Articles

The Utilization of Artificial Intelligence (AI) in English Skills as an Implementation of the Industrial Revolution 5.0

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The implementation of Artificial Intelligence (AI) in English skills, as exemplified by the Duolingo application, illustrates the transformative shift in education within the Industrial Revolution 5.0 era, where human–machine collaboration enhances personalized skill development. This study involved 30 Grade XI students at SMKN 3 Baubau and employed a descriptive qualitative approach to examine learners’ perceptions and experiences with AI-based learning tools. Data were collected through field observations, English proficiency tests, questionnaires, and interviews. The results indicate that Duolingo effectively supports self-directed blended learning, improving students’ speaking, listening, reading, and writing skills in an engaging and autonomous manner. Through AI-driven gamification, Duolingo adapts to individual learner performance by providing instant feedback, progressive difficulty levels, and interactive exercises that maintain motivation and reduce learning fatigue. These adaptive features align with the vision of Industrial Revolution 5.0, where technology collaborates with learners to optimize progress. Most participants reported significant improvements in vocabulary acquisition, pronunciation, and comprehension, attributing their advancement to daily practice and active engagement facilitated by the application. In conclusion, AI-powered platforms like Duolingo go beyond digitizing traditional learning; they transform the educational experience by fostering intrinsic motivation, sustaining engagement, and enabling personalized learning pathways, thus equipping learners for global communication demands with both efficiency and enjoyment.

Influence of Teachers’ Academic Qualifications on the Implementation of History and Government Curriculum in Kenya: A study across Secondary Schools in Emuhaya Sub County

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Teachers undertake teacher education in their professional training and development for purposes of implementing school curriculum in their subject areas of specialization. The subject areas of specialization may be Science, humanities and language at secondary school level of education. The teacher’s competence is measured in terms of academic qualification specifically, the class of degrees earned such as First Class honours; Second Class honours (Upper Division); Second Class honours (Lower Division) and Pass. Besides years of teaching and seminars attended also have value addition to their academic qualifications. In the implementation  of History and  Government curriculum  as a subject of study at secondary school level, the  teachers academic qualification helps the teacher to comprehend  the objectives of the curriculum, adapting History and Government content, delivery, assessment of learning among learners and  providing feedback to curriculum developers for improvement. All these activities and engagements are reflected in learners’ performance. Therefore learners’ performance in summative evaluation – Kenya Certificate of Secondary Education examinations is used conventionally to measure the extent to which teachers’ academic qualification influences the implementation of curriculum.  The objective of the study was to determine the influence of teachers’ academic qualifications on the implementation of History and Government curriculum in Secondary schools. A conceptual framework postulating the influence of the independent variables on the implementation of History and Government Curriculum was used to focus on the objective of the study. The findings revealed that academic qualification of a teacher accounted for 2.8% of the variation in the Kenya Certificate of Secondary Education examinations of History and Government mean score. However the influence was not statistically significant because the p-value was 0.115 greater than the set p-value of 0.05. The findings of this study are significant to the practicing History and Government teachers and principals of secondary schools in developing strategies and methods of effective implementation of History and Government curriculum.

Implementation of Principal Transformational Leadership and Independent Learning Policy in Improving Education Quality: A Literature Review

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The search ranges from 2015 – 2020. Most of the research results indicate that the principal transformational leadership plays an important role in shaping the quality of education in implementing independent learning education policies. First, the articles reviewed were in English, so other studies were not reviewed due to limitations in the context of several countries. Second, dissertations and theses were not discussed in this article because they could cause publication bias in the results. Third, the scope of the articles reviewed is still limited. Implementation of principal transformational leadership free learning policy in improving the quality of education can be used for various organizations in various countries.

Implementation of the Inaportnet Policy for Ship and Goods Services at the Office of the Main Port Authority Tanjung Perak Surabaya

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To improve services for ships and goods at ports, the Indonesian government issued various regulations to make it more efficient and attract investment so that economic activity continues to increase. One of the regulations is the Regulation of the Minister of Transportation of the Republic of Indonesia Number PM 157 of 2015 concerning Inaportnet. Inaportnet is an open and neutral electronic portal to facilitate the exchange of port service data and information quickly, safely, neutrally and easily. Inaportnet is integrated with relevant government agencies, port business entities, and logistics industry players to increase the competitiveness of the Indonesian logistics community.
This qualitative research method uses an implementation model according to Van Horn Van Meter. In general, the implementation of Inaportnet for ship and goods services at the Tanjung Perak Surabaya Main Port Authority (KOP) has been going quite well, but several things need improvement to improve time efficiency and improve performance. This is relevant to aspects of policy standards and objectives/policy measures and objectives; resource; the characteristics of the implementing organization; attitude of the implementers; communication between related organizations and implementation activities; and the social, economic, socio-political environment.
Factors that support the implementation of Inaportnet for ship and goods services at the Tanjung Perak Surabaya Main KOP is the readiness of supporting resources, both human resources and facilities at Tanjung Perak Port Surabaya. Meanwhile, the inhibiting factor for the implementation of this policy is the technical problem of the inaportnet system. Although the implementation of the inaportnet policy has been good, there are still several things that need to be improved and improved, including operational technical aspects, legal and institutional aspects.

The Implementation of Learning Management in the Covid-19 Period in Junior High Schools in Indonesia: A Literature Review

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Learning management during the Covid-19 period is important, because it will be able to reduce student boredom in online learning. In addition, by implementing appropriate learning management, it will also be able to help students and teachers to adapt quickly to Covid-19 situation. This study aimed to discover and search for some possible ways on how to implement learning management in Junior High Schools during the Covid-19 period. The method used in this study was literature review with a qualitative research concept. The results of the study indicated that the implementation of learning management during the Covid-19 period in Junior High School was carried out by three ways, namely 1) providing social support for students to complete their school work, 2) teachers carry out learning management by reforming learning methods, and 3) good communication management between teachers and students using a platform or application that was in accordance with the material at school.