Artificial Intelligence assisted Renewable Energy Case Based Learning Integrated with Science Process Skills and Digital Literacy

This research aims to analyze the influence of the eLDirU Learning Management System, Digital Literacy and Case Based Learning methods on learning achievement. This research uses a quantitative research approach and descriptive survey method with descriptive statistical data analysis techniques to analyze research data. Data collection techniques use observation methods, questionnaires, and documentation. This research was conducted at the Faculty of Economics and Business, Jenderal Soedirman University with the population are active students in the Faculty of Economics and Business that registered in the 2021-2022 academic year. Meanwhile, the sampling technique in this research used the cluster sampling and based on the calculation, there are 100 students as samples in this research. Data analysis techniques use instrument tests (validity test, reliability test, and path analysis, classical assumption test), model feasibility test, coefficient of determination test, simultaneous test, and hypothesis test (t test). The results of this research show that: (1) The Learning Management System partially has a significant effect on student learning achievement; (2) Digital Literacy partially has a significant effect on student learning achievement; and (3) Case Based Learning partially has a significant effect on student learning achievement. The conclusion of this research there is influence of learning management systems, digital literacy, case-based learning, on learning achievement simultaneously. This research is limited to external factors that influence learning achievement, namely leaning management system, digital literacy, and case-base learning method. Further research can analyze other factors that influence learning achievement, for example internal factors such as motivation, intelligence, and so on.

During the industrial revolution 4.0, the millennial generation should need to cultivate adequate digital literacy. The era of the industrial revolution 4.0 towards industry 5.0 which is characterized by super smart digital technology requires literacy that is not just literacy in the form of reading, writing, and counting (calistung). Equipping digital literacy to the millennial generation can encourage the realization of a superior and competitive generation in the future for academic purposes (digital literacy for academic purposes). The purpose of this study is to reveal the motivation for the attitude of using digital literacy of millennial generation students in terms of social media ownership, and the use of e-learning in digital-based learning. The research was conducted by quantitative descriptive method. Data is collected by giving questionnaires through google forms along with the reasons for choosing the selected answers. The data in this study were analyzed descriptively which was presented in the form of a bar chart to illustrate the motivation for the attitude of using digital literacy in students of the health study program at STIKes Syedza Saintika. The results showed that millennial generation students have high motivation towards digital literacy, driven by awareness of the importance, demands of work, positive impact on learning, motivation to innovate, and self-empowerment. Higher education needs to pay attention to the results of this research to develop strategies that can further motivate students in developing their digital literacy to face the challenges of an increasingly digitalized future. Research can be directly useful in improving the digital literacy of millennial generation students, for academic purposes (digital literacy for academic purposes), and strengthening the role of universities as promoters of the digital literacy movement in Indonesia.

This study aims to develop learning devices using the Problem-Based Learning (PBL) model based on Technological, Pedagogical, and Content Knowledge (TPACK) to enhance students' digital literacy and self-efficacy in a valid, practical, and effective manner. The developed learning devices consist of lesson plans (RPP) and student worksheets (LKPD). This development research employs the IDI (Instructional Development Institute) model, which includes three stages: 1. Define, 2. Design, 3. Develop. The research instruments include validation sheets, practicality assessment sheets by teachers and students, learning implementation observation sheets, and test instruments for digital literacy and self-efficacy. The trial subjects are teachers and sixth-grade students of SD Swasta Kartini Handayani Pematangsiantar. The research data were analyzed to determine the quality category of the developed learning devices. The data analysis is divided into three criteria:1. Validity analysis of learning devices, 2. Practicality analysis of learning devices, 3. Effectiveness analysis of learning devices. The learning devices are considered valid if expert assessments of the lesson plans (RPP) and student worksheets (LKPD) meet the "good" criteria, and the digital literacy and self-efficacy test instruments are declared valid based on expert judgment. The practicality criteria are met if teachers' and students' assessments fall into the "good" category. Meanwhile, the learning devices are considered effective if the learning mastery exceeds 60%. Data collection was conducted through observations, tests, and interviews. The research results indicate that the developed learning devices are valid, practical, and effective in improving students' digital literacy and self-efficacy. This study contributes to innovative learning strategies that support student-centered education in the digital era.

