Nurul Aisyah

Fajri Koto, Nurul Aisyah, Haonan Li et al.

Although large language models (LLMs) are often pre-trained on large-scale multilingual texts, their reasoning abilities and real-world knowledge are mainly evaluated based on English datasets. Assessing LLM capabilities beyond English is increasingly vital but hindered due to the lack of suitable datasets. In this work, we introduce IndoMMLU, the first multi-task language understanding benchmark for Indonesian culture and languages, which consists of questions from primary school to university entrance exams in Indonesia. By employing professional teachers, we obtain 14,981 questions across 64 tasks and education levels, with 46% of the questions focusing on assessing proficiency in the Indonesian language and knowledge of nine local languages and cultures in Indonesia. Our empirical evaluations show that GPT-3.5 only manages to pass the Indonesian primary school level, with limited knowledge of local Indonesian languages and culture. Other smaller models such as BLOOMZ and Falcon perform at even lower levels.

Nurul Aisyah, Muhammad Dehan Al Kautsar, Arif Hidayat et al.

Despite emerging use in Indonesian classrooms, there is limited large-scale, teacher-centred evidence on how AI is used in practice and what support teachers need, hindering the development of context-appropriate AI systems and policies. To address this gap, we conduct a nationwide survey of 349 K-12 teachers across elementary, junior high, and senior high schools. We find increasing use of AI for pedagogy, content development, and teaching media, although adoption remains uneven. Elementary teachers report more consistent use, while senior high teachers engage less; mid-career teachers assign higher importance to AI, and teachers in Eastern Indonesia perceive greater value. Across levels, teachers primarily use AI to reduce instructional preparation workload (e.g., assessment, lesson planning, and material development). However, generic outputs, infrastructure constraints, and limited contextual alignment continue to hinder effective classroom integration.

Fajri Koto, Rahmad Mahendra, Nurul Aisyah et al.

Although commonsense reasoning is greatly shaped by cultural and geographical factors, previous studies have predominantly centered on cultures grounded in the English language, potentially resulting in an Anglocentric bias. In this paper, we introduce IndoCulture, aimed at understanding the influence of geographical factors on language model reasoning ability, with a specific emphasis on the diverse cultures found within eleven Indonesian provinces. In contrast to prior work that has relied on templates (Yin et al., 2022) and online scrapping (Fung et al., 2024), we create IndoCulture by asking local people to manually develop a cultural context and plausible options, across a set of predefined topics. Evaluation of 27 language models reveals several insights: (1) the open-weight Llama-3 is competitive with GPT-4, while other open-weight models struggle, with accuracies below 50%; (2) there is a general pattern of models generally performing better for some provinces, such as Bali and West Java, and less well for others; and (3) the inclusion of location context enhances performance, especially for larger models like GPT-4, emphasizing the significance of geographical context in commonsense reasoning.

Nurul Aisyah, Muhammad Dehan Al Kautsar, Arif Hidayat et al.

Despite rapid progress in vision-language and large language models (VLMs and LLMs), their effectiveness for AI-driven educational assessment in real-world, underrepresented classrooms remains largely unexplored. We evaluate state-of-the-art VLMs and LLMs on over 14K handwritten answers from grade-4 classrooms in Indonesia, covering Mathematics and English aligned with the local national curriculum. Unlike prior work on clean digital text, our dataset features naturally curly, diverse handwriting from real classrooms, posing realistic visual and linguistic challenges. Assessment tasks include grading and generating personalized Indonesian feedback guided by rubric-based evaluation. Results show that the VLM struggles with handwriting recognition, causing error propagation in LLM grading, yet LLM feedback remains pedagogically useful despite imperfect visual inputs, revealing limits in personalization and contextual relevance.