Page 2 (data 31 to 60 of 232) | Displayed ini 30 data/page
<< PREV 1 2 3 4 5 6 7 8 NEXT >>

31	AI for Learning	ABS-134
The Effectiveness of AI-Enhanced Web-Based Interactive Learning Media in Improving Numeracy Skills: A Systematic Literature Review (SLR) Ahmad Arifuddin (1*), Hepsi Nindiasari (2), Maman Fathurrohman (3), Abdul Fatah (4) Sultan Ageng Tirtayasa University Abstract The integration of Artificial Intelligence (AI) into web-based educational platforms has redefined the landscape of modern mathematics education. While conventional web media provide only basic interactivity, AI-enhanced platforms offer personalized learning pathways and adaptive scaffolding systems. This advancement has the potential to bring significant changes in the development of students^ numeracy skills, particularly in addressing increasingly complex real-world contexts. This study adopts a Systematic Literature Review (SLR) approach aimed at systematically identifying, analyzing, and reviewing relevant scholarly articles. The data collection process involved a rigorous selection of articles from reputable national and international databases, including Sinta Kemdiktisaintek, Scopus, Web of Science, and ERIC. A total of 20 articles published between 2020 and 2026 were analyzed, with a focus on the empirical implementation of AI technologies in enhancing mathematical numeracy skills. The results indicate that AI-based web learning media are significantly more effective than static web platforms in improving students^ numeracy achievement. These findings confirm that AI^s instant feedback mechanisms and adaptive capabilities can create learning experiences that are more effective, autonomous, and responsive to individual students^ needs in the current digital era. Keywords: Artificial Intelligence in Education (AIEd), Web-Based Learning, Numeracy Skills, Adaptive Learning, Systematic Literature Review (SLR). Share Link | Plain Format | Corresponding Author (Ahmad Arifuddin)

32	AI for Learning	ABS-135
DESIGNING AI-SUPPORTED IPAS LEARNING WITH CANVA FOR CULTURAL DIVERSITY EDUCATION IN ELEMENTARY SCHOOLS Sherly Anisa Utami, Ratu Asmaarobiyah, Suryo Prabowo, Mohamad Arif Rahmansyah Terbuka University Abstract The integration of Artificial Intelligence (AI) in education offers significant opportunities to develop innovative, interactive, and student-centered learning in elementary schools. However, IPAS (Integrated Science and Social Studies) learning, particularly on the topic of cultural diversity, is still often delivered through conventional approaches that emphasize memorization rather than meaningful understanding. This results in low student engagement and limited participation in classroom activities. Therefore, this study aims to design an AI-supported learning framework using Canva to facilitate engaging and contextual learning experiences for fourth-grade elementary school students. This study adopts a Design-Based Research (DBR) approach consisting of four stages: needs analysis, design, development, and evaluation. The proposed framework integrates visual learning, collaborative activities, and contextual cultural content supported by Canva^s AI features. The resulting products include lesson plans, teaching materials, student worksheets, and assessment instruments designed to enhance student participation and creativity. The design was validated by two university lecturers and one elementary school teacher, showing a high level of validity and feasibility. The proposed framework provides both conceptual and practical guidance for implementing AI-based learning and contributes to the development of meaningful and student-centered learning environments in elementary school. Keywords: artificial intelligence- canva ai- ipas learning- cultural diversity- elementary school. Share Link | Plain Format | Corresponding Author (Ratu Asmaarobiyah)

33	AI for Learning	ABS-142
A SYSTEMATIC LITERATURE REVIEW OF TECHNOLOGY-ENHANCED MULTIMODAL COMPOSITION IN EFL CONTEXTS Sylvia1*, Bachtiar2 1,2 Master of English Education, Faculty of Teacher Training and Education, Universitas Terbuka, Tangerang Selatan, Indonesia email: sylvia89[at]ecampus.ut.ac.id Abstract This study presents a systematic literature review of technology-enhanced multimodal composition in English as a Foreign Language (EFL) contexts, aiming to synthesize current research trends, pedagogical practices, and learning outcomes. Drawing on peer-reviewed articles published in Scopus-indexed journals between 2020 and 2025, this review adopts a systematic approach to identify, evaluate, and analyze relevant studies focusing on the integration of digital technologies in multimodal writing instruction. The findings reveal that technology-enhanced multimodal composition-through tools such as digital storytelling platforms, AI-based writing assistants, and multimedia applications-significantly improves EFL learners^ writing performance, creativity, and engagement. Moreover, such approaches promote higher-order thinking skills and foster learner autonomy by enabling students to combine linguistic, visual, and auditory modes in meaning-making processes. However, the review also highlights several challenges, including limited teacher digital competence, unequal access to technology, and the lack of structured pedagogical frameworks for implementation. Despite these constraints, the growing body of research indicates a positive shift toward more interactive and student-centered writing practices in EFL classrooms. This study underscores the need for future research to explore effective instructional models and teacher training programs that support the sustainable integration of technology-enhanced multimodal composition in diverse EFL settings. Keywords: Multimodal Composition- EFL- Writing Skills Share Link | Plain Format | Corresponding Author (sylvia Sylvia)

34	AI for Learning	ABS-145
TEACHERS^ NEEDS ANALYSIS IN USING SMART BOARDS AS LEARNING MEDIA IN ELEMENTARY SCHOOLS Luztiara Amanda Sitohang (a), Tia Citra Bayuni (b*), Awalina Barokah (c), M. Azi Solehhudin (d), Nadila Dewi (e), Siti Nabila Zahra (f), Zilzan Faqih Nur Rifqy (g) abcdefg) Pendidikan Guru Sekolah Dasar, Universitas Pelita Bangsa, Cikarang, Indonesia Abstract The advancement of digital technology in education requires teachers to effectively utilize technology-based learning media, including smart boards. However, their implementation has not yet been fully optimized. This study aims to analyze teachers^ needs in using smart boards as learning media in elementary schools. A quantitative descriptive approach with a survey method was employed. Data were collected using a questionnaire designed to assess teachers^ knowledge, availability of facilities, training needs, perceived benefits, and readiness to integrate smart boards into the learning process. The respondents were 50 elementary school teachers. The results showed that teachers^ knowledge reached 81.875%, facility availability 82.25%, training needs 83.75%, perceived benefits 90.875%, and readiness 88.125%, all categorized as very good. These findings indicate that teachers^ needs and readiness are at a very good level. In conclusion, smart boards are highly needed and supported by strong teacher readiness. Therefore, training and adequate facility support are recommended to optimize their use in learning. Keywords: elementary school- needs analysis- smart board Share Link | Plain Format | Corresponding Author (Nadila Dewi)

