Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Proceedings Series of Educational Studies Jurnal Abdi Bangsa
Unga Utami
State University of Makassar
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Pendampingan Penulisan Proposal PKM Berbasis Case Method sebagai Upaya Meningkatkan Literasi Kepenulisan Akademik Mahasiswa PGSD Unga Utami; Widya Karmila Sari Achmad; Unga Utari; Noer Intan Novitasari; Muh. Rizah Putrawan
Jurnal Abdi Bangsa Vol. 2 No. 1 (2026): Volume 2 Nomor 1 Juni 2026
Publisher : Jurnal Abdi Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Students' ability to develop proposals for the Student Creativity Program (Program Kreativitas Mahasiswa/PKM) is an essential competency that supports the advancement of academic writing literacy in higher education. However, students of the Elementary School Teacher Education Program (PGSD) still encounter several challenges, including limited understanding of PKM guidelines, difficulties in identifying relevant and feasible issues to address, and constraints in preparing systematic proposals that meet the required standards. This community service program aimed to enhance the academic writing literacy of PGSD students through case method-based mentoring in PKM proposal writing. The implementation of the program consisted of three stages: preparation, implementation, and evaluation. During the implementation stage, students participated in training sessions, PKM proposal case analyses, group discussions, and intensive mentoring activities until they successfully produced proposal drafts ready for submission. The evaluation stage was conducted by assessing participants’ level of understanding and the quality of the proposals produced. The results demonstrated improvements in students’ understanding of the structure and substance of PKM proposals, enhanced skills in generating creative ideas and preparing proposals in accordance with established guidelines, and the successful completion of PKM proposal drafts deemed suitable for submission to PKM funding schemes. This program contributed positively to strengthening students’ academic writing literacy while also increasing their readiness to participate in the Student Creativity Program competition.  
From Personalization to Humanization: A Systematic Review of Digital Technologies in Differentiated Instruction Unga Utari; Unga Utami; Naisya Wahyu Trisna Utami; Amanda Citrabella
Proceedings Series of Educational Studies 2026: International Conference of Research Innovation and Technology on Elementary Education (ICRITE
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Digital transformation in primary education is increasingly focusing on the integration of Learning Management Systems (LMS) and Artificial Intelligence (AI) to facilitate student- centered learning environments. Differentiated Instruction (DI) has emerged as a promising pedagogical approach to accommodate the heterogeneity of students' learning needs. The integration of personalization technologies has been shown to enhance students' intrinsic motivation, situational interest, and academic performance. However, excessive instructional "platformization," where digital devices dominate classroom interactions, often introduces new challenges such as digitally mediated surveillance that constrains the relational and pedagogical teacher-student relationship. This Systematic Literature Review (SLR) article aims to map the research developments on the utilization of digital technologies in differentiated instruction from 2021 to 2026. Utilizing a systematic review method guided by the PRISMA protocol, analyses were conducted on peer-reviewed studies from reputable international databases. The review findings indicate a shift in research focus from web-based content delivery to AI-driven adaptive instructional systems. The success of digital technology in DI must not be evaluated solely by its algorithmic automation efficiency, but rather by its capacity to restore students' metacognitive agency, support the humanistic mediating role of teachers, and strengthen social interactions in the classroom. The practical and theoretical implications of this transition from "personalization to humanization" are discussed to guide the design of child-friendly and equitable primary education platforms.
Co-Authors Amanda Citrabella Muh. Rizah Putrawan Naisya Wahyu Trisna Utami Noer Intan Novitasari Unga Utari Unga Utari, Unga Widya Karmila Sari Achmad