Publication Search

This study examines the role of Artificial Intelligence (AI) in enhancing student collaborative learning, with a particular emphasis on AI-driven feedback mechanisms and patterns of student interaction in developing effective collaborative skills. Unlike prior studies, this research highlights the mediating effect of AI-driven feedback on teamwork efficiency and overall learning outcomes in collaborative environments. An explanatory quantitative approach was applied using Partial Least Squares Structural Equation Modeling (PLS-SEM) to ensure robust data analysis. Data were collected from 112 university students who were actively engaged in AI-assisted collaborative learning activities, using a structured online survey instrument. The data were subsequently analyzed using SmartPLS software. The results reveal that AI significantly enhances student interaction (β = 0.534, p < 0.000) and improves problem-solving feedback (β = 0.620, p < 0.000), both of which contribute to significantly strengthening collaborative skills (β = 0.716, p < 0.000). However, the findings also indicate that AI alone does not directly improve collaboration without the support of structured pedagogical design and guidance. Therefore, universities should strategically integrate AI-driven feedback into Learning Management Systems (LMS) and strengthen digital literacy initiatives to optimize the effectiveness and sustainability of AI in collaborative learning contexts.

This study aims to analyze the effect of information technology (IT)-based learning media on improving students' academic performance. With the advancement of digital technology, the use of IT-based media such as interactive presentations, educational videos, Learning Management Systems (LMS), and online quiz applications has become part of modern teaching strategies. This study uses a quantitative approach with a quasi-experimental method. The subjects of the study were secondary school students divided into experimental and control groups. The instruments used include learning achievement tests to measure academic performance and observation sheets to assess the implementation of IT media usage. Data were analyzed using t-tests and simple regression analysis. The results show a significant difference in academic performance between students who used IT-based learning media and those who used conventional methods. The experimental group showed a higher average score compared to the control group. These findings indicate that the use of IT-based learning media, when planned and implemented systematically, can improve students' motivation, engagement, and understanding of learning materials. Therefore, the integration of information technology into the learning process is recommended as an innovative strategy to enhance the quality of education.

This study presents ReflectAI, a web-based system designed to automate the creation of teaching materials tailored to students' learning styles using behavior data from a Learning Management System (LMS). Student digital activity data—such as logins, material access, forum participation, assignment submission, and quiz results—are extracted and processed using a Hierarchical Clustering algorithm to categorize students into three learning styles: visual, auditory, and kinesthetic. Based on the clustering results, the system automatically generates personalized learning modules using generative AI (ChatGPT API), aligned with each student's learning preferences. Employing a data-driven system development approach, the system was tested with data from 230 students in a mathematics course. The results show diverse learning style distributions and relevant, tailored content generation. ReflectAI is designed to reduce teachers’ administrative workload and enhance personalized and adaptive learning. This system contributes to educational transformation through deep, data-driven technology integration.

The increasing use of Learning Management Systems (LMS) in higher education generates large amounts of student activity data that have the potential to provide deeper insights into learning processes. However, in practice, these data are still rarely analyzed systematically to understand variations in students’ learning activity patterns, limiting their practical use in supporting teaching and learning. This study aims to explore students’ learning activity patterns in an LMS using a clustering approach based on activity data.This research utilizes the publicly available Open University Learning Analytics Dataset (OULAD), focusing on a single course and a single academic term. LMS activity data were processed through data cleaning and feature extraction, followed by student clustering using the K-Means algorithm. The quality of the clustering results was evaluated using the Silhouette Score, and visual analysis was applied to support the interpretation of the results.The results indicate that students’ learning activities can be grouped into two main patterns, namely a group of students with high learning activity and a group with lower or moderate activity levels. These findings highlight the existence of heterogeneous learning behaviors among students, even within the same learning context.The identified learning activity patterns provide an initial foundation for utilizing LMS data to monitor student engagement and to support the development of more responsive, data-driven learning approaches in higher education.