35	AI for Learning	ABS-148
An Analysis of Elementary School Teachers Perceptions and Readiness Levels in Integrating Artificial Intelligence (AI) Into their Teaching Angghi Apryani (a), Tia Citra Bayuni (b*), Bramianto Setiawan (c), Asma Zakiyah (d), Bella Isnaeni (e), Deby Anatasya Salsabila (f), Muhammad Wafa Rifqia (g), Ahmad Fauzi (h) (a,b,c,d,e,f,g,h) Primary Teacher Education Study Program, Faculty of Teacher Training and Tarbiyah, Pelita Bangsa University, Cikarang, Bekasi, Indonesia Abstract This study aims to examine the perceptions and readiness of elementary school teachers towards Artificial Intelligence (AI) in learning. The research focuses on teacher perceptions of AI, knowledge of AI concepts and applications, skills in utilizing AI, readiness of facilities and institutional support, and teacher attitudes and motivations in integrating AI. This study used a quantitative descriptive approach using a survey method. Data were collected through a questionnaire using a Likert scale of 1-4, analyzed using descriptive statistics in the form of percentages and frequency distributions. The results show that teacher perceptions of the benefits of AI are in the good category with a percentage of 75%. Teacher knowledge of AI concepts and applications and skills in utilizing AI technology are each in the fairly good category with a percentage of 73%. The readiness of facilities and institutional support obtained a low percentage of 70%, indicating still limited facilities and support. Meanwhile, teacher attitudes and motivations in integrating AI are again in the good category with a percentage of 75%. In terms of perception and motivation, teachers are ready. However, to integrate AI in learning successfully, it is necessary to improve competence as well as support from facilities and policies. Keywords: Perceptions and Readiness of Elementary School Teachers, Artificial Intelligence (AI), Learning Share Link | Plain Format | Corresponding Author (Angghi Apryani)

36	AI for Learning	ABS-152
TEACHERS^ READINESS LEVEL IN USING INTERACTIVE DIGITAL WHITEBOARDS IN ELEMENTARY SCHOOLS Yessa Afrilia (a), Julia Anis Handayani (b*), Tia Citra Bayuni (c), Ahmad Fauzi (d), Elsih Yulian Nisah (e), Warti Sri Ariani (f) (abcdef) Primary Teacher Education, Faculty of Teacher Training and Tarbiyah, Pelita Bangsa University, Cikarang, Bekasi Abstract The Education 5.0 era demands significant transformation through the integration of information technology, one example of which is the use of Interactive Flat Panels (IFPs). This study aims to conduct an in-depth analysis of the readiness level of elementary school teachers in operating and integrating these interactive devices into the curriculum. The research method used is a descriptive design with a combined quantitative and qualitative approach, in which data were collected through a teacher readiness questionnaire covering indicators of knowledge, skills, integration, technical support, and motivation. The results indicate that the teacher readiness instrument has excellent validity with an overall average of 80%. The findings reveal that teachers have a very positive attitude and motivation (82.79%) toward embracing this technology. However, certain aspects of technical operational skills and digital literacy remain in the ^Moderately Valid^ category, with a range of 64% to 67%. This indicates that teachers^ enthusiasm must be accompanied by the strengthening of competencies through intensive and ongoing training. It is concluded that the success of digital panel implementation depends heavily on the synergy between device availability, infrastructure support, and measurable professional development for teachers Keywords: Digital Literacy, Interactive Flat Fanel, Teacher Readiness Share Link | Plain Format | Corresponding Author (Yessa Afrilia)

37	AI for Learning	ABS-153
TEACHERS^ PERCEPTIONS OF THE USE OF INTERACTIVE FLAT PANELS (IFPs) AS A LEARNING MEDIUM IN ELEMENTARY SCHOOLS Nijma Adzkiya Ramadhani a), Tia Citra Bayuni b*), Julia Anis Handayani c), Awalina Barokah d), Nida Ul^ Husna Rabbani e), Senja Pertiwi f), Siska Nur Fadillah g) abcdefg) Primary Teacher Education, Pelita Bangsa University, Cikarang, Bekasi Abstract This study aims to analyze teachers^ perceptions of the use of Interactive Flat Panels (IFPs) as a teaching tool in elementary schools . This study employs a descriptive quantitative approach , using a questionnaire distributed to 61 elementary school teachers as the data collection method. The results indicate that , in general , teachers hold positive perceptions regarding the use of IFP. Most respondents answered ^ agree ^ and ^ strongly agree ^ on nearly all indicators , particularly regarding ease of use , usefulness , and effectiveness in enhancing student engagement and the quality of learning . Based on the overall data analysis, a percentage of 83.54% fell into the ^ very good ^ category . IFP was assessed as capable of helping teachers present material in a more interactive manner and making learning more engaging . However , several challenges remain , such as the need for further training and the suboptimal utilization of advanced features . Overall , the results of this study indicate that IFP has great potential in supporting technology-based interactive learning in elementary schools , although professional support and development for teachers are still needed . Keywords: Interactive Flat Panel , Learning Media , Teacher Perception , Elementary School Share Link | Plain Format | Corresponding Author (Nijma Adzkiya Ramadhani)

38	AI for Learning	ABS-157
AN ANALYSIS OF ELEMENTARY SCHOOL TEACHERS^ READINESS TO INTEGRATE CANVA AS A DIGITAL LEARNING TOOL Rofik Salim (a), Bramianto Setiawan (b), Tia Citra Bayuni(c*), Ahmad Fauzi (d), Mutia Dini (e), Nurmalia (f), Syauqy Syaqiq(g) (abcdefg) Pendidikan Guru Sekolah Dasar, Universitas Pelita Bangsa, Cikarang, Indonesia Abstract Technological advancements demand innovative transformations in teaching for teachers as the primary implementers of education in the digital age. However, the uneven mastery of platforms such as Canva has the potential to hinder the optimization of the learning process in elementary schools. This quantitative study systematically analyzed teachers^ readiness through observation and an online questionnaire administered to 50 respondents. The results indicate a good level of readiness, with feature understanding ranging from 77% to 79% and media design skills at 78% to 79%. Although the availability of resources and teacher motivation fall into the positive category above 76%, implementation still faces significant challenges. Major obstacles include limited school infrastructure, unstable internet connections, and variations in technical proficiency among teachers. Therefore, support in the form of continuous training and improved supporting facilities is needed to ensure that the use of technology can be more evenly distributed. These efforts are crucial to strengthening educators^ professionalism in effectively and sustainably integrating digital tools into future instructional processes. Keywords: Analysis, Elementary School Teachers, Digital Learning, Teacher Readiness, Educational Technology Share Link | Plain Format | Corresponding Author (Rofik Salim)

