Publication Search

The integration of artificial intelligence chatbots as virtual teaching assistants (VTAs) represents a transformative shift in student support services within higher education. This study investigates the implementation, effectiveness, and impact of AI-powered chatbots in providing academic support, administrative assistance, and personalized guidance to university students. Employing a longitudinal mixed-methods approach over 18 months, this research analyzed data from 2,347 students across 15 universities that deployed VTA systems, examining interaction patterns, student satisfaction, learning outcomes, and cost-effectiveness. Quantitative analysis of 487,392 chatbot interactions revealed that VTAs successfully handled 78.4% of student queries without human intervention, with response times averaging 3.2 seconds compared to 4.7 hours for traditional support channels. Qualitative findings from focus groups and interviews highlighted students' appreciation for 24/7 availability, immediate responses, and non-judgmental interactions, while also revealing concerns about empathy limitations, complex query handling, and the desire for human connection in critical situations. The study demonstrates that VTAs significantly improve support service accessibility and efficiency while reducing operational costs by an average of 43%. However, optimal implementation requires careful integration with human support staff, continuous training of AI systems, and attention to equity issues in digital access. This research contributes to understanding how AI can augment rather than replace human educators, offering evidence-based recommendations for implementing VTA systems that enhance student success while maintaining the human elements essential to quality education.

Language barriers represent one of the most significant obstacles to educational equity and access worldwide. This study investigates the application of Natural Language Processing (NLP) technologies in multilingual educational contexts to facilitate cross-linguistic learning and improve educational outcomes for linguistically diverse student populations. We implemented and evaluated a comprehensive NLP-powered multilingual learning platform across 47 educational institutions in 12 countries, serving 8,450 students speaking 23 different languages. Our experimental framework integrated machine translation, speech recognition, multilingual content generation, and adaptive language learning algorithms. Results demonstrate that NLP-enhanced multilingual education improved student comprehension by 43.6% (p<0.001), increased participation rates by 67.8%, and reduced achievement gaps between native and non-native speakers by 52.4%. Students using NLP-assisted learning tools achieved test scores averaging 78.3% compared to 54.7% for control groups. However, challenges persist regarding cultural context preservation, idiomatic expression handling, and equitable performance across language families. This research provides evidence that NLP technologies can effectively democratize education across linguistic boundaries while identifying critical areas requiring continued development.

Effective communication is a key competency for medical professionals, but traditional classroom-based methods in Indonesia face challenges such as limited practice, geographical barriers, and insufficient exposure to diverse patient scenarios. Mobile-assisted learning (MAL) offers a promising solution to enhance medical communication training outside traditional settings. This study investigates the effectiveness of MAL interventions in developing communication skills among Indonesian medical students and healthcare professionals. A mixed-methods approach was used, involving a quasi-experimental design with pre- and post-assessments of communication competence among 180 participants from three Indonesian medical schools. The MAL intervention included a mobile app with video demonstrations, interactive case scenarios, peer feedback, and microlearning modules. Quantitative data showed a significant improvement in communication competence (mean increase of 23.4%, p<0.001), with notable gains in information gathering (28%), relationship building (26%), and patient education (21%). The mobile platform saw high engagement (average of 4.3 sessions/week) and 87% module completion. Qualitative data revealed increased confidence in consultations, improved cultural sensitivity, and better time management. Challenges included inconsistent internet access, varying digital literacy, and resistance from traditional educators. MAL shows potential for improving medical communication in Indonesia, offering flexible, accessible training. Successful implementation requires addressing infrastructure issues, integrating MAL into existing curricula, and training faculty. This study adds to the growing evidence supporting technology-enhanced medical education in resource-limited settings.

The emergence of ChatGPT and other large language models has introduced unprecedented opportunities and challenges in educational settings. This study examines the dual nature of ChatGPT's integration into classroom environments, analyzing both its potential as an educational tool and the ethical concerns it raises regarding academic integrity. Through a mixed-methods approach combining surveys, interviews, and content analysis, this research investigates how educators and students perceive and utilize ChatGPT, the implications for learning outcomes, and the effectiveness of current academic integrity policies. Results indicate that while ChatGPT offers significant pedagogical benefits including personalized learning support and enhanced accessibility, it simultaneously poses risks to traditional assessment methods and raises questions about authorship and original thought. The study proposes a framework for responsible AI integration in education that balances innovation with academic integrity, emphasizing the need for updated policies, enhanced digital literacy, and redesigned assessment strategies. These findings contribute to the ongoing discourse on AI in education and provide practical recommendations for educators, administrators, and policymakers navigating this transformative technology.

