International Journal of Community Engagement Payungi

Integration of Artificial Intelligence into Creative Writing Learning Models: A Literature Review of Approaches and Effectiveness

Marwani — 2025-06-28

Technological advancements in the Society 5.0 era have driven the integration of artificial intelligence (AI) into various aspects of education, including creative writing learning. AI functions as a tool to assist students in generating ideas, structuring their writing, and receiving adaptive feedback. However, the implementation of AI in writing education still faces several challenges, such as the potential for grammatical inaccuracies, limited emotional depth, and a tendency to generate overly simplistic texts. This study aims to review various AI-based learning approaches and improve their effectiveness in developing the creative writing skills of students. A Systematic Literature Review (SLR) method and using Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines was employed by analyzing previous studies related to the integration of AI in creative writing education. The findings of this study indicate that the ChatGPT platform is widely utilized in the development of creative writing, particularly short stories. ChatGPT has proven effective in enhancing the writing skills of students by facilitating idea generation and supporting information exploration. Moreover, AI proves most effective when used as a collaborative tool within pedagogically grounded models, rather than as a replacement for human creativity. This study contributes to the enhancement of student creative writing skills by mapping current AI developments, identifying the most effective instructional models, and providing evidence-based recommendations for integrating AI to improve student performance in creative writing education.

The Effectiveness of Padlet Media in Improving the Competence of Writing Biography Texts for Students in Class X-2 at SMA Muhammadiyah 4 Surabaya

Miftahul Afifur Rohman — 2025-06-28

The use of appropriate media is a crucial factor in enhancing students' writing skills, particularly in composing biographical texts. Effective media not only facilitate student engagement but also support the construction of coherent and compelling life narratives. This study aims to examine students' attention levels and evaluate the effectiveness of Padlet as a digital learning medium in improving students’ competence in writing biographical manuscripts. A pre-experimental design with a one-shot case study approach was employed, involving 24 students from Class X-2 selected through cluster sampling. Data were collected using observations and questionnaires, and analyzed through both descriptive and inferential statistical methods. The findings reveal two key outcomes: (1) student attention during the learning process was notably high, with observed activity increasing from 87.92% to 99.33%, supported by a normality test significance value of 0.083; (2) the use of Padlet proved significantly effective, as evidenced by a calculated t-value of 47.54, which far exceeded the critical t-table value of 2.068. These results suggest that Padlet is a valid and effective medium for supporting the teaching and learning of biographical writing. This study contributes to the growing body of research on digital media integration in language learning by empirically demonstrating that Padlet enhances student engagement and writing competence. It provides practical insights for educators seeking innovative tools to improve writing instruction, especially in the context of biographical texts. Moreover, the study reinforces the pedagogical value of interactive platforms in fostering active learning and higher-order thinking skills in secondary education

Digital Pocket Book as Learning Medium for Disaster Preparedness in the Technological Era

Apta Maulida Marlian — 2025-07-27

This study develops a digital pocket book as an innovative learning medium to enhance disaster preparedness among high school students in disaster-prone Imogiri, Indonesia. Using a Research and Development (R&D) approach with a modified Borg & Gall model, the research involved needs analysis, expert validation, and three-stage field testing (preliminary, main, and operational) with 15-94 students and teachers. The digital media, designed with localized disaster content (floods, earthquakes, landslides) and interactive visual elements, was evaluated for practicality and effectiveness. Results showed high practicality scores from both students (average 71.60-76.67) and teachers (4.7-4.8/5), categorized as "very practical." Most significantly, the experimental group demonstrated a moderate improvement in disaster preparedness (gain score = 0.57), significantly higher than the control group's low improvement (gain score = 0.17), as confirmed by ANOVA (F = 36.139, p < 0.05). These findings prove that contextually designed digital media effectively bridges gaps in disaster education by aligning with digital-native learning preferences and transforming theoretical knowledge into operational readiness. The study offers a replicable model for technology-enhanced disaster education in vulnerable regions, contributing to global disaster risk reduction goals. This study presents a novel digital pocket book designed to enhance students' disaster preparedness. It significantly contributes to disaster education by demonstrating how interactive, locally-focused digital resources can translate theoretical knowledge into actionable readiness. Furthermore, the research offers a reproducible development framework, enabling the creation of similar tools in other high-risk regions and thus supporting global initiatives for disaster resilience through educational technology.