Primary Healthcare Facilities (Fasilitas Kesehatan Tingkat Pertama, FKTP) represent the first level of contact in the healthcare system and play a central role in infection prevention and control. Despite mandatory Infection Prevention and Control (IPC) training in Indonesia, evidence regarding its effectiveness in improving cognitive abilities among primary healthcare workers remains limited. This study aimed to evaluate the effectiveness of IPC training in enhancing the cognitive abilities of healthcare workers in FKTP. A quasi-experimental study with a one-group pretest–posttest design was conducted involving 91 healthcare workers who participated in IPC training across three cohorts in 2024. The training was delivered online through a Learning Management System and consisted of structured learning modules accompanied by a pre-test and a final quiz. Cognitive improvement was assessed using paired samples t-tests, while the magnitude of training impact was evaluated using Cohen’s dz effect size. The results showed statistically significant improvements in cognitive scores across all cohorts (p < 0.001), with mean score increases ranging from 16.10 to 23.35 points. Effect size analysis revealed large to very large effects, with an overall Cohen’s dz of 1.19, indicating substantial and practically meaningful cognitive gains. In conclusion, IPC training was effective in improving cognitive competence among FKTP healthcare workers. These results reinforce the value of well-structured training programs as an essential component of efforts to strengthen infection prevention capacity in primary healthcare settings.

This study aims to synthesize the relationship between learning styles and instructional media in optimizing 21st-century skills among Diploma Three (D3) vocational students. The research employed a simple literature review method by analyzing 20 national and international journal articles published between 2018 and 2024. The results reveal that the alignment between learning styles (visual, auditory, kinesthetic) and the types of instructional media significantly influences the development of critical thinking, creativity, communication, and collaboration skills. Technology-based media, such as interactive videos, learning management systems (LMS), and virtual simulations, effectively accommodate diverse learning preferences while enhancing students’ motivation and engagement. Furthermore, integrating such media not only supports individual learning needs but also fosters a more dynamic and inclusive educational environment. The study concludes that integrating learning styles with digital-based media serves as an effective strategy to produce competent and adaptive vocational graduates who are well-prepared to face the challenges of Industry 4.0 and Society 5.0.

This systematic literature review examines the relationship between learning styles and learning media in optimizing 21st-century skills among Diploma Three (D3) vocational students. Through systematic analysis of 74 relevant national and international journal articles published between 2018 and 2024 from Scopus database, this study reveals that the alignment between learning styles (visual, auditory, kinesthetic) and learning media significantly influences the development of critical thinking, creativity, communication, and collaboration skills. Technology-based media such as interactive videos, learning management systems (LMS), and virtual simulations effectively accommodate diverse learning preferences while enhancing students' motivation and engagement in the learning process. The findings indicate that e-modules integrating problem-based learning (PBL) demonstrate effectiveness rates of 65-85% in improving critical thinking skills. This research concludes that the integration of learning styles with digital-based learning media serves as an effective strategy to produce competent and adaptive vocational graduates who are well-prepared to face the challenges of Industry 4.0 and Society 5.0.

The rapid advancement of digital technology has transformed the landscape of education, particularly in secondary schools. This study investigates the influence of digital learning innovation on enhancing deep learning and student engagement. Using a quantitative survey method, data were collected from 150 secondary school students in Indonesia who actively use digital learning platforms such as Learning Management Systems (LMS), mobile learning applications, and hybrid learning models. The research instrument consisted of a closed-ended questionnaire using a five-point Likert scale, which measured students’ perceptions of digital learning innovation, their engagement levels, and indicators of deep learning. Data were analyzed through simple linear regression using SPSS version 25. The results indicate a strong and significant positive relationship between digital learning innovation and both deep learning and student engagement, with a correlation coefficient (R) of 0.732 and an R² value of 0.536. This finding suggests that digital learning innovation explains 53.6% of the variation in students’ deep learning and engagement levels. Students who frequently use digital learning technologies tend to show higher motivation, independence, critical thinking, and reflective learning behavior. The study concludes that digital learning innovation plays a crucial role in supporting meaningful learning and active participation. It highlights the importance of integrating technology strategically into school-based learning to foster adaptive, collaborative, and lifelong learners in the digital era.

