Article Per Year (5 Year)
p-Index From 2021 - 2026
0.882
P-Index
This Author published in this journals
All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat PIJAR: Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Anak Usia Dini Indonesia Compass: Journal of Education and Counselling
Ahmad Syaikhu
Universitas Terbuka
Religion Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Nursing Physics Public Health Social Sciences Other

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
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
Pengembangan Model Hybrid Berbasis Video Taktikal untuk Pemahaman Strategi Bola Voli Siswa SMP di Lampung Mudayat; Ahmad Syaikhu; Mualimin; Sariyani; Imam Syafi'i
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 4 No. 2 (2026): April
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v4i2.1715

Abstract

Perkembangan pembelajaran digital dalam pendidikan abad ke-21 semakin meningkat seiring transformasi teknologi, namun efektivitasnya terhadap hasil belajar siswa masih menjadi isu penting yang memerlukan kajian lebih mendalam. Penelitian ini bertujuan untuk menganalisis pengaruh pembelajaran digital terhadap hasil belajar siswa, mengidentifikasi pengalaman serta tantangan yang dihadapi dalam proses pembelajaran digital, serta mengintegrasikan temuan kuantitatif dan kualitatif dalam satu kesimpulan yang komprehensif. Penelitian ini menggunakan pendekatan mixed methods dengan desain sequential explanatory. Data kuantitatif diperoleh melalui kuesioner skala Likert dari 300 siswa SMP di Provinsi Lampung dan dianalisis menggunakan regresi linear berganda, sedangkan data kualitatif diperoleh melalui wawancara mendalam dengan guru dan siswa serta dianalisis menggunakan teknik analisis tematik. Hasil penelitian menunjukkan bahwa intensitas penggunaan pembelajaran digital dan kualitas interaksi berpengaruh signifikan terhadap hasil belajar siswa dengan kontribusi sebesar 62%. Temuan kualitatif menunjukkan bahwa pembelajaran digital memberikan fleksibilitas dalam belajar, namun masih terdapat kendala berupa keterbatasan interaksi langsung dan perbedaan literasi digital siswa. Integrasi hasil menunjukkan bahwa efektivitas pembelajaran digital tidak hanya ditentukan oleh aspek teknologi, tetapi juga oleh kualitas interaksi pedagogis dan kesiapan pengguna. Kesimpulannya, pembelajaran digital terbukti efektif dalam meningkatkan hasil belajar siswa, tetapi efektivitasnya sangat bergantung pada faktor interaksi dan literasi digital, sehingga diperlukan penguatan strategi pembelajaran dan pengembangan kompetensi digital secara berkelanjutan.
THE EFFECT OF PLATFORM-BASED E-LEARNING ON JUNIOR HIGH SCHOOL STUDENTS’ LEARNING OUTCOMES IN LAMPUNG PROVINCE Mudayat Mudayat; Ahmad Syaikhu; Mualimin Mualimin; Sariyani Sariyani; Imam Syafi’i
COMPASS: Journal of Education and Counselling Vol. 4 No. 1 (2026): Compass: Journal of Education and Counselling, Juni 2026
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/compass.v4i1.1520

Abstract

This study aims to analyze the effect of e-learning on junior high school students’ learning outcomes in Lampung Province and identify experiences and challenges in digital learning. The study employed a mixed-methods approach with a sequential explanatory design. Quantitative data were collected from 300 students using Likert-scale questionnaires and analyzed through multiple linear regression, while qualitative data were obtained through in-depth interviews with teachers and students and analyzed using thematic analysis. The research results indicate that the intensity of digital learning use and the quality of interaction have a significant impact on student learning outcomes, accounting for 62% of the variation. Qualitative findings suggest that digital learning offers flexibility in learning; however, challenges remain in the form of limited direct interaction and variations in students’ digital literacy. The integrated results indicate that the effectiveness of digital learning is determined not only by technological aspects but also by the quality of pedagogical interactions and user readiness. In conclusion, digital learning has proven effective in improving student learning outcomes, but its effectiveness is highly dependent on interaction and digital literacy factors; therefore, continuous strengthening of learning strategies and the development of digital competencies are necessary.
Transformasi Pembelajaran Sains Anak Usia Dini di Abad ke-21: Tinjauan Sistematis tentang Strategi Pembelajaran yang Sesuai dengan Perkembangan Anak: Transforming Early Childhood Science Learning in the 21st Century: A  Systematic  Review  of Developmentally Appropriate Instructional Strategies Ahmad Syaikhu; Ketut Budiastra
Jurnal Pendidikan Anak Usia Dini Indonesia Vol. 3 No. 2 (2026): Jurnal Pendidikan Anak Usia Dini Indonesia
Publisher : YAYASAN YASZOY CAYAHA NUSANTARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71049/ydgfj145

