI-assisted evaluation, followed by inferential tests to examine differences across demographic variables. Findings indicate that students hold generally positive perceptions of MOOCs, particularly regarding their flexibility, ease of use, and structured learning design. Students also evaluated discussion forums as relevant, understandable, and motivating. Although students showed moderate acceptance of AI involvement in evaluation, ethical concerns remained evident. Inferential analysis showed no significant differences in perceptions across most demographic variables, with the exception of employment status, which influenced perceptions of AI-assisted evaluation. The study highlights the need for ethical, transparent, and pedagogically aligned implementation of AI in online learning assessment
Identifying Issues and Contexts: Obstacles for TPE Students in Designing Problem-Based Learning Nurhamzah Nurhamzah; Asep Andi Rahman; Rikrik Nurdiansyah; Miftahul Fikri; Dindin Nasrudin; Zulmi Ramdani
PAEDAGOGIA Vol 27, No 3 (2024): PAEDAGOGIA Jilid 27 No 3 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i3.96104

Abstract

Problem-Based Learning (PBL) is widely recognized as an effective approach to developing students' critical thinking and problem-solving skills. However, its implementation often encounters significant challenges, particularly in teachers’ ability to identify relevant contextual issues. This study investigates the perceptions and challenges faced by students in the Teacher Professional Education (TPE) Program in selecting and designing contextual issues for PBL. Using a sequential exploratory mixed-method design, the research began with a qualitative phase analyzing student assignments, followed by a quantitative phase involving questionnaires to assess perceptions and influencing factors. Results revealed that most TPE students have not yet fully developed the ability to select appropriate issues to serve as contexts in PBL. 90% of participants found it "Difficult" to identify relevant issues, while only 10% considered it "Easy." Among the factors contributing to these difficulties, limited knowledge of relevant issues (30%) was the most significant, followed by a lack of understanding of PBL concepts (23%) and difficulty connecting theory to practice (18%). Other barriers included limited access to resources (13%), time constraints (8%), and other minor reasons (8%). These findings emphasize the importance of structured and practical training programs to enhance teachers' competence in identifying contextual issues for PBL. The study concludes with recommendations for designing intensive professional development programs and highlights the need for further research with larger and more diverse samples to validate these findings.
Co-Authors Ahmad Syaikhu Fauzy Rahman Kosasih Heri Kurniawan Jaka Warsihna Miftahul Fikri Mudayat, Mudayat Nurhamzah, Nurhamzah Rahman, Asep Andi Rikrik Nurdiansyah Zulfikri Zulfikri