Lembaga Jurnal Fakultas Keguruan dan Ilmu Pendidikan Universitas Bosowa Makassa
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ARTIFICIAL INTELLIGENCE IN ADAPTIVE LEARNING TO ACCOMMODATE STUDENT DIVERSITY
Full text linkThe development of Artificial Intelligence (AI) has brought significant transformation to the world of education, especially in the implementation of adaptive learning that is able to accommodate the diversity of characteristics of elementary school students. This diversity includes differences in cognitive abilities, learning styles, socio-cultural backgrounds, and learning pace. This study aims to analyze the implementation and effectiveness of the use of Artificial Intelligence in adaptive learning at Athirah Racing Center Islamic Elementary School as an effort to improve the quality of inclusive and student-centered learning. This study uses a descriptive qualitative approach with research subjects including classroom teachers, students, and the principal. Data were collected through classroom observations, in-depth interviews, and documentation. The results of the study show that the use of AI in adaptive learning can help teachers map students’ individual learning needs, provide recommendations for materials that are appropriate to students’ ability levels, and increase student engagement and learning motivation. Furthermore, AI functions as a tool to support more accurate and data-driven pedagogical decision-making. However, this study also identified several challenges, including limited teacher digital literacy, technological infrastructure, and the need to strengthen the ethical and supervisory aspects of AI use in elementary schools. This research is expected to provide theoretical and practical contributions to the development of AI-based adaptive learning in Islamic elementary schools, oriented toward strengthening character and Islamic values
MODERNISM AND YOUTH IDENTITY IN F. SCOTT FITZGERALD’S THIS SIDE OF PARADISE
Full text linkThe American youth in the twentieth century experienced the era of modernism which the world turn into modern and affected many ascpects of their lives, especially on their youth identity. The research aims at finding out how the modernism affected the American youth identity as reflected in the character’s performance throughout the story. This research employs a qualitative descriptive method with a sociology of literature approach. The data in this research were collected from the descriptions and utterances of the characters and narrator in the novel. The research reveals that the American youth identity in the twentieth century can be observed through their lifestyle, in which the youth already had become accustomed to smoking, drinking and party habits. All these habits continued even after the end of World War I, but there is a difference in the way they do it as the youth faced different situations. The popularity also became an important aspect for the youth at that time. The American values such as individualism and cooperation are also shown in their lives. Individualism value is shown when they believe in themselves and work harder to get what they want, while the cooperation appear through the support from their close relatives when they faced problems. Modernism has brought numerous advantages to humanity through various technological and social developments, but it has also significantly influenced economic life, leading money and business to become central concerns for most of Americans
DEVELOPMENT OF AN ANTI-BULLYING E-MODULE BASED ON SOCIAL-EMOTIONAL LEARNING IN THE VALUES OF SIRI’ NA PACCE
Full text linkBullying in schools is still common and has a negative impact on students' mental and social health. This study aims to create an Anti-Bullying E-Module that uses a social-emotional foundation with the values of Siri’ Na Pacce, in order to stop bullying at Makassar State High School 19. This study applies a Research and Development (R&D) approach based on the ADDIE model, which covers five main stages, Namely Analysis, Design, Development, Implementation, and Evaluation. This research involved guidance and counseling teachers along with 30 students as research subjects. The results were obtained through user needs questionnaires, in this case, the students. In addition, the results of assessments were obtained from subject matter and media experts as well as usability tests by teachers and students. The E-Module covers four main themes and is accompanied by instructions for easy use by facilitators. From the validity evaluation, this module was deemed valid by subject matter and media experts, while the usability test indicated a practical level. Therefore, the Social-Emotional Based Anti-Bullying E-Module in the Siri’ Na Pacce Values is considered suitable, easy to implement, and useful as a tool in guidance counseling services to prevent bullying in schools
EVALUATION OF THE IMPLEMENTATION OF THE A, B, AND C EQUIVALENCY EDUCATION PROGRAM AT THE SKB UJUNG PANDANG SPNF, MAKASSAR CITY: USING THE CIPOO APPROACH