Abstract

Tuntutan pendidikan abad ke-21 mengharuskan pembelajaran sains anak usia dini bergerak melampaui sekadar penyampaian materi menuju pengembangan rasa ingin tahu, literasi sains awal, kreativitas, dan disposisi pemecahan masalah. Pembelajaran sains dalam pendidikan anak usia dini (PAUD) memainkan peran fundamental dalam membentuk sikap anak terhadap belajar serta kesiapan mereka untuk terlibat dalam praktik ilmiah pada jenjang pendidikan berikutnya. Tinjauan konseptual ini mensintesis dan membandingkan penelitian internasional mengenai strategi pembelajaran sains anak usia dini yang selaras dengan prinsip-prinsip pembelajaran abad ke-21. Dengan menggunakan pendekatan tinjauan literatur sistematis kualitatif, penelitian ini menganalisis artikel jurnal internasional yang telah ditelaah sejawat (peer-reviewed) dan diterbitkan antara tahun 2015 hingga 2025. Tinjauan ini berfokus pada strategi pembelajaran yang sesuai dengan tahap perkembangan anak, meliputi inkuiri terbimbing berbasis bermain, kegiatan STEM awal, percakapan dan penjelasan ilmiah, eksplorasi berbasis model konkret, serta berpikir komputasional dasar. Temuan menunjukkan bahwa pembelajaran sains anak usia dini yang efektif dicirikan oleh eksplorasi terbimbing, konteks autentik, interaksi sosial, penyediaan perancah (scaffolding) eksplisit terhadap praktik ilmiah awal, serta integrasi teknologi yang terarah namun terbatas. Analisis komparatif mengungkapkan bahwa tidak ada satu pun strategi pembelajaran yang secara mandiri mampu menjangkau seluruh dimensi literasi sains awal. Sebaliknya, penggunaan berbagai strategi secara terintegrasi menghasilkan capaian yang paling kuat ketika diselaraskan dengan kebutuhan perkembangan dan konteks belajar anak. Penelitian ini memberikan implikasi pedagogis dan rekomendasi praktis bagi pendidik anak usia dini, pengembang kurikulum, dan pembuat kebijakan yang ingin memperkuat pembelajaran sains pada abad ke-21.
Instructional Design of Online Training for ECE Educators: A Project-Based and Andragogical Approach Tepati Kewajiban; Susy Puspitasari; Suryo Prabowo; Ahmad Syaikhu; Apri Kasman
Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat Vol. 5 No. 3 (2025): Mei 2025 - Jurnal Altifani Penelitian dan Pengabdian kepada Masyarakat
Publisher : Indonesian Scientific Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59395/altifani.v5i3.719

Abstract

Enhancing Early Childhood Education (ECE) educators' digital media creation skills is crucial for innovative teaching, yet effective, practical professional development often remains a significant challenge. This article presents a detailed instructional design for an online training program, developed as an outcome of a community service initiative with a private ECE institution in Indonesia. This initiative involved its eleven educators, who possessed varied initial digital competencies, and aimed to address their specific needs. The design process employed a systematic needs analysis, integrating project-based learning and established andragogical principles to ensure relevance and practical application for adult learners. The resulting online program features a three-tiered competency structure (Beginner, Intermediate, Advanced), where each level culminates in authentic media creation projects, fostering skills through learner-centered, reflective, and collaborative activities. This theoretically-grounded instructional design offers an adaptable model anticipated to significantly improve ECE educators' digital competencies and creative capacities, thereby enriching children’s learning experiences.
Co-Authors Apri Kasman Fauzy Rahman Kosasih Heri Kurniawan Imam Syafi'i Imam Syafi’i Jaka Warsihna Ketut Budiastra Mualimin Mualimin Mualimin Mudayat Mudayat, Mudayat Sariyani Sariyani Sariyani Suryo Prabowo Susy Puspitasari Tepati Kewajiban Zulfikri Zulfikri Zulmi Ramdani