39	AI for Learning	ABS-166
ANALYSIS OF TEACHERS^ PERCEPTIONS OF THE LIMITATIONS OF LEARNING MEDIA AND THEIR IMPACT ON THE EFFECTIVENESS OF TEACHING AND EVALUATION IN ELEMENTARY SCHOOLS Cindy Azzahra (a), Bramianto Setiawan, M.Pd. (b), Tia Citra Bayuni, M.Pd (c*),Awalina Barokah S.Pd ., M.Pd (d), Delia Julasari (e), Halimatussadiah (f), Karina Fitriani(g), Sevi Marsha Nabilla (h) Pendidikan Guru Sekolah Dasar Universitas Pelita Pelita Bangsa, Cikarang, Indonesia Abstract This study aims to examine the availability of learning media, identify the limitations faced by teachers, and analyze their impact on the effectiveness of learning and evaluation in elementary schools. A descriptive quantitative approach with a survey method was employed. Data were collected through a questionnaire consisting of 20 items on a 1-4 Likert scale, involving 60 teachers. The results show that the average score of learning media needs is 3.15, with a percentage of 78.88%, categorized as ^needed.^ About 35% of the items are ^highly needed,^ while 65% are ^needed,^ with no items classified as ^less needed^ or ^not needed.^ The highest needs include the impact of limited media on students^ motivation (88.33%), support for differentiated learning (85.83%), and the effectiveness of evaluation and authentic assessment (84.17%). These findings indicate that limited learning media significantly affect students^ motivation, engagement, and the quality of evaluation. Major constraints include limited infrastructure, teachers^ digital competence, and supporting facilities. Therefore, strategic efforts are needed, such as providing adequate media, improving teachers^ competence through training, and strengthening institutional support Keywords: learning media, media limitations, elementary school, learning evaluation, teachers^ needs Share Link | Plain Format | Corresponding Author (Halimatus Sadiah)

40	AI for Learning	ABS-167
THE IMPACT OF THE DEEP LEARNING PROCESS IN DEVELOPING 21ST CENTURY STUDENTS COMMUNICATION SKILL Dwi Apriyanti (a), Candra Tri Utami (b*), Julia Anis Handayani (c), Sri Rahayu (d), Hafiz Rifaldi (e) Elementary School Teacher Education, Pelita Bangsa University, Bekasi, Indonesia Abstract Communication skills are one of the important competencies of the 21st century that need to be developed through an effective learning process. Therefore, this study aims to analyze the effect of the implementation of deep learning on students^ communication skills. This study uses a quantitative descriptive approach with data collection techniques through questionnaires. The research subjects consisted of 51 students, with the instrument in the form of 20 statements arranged using a Likert scale of 1-4. The results showed that the average student score was 65.16 with a percentage of 81.45% included in the very good category. This finding indicates that the implementation of deep learning has a positive impact on students^ communication skills, which is reflected in students^ ability to ask questions, answer questions, and express opinions clearly and politely. Based on these results, it can be concluded that deep learning contributes to improving students^ communication skills. Therefore, teachers are advised to implement learning strategies that support deep learning to increase students^ activeness and communication skills. Keywords: communication skills- deep learning- learning- students Share Link | Plain Format | Corresponding Author (Dwi Apriyanti)

41	AI for Learning	ABS-171
Analysis of Teachers Perceptions of Student Activeness in Learning after Using the Quizizz Application in Elementary Schools Rena Sulistianingsih (a), Bramianto Setiawan (b), Tia Citra Bayuni (c*), Awalina Barokah (d), Putri Syafira (e), Syely Novaliza (f), Tanti Indah Restaryy (g), Tadya Nastari Septia Anwar (h) abcdefgh) Pendidikan Guru Sekolah Dasar, Universitas Pelita Bangsa, Cikarang, Indonesia Abstract Integrating technology into learning is an effective way to increase student engagement in elementary schools. One digital platform that can be utilized is Quizizz, which provides an interactive and enjoyable learning experience. This study aims to analyze teachers^ perceptions of student engagement after implementing Quizizz at Ciledug 01 Public Elementary School. This study used a quantitative approach with a survey method. Data were collected through a Likert-scale questionnaire consisting of 20 statements and administered to 50 respondents. Data were analyzed using percentage analysis based on predetermined indicators. The results showed that teachers^ perceptions of student engagement after using Quizizz were in the good category, with an overall percentage of 79.55%. Specifically, student participation reached 85.00% (very good), learning motivation 78.75% (good), discussion and question-and-answer activities 82.75% (very good), response to feedback 75.75% (good), and interaction and competition 75.50% (good). These results indicate that the use of Quizizz has a positive contribution to increasing student engagement in learning. Therefore, Quizizz can be considered an effective alternative learning medium for elementary school education Keywords: Teacher Perceptions, Student Engagement, Quizizz, Elementary School Learning Share Link | Plain Format | Corresponding Author (tanti indah restaryy tanti)

