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Cerdas: Jurnal Ilmu Pendidikan Sosial dan Humaniora
Published by Institut Teknologi dan Kesehatan Permata Ilmu Maros
ISSN : -     EISSN : 31244254     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Cerdas: Jurnal Ilmu Pendidikan Sosial dan Humaniora adalah jurnal nasional, akses terbuka, double-blind peer-review yang diterbitkan secara online 2 (dua) kali dalam setahun (Juni dan Desember). Berfokus pada kajian multidisiplin di bidang pendidikan, ilmu sosial, dan humaniora. Dikelola secara profesional yang diterbitkan oleh ITEKES Permata Ilmu Maros yang bertujuan sebagai wadah publikasi hasil-hasil penelitian, kajian teoritis, maupun inovasi terapan dalam bidang pendidikan, ilmu sosial, dan humaniora. Naskah harus merupakan penelitian asli, ditulis dalam Bahasa Inggris atau Bahasa Indonesia, dan tidak dikirimkan secara bersamaan ke jurnal atau konferensi lain. Focus and Scope This journal accepts articles based on empirical research, literature reviews, or conceptual studies that offer academic relevance and concrete contributions to the advancement of knowledge and social life. 1.Educational Sciences Curriculum and Learning Development Innovation and Technology in Education Educational Evaluation and Assessment Character and Moral Education Educational Management and Policy Inclusive Education and Special Needs Educational Psychology Culturally-Based Education and Local Wisdom 2.Social Sciences Sociology and Anthropology Communication and Media Gender Studies and Equality Economics and Social Welfare Public Policy and Administration International Relations and Globalization Sustainable Development Digitalization and Society 3.Humanities Philosophy and Ethics History and Civilization Language, Literature, and Linguistics Arts and Culture Religion and Belief Systems Multiculturalism Studies Digital Humanism
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 15 Documents
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Efektivitas Pembelajaran Digital Berbasis Artificial Intelligence (AI) dalam Mengembangkan Kemampuan Berpikir Kritis dan Literasi Digital Siswa Herwandi Sape; Lukman Lukman; Muh Ilham
Cerdas: Jurnal Ilmu Pendidikan Sosial dan Humaniora Vol. 1 No. 1 (2025): JUNI 2025
Publisher : ITEKES Permata Ilmu Maros

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Abstract

This study aims to examine the effectiveness of artificial intelligence (AI)–based digital learning in developing the critical thinking skills and digital literacy of eighth grade students at SMAN 3 Maros. The research employed a quantitative approach using a quasi experimental nonequivalent control group pretest posttest design. The research sample consisted of 50 students, with 25 students from Class VIII C assigned to the experimental group and 25 students from Class VIII B assigned to the control group. The research instruments included a critical thinking skills test and a digital literacy assessment. Data were analyzed using descriptive statistical techniques. The results indicate that the experimental group experienced a greater improvement in critical thinking skills and digital literacy compared to the control group. The mean critical thinking score of the experimental group increased from 39.76 to 85.08, while the control group increased from 40.36 to 80.36. Similarly, the digital literacy score of the experimental group increased from 36.96 to 82.88, whereas the control group increased from 37.04 to 79.32. These findings confirm that AI based digital learning is effective in enhancing students’ reasoning quality and digital literacy in a more consistent and meaningful manner
Pengaruh Penerapan Pembelajaran Berbasis Artificial Intelligence (AI) terhadap Peningkatan Literasi Siswa SMP Lukman Lukman; Herwandi Sape; Habiba Ulfahyana
Cerdas: Jurnal Ilmu Pendidikan Sosial dan Humaniora Vol. 1 No. 1 (2025): JUNI 2025
Publisher : ITEKES Permata Ilmu Maros

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Abstract

This study aims to analyze the effect of implementing Artificial Intelligence (AI)-based learning on the improvement of literacy skills among eighth-grade students at SMP PGRI, Maros Regency, in the Indonesian language subject. The research employed a quantitative approach with an experimental method using a one-group pretest–posttest design. The research population consisted of all eighth-grade students, who were entirely included as the sample through a total sampling technique, totaling 32 students (17 females and 15 males). The research instrument was a literacy skills test administered before and after the AI-based learning intervention. Data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, a paired sample t-test, and normalized gain (N-Gain) analysis. The results indicated a significant increase in students’ literacy scores from pretest to posttest. The normality test results confirmed that the data were normally distributed, thus meeting the assumptions for parametric analysis. The paired sample t-test revealed a significance value of p < 0.05, indicating a statistically significant effect of AI-based learning on students’ literacy skills. Furthermore, the N-Gain value fell within the moderate to high category, demonstrating the effectiveness of AI-based learning in optimizing the improvement of students’ literacy skills. It can be concluded that AI-based learning is effective in enhancing junior secondary school students’ literacy skills and has strong potential as an innovative instructional strategy to support educational transformation in the digital era.
Implementasi Pendekatan Pembelajaran Mendalam (Deep Learning) dalam Pembelajaran Digital untuk Meningkatkan Kemampuan Literasi Siswa Herwandi Sape; Lukman Lukman; Habiba Ulfahyana
Cerdas: Jurnal Ilmu Pendidikan Sosial dan Humaniora Vol. 1 No. 2 (2025): DESEMBER 2025
Publisher : ITEKES Permata Ilmu Maros