Artificial Intelligence (AI) has increasingly shaped the digital transformation of higher education, particularly through its integration with Learning Management Systems (LMS). Features such as intelligent tutoring, predictive analytics, plagiarism detection, and automated grading are reshaping teaching and learning. However, questions remain regarding the readiness of higher education institutions and the acceptance among lecturers and students. This paper presents a Systematic Literature Review (SLR) of studies published between 2020 and 2025, focusing on readiness and acceptance of AI in LMS. Guided by the PRISMA framework, 220 records were identified, 85 screened, 40 assessed for eligibility, and 20 included in the final analysis. Findings highlight that readiness is largely influenced by infrastructure, digital literacy, and institutional policy, while acceptance is shaped by perceived usefulness, ease of use, trust, and behavioural intention. Although challenges such as ethics, cost, and privacy concerns persist, opportunities exist in the form of personalized learning and intelligent decision-making. The review concludes that while AI adoption in LMS is progressing globally, developing contexts such as Malaysian polytechnics require further research and targeted interventions to enhance both readiness and acceptance.

This study aims to analyze the ability of elementary school teachers in compiling digital student learning outcome reports, and to identify the factors that influence it. This study was conducted through a library research method by reviewing various scientific articles, books, and empirical reports related to the use of technology in elementary education. The results of the study indicate that teachers' ability in digital reporting is influenced by age, educational background, teaching experience, and involvement in ICT training. The use of reporting applications such as Microsoft Excel, e-Rapor, and Learning Management System (LMS) is still limited, especially in advanced features that actually greatly support reporting efficiency. The main obstacles faced by teachers include lack of ongoing training, limited infrastructure, administrative burden, and mental attitude towards technology. As an improvement strategy, this study recommends tiered technical training, technical guidance at the school level, strengthening learning communities such as KKG and MGMP, and integration of ICT training in the Continuous Professional Development (PKB) program. This research is expected to be the basis for making policies that are more adaptive to the needs of teachers in the digital era.

Digital transformation in the world of education has encouraged the use of digital media, particularly Learning Management Systems (LMS), in the learning process. This study aims to analyze the influence and effectiveness of LMS use on improving learning quality, learning motivation, and student engagement. The method used in this study is a Systematic Literature Review (SLR), analyzing ten relevant national scientific articles published within the past five years. The findings indicate that the use of LMS such as Google Classroom, Moodle, and Schoology generally contributes positively to supporting more interactive, flexible, and structured learning. LMS has also proven to enhance learning independence and facilitate learning management by educators. However, its effectiveness is influenced by human resource readiness, digital competencies, and the availability of technological infrastructure. Therefore, continuous training for educators, the selection of LMS tailored to specific needs, and infrastructure support are necessary to achieve effective and sustainable digital learning.

Arabic language instruction has traditionally centered on classical Islamic texts, emphasizing rote memorization, mastery of grammar (naḥw), and rhetorical eloquence (balāghah), which, while preserving linguistic authenticity, often fail to meet the evolving educational demands of the 21st century. In an age marked by rapid technological advancement and shifting pedagogical paradigms, there is a critical need to reform Arabic teaching by integrating traditional methods with digital tools and interdisciplinary approaches. This study adopts a qualitative, literature-based methodology to explore both the foundational principles of classical pedagogy and recent innovations, including learning management systems, gamification, and AI-enhanced learning technologies. Through comparative analysis, the research identifies key disjunctions and overlaps between heritage-based teaching and modern digital practices. From this synthesis, the study proposes a reconstructed pedagogical model built on four core elements: cognitive-linguistic scaffolding, digital integration, sociocultural contextualization, and multidisciplinary instruction. This integrative approach not only fosters greater student engagement but also promotes character development in line with the objectives of Islamic education (maqāṣid al-sharīʿah). Furthermore, it supports a more adaptive and culturally responsive learning environment, contributing to broader educational reform efforts aimed at holistic learning. The findings suggest that such a model is particularly well-suited to Islamic higher education contexts while also being adaptable to global academic systems. By bridging the gap between tradition and innovation, this framework offers both a theoretical and practical foundation for modernizing Arabic language pedagogy. It holds implications for curriculum development, instructional strategies, and educational policy, advocating for a future-oriented yet culturally rooted approach to language education that respects heritage while embracing necessary transformation.

