Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Bincang Sains dan Teknologi Journal of Pedagogy and Education Science Jurnal Genesis Indonesia
Aysel Arslan
Sivas Cumhuriyet University
Humanities Computer Science & IT Education Electrical & Electronics Engineering Energy Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Transportation Other

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Metaphorical Perceptions of Prospective Teachers Regarding the Concept of Digital Literacy Aysel Arslan; Mevlüde Sümeyye Polat
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.001966

Abstract

This study aims to reveal prospective teachers’ perceptions of the concept of “digital literacy” through metaphors. The study was conducted using a phenomenological research design and carried out with 45 prospective teachers studying at Sivas Cumhuriyet University during the 2024–2025 academic year. The data were collected through an open-ended metaphor form, asking participants to complete the statement “Digital literacy is like… because…”. The responses were analyzed using content analysis. A total of 45 metaphors were obtained, and the most frequently used metaphors were book, knowledge, and real literacy. The metaphors were grouped under five categories: Education, Technology, Abstract, Tool/Object, and Nature, with Education being the most concentrated category. The findings indicated that prospective teachers largely associate digital literacy with accessing information, learning, understanding, and using technology consciously. In conclusion, prospective teachers view digital literacy as an essential skill in modern life, a fundamental resource for accessing information, and a multidimensional domain that needs to be managed carefully. This study offers insights for enhancing prospective teachers’ cognitive and pedagogical awareness regarding digital literacy.
Artificial Intelligence in Manufacturing: A Perspective on Productivity Gains and Labor Displacement Aysel Arslan; Roland Y. H. Silitonga
Bincang Sains dan Teknologi Vol. 5 No. 01 (2026): Bincang Sains dan Teknologi
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/bst.v5i01.2171

Abstract

The integration of Artificial Intelligence (AI) into manufacturing has become a key driver of industrial transformation in the era of Industry 4.0, offering substantial gains in efficiency, productivity, and operational performance. However, its implications for human labor remain a critical concern. This study aims to examine the dual impact of AI adoption in manufacturing, focusing on both technological benefits and socio-economic consequences, particularly labor displacement, job transformation, and workforce sustainability. This research employs a systematic literature review of interdisciplinary studies published between 2010 and 2024, using thematic synthesis to analyze three key dimensions: labor displacement as a structural risk, the limitations of job transformation, and the emergence of human-centered AI. The findings reveal that AI disproportionately affects routine and mid-skilled jobs, contributing to labor market polarization and increasing risks of structural unemployment. While new high-skill roles emerge, their limited accessibility constrains workforce transition. The study highlights the need for a human-centered approach that integrates technological advancement with reskilling initiatives, labor protections, and inclusive policies. It contributes by providing a structured synthesis that bridges efficiency-driven and labor-oriented perspectives in AI-driven manufacturing.
Intelligent Tutoring Systems and the Future of Problem-Solving Education: An Opinionated Synthesis Dwi Sulisworo; Aysel Arslan
Jurnal Genesis Indonesia Vol. 4 No. 03 (2025): Jurnal Genesis Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jgi.001802

Abstract

The rapid evolution of Intelligent Tutoring Systems (ITS) has transformed contemporary educational discourse, particularly regarding how automated systems can enhance students’ problem-solving abilities in STEM fields. Although empirical studies consistently show that ITS can outperform traditional instruction, the mechanisms driving these gains remain insufficiently emphasized in policy and pedagogical narratives. This article argues that ITS effectiveness stems from a synergy of seven cognitive mechanisms: adaptive scaffolding, immediate and elaborated feedback, model-tracing and knowledge-tracing, metacognitive prompting, productive practice, error-driven learning, and cognitive load regulation. An opinion-based synthesis supported by extensive literature is presented to advocate for the strategic integration of ITS within national instructional reforms. The conceptual framework includes a visual diagram representing the mechanisms and their interactions. Results and discussion are organized into three subsections The article concludes with recommendations for adopting ITS in large-scale educational systems to improve learners' higher-order problem-solving.
Co-Authors Mevlüde Sümeyye Polat Roland Y. H. Silitonga