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Abstract

This study aims to analyze the effect of implementing the Deep Learning approach in digital learning on students’ mathematical literacy skills. The study employed a quantitative approach using a one-group experimental design with a one-group pretest–posttest model. The research subjects consisted of all eighth-grade students of SMA PGRI Tamalate, totaling 30 students. The learning process was conducted in mathematics instruction by applying the Deep Learning approach integrated into digital learning. The research instrument was a mathematical literacy test administered before and after the intervention. Data were analyzed using descriptive and inferential statistics. The prerequisite analysis was conducted through a normality test, while hypothesis testing employed a paired sample t-test. The results indicated an improvement in students’ mathematical literacy skills from a low category in the pretest to a high category in the posttest. The paired sample t-test results revealed a statistically significant difference between pretest and posttest scores, with a significance value of less than 0.05. The N-Gain value was classified as high, indicating that the implementation of the Deep Learning approach in digital learning was effective in improving students’ mathematical literacy skills.
Pemanfaatan Teknologi Artificial Intelligence (AI) dalam Digitalisasi Pembelajaran untuk Meningkatkan Literasi Digital Siswa Lukman Lukman; Herwandi Sape; Habiba Ulfahyana
Cerdas: Jurnal Ilmu Pendidikan Sosial dan Humaniora Vol. 1 No. 2 (2025): DESEMBER 2025
Publisher : ITEKES Permata Ilmu Maros

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Abstract

This study aims to analyze the effect of utilizing Artificial Intelligence (AI) technology in the digitalization of learning on improving the digital literacy of Grade X students in the Computer and Network Engineering (TKJ) program at SMK Maros. The research employed a quantitative approach with an experimental method using a pre-experimental design, specifically a one-group pretest–posttest design. The research population consisted of all Grade X TKJ students totaling 42 individuals, who were simultaneously used as the research sample through a saturated sampling technique. Data were collected through a digital literacy test and observations of the learning process. Quantitative data were analyzed using descriptive and inferential statistical techniques. The results indicate that the utilization of AI technology in digital learning has a significant effect on improving students’ digital literacy. This is evidenced by an increase in the mean digital literacy scores from the pretest to the posttest, as well as the results of the paired sample t-test, which showed a significance value of less than 0.05. In addition, observational findings revealed increased student engagement, participation, and positive attitudes during AI-based learning activities. Therefore, it can be concluded that AI-based digital learning is effective in enhancing students’ digital literacy and is relevant for implementation in schools to support students’ readiness in facing the challenges of the digital era.
The Role of Artificial Intelligence in Improving 21st-Century Competencies of Agricultural Students: Literature Review Haerawati; Suhardi; Risqah Amaliah Kasman
Cerdas: Jurnal Ilmu Pendidikan Sosial dan Humaniora Vol. 1 No. 2 (2025): DESEMBER 2025
Publisher : ITEKES Permata Ilmu Maros

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Abstract

The rapid development of Artificial Intelligence (AI) has driven significant transformations in higher education, including in the field of agriculture, which faces complex challenges such as climate change, food security, and the growing demand for data-driven agricultural systems. Agricultural students are required not only to master technical knowledge but also to develop 21st-century competencies, including critical thinking, creativity, collaboration, communication, and digital literacy. However, comprehensive studies that systematically examine the role of AI in enhancing these competencies within the context of agricultural higher education remain limited and fragmented. Therefore, this study aims to systematically review the role of Artificial Intelligence in improving 21st-century competencies among agricultural students through a literature review approach. The study adopts the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines by conducting a structured literature search across Scopus, Web of Science, ERIC, ScienceDirect, and Google Scholar. Following the selection process, 35 relevant articles were included and analyzed using thematic analysis. The findings indicate that AI technologies, such as machine learning, intelligent tutoring systems, virtual laboratories, and decision support systems, significantly contribute to the enhancement of critical thinking, problem-solving skills, and digital and data literacy among agricultural students. However, the development of creativity, collaboration, and communication skills largely depends on pedagogical designs that actively integrate AI into project-based and collaborative learning environments. In conclusion, AI should be positioned as a pedagogical enabler that supports human-centered learning to prepare agricultural graduates who are adaptive, competent, and ready to address contemporary agricultural challenges.

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