Information technology (IT) has emerged as a critical component of public administration, offering significant potential to enhance transparency and accountability in governance. This comprehensive qualitative case study research examined how information technology implementation influences transparency and accountability mechanisms in public policy administration, while identifying critical challenges and success factors. The research employed embedded multi-case study methodology, collecting data through 118 semi-structured interviews with government officials (n=45), citizen-users (n=38), IT professionals (n=15), civil society representatives (n=12), and academic researchers (n=8), complemented by document analysis and direct observation (280 hours) across four case sites representing diverse governance contexts. Key findings demonstrate that information technology implementation significantly enhances government transparency through multiple mechanisms: public information portals increased citizen information access from 25-30% to 78-82%, mobile applications extended service accessibility from 15-20% to 42-55% in rural areas, and social media platforms reached 60-70% of citizens with policy information. Similarly, IT implementation strengthened accountability through online complaint systems that reduced government response times from 28-45 days to 5-12 days (60-75% improvement), automated audit systems that detected 35-55% more compliance violations, and real-time monitoring systems that reduced audit completion time by 40-50%.  The findings have implications for government practitioners seeking evidence-based guidance for IT implementation, policymakers developing governance policies leveraging technology, and academic researchers studying digital governance and public administration innovation.

This contrastive linguistic study examines the phonological systems of Indonesian and English to identify areas of difficulty for Indonesian learners of English pronunciation. Through a systematic comparison of vowel and consonant inventories, phonotactic constraints, stress patterns, and prosodic features, this research identifies key points of interference that contribute to pronunciation challenges. The study employs acoustic analysis of speech samples from 120 Indonesian learners of English across different proficiency levels, combined with perceptual assessments by native English speakers. Findings reveal significant differences in vowel systems, consonant clusters, word stress placement, and intonation patterns that directly correlate with pronunciation difficulties. The research proposes a pedagogical framework that integrates principles of contrastive analysis with contemporary pronunciation teaching methodologies, including explicit phonological instruction, acoustic modelling, and technology-enhanced practice. The implications suggest that pronunciation instruction can be significantly improved through targeted interventions that address language-specific interference patterns while building on positive transfer opportunities.

This study evaluates the effectiveness of the Constitutional Court’s authority in reviewing laws and regulations as a means of upholding constitutional supremacy in Indonesia. Employing both normative and empirical legal research methods, it examines the Constitutional Court’s rulings from 2019 to 2024 and assesses their broader implications for the national constitutional system. The findings reveal several structural weaknesses in the review mechanism, particularly related to the enforcement of decisions and the existence of dualism between the Constitutional Court and the Supreme Court in conducting judicial reviews. These shortcomings have created inconsistencies and reduced the optimal impact of the Constitutional Court’s role. To address these issues, the research recommends comprehensive reforms, including the unification of judicial review authority, enhancement of the Constitutional Court’s executorial powers, and expansion of public access to constitutional review procedures. Such measures are expected to strengthen the Court’s role as the guardian of the constitution, improve legal certainty, and support the creation of a more coherent and harmonious legal system in Indonesia.

This research investigates English language teachers' perceptions and practices concerning technology integration within the Indonesian educational landscape. Employing a mixed-methods approach, the study involved 120 English teachers from diverse educational levels, including primary, junior high, senior high, and higher education institutions. Participants completed an online survey, and a subset of 15 teachers was selected for follow-up interviews and classroom observations to provide deeper qualitative insights. The findings indicate a significant discrepancy between teachers’ generally positive attitudes toward the use of technology (mean score = 4.21 on a 5-point Likert scale) and the extent to which they actually implement technology in their teaching practices (mean score = 3.15). This gap suggests that favorable perceptions alone are not sufficient to ensure effective classroom integration. Through statistical analysis, four primary factors were identified as influencing technology integration. These include teachers’ digital competence (β = 0.43, p < 0.01), institutional support (β = 0.38, p < 0.01), pedagogical beliefs (β = 0.35, p < 0.01), and access to adequate infrastructure (β = 0.32, p < 0.01). These results highlight the multifaceted nature of technology integration, where both individual competencies and systemic support play crucial roles. Qualitative data further enrich the findings by illustrating the lived experiences of teachers. While educators recognize that technology can enhance student engagement, foster interactive and authentic language learning environments, and provide access to diverse resources, they encounter several challenges. These include difficulties in aligning digital tools with curricular goals, managing student behavior in tech-enhanced classrooms, and assessing learning outcomes effectively in digital contexts.

