Program Pertukaran Mahasiswa Merdeka (PMM) merupakan bagian dari kebijakan Merdeka Belajar Kampus Merdeka (MBKM) yang memberi kesempatan bagi mahasiswa untuk belajar di perguruan tinggi lintas daerah. Penelitian ini bertujuan menganalisis peran PMM dalam mendorong pembelajaran transformatif serta menggambarkan refleksi mahasiswa terhadap pengalaman belajar lintas budaya. Metode penelitian menggunakan pendekatan kualitatif dengan jenis fenomenologi. Teknik pengumpulan data dilakukan melalui wawancara dan observasi terhadap peserta PMM di Universitas Hasanuddin tahun 2024. Validitas data menggunakan triangulasi sumber, sedangkan analisis data menerapkan model analisis interaktif. Hasil penelitian menunjukkan bahwa pelaksanaan PMM mencakup kegiatan terstruktur berupa perkuliahan dan Modul Nusantara, serta kegiatan non-terstruktur melalui partisipasi sosial mahasiswa. Pengalaman ini mendorong mahasiswa untuk beradaptasi, merefleksikan diri, dan mengembangkan cara pandang baru terhadap keberagaman. Refleksi yang muncul melahirkan perubahan sikap, nilai, dan perilaku yang mencerminkan pembelajaran transformatif di perguruan tinggi.
This study aimed to describe the science learning outcomes of Grade IX junior secondary students on the topic of global warming in North Luwu Regency through descriptive statistics and Rasch-logit item analysis. A quantitative descriptive design was employed involving 378 students from four public junior secondary schools (SMPN 1 Sabbang, SMPN 1 Masamba, SMPN 3 Sabbang Selatan, and SMPN 4 Masamba). The instrument consisted of 20 multiple-choice items aligned with cognitive levels C1–C4 of the revised Bloom’s taxonomy (Anderson & Krathwohl, 2015). Recalculation showed 5,583 correct responses, with an overall mean score of 14.77 out of 20, confirming the reported thesis mean of 14.76. Students’ achievement was categorised as high (Arikunto, 2018). SMPN 3 Sabbang Selatan obtained the highest mean score (17.20; very high category), whereas SMPN 1 Sabbang obtained the lowest mean score (13.85; high category). The KR-20 coefficient was 0.674, indicating moderate internal consistency. Item difficulty analysis showed that 13 items were easy, 7 items were moderate, and no item was difficult. The most difficult item was Item 18 (p = 0.415; logit = +0.342), while the easiest was Item 11 (p = 0.902; logit = −2.221). Wright Map visualisation indicates that the instrument needs more challenging items, particularly at C2–C4 levels (Bond & Fox, 2015; Boone et al., 2014).
This study aims to determine: (1) Stages of character education value formation in the extracurricular khuruj program at SMK Al Quran and Da'wah, Telaga Biru District; (2) Integration of character education values in the basis of da'wah for students at SMK Al Quran and Da'wah, Telaga Biru District. This study uses a qualitative method with a phenomenological approach carried out using observation, interview and documentation techniques. Techniques in data analysis, namely data reduction, data presentation, and conclusion/verification. The results of the study show that: (1) Stages of character value formation in the extracurricular khuruj program begin with value transformation, namely providing understanding to students with the aim of increasing motivation, so that the spirit of spirituality, commitment to self-improvement and actualization of the sunnah of the Prophet SAW grows. through advice lectures. Furthermore, value transactions include coaching or active involvement of educators with students such as role models, habituation and discipline coaching so that they become good behavior through an intense and consistent mentoring process. The final stage is transinternationalization, which forms the character values of religious, independent, with integrity and social students; (2) The khuruj activities implemented adopt the basis of da'wah which integrates religious, integrity, independence and social values. Religious values are manifested through the strength of strengthening faith through dhikr, perfecting the quality of prayer, as well as knowledge and dhikr activities which form disciplined worship and awareness of divinity. Integrity values are internalized through maintaining sincere intentions, istigfar and revitalizing the sunnah of the Prophet SAW, thus building inner honesty and noble morals. Independence is manifested through 1-day Itiqaf in the mosque so as not to depend on others. Social values are manifested through reverence and tabligh and silaturahmi activities which strengthen Islamic brotherhood
This study aims to analyze the use of Artificial Intelligence (AI) in supporting the academic activities of students in the Department of Educational Management, Gorontalo State University. The approach used is a quantitative descriptive explanatory study with a population of 480 active students from the 2019–2025 intake. The sample was determined purposively and applied a total sample, resulting in 191 students from the 2022–2023 intake becoming the study respondents. Data were collected through questionnaires and interviews, with validity tests using product moment correlation and reliability through Cronbach's Alpha (>0.70), indicating a feasible and reliable instrument. Descriptive percentage analysis was applied to assess students' needs for AI, its utilization, and its impact on academic activities. The results showed that students understood the AI use policy, paid attention to data protection, and actively utilized AI to complete assignments, draft academic papers, search for and summarize references, and understand course material. The use of AI has a positive impact on learning effectiveness, assignment quality, independence, critical thinking skills, and student learning motivation. The study emphasized the need for ethical guidance, digital literacy, and regulation of AI use to ensure responsible use and support academic integrity. These findings can serve as a reference for developing AI strategies in higher education and further research on technology integration in learning.
This study aims to analyze the concept, transformation process, and implementation strategies of the Islamic Religious Education Curriculum based on digital ethics in responding to technological advancements in the Society 5.0 era. The study employed a qualitative approach using a library research design. Data were collected through documentation studies of books, scholarly articles, national and international journals, and policy documents relevant to the development of the Islamic Religious Education curriculum, digital ethics, and educational transformation. The data were analyzed using the content analysis technique through the stages of data reduction, categorization, interpretation, data presentation, and conclusion drawing. The findings reveal that the transformation of the Islamic Religious Education curriculum based on digital ethics is implemented through the innovation of learning outcomes, the development of contextual teaching materials, the application of technology-based learning strategies, the strengthening of digital literacy, and the integration of twenty-first-century competencies with Islamic moral values. Its implementation is reinforced through the development of a digital school culture, the enhancement of teachers' digital competencies, collaboration among schools, families, and communities, and authentic character assessment. This transformation contributes to developing students who are faithful, possess noble character, are digitally literate, demonstrate integrity, and act responsibly as digital citizens in the Society 5.0 era
