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Advances in Educational Innovation
Published by PT Inovasi Analisis Data
ISSN : 30632897     EISSN : 30632498     DOI : https://doi.org/10.69725
Core Subject :
Advances in Educational Innovation (AEI) is a peer-reviewed scholarly journal dedicated to advancing high-quality research in educational innovation, teaching methodologies, digital learning, curriculum development, and policy-driven educational improvement.
Arjuna Subject : -
Articles 16 Documents
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Artificial Intelligence in Civic Education Finding a Balance between Technology and Teacher Roles Muhammad Iqbal Baihaqi; Neni Fitriawati; Intan Sukmasakti Suwarno Putri; Yusri Karmila; Siti Munaziroh
Advances Educational Innovation Vol. 1 No. 1 (2024): August
Publisher : Inovasi Analisis Data

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69725/aei.v1i1.81

Abstract

Objective: This study examines the role of Artificial Intelligence (AI) as both an innovative tool and a challenge in citizenship education at Islamic Vocational School Kanigoro. It aims to provide insights into how AI impacts educational practices, student engagement, and learning outcomes.Methods: A qualitative approach was employed, utilizing observations and interviews to gather data from teachers and students. This method allowed for an in-depth exploration of the dynamics and implications of AI integration in the classroom.Results: The study found that AI technologies, such as Quizizz and Kahoot, were effectively used to automate administrative tasks and personalize learning experiences, significantly improving educational efficiency and student engagement. AI-driven platforms provided tailored instructional content and rapid assessments, enhancing teaching methodologies and learning outcomes. However, challenges such as over-reliance on AI, privacy concerns, and potential algorithmic bias were identified.Conclusion: This study highlights the transformative potential of AI in citizenship education while underscoring the importance of balancing technological innovation with human interaction. Effective integration of AI can enhance learning experiences and foster critical thinking and ethical reasoning among students. The findings advocate for continuous professional development for educators, ethical AI practices, and the preservation of human-centric educational values. Future research should explore diverse educational contexts to further understand the benefits and challenges of AI in education
Learning Innovation through Artificial Intelligence to Improve Writing Skills of Islamic Religious Education Students Daryono; Mahmudulhassan
Advances Educational Innovation Vol. 1 No. 1 (2024): August
Publisher : Inovasi Analisis Data

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69725/aei.v1i1.82

Abstract

Objective: This study aims to explore the role of artificial intelligence (AI) in enhancing the writing skills of Islamic Education (PAI) students through innovative learning approaches.Methods: Utilizing a qualitative research methodology, this study conducts a descriptive text analysis of literature relevant to AI and education. Data were gathered through library research, encompassing theses, dissertations, and scholarly articles, with a focus on 35 key sources identified via Google Scholar.Results: The findings indicate that AI significantly contributes to personalized learning by providing tailored feedback and facilitating access to instructional materials. AI systems enhance students' writing coherence, structure, and creativity while addressing technical aspects such as grammar and plagiarism detection.Novelty: This research offers new insights into the integration of AI in Islamic education, highlighting its potential to transform pedagogical approaches and foster collaborative learning environments among PAI students.Conclusion: The study underscores the necessity for educational institutions to adopt AI technologies to improve writing skills and develop dynamic, effective, and personalized learning experiences within the Islamic Education framework.
The Contribution of Artificial Intelligence Technology to the Learning Process of Accounting Students in the Digital Era and Learning Ethics Lelahester Rina; Lamin Kaira; Gehad Mohammed Sultan Saif; Wulan Setyaningsih
Advances Educational Innovation Vol. 1 No. 1 (2024): August
Publisher : Inovasi Analisis Data

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69725/aei.v1i1.83

Abstract

Objective: This study investigates the contribution of Artificial Intelligence (AI) technology to the learning process of accounting students in Surakarta, focusing on its adoption and associated learning ethics in the digital era.Methods: A quantitative approach was employed using a questionnaire distributed via Google Forms, targeting accounting students from private and state universities. The analysis utilized SmartPLS 3 for Partial Least Squares Structural Equation Modeling (PLS-SEM).Findings: The results indicate that Perceived Ease of Use significantly influences AI Technology Adoption, while Technology Readiness positively impacts both Perceived Usefulness and Perceived Ease of Use. However, Technology Readiness shows no significant effect on AI Technology Adoption. This highlights the critical role of ease of use over perceived usefulness in driving technology adoption among students.Novelty: This research contributes to the existing literature by demonstrating the nuanced relationships between technology readiness, perceived ease of use, and the adoption of AI technologies in accounting education, specifically in a developing context.Theory and Policy Implications: The findings suggest that educational institutions should focus on enhancing students' technological readiness and simplifying AI interfaces to promote adoption. This has implications for curriculum design and policy formulation aimed at effectively integrating AI technologies into accounting education.
Mediating Contribution of Job Crafting to the Role of Servant Leadership and AI in Enhancing Work Engagement Mey Ayu Lestari; Ardiani Ika Sulistyawati; Gehad Mohammed Sultan Saif
Advances Educational Innovation Vol. 1 No. 1 (2024): August
Publisher : Inovasi Analisis Data