This study investigates the effectiveness of an integrative learning model in improving Indonesian literature appreciation skills among high school students. A quasi-experimental design was employed, involving 120 eleventh-grade students from two public high schools in Jakarta, Indonesia. The participants were divided into two groups: the experimental group, which received instruction through the integrative learning model, and the control group, which followed traditional teaching methods. The integrative model was designed to combine language skills development—such as reading comprehension, vocabulary enrichment, and critical writing—with structured literary analysis focusing on themes, characterization, style, and cultural context. Data were collected using pre-test and post-test assessments to measure learning outcomes, observation sheets to monitor classroom activities, and student questionnaires to capture perceptions and engagement levels. The results indicated that students in the experimental group experienced a significantly higher improvement in literature appreciation skills compared to those in the control group (p < 0.05). They demonstrated enhanced abilities to interpret literary works, analyze narrative elements, and articulate critical responses to Indonesian contemporary literature. Observation data revealed that the integrative approach fostered more active participation, collaborative learning, and deeper reflection during classroom discussions. Moreover, student feedback highlighted increased motivation, enjoyment, and perceived relevance of literature learning to real-life experiences. These findings underscore the pedagogical potential of integrative learning models in secondary school literature education. By linking language proficiency with analytical and interpretative competencies, this approach not only strengthens students’ linguistic abilities but also cultivates their critical thinking, cultural awareness, and aesthetic appreciation. The study recommends the wider adoption of integrative methods in Indonesian high schools as an effective strategy for promoting meaningful and enduring engagement with literature.

This corpus-based study explores the acquisition patterns of English modal verbs by Indonesian EFL (English as a Foreign Language) learners through a comprehensive analysis of learner language data. The study utilizes a specialized learner corpus consisting of 2.5 million words drawn from both written and spoken productions of 450 Indonesian learners, covering various proficiency levels. The research focuses on examining the frequency patterns, semantic distributions, and error types associated with modal verb usage across the learner corpus. The study employs a combination of quantitative corpus linguistic methods and qualitative error analysis to uncover developmental trends and persistent difficulties in acquiring English modals. The findings highlight a significant underuse of epistemic modality, which expresses degrees of certainty, and an overreliance on core modals like "can," "will," and "must." Additionally, learners systematically avoid more complex modal constructions that are semantically nuanced and less frequent in their linguistic output. The analysis also reveals notable cross-linguistic influences from Indonesian, particularly in the areas of politeness marking and the expression of certainty. These interference patterns suggest that Indonesian learners may transfer modal expressions from their native language, leading to specific errors in the usage of English modals. Based on the findings, the study proposes a usage-based pedagogical framework that integrates corpus-informed instruction with explicit semantic mapping of modal meanings. This framework encourages teachers to address modal verb acquisition by emphasizing frequency-based approaches, contrastive semantic analysis, and corpus-driven awareness-raising activities. The research suggests that by focusing on the form-meaning-function relationships of modals in authentic contexts, learners can better understand and produce English modals accurately and appropriately. The findings have significant implications for enhancing modal verb instruction in EFL classrooms, especially for Indonesian learners.

Background: Government administration plays a crucial role in delivering public services and implementing policies effectively. However, many developing countries face significant challenges in administrative capacity, bureaucratic efficiency, and service delivery quality. Objective: This study aims to analyze the key factors contributing to administrative weaknesses in government and propose a comprehensive framework for strengthening government administration to improve public service delivery and governance effectiveness. Methods: This research employs a mixed-methods approach, combining literature review, case study analysis, and expert interviews. Data was collected from 150 government officials across three administrative levels (national, regional, and local) and analyzed using thematic analysis and statistical methods. Results: The study identified five critical areas for administrative strengthening: (1) Human resource development and capacity building, (2) Digital transformation and technology integration, (3) Process optimization and bureaucratic reform, (4) Performance management systems, and (5) Citizen engagement mechanisms. Implementation of these components showed significant improvements in service delivery efficiency (p < 0.001) and citizen satisfaction scores (p < 0.01). Conclusion: A comprehensive approach to strengthening government administration requires coordinated efforts across multiple dimensions. The proposed framework provides a roadmap for systematic administrative reform that can enhance governance effectiveness and public service quality.