Indonesia is predicted to have the threat of demographic bonus while also having the opportunity to take advantage of this threat through the Prakerja program. Since 2020 the Prakerja program has been running and there are still many numerical achievements that need to be realized to avoid the threat of demographic bonus and in line with the vision of Indonesia emas 2025. PT Generasi Anak Muda Berkarya with HiColleagues brand is a startup moving in the field of Education Technology and IT Service in sustainable digital transformation that is committed to realizing the vision of Indonesia emas 2045 through implementation of the Prakerja program. Learning Management System (LMS) platform according to the Prakerja standard is a mandatory requirement that the training institution must have to become the Prakerja partner. This research aims to produce the Learning Management System (LMS) prototype design according to the Prakerja standard, giving a good experience to participants in completing a series of training class mechanisms, support the participant graduation ratio, and increase brand positioning of HiColleagues as the Prakerja partner. Designing a Learning Management System (LMS) prototype applies the Design Thinking method through the 5 phases, namely Empathize, Define, Ideate, Prototype, & Test. As well as using Figma as a design tool and Maze as a Usability Testing. This Learning Management System (LMS) prototype design succeeded in getting good feedback from users with 100% succession rate although there are minor improvisations on the user interface as a form of alignment. 

This study aims to analyze the application of collaborative learning models in the digital era based on a literature review of 15 related journals. Collaborative learning, which involves social interaction between learners and utilization of digital technology, has great potential in improving student engagement, concept understanding, and 21st century skills. The analysis shows that technology-based collaborative learning, such as the use of Learning Management Systems (LMS), online platforms and other collaborative applications, is effective in improving learning quality. However, the implementation of this model also faces challenges related to technology access, digital literacy, and online learning management. In conclusion, collaborative learning model in the digital era can enrich learners' learning experience, provided it is supported by adequate infrastructure and training for educators. Technology-based collaborative learning has the potential to be a solution to create a more inclusive, interactive and competency-based education in the future.

Learning Management System is a software platform designed to support and manage online teaching and learning activities. One of the educational institutions that have used the LMS platform is Padang State University. The UNP LMS platform itself has been released since 2019 which is called E-Learning UNP. At that time its use was fairly rare because it was still in the development period. However, the use of the UNP LMS platform has problems with its user interface and user experience which causes online teaching and learning activities to be less effective. The unrest felt is the usability of the UNP LMS platform which still cannot meet user needs efficiently and effectively. The design of the Padang State University mobile learning management system application uses the Design Thimgking method, so it can be concluded that this design is a problem sourced from empathy, the need for a solution to an existing problem, then continue to test for improvement. Then the mobile learning management system application was created as the main media, and accompanied by other supporting media such as Motion Graphic, Poster, X-Banner, Sticker, Acrylic Stand, and High Fidelity Flow.  

The purpose of the study is to determine the student's need for learning resources by using Learning Management System (LMS) in geography subjects. The research method is quantitative with a research sample of class XI SMA N 3 OKU students who took geography subjects which were carried out with random sampling. The instruments used in this study were questionnaires and interviews, while the analysis method used Descriptive analytics. The tendency shows that presentations of 95% like online learning. The results of the questionnaire sources from the indicators of the need to pay attention to the 68.5% tendency of students that strongly agree and  31.5% agree if an LMS learning media was developed using Video. Besides the video, media of PPT and pdf documents also appear as options. Based on the results of this research, it can be concluded that it is necessary to develop LMS-based learning resources by combining more videos, then followed by PPT and pdf. Moreover, the assembling process must apply the science of piracy design which is not just uploading material.    