42	AI for Learning	ABS-175
ANALYSIS OF ELEMENENTARY SCHOOL TEACHERS NEEDS FOR TRAINING TO IMPROVE DIGITAL LITERACY Annisa Sri Wulandari (a), Tia Citra Bayuni (b*), Ahmad Fauzi (c), Deby Ernandi (d), Herawati (e), Lina Nopitasari (f) Pendidikan Guru Sekolah Dasar, Universitas Pelita Bangsa, Cikarang, Indonesia Abstract This study is motivated by variations in teachers digital literacy, limited use of educational technology, and training that has not yet met their needs. The study aims to analyze the level of digital literacy among elementary school teachers, identify training needs, and describe appropriate training characteristics. This research employs a descriptive method with a quantitative approach. The subjects consist of 44 elementary school teachers. The instrument used is a Likert-scale questionnaire (1-4) covering five indicators of digital literacy and training needs. Data were collected through Google Forms and analyzed using descriptive statistics in the form of percentages. The results show that the ability to use digital technology is in the very good category (85%). The use of digital media in learning is in the good category (80%), and the ability to evaluate digital information is also in the good category (80%). Meanwhile, aspects of digital ethics and security are in the very good category (85%). The need for digital literacy training is rated very high (85%), particularly in developing digital learning media, improving technological skills, and filtering information. In conclusion, elementary school teachers still require structured and continuous digital literacy training to improve the quality of learning. Keywords: Digital Literacy, Elementary School Teachers, Training Needs, Educational Technology. Share Link | Plain Format | Corresponding Author (Annisa Sri Wulandari)

43	AI for Learning	ABS-176
Needs Analysis of Elementary School Teachers in Utilizing the Quizizz Application Aulia Citra Sugiant (a), Tia Citra Bayuni (b*), Awalina Barokah (c), Aulia Fadya Cahayani Asworo (d), Lailati Hasanah (e), Pitri Ramadani (f), Syavinah Komariyah (g) Pendidikan Guru Sekolah Dasar, Universitas Pelita Bangsa, Cikarang, Indonesia Abstract The development of educational technology requires elementary school teachers to utilize interactive digital learning media, one of which is the Quizizz application. However, its implementation needs to be aligned with teachers^ needs to ensure optimal use in the learning process. This study aims to analyze the needs of elementary school teachers in utilizing Quizizz as a digital learning medium.This research employed a quantitative descriptive approach using a survey method. The research instrument was a questionnaire designed to identify teachers^ level of understanding, ease of use of Quizizz, its effectiveness in increasing students^ learning motivation, the need for training, and the availability of supporting facilities. The respondents consisted of 52 elementary school teachers in West Java. The results showed that teachers^ understanding of Quizizz reached 80%, ease of use 82%, effectiveness in enhancing students^ motivation 85%, training needs 81%, and availability of supporting facilities 79%. These findings indicate that teachers^ needs for utilizing Quizizz fall into good to very good categories. The study implies that Quizizz has the potential to improve the quality of learning and students^ motivation in elementary schools. Therefore, training and adequate facilities are recommended to optimize its use. Keywords: Needs Analysis, Elementary School Teachers, Quizizz Application Share Link | Plain Format | Corresponding Author (Syavinah Komariyah)

44	AI for Learning	ABS-180
DIGITAL PEDAGOGICAL TRANSFORMATION THROUGH ARTIFICIAL INTELLIGENCE: OPPORTUNITIES AND IMPLICATIONS IN LEARNING EDUCATION Bimbi Anugrah1*, Habibburahman Latif2, Meilona3, Nabila Alya Humaira4, Naomi Yumeida Simamora5, Yasni Sania6, Khairiyah Khadijah7 University of Riau Abstract Abstract: The development of artificial intelligence (AI) has brought significant changes to the world of education, particularly in the area of digital pedagogy. This literature review aims to examine the role, opportunities, and challenges of AI development in learning in the digital era. The study results indicate that AI can create personalized learning, enhance students^ critical thinking, and encourage interactive and adaptive learning innovation. Furthermore, AI also improves administrative efficiency and expands access to quality learning. Conversely, the implementation of AI also poses several challenges, such as ethical issues, data privacy, algorithmic bias, the digital divide, and the need to improve educators^ AI competency and literacy. Therefore, a balanced, human-centered approach, along with integration between technology and traditional learning methods, is needed to ensure the optimal and responsible use of AI. Therefore, AI has high potential to transform educational pedagogy, provided it is accompanied by inclusive and ethical policies and practices. Keywords: Keywords: Artificial Intelligence, Pedagogical Transformation, Digital Learning, Higher Education, AI Ethics. Share Link | Plain Format | Corresponding Author (Bimbi Anugrah)

45	AI for Learning	ABS-190
Generative AI-Integrated Inquiry-Based Learning: A Preliminary Study on Science Data Literacy in Biology Learning Juju Juwita (a*), Widi Purwianingsih (b), Siti Sriyati (c) a, b, c) Master of Biology Education, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudhi 229, Bandung 40154, Indonesia *jwt.j1221[at]upi.edu Abstract Science data literacy (SDL) is an essential competency in 21st-century biology education, yet empirical evidence consistently indicates that this capability remains critically low among secondary school students. This preliminary study aimed to identify gaps in SDL competency of students as well as AI usage patterns and perceptions of the teacher toward inquiry-based learning, as the empirical foundation for designing a Google Gemini-assisted inquiry-based learning intervention. The study involved 72 tenth-grade students and one biology teacher. Data were collected through three instruments: an initial SDL competency assessment administered to students, an inquiry-based learning perception questionnaire, and an AI usage questionnaire, both adapted from previously validated instruments. The study revealed three key findings: (1) approximately 70-80% of students had not yet optimally mastered SDL competencies required for data-driven biology learning- (2) the teacher demonstrated positive perceptions toward inquiry-based learning, but implementation remained constrained by time limitations, resulting in lecture-based methods still being predominantly used- and (3) although the teacher had utilized AI for instructional preparation, AI had not been integrated into direct pedagogical interactions with students. Collectively, these findings identify a critical gap while establishing the empirical foundation for further research on the effect of integrating Google Gemini in inquiry-based learning on SDL of students in biodiversity learning as an effort to achieve SDG Life on Land. Keywords: science data literacy, AI-integrated inquiry-based learning, generative AI, Google Gemini, biodiversity Share Link | Plain Format | Corresponding Author (Juju Juwita)