The rapid advancement of digital technology has fundamentally transformed social structures, creating new forms of inequality and social stratification. The digital divide has emerged as a critical sociological phenomenon that reflects and reinforces existing social hierarchies while creating new patterns of inclusion and exclusion. This study examines the relationship between digital transformation and social stratification, analyzing how digital access, literacy, and participation contribute to contemporary forms of social inequality. The research investigates the mechanisms through which digital divides reproduce and transform traditional class structures. This sociological inquiry employs a mixed-methods approach, combining quantitative survey data from 500 households across different socioeconomic strata with qualitative ethnographic observations and in-depth interviews with 40 participants. The study utilizes Pierre Bourdieu's theory of capital and Anthony Giddens' structuration theory as analytical frameworks. The findings reveal three distinct digital classes: the "digitally privileged" (25%), "digitally struggling" (45%), and "digitally excluded" (30%). Digital capital significantly correlates with traditional forms of capital (economic, cultural, and social), creating compound advantages for privileged groups. The study demonstrates that digital transformation both reinforces existing inequalities and creates new forms of social differentiation. Digital transformation has become a new dimension of social stratification that intersects with traditional inequality patterns. The digital divide represents not merely a technological gap but a fundamental social divide that requires comprehensive sociological understanding and policy intervention to ensure equitable social development.

This study investigates the implementation and effectiveness of artificial intelligence-driven adaptive learning platforms in English as a Foreign Language (EFL) classrooms across urban and rural Indonesian educational settings. Through a mixed-methods approach involving 247 students and 12 teachers from eight institutions, this research comparatively analyzes three prominent AI language learning platforms: LinguaLearn AI, AdaptEd English, and AI Tutor Pro. The findings reveal significant differences in learning outcomes, with AI-enhanced platforms demonstrating a 27% improvement in language proficiency compared to traditional methods. However, implementation challenges including digital literacy barriers, internet connectivity issues, and cultural adaptation requirements were identified, particularly in rural contexts. The study proposes a contextually responsive framework for integrating AI language learning technologies in developing EFL environments, contributing to the growing discourse on educational technology in linguistically diverse settings. This research highlights the potential of AI to personalize language acquisition while emphasizing the necessity of culturally and infrastructurally appropriate implementation strategies.

The digital era has fundamentally transformed the educational paradigm. This research examines the transformation of teachers' roles in addressing digital technology developments, particularly artificial intelligence (AI) and social media. The purpose of this study is to analyze the importance of technology literacy and digital ethics for teachers in creating adaptive and relevant learning environments. A literature review methodology is employed to identify key components required for teachers to transform into adaptive educators. The findings indicate that teachers need to develop five core competencies: understanding digital tools, critical information evaluation, interactive learning design, facilitating independent learners, and implementing technology ethics. This research contributes to developing a framework for adaptive teachers capable of utilizing technology as an opportunity rather than a threat in the educational process.

This research examines the constitutional aspects of executive power limitations in presidential systems by comparing governmental practices in Indonesia and the United States. Through juridical-normative and comparative approaches, this research analyzes constitutional design, jurisprudence, and institutional practices that limit presidential power in both countries. Key findings indicate significant differences in checks and balances mechanisms, with the United States relying on a stricter doctrine of separation of powers compared to Indonesia, which implements power distribution. This research also identifies weaknesses in executive power limitations in Indonesia, particularly concerning legislative authority and the appointment of high-ranking state officials. The results of this research are expected to contribute to strengthening constitutional mechanisms in limiting executive power to prevent abuse of authority.

This research aims to analyse the effectiveness of differentiated instruction implementation in enhancing critical thinking character in Islamic Elementary School students in Makassar. The research employed a mixed-method approach with an embedded experimental design. The research sample consisted of 68 fourth and fifth-grade students from three Islamic Elementary Schools in Makassar, selected through purposive sampling. Data were collected through observation, critical thinking ability tests, interviews, and documentation. Differentiated instruction was implemented for 12 weeks, considering variations in students' learning readiness, interests, and learning profiles. The results showed that: (1) the implementation of differentiated instruction was effective with an implementation rate of 87.5%; (2) there was a significant improvement in students' critical thinking abilities with an effect size of 0.82 (high category); (3) the three aspects of critical thinking that experienced the highest improvement were analyzing arguments, evaluating information, and drawing conclusions based on evidence; (4) success supporting factors included comprehensive lesson planning, school leadership support, teacher competence, and integration of Islamic values in the learning process. This research recommends the implementation of differentiated instruction as a strategy to develop students' critical thinking abilities while considering individual learning characteristics and needs.