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69725/aei.v1i1.84

Abstract

Objective: This study investigates the mediating role of job crafting in the relationship between artificial intelligence (AI) awareness, servant leadership, and work engagement among employees.Methods: Utilizing quantitative analysis, the research involved surveying employees and employing structural equation modeling to test the proposed hypotheses regarding the influence of AI awareness and servant leadership on job crafting and work engagement.Findings: The results reveal that while servant leadership significantly enhances job crafting and work engagement, AI awareness does not positively impact job crafting. However, job crafting positively influences work engagement and mediates the effect of servant leadership on work engagement, indicating a complex interplay between leadership styles and employee engagement levels.Novelty: This study contributes to the literature by highlighting the differential impact of AI awareness and servant leadership on job crafting and work engagement, emphasizing the critical role of leadership in fostering employee motivation and productivity in the context of technological advancements.Theory and Policy Implications: The findings suggest that organizations should focus on developing servant leadership qualities among managers to promote job crafting and enhance employee engagement. Furthermore, while fostering AI awareness is essential, organizations must balance it with supportive leadership practices to prevent potential negative impacts on employee morale.
Effectiveness of Guessing Game in Improving Student Speaking Skills Andi Asdar; Mujahidah
Advances Educational Innovation Vol. 1 No. 1 (2024): August
Publisher : Inovasi Analisis Data

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69725/aei.v1i1.85

Abstract

Objective: This study aims to determine the effectiveness of using guessing games in enhancing students' speaking skills compared to traditional teaching methods.Method: The study involved 27 students in a single class. Data were collected using pretest and post-test evaluations. In speaking classes, students were taught using guessing games and traditional approaches. The effectiveness of these methods was then compared based on students' performance in the pretest and post-test.Results: The findings revealed a significant improvement in students' speaking skills when taught using guessing games. The data analysis indicated that the students showed greater improvement with the guessing game method than with traditional teaching methods.Novelty: This research contributes to the field of language education by providing evidence that interactive and engaging methods, such as guessing games, can significantly enhance speaking skills. It underscores the importance of using innovative teaching strategies to improve language learning outcomes.Implications: The implications of this research suggest that educators should incorporate interactive and engaging activities like guessing games into their language teaching practices. This approach can lead to more effective learning experiences, increased student motivation, and improved language proficiency.
Exploring the Effectiveness of Concept-Based Instruction Versus Deductive Methods in Teaching English Grammar Ponna Wang; Buehler Ricard; Zhou Guang
Advances Educational Innovation Vol. 1 No. 2 (2024): November
Publisher : Inovasi Analisis Data

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69725/aei.v1i2.146

Abstract

Objective: This study investigates the impact of Concept-Based Instruction (CBI) compared to deductive methods on English grammar knowledge, student engagement and overall student teacher satisfaction in Sihanoukville, Cambodia.Methods: A quasi-experimental design was used with two groups of student teachers. In the CBI group, the experimental group was taught using CBI, while the control group used deductive methods. Grammar knowledge was assessed with pre- and post-tests, and student engagement and satisfaction were measured through observation and surveys. Statistical analyses were performed on the data to evaluate the effect of each teaching method.Results: The results showed that the CBI group significantly outperformed the control group in grammar knowledge, and they also reported significantly higher levels of engagement and satisfaction. Through CBI, students learned in an active, collaborative and meaningful way, thus improving learning outcomes.Novelty: By extending the evidence base for the effectiveness of CBI in language teaching in Cambodia, this study adds to the growing body of data supporting these claims, particularly in relation to the practice of CBI in teaching in Cambodian contexts. It also explores how a task and collaborative learning perspective can be applied to improve student outcomes in English language teaching.Theoretical and policy implications: The study confirms that CBI is effective in English language teaching and is consistent with the principles of constructivist learning theories. Based on the findings, they reflect on the implications for policy makers and educators and suggest that CBI could be integrated into language curricula to create more dynamic and effective learning environments.
Revolutionising education: In the midst of the COVID-19 crisis and its global implications, China pioneers online learning strategies Ming Lojunt; Shanshan lie lie; Fangmei Li Li
Advances Educational Innovation Vol. 1 No. 2 (2024): November
Publisher : Inovasi Analisis Data

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69725/aei.v1i2.147

Abstract

Objective: This study investigates the effectiveness and global implications of China's innovative online education strategies implemented during the COVID-19 pandemic, with a focus on academic performance, engagement, and equity in learning outcomes.Methods: A quasi-experimental design was employed, utilizing data from 700 undergraduate students in Wuhan, China, collected from 2019 to 2024. Statistical analyses, including paired t-tests and regression models, were conducted to evaluate differences in academic performance across demographic groups and assess the correlation between engagement levels and learning outcomes.Results: The findings revealed that China's large-scale online education initiatives significantly enhanced academic performance and engagement, especially among urban students. However, challenges such as the digital divide persisted, disproportionately affecting rural learners. These insights emphasize the importance of equitable resource distribution in online education.Novelty: This research provides a unique perspective on the rapid adaptation of educational systems during a global crisis, highlighting China's unprecedented efforts to maintain learning continuity. It identifies both strengths and limitations of large-scale online learning, offering innovative solutions for bridging gaps in digital education.Theory and Policy Implications: The results validate key theoretical frameworks, including the Technology Acceptance Model and Engagement Theory, while providing actionable recommendations for policymakers. These include strategies for enhancing digital infrastructure, improving accessibility, and fostering sustainable online education models globally
Enhancing Education Quality: The Transformative Role of ICT in Modern Teaching and Learning Ragukumar Kannan; Jothye Akila; Elenna Elenche Zhia
Advances Educational Innovation Vol. 1 No. 2 (2024): November
Publisher : Inovasi Analisis Data

