Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Online Learning in Educational Research Jurnal Sipakatau
Fhatiah Adiba
Universitas Negeri Makassar, Indonesia
Religion Arts Humanities Computer Science & IT Education Engineering Environmental Science Health Professions Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Physics Social Sciences Veterinary Other

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

Found 2 Documents
Search

 1 
Beyond Advice: Training Mentors in Ethics, Boundaries, and Trustworthy Mentoring Dewi Fatmarani Surianto; Asmaul Husnah Nasrullah; Ayu Hasnining; Fhatiah Adiba
Jurnal Sipakatau: Inovasi Pengabdian Masyarakat Vol. 2 No. 4 (2025): june
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/jsipakatau.v2i4.2525

Abstract

The Community Service Program aims to improve ethical competency among student mentors through a structured training program that focuses on five key areas: confidentiality, ethical communication, communication style, professional boundaries, and respecting mentee diversity. A total of 31 mentors participated in pre- and post-test assessments, allowing for a measurable analysis of knowledge development. The training was delivered online using Zoom and included interactive discussions, scenario analysis, and self-reflection sessions. Results showed significant improvements in all five indicators, particularly in understanding ethical communication (from 32.3% to 77.4% selecting the highest score), and appropriate communication style (from 41.9% to 80.6%). Even dimensions with high baseline scores, such as confidentiality (74.2%), experienced positive growth. The findings confirm that the training successfully improved participants’ ethical sensitivity, practical communication skills, and preparedness for real-world mentoring situations. This initiative contributed to the development of a responsible mentoring culture that aligns with the values ​​of empathy, professionalism, and inclusion. Future programs should consider expanding to include peer mentors from other faculties and provide ongoing support mechanisms to strengthen ethical mentoring practices.
Institutional Conditions and User Innovativeness in Perceived Educational Service Transformation: The Mediating Role of AI Usefulness Among Pre-Service Teachers Fathahillah; Dyah Darma Andayani; Fhatiah Adiba; Edy Sabara; M. Miftach Fakhri; Soeharto; Pramudya Asoka Syukur
Online Learning In Educational Research (OLER) Vol. 6 No. 3 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i3.1184

Abstract

Despite growing research on artificial intelligence (AI) adoption in teacher education, limited attention has been given to how institutional and individual factors shape AI usefulness and its role in transforming educational services. This study examined the relationships between technology readiness, leadership support, policy and infrastructure, user innovativeness, AI usefulness, and perceived service transformation among pre-service teachers. A cross-sectional survey involving 562 pre-service teachers selected through purposive sampling was conducted, and the data were analyzed using partial least squares structural equation modeling (PLS-SEM). The findings revealed that all four antecedents were significantly associated with perceived AI usefulness, with leadership support emerging as the strongest predictor. AI usefulness was positively associated with perceived service transformation and significantly mediated the relationships between all four antecedents and service transformation. These findings highlight AI usefulness as a central mechanism linking institutional readiness and individual innovativeness to perceived improvements in educational services. The study extends the Technology–Organization–Environment (TOE) framework by incorporating AI usefulness as a mediating construct in the context of educational service transformation. Practically, the findings suggest that teacher education institutions should strengthen leadership support, infrastructure, and institutional policies while integrating authentic AI-supported learning experiences that encourage pre-service teachers to critically evaluate AI's educational value
Co-Authors Asmaul Husnah Nasrullah Ayu Hasnining Darma Andayani, Dyah Dewi Fatmarani Surianto Edy Sabara Fathahillah M. Miftach Fakhri Pramudya Asoka Syukur Soeharto