Proses interaksi belajar mengajar yang dilakukan oleh SMA Perguruan Cikini masih terbilang sangat tradisional dan belum memanfaatkan teknologi dengan cukup baik. Learning Management System atau LMS. Dengan adanya LMS untuk SMA Perguruan Cikini siswa dan guru serta administrasi sekolah bisa melakukan proses belajar mengajar dan menyampaikan informasi kepada seluruh warga sekolah. Selain itu proses belajar mengajar pun juga terbilang efektif karena guru bisa langsung memberikan materi secara langsung dan siswa bisa mendownload materi tersebut secara langsung di dalam website LMS tersebut Pada tahap program yang dilaksanakan dalam pembuatan serta pengembangan dari LMS untuk SMA Perguruan Cikini ini yaitu Observasi lokasi sekolah untuk memudahkan tim pengembang dalam melakukan interaksi dan sistem kerja yang efisien, Lalu menganalisa kebutuhan, hambatan, serta permasalahan yang terjadi pada SMA Perguruan Cikini dalam proses belajar dan mengajarnyaProgram pembuatan LMS untuk SMA Perguruan Cikini ini adalah untuk meningkatkan kualitas dari pembelajaran serta interaksi antara guru dan siswa di SMA Perguruan Cikini. Di Dalam Program ini team pengembang berusaha memaksimalkan LMS untuk bisa dipakai dengan baik serta menjadi sistem andalan dan sistem percontohan untuk sekolah sekolah lain yang ada di jakarta ini, Khususnya sekolah SMA Perguruan Cikini lain yang bisa memakai sistem ini dengan menyesuaikan teknologi sistem yang sudah ada didalam LMS tersebut. Untuk jangka waktu pendek pihak SMA Perguruan Cikini akan memasukkan seluruh database Siswa & Guru yang akan dimasukkan kedalam sistem tersebut. Pihak sekolah akan mulai memasukkan satu persatu data data informasi murid yang saat ini masih menjadi penyimpanan data secara tradisional mulai ingin melakukan migrasi data secara modern untuk dimasukkan kedalam LMS Perguruan Cikini yang sudah dibuat ini. Selain itu pun juga nantinya guru akan mulai menyimpan seluruh materi yang akan disediakan untuk bisa diakses oleh seluruh siswa yang akan melihat materi dari SMA Perguruan Cikini tersebut.    

Universitas Ilmu Komputer dan Teknologi (STEKOM University) telah menggunakan Learning Management System (LMS) sejak tahun 2018, namun hingga saat ini pengukuran kinerja Learning Management System (LMS) belum dilakukan. Penelitian ini bertujuan untuk mengukur tingkat kematangan Learning Management System (LMS) dengan menggunakan Framework COBIT 4.1 pada domain Delivery and Support (DS) dan Monitoring and Evaluation (ME). Nilai tingkat kematangan pada kondisi eksisting berada pada level rata-rata 2, sedangkan kondisi yang ingin dicapai berada pada level rata-rata 3. Untuk mencapai level yang diharapkan, saran perbaikan mengacu pada Kerangka COBIT 4.1 perlu yang akan diberikan antara lain: pembuatan SOP (Standar Operasional dan Prosedur) LMS, kelengkapan isi LMS, tertib administrasi dokumentasi arsip penting, realisasi pelatihan LMS bagi dosen, alokasi biaya pemeliharaan dan pengujian sistem, penerapan reward and punishment, pembuatan dan penggunaan framework dan E governance - Pembelajaran dan semuanya dilakukan secara rutin minimal setiap 6 bulan sekali.