This study aims to analyze students' digital literacy in STEAM project-based chemistry learning based on a gender perspective. This study uses a quantitative descriptive method with data collection techniques through a questionnaire instrument on 30 students of class XI science who were selected by purposive sampling. The research instrument consisted of 6 indicators, which were developed into 18 questionnaire items, which were arranged using a Likert scale. Research data were analyzed quantitatively descriptively by calculating scores and percentages. The results of the analysis of students' digital literacy data as a whole showed an average of 81.75% in the excellent category. The study based on gender showed an average gain of 81% for female students and 82.6% for male students, both of which did not have a significant difference, and both were in the excellent category. These results indicate that the STEAM project approach can be an alternative learning that can maximize students' digital literacy.

This research aims to investigate digital literacy levels among different generations, with a focus on comparisons between younger and older generations. The method used in this research is a quantitative descriptive method, using secondary data from a survey conducted by the Katadata Insight Center (KIC) and the Ministry of Communication and Information in 2021. Research findings show that the younger generation, especially Gen Z and Gen Y, have a higher level of digital literacy compared to older generations. The implications of these findings are the importance of understanding digital literacy differences between generations in social and economic contexts, as well as the need for a holistic approach to digital literacy to ensure responsible and safe use of technology. The contribution of this research is to provide insight into differences in digital literacy between generations and highlight the importance of developing comprehensive digital literacy in facing the challenges of the digital era.

Digital literacy played an important role in human life now and in the future. This study aimed to describe and analyze the digital literacy of junior high school students in Bogor district. The number of respondents was 76 students from 2 junior high schools in Bogor district, West Java. The method used is a quantitative descriptive method. The results of the study prove that the intensity of implementing the use of digital literacy in learning activities and variations of digital-based reading materials and teaching aids is 73.2%, the remaining 22.8% do not yet have sufficient digital literacy. Based on the scores above, it can be said that digital literacy in the 2 schools is quite good. Schools are expected to increase digital use gradually, balanced with tiered training for students and teachers as well as staff employees in the school environment

Nursing graduates require competence in the use of digital health technologies. The Department of Nursing at the University of Melbourne has integrated an Electronic Medical Record (EMR) training platform into the entry-to-practice curriculum to enhance students' digital literacy. The Case Based Learning (CBL) software, developed by CSIRO and the University of Queensland, presents students with custom-built simulated cases in an EMR. Over 300 entry-to-practice students have used the CBL in 2022. Student experience, acceptability and usability of this software is reported. Data was collected via Qualtrics XM© survey. Student feedback suggests the software was easy to use and has the potential to enhance their understanding of digital health. Students suggested adjustments to the software to maximise their opportunities for clinical decision-making and improve fidelity.

Using adaptive learning technologies, personalized feedback, and interactive AI tools, this study investigates how these tools affect student engagement and what the mediating role of individuals’ digital literacy is at the same time. The study will target 500 students from different faculties such as science, engineering, humanities, and social sciences. With the changing trends in educational technology, it is important to know if these tools allow students to interact with learning materials. Through this study, we explore how adaptive learning technologies, which adapt content to students’ progress, are influenced by student motivation and participation during the learning process using AI tools that provide real-time feedback and interaction. Also, digital literacy is presented as a moderating factor that may either accelerate or impede the effectiveness of these tools. These findings demonstrate that more adaptive learning technologies, which have organized feedback, and interactive AI tools help improve student engagement. Additionally, students with higher levels of digital literacy are more involved with digital tools. This research recognizes that teachers should incorporate these technologies into their courses in such a manner as it synergizes with student’s digital capabilities to reap the benefits of technology on students’ engagement and learning outcomes.

The research was conducted to improve science learning outcomes for fourth-grade students at GMIM 7 Tomohon Elementary School in the academic year 2022/2023, with a total of 33 students. This study used classroom action research (CAR) with four stages: planning, action implementation, observation, and reflection, which were applied in two cycles. In this study, observations and assessments were conducted by asking all students a series of written questions using Student Worksheets and Assessment Sheets. The data were analyzed using percentage calculations and the average learning outcomes achieved by the students. The initial data obtained showed that the students' science learning outcomes were 60%. The research results showed that the students' science learning outcomes experienced a significant improvement after implementing the problem-solving learning model. In Cycle I, there was an increase in learning outcomes to 70.15%. In Cycle II, the learning outcomes reached 90%. This research provides evidence of consistent improvement in the student's science learning outcomes from Cycle I to Cycle II. Based on the research findings and discussions, implementing the Problem-Solving learning model will improve the science learning outcomes of fourth-grade students at GMIM 7 Tomohon Elementary School. This research provides evidence of consistent improvement in the student's science learning outcomes from Cycle I to Cycle II. Based on the research findings and discussions, implementing the Problem-Solving learning model improves the science learning outcomes of fourth-grade students at GMIM 7 Tomohon Elementary School. This research provides evidence of consistent improvement in the student's science learning outcomes from Cycle I to Cycle II. Based on the research findings and discussions, implementing the Problem-Solving learning model improves the science learning outcomes of fourth-grade students at GMIM 7 Tomohon Elementary School.