Full text linkSPNF SKB is a government-owned non-formal educational institution that provides equivalency education services (Packages A, B, and C), courses, and skills training for the community. This study aims to evaluate the Equivalency Education Programs A, B, and C at SPNF SKB in Makassar City, especially SPNF SKB Ujung Pandang using the CIPPOO Model ( Context, Input, Process, Product, Output, Outcomes) . The research method used is qualitative with interview, observation, and documentation techniques. The results of the study indicate that (1) in the context aspect, the three units have a clear legal basis, goals, and objectives that are relevant to the needs of the community, (2) in the input aspect, human resources, infrastructure, and budget support are classified as good and very adequate and according to standards, (3) in the process aspect, program planning and implementation are running well although there are still some technical obstacles, (4) in the product aspect, SPNF SKB graduates are proven to have academic, skills and social competencies, (5) in the output aspect, it has a real impact on children's readiness to enter higher education. (5) In terms of outcome, the A, B, and C equivalency education program has a positive impact on students, namely the success of students in continuing their education at the best universities in Makassar City
THE IMPLEMENTATION OF DIFFERENTIATED LEARNING STRATEGY FOR TEACHING SPEAKING IN MERDEKA CURRICULUM AT REMOTE ISLAND SARAPPO LOMPO: TEACHER’S VOICES
Full text linkThis research aimed to finding out the teacher’ perceptions on the implementation of differentiated learning strategy for teaching Speaking in merdeka curriculum at remote island Sarappo Lompo. The research was conducted at SMP Negeri Satap 2 Liukang Tupabbiring and the research employed a qualitative case study design. Data were collected through interviews with one English teacher and classroom observations. The data analysis technique was conducted in three phases: data reduction, data display, and drawing conclusions. The results of this study showed the teacher demonstrated a comprehensive understanding of differentiated learning, emphasizing the importance of adapting instruction based on students’ readiness, interests, and learning profiles. In addition, the implementation was significantly constrained by various challenges. These included limited access to technological tools, a lack of authentic learning materials, time constraints in managing diverse student needs, and difficulties in maintaining equitable student engagement. Most notably, the geographical isolation contributed to a lack of ongoing professional development, which further hindered the teacher’ capacity to innovate and adapt instruction. The results suggest that teacher perception plays a crucial role in shaping effective differentiated instruction, especially in remote and under-resourced settings
LEARNER MOTIVATION IN EFL CONTEXTS: INFLUENCING FACTORS, DEMOTIVATORS, AND PEDAGOGICAL STRATEGIES
Full text linkLearner motivation is a crucial aspect in English language learning, particularly in English as a Foreign Language (EFL) contexts where exposure to the target language is limited. The present study explores the multifaceted concept of learner motivation, its definitions, types, influencing and demotivating factors, and effective strategies for enhancement. Drawing on key theoretical frameworks such as Self-Determination Theory (Deci & Ryan) and Gardner’s socio-educational model, motivation is discussed as both an intrinsic and extrinsic process that directs learners’ effort toward achieving language goals. Integrative and instrumental orientations are also examined to highlight how social and practical goals shape language learning behavior. The study compares demotivating influences like inadequate instruction, uninteresting materials, and unfavorable attitudes with motivating elements including personality traits, age, gender, cultural background, teachers, and instructional materials. Empirical research from diverse EFL contexts shows that motivation flourishes in classrooms that are encouraging, engaging, and autonomous. Sustaining long-term engagement requires teachers to be able to use a variety of motivational techniques, such as developing learner autonomy, integrating pertinent content, and generating pleasant classroom climates. The study comes to the conclusion that pedagogical awareness and culturally sensitive instruction must actively foster motivation as a situational and individual construct
ANALYSIS OF THE INTERACTION BETWEEN TEACHER AND STUDENTS IN ENGLISH SPEAKING SKILL AT SMK NEGERI 1 GIDO
Full text linkThis study was conducted to describe classroom interaction in learning English as a foreign language in X (Ten) Grade at SMK Negeri 1 Gido. Specifically, this study aims to determine the proportion and pattern of classroom interaction through Flanders Interaction Analysis Categories System (FIACS) analysis and the barriers to classroom interaction in learning English. This study used a mixed-method research method, and data were obtained using direct observation and interviews. The results showed that teacher talk dominated classroom interaction, which amounted to 59.39% in three meetings. As for the interaction patterns that occur, a multi-directional interaction pattern is the most dominant, where teachers and students can each interact and provide feedback between teachers and students. In addition, teacher also experienced several barriers in classroom interactions, namely difficulties in dealing with overactive students, feeling confused when the learning process takes place, confusion in choosing learning methods that suit students' learning styles, lack of mastery of skills, too many students in one class, and limited learning time. Meanwhile, students also experienced several barriers during classroom interactions, including difficulties in speaking and understanding teacher explanations, lack of confidence in their ability to remember new vocabulary, ineffective classroom atmosphere, lack of speaking and communication practice, and different ways of pronouncing and writing in Englis