The Effectiveness of the Problem-Based Learning Model Assisted by Learning Videos in Improving Science Literacy Skills and Students' Cognitive Learning Outcomes

Masruroh Masruroh — 2025-08-02

This study examines the effectiveness of the Problem-Based Learning (PBL) model supported by video learning in improving science literacy skills and students' cognitive learning outcomes. A qualitative approach is used to gain a deep understanding of student's experiences and perceptions during the problem-based learning process with video media. Data collection techniques include in-depth interviews with students and teachers, direct observation during classroom learning, and documentation of learning materials and student discussion results. Data analysis was carried out through the stages of data collection, categorization, and interpretation of findings to reveal the influence of the use of video in PBL on student motivation, engagement, and understanding of science concepts. The results show that the integration of video as a learning medium in the PBL model not only increases students' motivation and active engagement but also enriches a more authentic and interactive learning experience. These findings confirm that the video-assisted PBL model improves students' science literacy skills and cognitive learning outcomes. This study ends with a conclusion that affirms the benefits of using video in PBL and provides practical recommendations for teachers and suggestions for further research in developing learning media and PBL methods.

An Assistance in Making Educational Game Tools for Teacher Raudlatul Athfal in Developing Children's Scientific Literacy in Metro Lampung City

Yuning Eka Rahma Wati — 2025-08-28

The lack of skills in utilizing environmentally friendly waste materials effectively and efficiently remains a challenge among early childhood educators. Many teachers in Raudlatul Athfal (RA) and Kindergarten have not yet received consistent and in-depth training on the optimization of interactive learning media. This study aims to identify concrete steps in the development of educational game tools (Alat Permainan Edukatif/APE) and to evaluate the impact of mentoring programs on the creation and implementation of APE in enhancing scientific literacy among early childhood learners in Metro, Lampung City. The mentoring program adopts the Asset-Based Community Development (ABCD) approach, which focuses on leveraging available assets—individual skills, natural resources, and existing infrastructure—to empower the community. The results show that the creation and use of APE by RA teachers play a strategic role in fostering children’s scientific literacy. These tools allow children to explore scientific concepts in an engaging, hands-on, and age-appropriate manner. Furthermore, the mentoring process significantly enhances teacher creativity and supports the implementation of interactive, child-centered learning strategies. This study contributes to early childhood education practices by demonstrating how locally available resources and structured mentoring can empower teachers to develop sustainable learning tools. It highlights the importance of contextualized, asset-based interventions in improving both teaching quality and children’s scientific literacy in under-resourced settings.

The Relationship Between Self-Training on (Ruang GTK) and Teacher Creativity in Learning with the Performance of SMP Teachers in Walantaka District, Banten Province

Aprian Darmayanti — 2025-08-31

Education plays a pivotal role in shaping competitive and high-quality human resources. In this process, teachers serve as key agents of change whose performance significantly impacts educational outcomes. However, the performance of junior high school teachers in Walantaka District, Serang City remains suboptimal, marked by inadequate lesson planning, limited technology integration, and low creativity in instructional strategies. This study aims to examine the relationship between self-directed training on the Ruang GTK platform and teacher creativity in learning with overall teacher performance. Employing a quantitative correlational method, data were collected from 54 teachers selected using purposive sampling from three public junior high schools. The study used questionnaires and analysed the data with linear regression and correlation analysis via SPSS. The results revealed a strong positive correlation between self-training and teacher performance (r = 0.623, p < 0.05), as well as between teacher creativity and performance (r = 0.580, p < 0.05). Additionally, the joint influence of both variables showed a significant effect on teacher performance (R = 0.703; R² = 0.494). The novelty of this study lies in integrating a digital self-training platform (Ruang GTK) and pedagogical creativity as joint predictors of teacher performance an approach that has rarely been quantitatively assessed in the Indonesian educational context. The original contribution of this study is the empirical evidence supporting Ruang GTK as a scalable solution to teacher development, especially where conventional training access is limited. In conclusion, optimizing self-training and fostering creativity can serve as a strategic framework to enhance teacher competence and, ultimately, improve the quality of learning and education.