46	AI for Learning	ABS-191
AI-ASSISTED PROJECT-BASED LEARNING: DEVELOPING DIGITAL ENTREPRENEURIAL MINDSET AMONG VOCATIONAL STUDENTS IN SMK NEGERI 1 PANTAI CERMIN Ronald Hervin Haloho Universitas Negeri Medan Abstract The transformation of entrepreneurship education in vocational schools is increasingly urgent as many graduates of vocational high schools (SMK) remain oriented toward job seeking rather than job creation, while the demands of the digital economy require students to develop entrepreneurial adaptability and innovation. This study aims to explore how AI-assisted Project-Based Learning (PjBL) transforms entrepreneurship education in developing students^ digital entrepreneurial mindset at SMK Negeri 1 Pantai Cermin. Using a qualitative case study design, data were collected through in-depth interviews, classroom observations, focus group discussions, and document analysis involving the principal, vice principal of curriculum, entrepreneurship teachers, productive subject teachers, students, and alumni entrepreneurs. Data were analyzed by Nvivo. The findings reveal that AI-assisted PjBL strengthens entrepreneurial learning management by promoting authentic business projects, improving students^ opportunity recognition, creativity, digital marketing skills, and entrepreneurial self-efficacy. School leadership support, teacher innovation, and digital infrastructure were identified as key success factors, while limited AI literacy and resource constraints remained major challenges. The study concludes that AI-assisted PjBL serves as a strategic model for transforming entrepreneurship education toward sustainable digital entrepreneurship development in vocational education. Keywords: Artificial Intelligence- Project-Based Learning- Entrepreneurship Education- Digital Entrepreneurial Mindset- Vocational Education- NVivo Share Link | Plain Format | Corresponding Author (Ronald Hervin Haloho)

47	AI for Learning	ABS-196
UTILIZATION AI IN THE EFFECTIVENESS INDONESIAN LANGUAGE COURSE AMONG PGSD UNIVERSITY OF BENGKULU Ratna Sari, Adinda Asri Ramadhanti, Yuli Amaliyah Primary Education Department, University of Bengkulu, Bengkulu, Indonesia Abstract Artificial Intelligence (AI) has had a significant impact on the world of education, and this development has also extended to learning in higher education. This study aims to analyze the utilization of AI in improving the effectiveness of the Indonesian Language course among PGSD students at the University of Bengkulu. The research employed a survey method with a quantitative approach. The subjects of this study consisted of 120 students selected randomly. The research instrument was an online questionnaire distributed to determine the level of AI usage, forms of utilization, and students^ perceptions of learning effectiveness. The results showed that many students utilized AI as a supporting tool for learning, especially for searching material references, completing assignments, improving grammar, and understanding language concepts. A total of 87% of respondents stated that they actively used AI in the Indonesian Language course, while the remaining 13% still rarely utilized AI. As many as 82% of students considered that the use of AI was able to improve learning efficiency, accelerate task completion, and assist in understanding course materials. Therefore, the utilization of AI has been proven to make a positive contribution to the effectiveness of Indonesian Language learning among PGSD students. This study recommends the wise and well-directed integration of AI into the learning process in order to improve students^ academic quality. Keywords: Artificial Intelligence, learning effectiveness, Indonesian Language, students. Share Link | Plain Format | Corresponding Author (Ratna Sari)

48	AI for Learning	ABS-199
Digital Literacy For Elementary School Students In The Artificial Intelligence Era Shofi Siti Nurjanah, Riza Alrkhman, Pathin Haifa Khairunnisa, Lena Amelia, Sinta Rohaeni, Rani Ruspita Department of Teacher Professional Education Program, Faculty of Education, Universitas Terbuka, South Tangerang, Banten, Indonesia Abstract Fast evolution of AI technologies changes the digital context in which today^s elementary school students study, communicate, and acquire knowledge. Under the influence of this evolution, the concept of digital literacy expands beyond merely technological skills and incorporates various critical, ethical, and creative competencies closely related to character values that young people need to form in order to become responsible citizens in the future. While the importance of incorporating character education with digital literacy programs is increasing rapidly, there lacks comprehensive literature analysis in the field, which would provide detailed information about how the two domains are interrelated, how they operate in the era of AI, and what intervention measures can be used to enhance digital literacy with respect to character values in elementary schools. To address the identified research gap, the present Systematic Literature Review (SLR) was conducted according to the PRISMA 2020 protocol, which synthesizes global scholarly data on: (1) conceptual connection between character education and digital literacy in elementary education, (2) important digital literacy competencies in the era of AI, (3) character education values, which should be incorporated in digital literacy programs, and (4) instructional approaches and interventions to foster character education-based digital literacy in elementary schools. A systematic database search was performed in Scopus, Web of Science, ERIC, PubMed, and Google Scholar, revealing 1,183 initial records of which 25 articles from 2015 to 2024 were included after undergoing double screening. Results of the synthesis show that AI era digital literacy involves multi-dimensional competencies across technological, critical, ethical, communicative, and creative dimensions- responsibility, empathy, honesty, and respect are the key character values that should be integrated into the digital literacy training programs- and project-based, inquiry-oriented, and culturally responsive pedagogies are more efficient in this regard. Possible implications for Indonesian elementary education are outlined within the framework of the Profil Pelajar Pancasila model. Keywords: artificial intelligence literacy- character education- digital citizenship- digital literacy- elementary school- Profil Pelajar Pancasila Share Link | Plain Format | Corresponding Author (Shofi Siti Nurjanah)

49	AI for Learning	ABS-204
The Emergence of AI Literacy in Early Childhood Education: A Bibliometric Analysis and Future Research Agenda A Nidha Eka Restuti Munawir STAI ALGAZALI BULUKUMBA Abstract The advancement of artificial intelligence (AI) has been associated with a shift in literacy orientation in early childhood education from basic digital literacy toward more complex, ethical, and contextual AI literacy. This study was conducted to map global bibliometric trends on the emergence of AI literacy in early childhood pedagogies and to formulate a future research agenda relevant to the Indonesian context. Data were retrieved from the Scopus database using keywords related to artificial intelligence, literacy, pedagogy, and early childhood. A total of 428 documents published between 1988 and 2026 were analyzed using Bibliometrix/Biblioshiny and VOSviewer. The findings indicate an annual publication growth rate of 11.66%, with research contributions dominated by the United States, China, Hong Kong, and institutions with strong research capacity. Keyword analysis shows the dominance of themes such as artificial intelligence, teaching, machine learning, robotics, computational thinking, and early childhood education. However, the term AI literacy has not yet emerged as a dominant theme, suggesting that this field remains conceptually developing and not yet fully established. The co-occurrence network and thematic map further reveal a separation between technology-oriented clusters and child-development-oriented clusters. It is concluded that AI literacy in early childhood education should be developed in an integrated manner alongside basic digital literacy, while grounded in equitable access, child protection, and cultural values. In the Indonesian context, the fifth principle of Pancasila and local wisdom may serve as ethical foundations for developing AI literacy that is inclusive, human-centered, and developmentally appropriate for young children. Keywords: AI literacy- early childhood education- bibliometrics- digital pedagogy- Pancasila- local wisdom. Share Link | Plain Format | Corresponding Author (A Nidha Eka Restuti Munawir)

