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All Journal Al Ishlah Jurnal Pendidikan TOFEDU: The Future of Education Journal
Fiki Febriani
Universitas Muhammadiyah Purwokerto
Education Languange, Linguistic, Communication & Media Mathematics Other

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Growth Mindset and AI Generative Dependency among Students: The Role of Achievement Goal Orientations Fawwaz Adzansyah Islamy; Fiki Febriani; Puspita Sari; Herdian Herdian
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.9285

Abstract

The increasing integration of generative artificial intelligence (GenAI) in education has raised concerns regarding students’ potential dependency on these technologies. This study examines the relationships between growth mindset, achievement goal orientations, and generative AI dependency among secondary school students in Indonesia. A total of 191 students (junior high school = 180; senior high school = 11) were selected using purposive sampling based on prior experience using GenAI for academic purposes. Using a quantitative cross-sectional survey and Partial Least Squares–Structural Equation Modeling (PLS-SEM) with SmartPLS 4, generative AI dependency was operationalized as psychological dependency characterized by cognitive preoccupation, negative consequences, and withdrawal. The results indicate that growth mindset significantly predicts mastery goal orientation (β = 0.304, p 0.001) and performance goal orientation (β = 0.284, p 0.001), but does not directly predict generative AI dependency (β = 0.055, p = 0.599). In addition, mastery goal orientation (β = −0.213, p = 0.115) and performance goal orientation (β = 0.110, p = 0.469) do not significantly predict generative AI dependency. The structural model explains a limited proportion of variance in generative AI dependency (R² = 0.032). These findings suggest that motivational constructs such as growth mindset and achievement goal orientations are associated with students’ learning orientations but are insufficient to explain dependency-related engagement with generative AI. The study highlights the need for future research to incorporate regulatory and epistemic factors to better understand students’ dependency on GenAI in educational contexts.
Emotional Intelligence and Participation in Dhuha Prayer at the Class Level: A Descriptive Correlational Study among Islamic Junior High School Students Fawwaz Adzansyah Islamy; Yatny Mariam Lestari; Fiki Febriani; Nur’aeni Nur’aeni
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1705

Abstract

Emotional intelligence (EI) plays a crucial role in students’ character development and academic success. In the context of Islamic education, religious habituation such as Dhuha prayer is viewed not only as a spiritual practice but also as a means of strengthening self-regulation and emotional management. This study aimed to examine the relationship between emotional intelligence and participation in Dhuha prayer at the classroom level in an Islamic junior secondary school (Madrasah Tsanawiyah). The study employed a quantitative approach with a descriptive-correlational design. The population consisted of all students of MTs Muhammadiyah 04 Purbalingga, with a sample of 113 students selected through convenience sampling. Emotional intelligence was measured using the Emotional Intelligence Scale (EIS), while data on Dhuha prayer participation were obtained from class attendance records. Data analysis was conducted at the classroom level by calculating the mean EI scores and average Dhuha prayer participation, followed by Spearman correlation analysis. The results revealed a very strong positive association between mean emotional intelligence and Dhuha prayer participation across classes (ρ = 1.00; N = 3). This association reflects a consistent pattern at the class level and should be interpreted cautiously due to the limited number of analytical units and the correlational nature of the study.  This research contributes theoretically to the literature on emotional intelligence and religious practices and provides practical implications for strengthening character education through structured religious habituation programs in schools.
Global Trends in Intervention Strategies for Academic Integrity in the Age of Generative Artificial Intelligence: A Bibliometric Analysis Mugiarti Nur Fadlilah; Arthadi Fitri Utami; Fiki Febriani; Herdian Herdian; Nur'aeni Nur'aeni
The Future of Education Journal Vol 5 No 2 (2026)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v5i2.1937

Abstract

The rapid adoption of Generative Artificial Intelligence (AI), particularly ChatGPT and other large language models, has transformed higher education and raised significant concerns regarding academic integrity. This study aims to analyze global research trends on intervention strategies for maintaining academic integrity in the era of Generative AI through a bibliometric approach. Data were collected from the Scopus database, resulting in 100 publications published between 2021 and 2024. Bibliometric analysis was conducted using VOSviewer to examine publication trends, country contributions, keyword co-occurrence networks, and thematic developments. The findings indicate a substantial increase in scholarly attention following the emergence of Generative AI technologies. Five major thematic clusters were identified: academic integrity and plagiarism prevention, Generative AI integration in higher education, assessment redesign and pedagogical intervention, AI literacy and ethical education, and student behavior and psychological responses. The results reveal a notable shift from detection- and punishment-based approaches toward preventive and educational strategies, including AI literacy programs, authentic assessment redesign, ethics education, and institutional policy development. The study also highlights the growing importance of holistic intervention frameworks that integrate technological adaptation, pedagogical innovation, and ethical awareness. These findings provide a comprehensive overview of the evolving research landscape and offer valuable insights for developing sustainable academic integrity frameworks in higher education.
Co-Authors Arthadi Fitri Utami Fawwaz Adzansyah Islamy Herdian Mugiarti Nur Fadlilah Nur'aeni Nur'aeni Nur’aeni Nur’aeni Puspita Sari Yatny Mariam Lestari