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All Journal Minda Baharu Jurnal Eduscience (JES) Panicgogy International Journal
Ardhi, Mega Aulia
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Education Languange, Linguistic, Communication & Media Mathematics Other

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BRANDING DAN EDUKASI STRATEGI MARKETING UMKM BROWNIES, USAHA PRODUKSI TEMPE DAN JASA JAHIT PAKAIAN DI PERUMAHAN GRAHA NAMARINA KECAMATAN SEKUPANG KOTA BATAM Sinaga, Juwita Boneka; Marpaung, Junierissa; Manurung, Sulastri; Ardhi, Mega Aulia; Khurnia, Putri
MINDA BAHARU Vol 8, No 2 (2024): Minda Baharu
Publisher : Universitas Riau Kepulauan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/jmb.v8i2.6072

Abstract

Pengabdian masyarakat ini bertujuan untuk memberikan pengetahuan tentang pentingnya branding dan strategi pemasaran dalam meningkatkan ekonomi masyarakat, khususnya UMKM di Perumahan Graha Namarina. Kegiatan ini dilakukan dengan memberikan edukasi tentang pengambilan foto produk, pembuatan video menarik, dan pemasaran melalui media sosial. Evaluasi dilakukan untuk mengetahui efektivitas dari kegiatan sosialisasi branding dan edukasi strategi pemasaran. Hasil evaluasi menunjukkan adanya perubahan pengetahuan dan dampak positif pada produk setelah diberikan logo dan merek pada kemasan serta strategi pemasaran yang lebih luas. Metode penelitian yang digunakan adalah metode deskriptif dengan wawancara mendalam pada setiap narasumber. Dalam mengukur efektivitas kegiatan sosialisasi, digunakan tiga indikator yaitu pengetahuan produk, pengetahuan pengemasan produk, dan pengetahuan promosi dan strategi pemasaran. Diharapkan kegiatan ini dapat meningkatkan pemahaman masyarakat tentang pentingnya branding dan strategi pemasaran dalam mengembangkan usaha mitra.
Enhancing adaptability in educational research: the role of AI-Driven Tools in VUCA environments Dewi, Desi Surlitasari; Siahaan, Safnidar; Wilany, Eka; Adam, Adam; Ramadhani, Riska; Saicindo, Shita Aulia; Ardhi, Mega Aulia
Panicgogy International Journal Vol. 3 No. 1 (2025): pij
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/pij.v3i1.160

Abstract

This study explored how Artificial Intelligence (AI) tools enhanced the adaptability of research methodologies in the field of education, particularly in environments characterized by volatility, uncertainty, complexity, and ambiguity (VUCA). With the rapid pace of change in educational settings, AI technologies such as automated data analysis, intelligent learning systems, and natural language processing (NLP) were increasingly used by educational researchers. This research focused on identifying how AI-driven tools helped educational researchers respond flexibly and effectively to challenges that arose in complex and uncertain contexts. The researchers recommended developing comprehensive training programs for educators to enhance AI literacy, establishing ethical guidelines for AI in education focusing on data privacy, algorithmic fairness, and transparency, and encouraging interdisciplinary collaboration among educators, technologists, and policymakers to create scalable, equitable, and sustainable AI-enhanced learning frameworks, ensuring that AI's potential was harnessed for the benefit of all learners.
PROJECT-BASED LEARNING WITH AI-INTEGRATION TO FOSTER CRITICAL THINKING SKILLS AND SELF-EFFICACY OF PRE-SERVICE TEACHERS Harahap, Dahrul Aman; Faizin, Muhammad; Erydani, Vinsensia Anisa Citta; Lestari, Sri; Dewi, Desi Surlitasari; Ardhi, Mega Aulia
JURNAL EDUSCIENCE Vol 12, No 5 (2025): IN PRESS
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i5.7851

Abstract

Purpose – This study aimed to evaluate the usefulness of Project-Based Learning (PjBL) combined with artificial intelligence (AI) tools in enhancing pre-service teachers' critical thinking and self-efficacy inside an instructional design course.Methodology – A pre-experimental one-group pretest-posttest design was applied. The study involved 46 pre-service teachers engaged in an instructional design course at a private university in Indonesia, chosen using purposive sampling. Two instruments were used: a 25-item critical thinking questionnaire and a 10-item self-efficacy scale. Normality tests were conducted, followed by paired-sample t-tests to determine differences between pre-test and post-test scores.Findings – The findings showed a statistically significant improvement in both critical thinking (t = -116.464, p < .001) and self-efficacy (t = -56.328, p < .001) after the AI-supported PBL intervention. The normality assumptions were met, and the effect size was notably strong for both variables. These results suggest that incorporating AI technologies into project-based learning can significantly improve pre-service teachers' cognitive and emotional preparedness for future teaching practices.Contribution – This study contributes to the teacher education literature by providing empirical evidence for the integration of AI technologies in project-based learning, promoting critical thinking and self-efficacy. It offers practical insights for instructional designers and educators seeking to equip future teachers with the competencies required in technologically rich educational environments.
Co-Authors Adam Adam Dahrul Aman Harahap Desi Surlitasari Dewi Eka Wilany Erydani, Vinsensia Anisa Citta Junierissa Marpaung, Junierissa Juwita Boneka Sinaga Khurnia, Putri Muhammad Faizin Ramadhani, Riska Safnidar Siahaan, Safnidar Saicindo, Shita Aulia Sri Lestari Sulastri Manurung, Sulastri