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All Journal Journal of Applied Artificial Intelligence in Education
Andro Ruben Runtu
Sekolah Tinggi Ilmu Kesehatan Bethesda
Computer Science & IT Education

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Effects of Artificial Intelligence Integration on Design Mindset, Creativity, and Reflection Khaerul Amri; Intan Novita Kowaas; Andro Ruben Runtu; Saif Mohammed; Rifky Muhajji
Journal of Applied Artificial Intelligence in Education Vol 1, No 1 (2025): July 2025
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/jaaie.v1i1.4

Abstract

Artificial intelligence (AI) is increasingly embedded in design-based learning because it can accelerate ideation, support rapid iteration, and enable human–AI collaboration; however, a persistent challenge is maintaining an appropriate balance between AI-driven automation and human agency while ensuring that students’ design mindset, creativity, and reflective thinking are genuinely strengthened. This study aimed to examine the perceived effects of AI integration on students’ design mindset, creativity, and critical reflection in higher education. A quantitative cross-sectional design was employed with purposive sampling of 96 university students (predominantly female; mean age ≈20 years) who had used AI tools in learning and design activities; data were collected via an online Likert-scale questionnaire distributed from October to November 2024 and analyzed using descriptive statistics (means and sums). The results indicate that students reported generally moderate-to-positive perceptions of AI’s contribution across all constructs, with overall mean scores suggesting beneficial support for design mindset (M≈2.59) and creativity (M≈2.59), and relatively stronger support for reflection (M≈2.68), particularly in helping students understand their learning/creative processes and learn from mistakes. These findings imply that higher education institutions such as Makassar State University should integrate AI more strategically as a co-creative learning partner, complemented by structured training for both instructors and students to maximize creative and reflective gains while safeguarding human control; overall, AI shows strong potential to enhance design-oriented learning, but deeper implementation and longitudinal evaluation are recommended.
Enhancing Educator Quality and National Education Success: The Roles of Competence, Innovation, and Sustainable Support Indal Awalaikal; Andro Ruben Runtu; Surahmadani; Stephen Amukune
Journal of Applied Artificial Intelligence in Education Vol 1, No 1 (2025): July 2025
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/jaaie.v1i1.5

Abstract

Persistent disparities in education quality in Indonesia shaped by uneven teacher capacity, limited innovation in technology-enabled pedagogy, and inconsistent long-term support continue to hinder the achievement of national education goals. This study aimed to examine how educator competence, pedagogical innovation, and sustainable support are perceived as key contributors to revitalizing educator quality as a foundation for national education success. A quantitative cross-sectional approach was used, collecting data from 106 undergraduate students across Indonesia through an online questionnaire (Google Forms) using convenience sampling. The instrument consisted of 25 Likert-scale items, covering educator competence (8 items), pedagogical innovation (9 items), and sustainable support (8 items); responses were analyzed descriptively using mean scores, dispersion, and categorical interpretation. The results indicate that participants perceived educator competence as Very Good (M = 1.78; SD = 0.564) and sustainable support as Very Good (M = 1.78; SD = 0.519), while pedagogical innovation was rated Good (M = 1.81; SD = 0.505), suggesting strong perceived readiness in competence and support but relatively slower progress in innovation practices. Respondents were predominantly female (62.3%) and mainly aged 21–23 (56.4%), with more than half in higher semesters (52.8), reflecting perspectives from students with substantial academic exposure. These findings imply that national education improvement requires sustaining competence development and strengthening durable institutional and policy support while accelerating equitable pedagogical innovation—especially effective technology integration in underserved areas. Overall, the study concludes that synergy among competence, innovation, and sustained support is essential for improving educator quality and advancing more inclusive outcomes
Co-Authors Indal Awalaikal Intan Novita Kowaas Khaerul Amri Rifky Muhajji Saif Mohammed Stephen Amukune Surahmadani