50	AI for Learning	ABS-207
Rethinking Assessment in Accounting Education amid Generative AI Dwi Fitra Arreski, Fadhilah Ahmad Qaniah Universitas Terbuka, Universitas Negeri Gorontalo Abstract Abstract Generative artificial intelligence is reshaping the validity, integrity, and purpose of assessment in accounting education. This study presents a systematic literature review of 15 peer-reviewed studies on generative AI, assessment, and accounting education. The review examines how GenAI affects existing accounting assessments, what redesign strategies are proposed in the literature, and which competencies should be prioritized in AI-mediated learning environments. Four main themes were identified. First, GenAI is increasingly capable of completing routine and structured accounting assessment tasks, although its performance remains less reliable in higher-order tasks that require judgement and contextual reasoning. Second, academic integrity risks cannot be addressed effectively through AI detection alone, especially in unsupervised and text-based assessment. Third, the literature points toward authentic, process-oriented, and higher-order assessment designs, including supervised applied tasks, oral defense, longitudinal projects, and AI-integrated critique activities. Fourth, accounting programs need to assess AI literacy, ethical reasoning, evaluative judgement, professional skepticism, and communication, not only procedural correctness. The review concludes that accounting educators should move beyond narrow anti-cheating responses and redesign assessment systems that make student reasoning, verification, and professional judgement more visible. Keywords: academic integrity, accounting education, assessment redesign, ChatGPT, generative artificial intelligence Share Link | Plain Format | Corresponding Author (Dwi Fitra Arreski)

51	AI for Learning	ABS-208
Trends in the Use of Artificial Intelligence in Teaching Among Teachers at State Islamic Junior High Schools in Gunungkidul Regency Aprilina Zulia Mirzana (a*), Fuad Fauzi (b) a) MTs Negeri 8 Gunungkidul * zaprilina[at]gmail.com b) PT Gerbang Pengetahuan Rakyat (GAPURA) Abstract This study aims to analyse trends in the use of Artificial Intelligence (AI) in teaching among teachers at state-run Madrasah Tsanawiyah (MTs) in Gunungkidul Regency. The use of AI in education is growing rapidly, yet information regarding its implementation in madrasah settings, particularly at the state-run MTs level, remains limited. This study focuses on identifying the types of AI applications used by teachers, the most commonly utilised applications, and the distribution of their use across different subjects. The study employs a quantitative descriptive approach using a survey method. The research subjects were teachers from nine State MTs in Gunungkidul Regency. Data were collected via an online questionnaire and analysed using descriptive statistics, including percentages, tabulations, and graphical visualisations. The research variables included the types of AI applications, frequency of use, and distribution of usage by subject. The research results are expected to reveal trends in the use of AI by madrasah teachers, as well as the applications most frequently used to support the learning process. The findings of this study are expected to contribute to the development of madrasah policies, the enhancement of teachers^ digital competencies, and the optimisation of AI technology utilisation in learning. Keywords: artificial intelligence, learning, madrasah, teachers, digital transformation, secondary education Share Link | Plain Format | Corresponding Author (Aprilina Zulia Mirzana)

52	AI for Learning	ABS-216
THE USE OF CLAUDE AI TO IMPROVE PRE-SERVICE TEACHERS^ ABILITY IN DESIGNING TEACHING MODULES Sarah, Siti Atiah, Dede Dwiansyah Putra Universitas Terbuka Serang Abstract This study aims to analyze the use of Claude AI in improving the ability of pre-service teachers to design teaching modules. Claude AI is an artificial intelligence-based application developed to assist users in generating text, analyzing information, and supporting various academic and professional needs efficiently and contextually. In the context of education, the utilization of this technology represents a relevant innovation to enhance the quality of instructional planning in the digital era. The research method employed is a qualitative approach using the Systematic Literature Review (SLR) type. The SLR process was conducted through stages of identification, selection, evaluation, and synthesis of various scientific literature relevant to the use of AI in education, particularly in the development of teaching modules. Data were obtained from Google Scholar and Publish or Perish, focusing on publications from the last five years. The results indicate that the use of Claude AI can assist pre-service teachers in designing teaching modules in a more systematic, creative, and efficient manner. In addition, Claude AI supports idea generation, content development, and the creation of more varied learning assessments. Therefore, the integration of AI technology in education has great potential to enhance the professional competence of pre-service teachers, particularly in developing innovative and adaptive instructional planning in response to current developments. Keywords: Claude AI- teaching modules- pre-service teachers- artificial intelligence- Systematic Literature Review (SLR). Share Link | Plain Format | Corresponding Author (Sarah Sarah)

53	AI for Learning	ABS-217
THE USE OF CLAUDE AI TO IMPROVE PRE-SERVICE TEACHERS^ ABILITY IN DESIGNING TEACHING MODULES Sarah, Siti Atiah, Dede Dwiansyah Putra Universitas Terbuka Serang Abstract This study aims to analyze the use of Claude AI in improving the ability of pre-service teachers to design teaching modules. Claude AI is an artificial intelligence-based application developed to assist users in generating text, analyzing information, and supporting various academic and professional needs efficiently and contextually. In the context of education, the utilization of this technology represents a relevant innovation to enhance the quality of instructional planning in the digital era. The research method employed is a qualitative approach using the Systematic Literature Review (SLR) type. The SLR process was conducted through stages of identification, selection, evaluation, and synthesis of various scientific literature relevant to the use of AI in education, particularly in the development of teaching modules. Data were obtained from Google Scholar and Publish or Perish, focusing on publications from the last five years. The results indicate that the use of Claude AI can assist pre-service teachers in designing teaching modules in a more systematic, creative, and efficient manner. In addition, Claude AI supports idea generation, content development, and the creation of more varied learning assessments. Therefore, the integration of AI technology in education has great potential to enhance the professional competence of pre-service teachers, particularly in developing innovative and adaptive instructional planning in response to current developments. Keywords: Claude AI- teaching modules- pre-service teachers- artificial intelligence- Systematic Literature Review (SLR). Share Link | Plain Format | Corresponding Author (Siti Atiah)

