PEMA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat

SHAPING SELF-REGULATED AND METACOGNITIVE LEARNING THROUGH ARTIFICIAL INTELLIGENCE AND LEARNING ANALYTICS

Rhezwan Dhaifullah Romdhoni — 2026-10-22

Artificial intelligence (AI) and learning analytics are increasingly embedded in educational systems, yet their implications for self-regulated learning (SRL) and metacognitive development remain only partially understood. This study conducts a systematic literature review of 34 empirical and review articles investigating AI-driven learning analytics in formal education settings, focusing on their impact on SRL, motivation, and academic performance. Following PRISMA-aligned procedures, the review identifies studies involving AI-based analytics tools, standardized SRL or metacognitive assessments, and empirical designs with pre–post or comparison data. The results indicate that AI-driven systems such as predictive models, adaptive platforms, chatbots, and generative AI can strengthen core SRL processes, increase motivation and engagement, and improve academic outcomes across diverse subjects and educational levels. However, the review also reveals persistent implementation challenges, including infrastructural limitations, teacher preparedness, privacy and ethical issues, and potential over-reliance on AI that may weaken independent strategic thinking. The article concludes that AI-driven learning analytics can meaningfully support SRL when embedded within coherent pedagogical frameworks and supported by institutional policies, and it outlines directions for future research on mechanisms, equity, and long-term effects.

IMPLEMENTATION OF EQUIVALENCY EDUCATION AND URBAN FARMING PROGRAMS AT PKBM SATRIA TAMA PURWOKERTO

Hadya Salsabila — 2026-10-22

This study aims to describe the implementation of the equivalency education program and the urban farming initiative at PKBM Satria Tama Purwokerto as strategic efforts to expand access to learning opportunities and strengthen community empowerment. Using a qualitative descriptive approach, data were collected through observation, in-depth interviews, and document analysis to obtain a comprehensive understanding of program planning, management, learning strategies, and implementation processes, as well as the challenges encountered. The findings show that the equivalency education program, which applies the learning model "siang bekerja, malam belajar" (working during the day and studying at night), effectively accommodates adult learners who have limited time due to work and family responsibilities. This flexible learning arrangement enables participants to continue their education without disrupting their livelihoods. In addition, the urban farming program plays a significant role in developing learners' practical skills, particularly in agricultural cultivation techniques that are suitable for limited urban spaces. The program also encourages environmentally friendly practices and the productive use of unused land in urban areas. Overall, both programs contribute positively to improving learners' literacy levels, self-confidence, self-reliance, and economic potential. However, the study also identifies several challenges, especially limited facilities, infrastructure, and learning resources. These findings highlight the importance ofstrengthening institutional support, improving infrastructure, and providing continuous capacity- building for tutors and program managers to ensure the long-term sustainability and effectiveness of the programs.

HUMANIZING EDUCATION THROUGH CLASSROOM GUIDANCE SERVICES WITHIN THE FRAMEWORK OF THE LOVE-BASED CURRICULUM

Sayyid Muhammad Abdulloh Almustofa — 2026-10-22

This article examines the idea of humanizing education through classroom guidance services within the framework of a Love-Based Curriculum. The discussion arises from the long-term national agenda of strengthening Indonesia’s human resources toward the vision of Indonesia Emas 2045, which highlights not only academic excellence but also character formation and social maturity. In many schools, learning practices still prioritize cognitive achievement, while students’ personal growth, empathy, and relational awareness receive less systematic attention. This study employs a library research approach, drawing on literature related to dialogical pedagogy, humanistic education, and comprehensive school counseling models. The analysis indicates that classroom guidance can serve as a meaningful space for dialogue, reflection, and personal development when it is designed based on students’ actual needs and implemented through participatory methods. Within the framework of a Love-Based Curriculum, guidance activities are grounded in values such as respect, compassion, and responsibility. In this way, classroom guidance moves beyond the delivery of developmental content and becomes a space for nurturing self-awareness and social responsibility. Such an approach contributes to character education and supports broader efforts to develop humane and responsible citizens in line with national development goals.

THE ROLE OF COMMUNITY SERVICE PROGRAM (KKN) STUDENTS IN IMPROVING CHILDREN’S RELIGIOUS KNOWLEDGE THROUGH LEARNING AT MDTA HAJI BUSRO

Muhammad Azizi Syahputra — 2026-10-22

The Student Community Service Program (KKN) represents a form of student service to the community through the application of knowledge and skills acquired during their academic studies. One of the activities undertaken by KKN Group 27 from Universitas Muslim Nusantara Al-Washliyah in Pematang Setrak Village was religious instruction at MDTA Haji Busro. This activity aimed to enhance the children's religious knowledge and enthusiasm for learning through lessons covering Arabic letters (Hijaiyah), Quranic recitation, Malay-Arabic script (Arab-Melayu), wudhu (ablution) procedures, prayer rituals, the adhan (call to prayer), and calligraphy. The methodology employed was a descriptive approach involving observation, coordination with the *madrasa* administration, the conduct of lessons, practical exercises, and activity evaluation. The results indicate that the learning process was successfully implemented and the students were able to comprehend the material presented. The activity also provided the university students with experience in facilitating the learning process and interacting directly with the students. It is hoped that the program's sustainability will be ensured through collaboration among the *madrasa*, the university, the village government, and future KKN student groups.

SAFE AND ETHICAL AI-BASED SELF-HEALING MENTORING FOR STUDENTS OF SMP NEGERI 30 MUARO JAMBI

Muhammad Alridho Lubis — 2026-10-22

The development of Artificial Intelligence (AI) provides opportunities for students to use technology as a tool to support self-reflection and emotional management. However, its use in the context of mental health requires an understanding of safety, ethics, privacy, and technological limitations. This community service program aimed to provide assistance to students in utilizing AI as a self-healing support tool in a safe, ethical, and responsible manner. The program was conducted at SMP Negeri 30 Muaro Jambi and involved 30 students and a school guidance and counseling teacher as a partner. The program employed a Participatory Action Research (PAR) approach through four stages: preparation, core implementation, evaluation, and sustainability. The activities included orientation and initial assessment, emotion and stress recognition, overthinking management, self-healing techniques, AI-assisted self-reflection, and education on the ethics and safety of AI use. Participant responses were evaluated among 24 students using a 1–4 scale instrument covering material comprehension, usefulness, delivery, media, comfort, application of knowledge, and interest in future activities. The evaluation results showed an overall mean score of 3.43 out of 4.00, equivalent to 85.74%, which was categorized as very good. The highest score was found in participants' interest in attending similar activities in the future (90.91%), while all evaluation indicators remained in the very good category. The program indicates that practice-based assistance can help students understand AI as a support tool for self-reflection while strengthening their awareness of privacy, safety, ethics, and the limitations of AI in the context of mental health. Program sustainability is directed toward integrating the materials into school guidance and counseling services and continuing support through the school guidance and counseling teacher.