THE IMPACT OF ARTIFICIAL INTELLIGENCE LITERACY ON LECTURERS' ACADEMIC PERFORMANCE AND WORKFLOW EFFICIENCY
Full text linkThis study evaluates the Artificial Intelligence (AI) literacy of university lecturers and examines its subsequent impact on their academic performance, covering teaching, research, and administrative tasks. With the rapid advancement of generative AI in education, AI literacy is crucial for maximizing efficiency and effectiveness. A mixed-methods approach, combining quantitative surveys and qualitative thematic interviews, was employed to measure understanding, needs, and perceived impact. The quantitative results reveal a high conceptual AI literacy (average score: 4.36) among lecturers, alongside strong optimism regarding AI’s transformative role in education (90.9% believing in major change). Quantitatively, AI significantly increases efficiency in lecture preparation and research productivity. Qualitatively, however, the implementation is challenged by critical issues of academic integrity and a lack of systemic readiness (regulations, infrastructure). The key finding is the dual role of AI: it acts as a valuable "thinking partner" that boosts creativity and productivity, yet simultaneously introduces ethical concerns regarding humanistic teaching and student dependency. The study concludes that continuous, specific training on AI ethics and prompt engineering is an urgent institutional necessity to harness AI’s benefits responsibly
APPLICATION OF DIRECT MODELING TECHNIQUE IN IMPROVING STUDENTS' ACADEMIC SELF-EFFICACY AT SMKN 6 MAKASSAR
Full text linkThis study aims to determine: (1) the description of students' academic self-efficacy at SMKN 6 Makassar; (2) the description of the application of direct modeling techniques in improving students' academic self-efficacy; and (3) the effect of applying direct modeling techniques on improving students' academic self-efficacy at SMKN 6 Makassar. This study used a quantitative approach with a quasi-experimental design using a nonequivalent control group design. The research population was grade X students at SMKN 6 Makassar who had low academic self-efficacy, totaling 66 students. The research sample consisted of 18 students selected using proportional random sampling technique and divided into two groups: 9 students in the experimental group and 9 students in the control group. Data collection techniques used academic self-efficacy scale and observation. Data analysis techniques used descriptive statistics and inferential statistics with Mann-Whitney U test. The results showed that: (1) the level of students' academic self-efficacy before treatment was in the low category (100%) in both groups, while after treatment, the experimental group experienced a significant increase with 77.78% of students in the high category and 22.22% in the very high category, while the control group remained in the low category (100%); (2) the implementation of direct modeling techniques was carried out through six group counseling sessions covering the stages of attention, retention, reproduction, and motivation with very high student participation levels (80%-100%) in each session; and (3) there was a significant effect of applying direct modeling techniques on improving students' academic self-efficacy, evidenced by the Asymp. Sig value = 0.000 (p < 0.05) and Mean Rank of the experimental group (14.00) which was much higher than the control group (5.00)
IDENTITY CONSTRUCTION AND CLASSROOM PARTICIPATION OF AN EFL STUDENT WITH A HEARING IMPAIRMENT IN AN ISLAMIC-BASED SCHOOL
Full text linkWhile studies on identity construction and classroom participation among English as a Foreign Language (EFL) learners are abundant, limited attention has been given to how students with hearing impairments experience these processes within religious educational contexts. Addressing this gap, the study explored how an Indonesian female EFL student with a hearing impairment constructed her identity and participated in classroom learning in an Islamic-based school. Drawing on data from in-depth semi-structed interviews, the study employed Braun and Clarks (2006) thematic analysis to interpret the participants lived experiences. The finding reveal that the participants identity developed through a series of stages: the orientation, the adjustment, the difficulty, the settlement, and identity development. Her identity construction was shaped by emotional resilience, religious values, and strong support from family, peers, and teachers. In parallel, her classroom participation evolved from passive observation to active involvement through adaptive strategies, such as preparing questions and engaging in peer interaction. This study illustrated how identity construction and classroom participation are intertwined, particularly for students with disabilities navigating inclusive learning environments. It also underscored the importance of culturally and religiously responsive support systems in fostering self-growth and academic among marginalized learners