54	AI for Learning	ABS-218
Students Responses To Development Of Chemistry Teaching Media Based On Chemo-edutainment Integrated With Artificial Intelligence (AI) On Chemical Bondong Material Phase E Indah Permata Sari, Ani Sutiani, Retno Dwi Suyanti Universitas Negeri Medan Abstract Previous research has been developed on chemistry teaching media based on chemo-edutainment integrated with Artificial Intelligence (AI) on the topic of chemical bonds Phase E, but the response of SMAN 1 Medan students to this learning media is not yet known. This study aims to determine students^ responses to chemistry teaching media based on chemo-edutainment integrated with Artificial Intelligence (AI) on the topic of chemical bonds Phase E at SMAN 1 Medan. The study uses a descriptive method. The data collection technique uses a questionnaire technique. The instrument used is a Beta Test in the form of a student questionnaire response sheet with closed-ended questions and using a Likert scale. The research results were obtained based on students^ questionnaire responses to the chemistry teaching media based on chemo-edutainment integrated with Artificial Intelligence (AI) on the chemical bonding material. Phase E obtained an average percentage of 76.41% in beta test I with a good category, and the students^ questionnaire responses in beta test II obtained an average percentage of 83.07% with a very good category. Keywords: Learning Media- Responses - Chemo-edutainment-AI-Chemical Bonding Share Link | Plain Format | Corresponding Author (Indah Permata Sari)

55	AI for Learning	ABS-226
FROM KNOWLEDGE TO PRACTICE: FOUNDATIONAL SCIENCES AND CLINICAL REASONING IN PHYSIOTHERAPY STUDENTS Muhamad Elfitra Salam Physiotherapy Study Program, Vocational Education Program, University of Indonesia, Kota Depok, Jawa Barat, Indonesia, 16424 Abstract Clinical reasoning is a core competency in physiotherapy practice, yet students - particularly during early clinical placements - frequently struggle to apply it, as evidenced by difficulties interpreting clinical cues and synthesising information to support clinical decisions. Foundational sciences are recognised as fundamental to clinical reasoning development- however, their integration into clinical reasoning processes remains limited. This narrative review aims to: (1) map evidence on the relationship between foundational sciences and clinical reasoning in physiotherapy students- (2) examine the theory-practice gap- and (3) identify evidence-informed strategies, including STEM-based and artificial intelligence approaches. Literature was retrieved from multiple databases, including PubMed, Scopus, ERIC, Web of Science, Google Scholar, and DOAJ, focusing on English-language publications. Findings indicate that foundational sciences contribute significantly to clinical reasoning ability- however, the organisation and clinical contextualisation of knowledge are the key determinants. Students often demonstrate fragmented reasoning despite adequate theoretical knowledge, largely due to limited integration within clinical contexts, further exacerbated by the theory-practice gap. Problem-based learning, simulation, and AI-driven adaptive tools show promise in addressing this gap. In conclusion, strengthening the integration of foundational sciences within clinical contexts through innovative learning strategies is essential for advancing clinical reasoning development in physiotherapy education. Keywords: artificial intelligence- clinical reasoning- foundational sciences- physiotherapy education- problem-based learning- theory-practice gap Share Link | Plain Format | Corresponding Author (Muhamad Elfitra Salam)

56	AI for Learning	ABS-228
Integrating Somatic Methods through Hand Kinesthetic Activities to Enhance Chinese Listening Efficacy: A Dual Coding Theory Perspective Rizky Wardhani (a*), Yumna Rasyid (b*), Ratna Dewanti (c*) (a,b,c) Universitas Negeri Jakarta Abstract Mastering Chinese listening comprehension remains a significant challenge for learners due to the complex tonal system and homophonic nature of the language. Traditional auditory-heavy methods often fail to create lasting mental representations, leading to low listening efficacy. This study explores the integration of somatic methods, specifically through hand kinesthetic activities such as manual summarization, to bridge this gap. By utilizing Dual Coding Theory, the research examines how simultaneous verbal (auditory) and non-verbal (motor-kinesthetic) processing enhances the learners listening experience. This study employed a qualitative descriptive approach to provide an in-depth exploration of how learners interact with somatic-kinesthetic strategies. Participants engaged in hand-written summarization synchronized with contextual audio from platforms like ChinesePod, Youku.com, or Text-to-Speech apps. Data were gathered through semi-structured interviews, participant observations, and document analysis of the written summaries. The analysis focused on the learners perceptions and the challenges encountered during the practice. findings reveal that hand kinesthetic activities act as a ^cognitive anchor,^ allowing learners to better segment auditory input and internalize tones. The dual-channel encoding linking auditory stimuli with tactile-motor output or retelling on the paper with handwriting was found to reduce cognitive anxiety and increase engagement. The discussion highlights that this somatic approach transforms listening from a passive reception into an active, multisensory construction of meaning, fostering higher confidence in Chinese listening comprehension. Keywords: Mandarin Listening Efficacy, Somatic Method, Hand Kinesthetic Activity, Dual Coding Theory, Qualitative Descriptive. Share Link | Plain Format | Corresponding Author (Rizky Wardhani)

57	AI for Learning	ABS-229
EFL Students Perceptions of Using AI Chatbots in Learning Speaking Skills Muhammad Taufik (a*), Meka Mauzziyah Karim (b) (a) Universitas Indraprasta PGRI Jl. Nangka No. 58 C (Jl. TB. Simatupang), Tanjung Barat, Jagakarsa, Jakarta Selatan (b) Universitas Sebelas Maret Jalan Ir. Sutami No. 36A, Kentingan, Jebres, Kota Surakarta, Jawa Tengah Abstract The increasing integration of artificial intelligence (AI) in education raises important questions about how students perceive and engage with AI tools in language learning. This study aims to explore the perceptions of English as a Foreign Language (EFL) students at SMAS IT Al-Luthfah regarding the use of ChatGPT in practicing speaking skills. This research employed a qualitative descriptive design. Data were collected through open-ended questionnaires, classroom observations, and individual interviews with 25 eleventh-grade students. The findings revealed that most students had positive perceptions of ChatGPT. They reported that its accessibility, privacy, and non-judgmental nature supported their speaking practice. In addition, students experienced increased motivation, confidence, and engagement when interacting with the chatbot, particularly due to its 24/7 availability and supportive feedback environment. However, some students also highlighted limitations, especially regarding the depth and contextual accuracy of the feedback provided. These findings suggest that ChatGPT has strong potential to support speaking fluency and learner autonomy in EFL contexts. When combined with appropriate teacher guidance, AI chatbots can create more personalized and low-anxiety speaking opportunities. Therefore, integrating ChatGPT into classroom practice can be beneficial, while still requiring pedagogical support to maximize its effectiveness. Keywords: AI chatbots, EFL students, speaking skills, students^ perceptions Share Link | Plain Format | Corresponding Author (Muhammad Taufik)