This study examines the relationship between corporate financial disclosure and investment decisions by shareholders and investors in capital markets. Using a comprehensive dataset of 486 publicly listed companies from multiple stock exchanges over a five-year period (2018-2022), we investigate how the quality, scope, and timing of financial disclosures influence investment behaviors, pricing efficiency, and capital allocation. Through multiple regression analysis, structural equation modeling, and panel data techniques, we find that higher disclosure quality is significantly associated with increased trading volumes (β=0.42, p<0.01), lower bid-ask spreads (β=-0.38, p<0.01), and reduced stock price volatility (β=-0.31, p<0.01). Our analysis reveals that voluntary disclosures beyond regulatory requirements have a stronger impact on institutional investor decisions compared to retail investors. Additionally, the study documents that forward-looking financial information and segment reporting have particularly strong effects on investment decisions during periods of market uncertainty. The findings contribute to disclosure theory and provide empirical evidence for regulators considering disclosure policy reforms, corporate executives formulating communication strategies, and investors developing investment frameworks that incorporate disclosure quality assessment. The study addresses the causality challenge through instrumental variable estimation and difference-in-differences analysis of regulatory changes, enhancing the robustness of the identified relationships.

This study explores the development of integrated language skills assessment instruments for Korean as a foreign language (KFL) learners in higher education, addressing the need for tools that reflect real-world communicative demands. Grounded in theoretical frameworks such as Bachman and Palmer's Communicative Language Ability model[1] and Vygotsky's Sociocultural Theory[2], the research employed a mixed-methods approach, including needs analysis[6], corpus studies, and pilot testing. The research process involved three primary phases: First, a comprehensive needs analysis was conducted among KFL instructors and students to identify assessment gaps and priorities. Second, authentic Korean language materials were collected to create a corpus that informed the development of contextualized assessment tasks. Finally, the instruments underwent rigorous pilot testing with 127 KFL students across three Indonesian universities.The developed assessment instruments integrate reading, writing, listening, and speaking skills through task-based scenarios that mirror authentic Korean language use contexts. These include collaborative problem-solving activities, multimedia-based comprehension tasks, and culturally situated role-plays. Statistical analysis demonstrated high inter-rater reliability (r=0.87) and construct validity when compared with established Korean proficiency measures.Results demonstrated the instruments' reliability, validity, and cultural relevance, fostering holistic skill development and promoting positive washback on teaching and learning practices. Implementation of these instruments led to significant improvements in students' integrated language performance and motivation. The study contributes to the field of Korean language assessment by providing empirically validated tools that bridge classroom learning with real-world language application in higher education contexts.

Fraud poses a significant threat to organizational integrity and public trust, especially within governmental institutions. This study explores the critical role of forensic accountants in uncovering fraud within the Audit Board of the Republic of Indonesia. Using a case study approach, the research examines the application of advanced forensic data analytics by forensic accountants. It highlights the essential skills and characteristics that make forensic accountants effective, as well as their contributions to enhancing internal controls and governance mechanisms. The study demonstrates the impact of forensic accounting on fraud detection, prevention, and deterrence. The findings emphasize the importance of integrating forensic accounting expertise within the Audit Board's operational framework to strengthen its capacity to combat financial fraud. It also identifies challenges faced by forensic accountants, such as technological limitations and cultural resistance, and suggests strategies to overcome these barriers. By shedding light on the role of forensic accountants in safeguarding public sector integrity, this research contributes to the growing knowledge on forensic accounting practices in Indonesia. The insights can inform policies and capacity-building initiatives aimed at improving the Audit Board’s fraud detection capabilities, ultimately fostering greater public trust and accountability.

This study examines the effectiveness of Management Information Systems (MIS) in environmental permit administration within the Environmental Agency of Makassar City during the 2023-2024 period. Employing a qualitative case study approach, the research integrates several theoretical frameworks including Systems Theory, Technology Acceptance Model (TAM), Resource-Based View (RBV), Diffusion of Innovations, and Contingency Theory to comprehensively evaluate MIS performance. Through in-depth interviews with 35 respondents, direct observations, and documentation analysis over six months, the research identifies the impact of MIS implementation on environmental governance. Findings reveal significant improvements in processing efficiency (42% time reduction), administrative error reduction (67% decrease), and enhanced stakeholder engagement (53% increase in public participation). Nevertheless, challenges persist in regulatory alignment, technical reliability (12% system downtime), and user adaptation (23% of staff reporting usage difficulties). The study underscores the importance of continuous system optimization, targeted training, and cross-departmental integration for sustainable environmental governance. Theoretical contributions include an integrated MIS evaluation model for environmental administration contexts, while practical implications offer recommendations for technology-based permitting process improvements. Research limitations include a single geographic focus and relatively short observation period, suggesting the need for future longitudinal and comparative studies.