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69725/aei.v1i2.148

Abstract

Objective: This study examines the impact of information and communication technology (ICT) adoption on the quality of education, focusing on its influence on academic performance and student engagement in different educational institutions.Methods: Data were analysed using SPSS to explore the relationships between ICT adoption, academic performance and student engagement. A sample of 420 educational institutions in Thoothukudi, including primary, secondary and higher education levels, was selected using purposive sampling. Data were collected from institutional records, government education databases, and surveys of 35,000 students and 2,500 educators over the period 2019-2024. Regression analysis was used to assess the influence of ICT on student performance, with a focus on the effectiveness of ICT integration in modern teaching practices.Results: The results indicate a positive correlation between ICT integration and academic performance. Schools with advanced ICT tools showed higher student engagement, especially at the secondary and tertiary levels. However, challenges related to infrastructure and teacher preparedness were identified as barriers to effective ICT use.Novelty: This study provides new insights into how ICT adoption varies across educational levels and the specific challenges faced by different institutions, particularly in rural areas.Theoretical and policy implications: The findings emphasise the importance of improving ICT infrastructure and teacher training. Policy makers are encouraged to focus on equitable distribution of ICT and support for educators to improve learning outcomes through technology
Relationship Between Inclusive Leadership and Extra Role Behaviors in Higher Education Long Wang ly; Guon Yi; Moolikay Allison
Advances Educational Innovation Vol. 1 No. 2 (2024): November
Publisher : Inovasi Analisis Data

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69725/aei.v1i2.149

Abstract

Objective: The current study aimed to investigate the role of Inclusive Leadership (INL) by assessing its impact on Organizational Learning (OL), Innovative Work Behaviour (IWB), and Organizational Citizenship Behaviour (OCB). It examine the direct and indirect effects of INL on these outcomes by focusing on the mediating role of OL.Methods: Structural equation modeling was utilized for data from employees of different organizations. No data had to be gathered to examine relations between contructs (700 respondents)Results: The findings indicate substantial direct effects of INL on OL, IWB, and OCB. Moreover, OL served as a mediator between INL and IWB and OCB, which shows that organizational learning is critical in the process of transforming inclusive leadership into employee behavior.Novelty: The study provides theoretical and managerial implications by elucidating the mediating role of OL on the relationship of INL with vital employee behaviors. It sheds new light on the mechanisms by which inclusive leadership fosters innovation and citizenship behaviors.Theory and Policy Implications: The results indicate that organizations should promote inclusive leadership and invest in learning environments that will boost innovation and voluntary organizational behaviors. Insights,Data-driven insights,Policy planning,HR policies and practices,Organizational leadership,Leadership developmentHuman resource developmentLeadership and management.
Impact of Artificial Intelligence on Islamic Education: Effectiveness, Innovation, and Socio Cultural Influence M Agus Salim; Nurlaila Rajabiyah
Advances Educational Innovation Vol. 1 No. 3 (2025): February
Publisher : Inovasi Analisis Data

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69725/aei.v1i3.185

Abstract

Objective: This study discusses the role of AI in Islamic education, from the aspects of effectiveness, innovation in learning, and socio-culture. This study includes how artificial intelligence allows better learning for the students, innovative teaching methods, and social and cultural change in Islamic education.Methods: This research is a meta-analysis that aims to synthesize data from several studies related to the application of AI in Islamic education. Cohen’s d was used to compute the effect size quantifying the effect of AI on learning deviations learning effectiveness, learning innovation, and learning socio-culture.Results: The results show that AI has moderate but significant impact on Islamic education. The most influential factors are socio-cultural factors (the influences of social factors) and recent educational innovative reforms (innovation), followed by learning effectiveness (focusing on adaptive learning and the connectedness of the learning environment). The findings provide evidence that the incorporation of AI is beneficial for enhancing learning outcomes and facilitating cultural and social transformation in the context of Islamic education.Novelty: This research sheds light on the effects that AI can have on Islamic education, and presents a unique take on the issue, focusing on improving learning outcomes, and capturing innovation in the socio-cultural context. It also calls for more research into how external forces access to technology, teacher involvement, community buy-in can shape this work.Theory and Policy Implications: The results affirm the importance of integrating AI into Islamic education and recommend that policymakers focus on AI-based projects that align with local cultural contexts and technological capacity. It is recommended in the study to customise the operation of AI-based learning solutions according to general Islamic educational values and the needs of students. Additional studies are needed to capture the broader ramifications of AI on educational policies and practices in different socio-cultural contexts.

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