58	AI for Learning	ABS-230
Optimizing AI Text-to-Speech in the Development of Interactive Chinese Learning Media: A Collaborative Pedagogical Approach Rizky Wardhani (a*), Nuryansyah Adijaya (b*), Rendy Aditya(c*), Icha Fais Nurul Karimah (d*), Erfan Agus Munif (e*), Syafa Aditya (f*), Aisyah Luthfiyyah (g*), Lusi (h*) (a,c,d,f,g,h) Universitas Negeri Jakarta (b) Universitas Borobudur (e) Balai Guru dan Tenaga Kependidikan DKI Jakarta Abstract Language learning with mastery of tonal variations (shengdiao) is a major challenge in learning Chinese. The lack of access to native speakers causes learners to lack a consistent pronunciation model. In response to this problem, this study offers a strategic solution through the optimization of Neural Network-based AI Text-to-Speech (TTS) technology (TTSmaker) which is able to produce natural, emotional, and near-standard sound synthesis (Putonghua). The novelty of this research lies in the integration between teachers and learners as well as the tools of TTSmaker which are pedagogical tools to ensure linguistic and sound accuracy. This research uses a Research and Development (R&D) approach with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The evaluation of product effectiveness at the trial stage was analyzed using the N-Gain test. The target output of this research is in the form of a prototype of interactive audio learning media. Through this study, learners are facilitated to conduct independent learning flexibly, such as shadowing (imitation) and dictation (Tingxie) techniques. This innovative solution is expected to significantly improve vocabulary retention, tonal accuracy, and listening competence of learners in the digital era. Keywords: AI Text-to-Voice, TTSmaker, Chinese, Learning Media, ADDIE. Share Link | Plain Format | Corresponding Author (Rizky Wardhani)

59	AI for Learning	ABS-238
THE EFFECT OF THE NUMBERED HEAD TOGETHER (NHT) MODEL ASSISTED BY AUDIOVISUAL MEDIA ON THE LEARNING OUTCOMES OF ELEMENTARY SCHOOL STUDENTS IN THE COGNITIVE DOMAIN Syifa Siti Nurhasanah1* , Anis Rahmawati2 , Dinda Dwi Marcely 3 , Nurul Fitriani4 , Juliana Nurhikmah5 , Achmad Anwar Abidin6 Universitas Terbuka Abstract This study aims to increase understanding of the application of the Numbered Head Together (NHT) learning model in improving Civics learning outcomes of elementary school students. The results of the SAS assessment of the Civics subject for grade IV showed that students^ scores were still below the KKM 70 with a range of 50-67, which indicates low cognitive learning outcomes due to teacher-centered learning. The study used a quantitative approach with a quasiexperimental design of the nonequivalent control group type on 25 grade IV studentThis study aims to increase understanding of the application of the Numbered Head Together (NHT) learning model in improving Civics learning outcomes of elementary school students. The results of the SAS assessment of the Civics subject for grade IV showed that students^ scores were still below the KKM 70 with a range of 50-67, which indicates low cognitive learning outcomes due to teacher-centered learning. The study used a quantitative approach with a quasi-experimental design of the nonequivalent control group type on 25 grade IV students. The research instruments were cognitive tests and observation sheets. The results of the analysis showed that the application of the NHT model assisted by audiovisual media had an effect of 75% on students^ cognitive learning outcomes. The N-gain test showed a moderate increase in the experimental class (61.57%) and a low increase in the control class (31.85%). Thus, the NHT model proved to be more effective than the Think Pair Share (TPS) model in improving students^ cognitive learning outcomes.s. The research instruments were cognitive tests and observation sheets. The results of the analysis showed that the application of the NHT model assisted by audiovisual media had an effect of 75% on students^ cognitive learning outcomes. The N-gain test showed a moderate increase in the experimental class (61.57%) and a low increase in the control class (31.85%). Thus, the NHT model proved to be more effective than the Think Pair Share (TPS) model in improving students^ cognitive learning outcomes. Keywords: audiovisual- learning outcomes- numbered heads together Share Link | Plain Format | Corresponding Author (Syifa Siti Nurhasanah)

60	Distance dan Blended Learning	ABS-14
The Effectiveness of Distance Learning and Blended Learning in Supporting Student Learning Flexibilityst Try to Submit This Sample Abstract 1)Harjoyo, 2)Desilia Purnama Dewi, 3)Ivana Aprillia Harlyanikova, 4)Hendri Suwarsono, 5) Rachanda Ambya 1,2,3) Universitas Pamulang 4) Universitas Swadaya Gunung Jati 5) STAI Al Hayah Abstract The development of information technology has driven changes in the education system, particularly through the implementation of distance learning and blended learning. This study aims to understand the concepts of these two learning models and analyze their advantages and disadvantages. The method used was a literature review, reviewing various books, scientific journals, and relevant research reports. The results show that distance learning provides flexibility in learning time and place and has been widely implemented, including at the Open University. However, this model faces challenges such as limited interaction and internet network constraints. Meanwhile, blended learning combines online and face-to-face learning, thereby increasing student engagement. Therefore, integrating these two learning models can be a solution to improve the quality of education in the digital era. Keywords: blended learning- distance learning- educational technology- higher education- online learning Share Link | Plain Format | Corresponding Author (Harjoyo Harjoyo)

Page 2 (data 31 to 60 of 232) | Displayed ini 30 data/page
<< PREV 1 2 3 4 5 6 7 8 NEXT >>

Powered By Konfrenzi Ultimate 1.832M-Build9 © 2007-2026 All Rights Reserved