BackgroundArtificial intelligence (AI) is increasingly integrated into education and health care, raising questions about how students use these technologies and how AI influences their learning. In health education, understanding these trends is particularly important because student learning directly impacts future clinical skills.ObjectiveThis study aimed to explore the use of AI tools by health sciences students at the University of Ottawa. More specifically, it sought to identify the most frequently used AI tools, describe students’ usage habits, determine which tools support knowledge acquisition and skill development, and gather students’ recommendations for effective strategies to raise awareness and train their peers on the responsible use of AI.MethodsA qualitative approach was used with students from 10 health professions who reported using AI in their studies. Data were collected through semistructured interviews and an open-ended qualitative online survey. Inductive thematic analysis within an interpretive paradigm was applied to capture patterns, perceptions, and emergent themes.ResultsA total of 51 health professions students participated in the study. Most were women between the ages of 20 and 29 years. ChatGPT (OpenAI) emerged as the most frequently used AI tool. Students perceived AI as a complementary tool that facilitated knowledge acquisition, skill development, writing, and problem-solving. AI adoption was driven by curiosity, peer influence, and the desire to improve work efficiency. Students critically evaluated AI results, integrated the tools into their learning processes, and emphasized the importance of technical skills, critical thinking, and digital literacy. Peer learning, hands-on demonstrations, and access to online resources were recommended for effective AI training.ConclusionsThis research demonstrates that health professions students actively use AI tools, particularly ChatGPT, to support learning, skill development, and academic tasks. Although AI is valuable as an educational aid and its use varies by student and context, this highlights the need for structured guidance, critical evaluation skills, and peer-supported training. These findings highlight the importance of thoughtfully integrating AI into educational programs to enhance learning outcomes, foster skill acquisition, and ensure responsible and effective adoption.

Purpose of the study: The primary purpose of this study is to investigate the effect of formal and non-formal modes of education on students' digital literacy skills and self-regulated learning skills. In addition, to examine and compare these skills in students regarding discipline of their study.
 Methodology: Causal comparative research was used for obtaining purposes, as mentioned earlier. Furthermore, two research instruments, DLS (Digital Literacy Scale) by Wardhani et al. (2019) and SSRL (Self-regulated Learning Skills) by Erdogan (2016), are used to collect data. MANOVA and descriptive statistics were used to analyze data.
 Main Findings: According to the objectives as mentioned above, the results extracted from findings revealed that formal and non-formal modes of education have a significant effect on students’ digital literacy and self-regulated learning skills. Moreover, non-formal students tend to have higher digital literacy skills and self-regulated learning skills, particularly in the natural and computer sciences disciplines.
 Applications of the study: This study holds significance in assessing digital literacy and self-regulated expertise in both formal and non-formal education. It offers valuable insights to educators, policymakers, and curriculum designers. Furthermore, it supports the integration of self-regulated learning strategies and digital literacy into the curriculum, contributing to the development of self-regulated and digitally literate individuals. Additionally, this research aids in enhancing already established knowledge and the body of literature. 
 Novelty/Originality of the study: Numerous studies have been conducted to examine the relationship between digital literacy and self-regulated learning skills discussed in the introduction section. However, this study is unique in investigating how formal and non-formal education cause an effect on self-regulated learning and digital literacy. It also compares these effects across disciplines in university settings, discerning students' preferred learning modes.

