Education Science and Teaching Journal

Digital Transformation in Learning: Analysis of the Impact of AI Use on Education Students’ Learning Outcomes

Septrianis Suripto, Sumaningsih Sumaningsih, Dejan Salesperson — Wed, 30 Apr 2025 00:00:00 +0000

Digital transformation in the world of education has presented artificial intelligence (AI) as a potential innovation in improving the quality of learning. This study aims to analyze the impact of AI use on student learning outcomes in higher education environments. The approach used is a mixed method with data collection techniques in the form of questionnaires, interviews, and documentation of learning outcomes. The sample consisted of 120 students of education study programs from two universities in Indonesia. The results of the study showed that there was a positive and significant relationship between the level of AI use and student learning outcomes, which was reinforced by the results of the ANOVA test and t-test with a p value <0.05. In addition, students' perceptions of AI were very positive, especially in terms of time efficiency, ease of understanding the material, and increased learning motivation. However, challenges such as potential dependency, weak critical digital literacy, and lack of AI integration in the curriculum still need serious attention.This study concludes that AI can be an effective facilitator of adaptive learning if supported by pedagogical policies and strengthening academic ethics. The implications of this study encourage the need to develop holistic and integrative AI-based learning models in higher education.

Implementation of Competency-Based Curriculum in Higher Education: Challenges and Solutions

Depati Amir, Siti Hamidah — Tue, 22 Apr 2025 00:00:00 +0000

This study aims to identify challenges and solutions in implementing competency-based curriculum in higher education in Indonesia. The research method used is a qualitative approach with interview techniques, focus group discussions (FGD), and observations at several universities. The results of the study indicate that the main challenges in implementing competency-based curriculum include limited lecturer readiness, mismatch between competencies taught and industry needs, limited facilities, and lack of understanding of competency-based curriculum. As a solution, this study proposes continuous training for lecturers, closer collaboration with industry, infrastructure improvement, and development of a competency-based evaluation system. It is hoped that this study will contribute to improving the quality of higher education by making competency-based curriculum more relevant and effective in preparing students to face the challenges of the world of work.

The Effectiveness of Realistic Mathematics Approach on Learning Outcomes of Grade VII Junior High School Students

Mutiara Handista, Angelina Numira, Kelistania Noor — Wed, 23 Apr 2025 00:00:00 +0000

This study aims to determine the effectiveness of the Realistic Mathematics Education (RME) approach on the mathematics learning outcomes of grade VII junior high school students. This study used a quantitative method with a quasi-experimental design, involving two classes as samples: the experimental class that received learning with the RME approach, and the control class that used the conventional approach. Data were collected through pretest and posttest tests, then analyzed with descriptive and inferential statistics using the t-test. The results showed that there was a significant difference between student learning outcomes in the experimental class and the control class, with an average posttest score of 81.6 and 73.2, respectively. The t-test showed a significance value of 0.000 (p <0.05), which means that the RME approach is significantly more effective in improving mathematics learning outcomes. The average increase in learning outcomes (N-Gain) in the experimental class was 0.56 (moderate category), while the control class was 0.36 (low category). These findings indicate that the Realistic Mathematics approach is able to create more meaningful and contextual learning for junior high school students.

The Influence of Teacher Career Development Programs on Improving the Quality of Education in Secondary Schools

Noor Rustam Effendi, Yusril Tama — Wed, 30 Apr 2025 00:00:00 +0000

This study aims to analyze the effect of teacher career development programs on improving the quality of education in secondary schools. This study used a quantitative approach with a descriptive survey design and involved 60 teachers involved in career development programs in three secondary schools. Data were collected through questionnaires, interviews, and classroom observations, then analyzed using descriptive statistics and linear regression. The results showed that the majority of teachers felt more confident in teaching and had better skills after participating in the career development program. Improvements in the quality of teaching and interactions between teachers and students were also reflected in classroom observations, where more students actively participated in learning. In addition, student learning outcomes increased by 15% after teachers participated in the program. However, this study also found challenges in implementing the program, especially related to limited training time and the relevance of training materials to needs in the field. This study concluded that teacher career development programs have a positive impact on improving the quality of education in secondary schools and suggested improvements in the aspects of time and relevance of training to increase its effectiveness.

The Influence of the Use of Interactive Learning Media on Understanding Biology Concepts in Secondary Schools

Rizky Sitompul, Nofal Lase, Septian Siregar — Tue, 30 Apr 2024 00:00:00 +0000

This study aims to analyze the effect of using interactive learning media on understanding biology concepts in high schools. The research method used is an experiment with a pretest-posttest design, where students are divided into two groups: an experimental group using interactive learning media and a control group using conventional learning. Data were collected through a biology concept understanding test, student perception questionnaires, and learning observations. The results showed that the experimental group had higher test scores compared to the control group, with a statistically significant difference (p < 0.05). In addition, students in the experimental group also reported higher levels of engagement, motivation, and satisfaction with learning using interactive media. The use of interactive learning media has also been shown to make it easier for students to understand complex biology concepts and improve their practical skills. Overall, this study concludes that interactive learning media has a positive effect on understanding biology concepts and can be used as an effective alternative in improving the quality of learning in high schools.