Students’ persistent difficulties in understanding three-dimensional geometric figures, particularly cylinders, due to limited spatial visualization and difficulty identifying relationships among their elements, such as cylinder nets. These difficulties are often rooted in traditional instructional practices that emphasize procedural tasks over conceptual development. Despite various interventions, there remains a lack of structured instructional models based on cognitive development frameworks to support students’ conceptual growth in geometry. Addressing this gap, the present study aims to develop and evaluate a Hypothetical Learning Trajectory (HLT) grounded in Bloom’s taxonomy to enhance students' understanding of cylinders. This study employed a design research methodology consisting of three phases: preliminary design, design experiments, and retrospective analysis. Two experimental cycles were conducted with 28 fifth-grade students, categorized into low, moderate, and high levels of understanding. Data were collected through classroom observations, student worksheets, tests, and interviews, and analyzed qualitatively. The HLT consisted of four key learning activities: modeling a cylinder, identifying its elements, constructing the net, and solving application problems, mapped to Bloom’s cognitive levels of remembering, understanding, and applying. Findings revealed that students showed significant improvement in the first three activities, with increased spatial reasoning and conceptual clarity. However, difficulties persisted in the final activity involving reasoning and problem-solving. The results indicate that the proposed Bloom’s taxonomy-based HLT offers a systematic framework for guiding geometry instruction. This study contributes a practical and theoretically grounded instructional model that can support teachers in designing adaptive learning experiences. Further research is recommended to explore its application across diverse topics and student groups.

Mathematics needs to be taught using the right approach because many students think it is a difficult subject. This difficulty often happens because the lessons are too abstract and not connected to students’ real-life experiences. This study aims to apply mathematics learning using the Realistic Mathematics Education (RME) approach based on ethnomathematics, supported by a Hypothetical Learning Trajectory (HLT), in the topic of recognizing two-dimensional shapes for second-grade students at SDN Karangrejo I. The local cultural context used is the ornament of the Sunan Bonang Gate in Tuban, which includes geometric shapes and is familiar to the students' daily lives. This research used a design-based research method with three stages: preparatory design, design experiment, and retrospective analysis. Data were collected through observation, interviews, documentation, and student worksheets. The results showed that the learning process followed the steps in the HLT and helped improve students’ understanding of two-dimensional shapes. Students became more active, could name the shapes correctly, and give examples from their surroundings.

Background: The rapid development of Artificial Intelligence has reshaped online learning environments by offering instant explanations, personalized support, and automated feedback. Although AI tools are increasingly integrated into higher education, limited research has examined students’ subjective experiences, especially within fully online learning contexts where dependence on digital tools is higher.Aims:This study aims to explore students’ lived experiences in using AI as a learning assistant during online education and to identify the benefits, challenges, and ethical concerns arising from this interaction.Methods: A qualitative phenomenological design was employed to capture the meaning behind students’ experiences. Participants were undergraduate students who had used AI tools for at least three months. Data were collected through semi structured online interviews and analyzed using Interpretative Phenomenological Analysis to identify key themes.Result: The study revealed four major themes. Students perceived AI as a practical and supportive learning companion that enhanced comprehension and reduced learning anxiety. However, limitations related to inaccurate information required students to verify AI outputs and develop stronger digital literacy. AI also influenced self regulation by helping students plan and monitor their learning, though concerns regarding overreliance were noted. Ethical uncertainties about plagiarism and unclear institutional guidelines further shaped students’ experiences.Conclusion: AI has significant potential to enrich online learning when used thoughtfully and responsibly. To maximize benefits and reduce risks, institutions should provide clear policies, strengthen students’ digital literacy, and offer ethical guidance for AI use in academic tasks.

Contriving technology is a trend in current TEFL in higher education. IT-Based Integrated Skills Approach (ITBISA) combines IT-based approaches with the EFL education method, ISA (Integrated Skills Approach). This study explores how ITBISA is implemented in teaching-learning and examines participants’ perspectives on its effectiveness. This study used a mixed-method research design. Data were collected through classroom observations and open-ended questionnaires and then analyzed thematically to identify key patterns. Initially, participants sourced information directly from the internet without verification. Integrating AI and other digital tools reflects a desire to adopt new technological advancements. This underscores the importance of innovative technology in creating and distributing college educational materials. Consequently, we argue that the IT-based integrated skills approach can effectively enhance students’ digital literacy and English proficiency. The findings offer a theoretical concept of how ITBISA is implemented. Figure 4 demonstrates how integrating digital tools, AI, and the Integrated Skills Approach fosters a dynamic, interactive learning environment. The findings also indicate a positive student response to ITBISA, with active participation, effective use of mobile devices, and task completion. This approach enhances instruction, making learning more efficient. ITBISA in EFL is a promising method for implementing the teaching-learning process to improve English proficiency and digital literacy.