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p-Index From 2021 - 2026
0.444
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All Journal Journal on Smart Learning Technologies
Hilmawan Wibawanto
Universitas Sebelas Maret
Computer Science & IT Education Languange, Linguistic, Communication & Media Other

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Leveraging Artificial Intelligence (AI) to Enhance Learning Motivation Among Educational Technology Students at UNESA Campus 5 Magetan in the Digital Era Riski Dwi Andrian; Hilmawan Wibawanto
Journal on Smart Learning Technologies Vol. 2 No. 2 (2026): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jslt.v2i2.53209

Abstract

The rapid development of Artificial Intelligence (AI) has brought significant changes to the learning process in higher education, particularly in enhancing students' learning motivation. This study aims to analyze the level of AI utilization in students’ learning activities and its influence on learning motivation and critical thinking skills. The study employed a quantitative approach with a descriptive-exploratory design supported by simple qualitative data. Data were collected through Likert-scale questionnaires and open-ended questions from students of the Educational Technology Study Program at Universitas Negeri Surabaya Magetan Campus 5. The results showed that AI utilization is in the high category and has become an integral part of students’ learning process. AI serves as a reference source, a tool to understand complex materials, and a support for task completion, thereby increasing learning effectiveness and efficiency. The use of AI also proved to enhance students’ learning motivation, activeness, and self-confidence. However, a tendency of over-reliance on AI was found, which has the potential to reduce critical thinking skills due to the cognitive offloading phenomenon. The study concludes that AI has an ambivalent role as both a supporter and a potential risk in learning. Therefore, the utilization of AI must be balanced with critical AI literacy and appropriate pedagogical strategies so that the technology functions as a supporter of the thinking process rather than a substitute.
Utilization of Augmented Reality in Facilitating Geography Learning to Improve Spatial Ability of Junior High School Students Hilmawan Wibawanto; Iwan Maulana
Journal on Smart Learning Technologies Vol. 1 No. 1 (2025): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jslt.v1i1.43569

Abstract

Spatial ability is a crucial skill in geography education at the junior high school level; nevertheless, some pupils struggle to comprehend abstract spatial concepts due to the constraints of traditional learning medium. Augmented Reality (AR) serves as a novel solution by offering immersive and contextually interactive 3D visuals. This study seeks to elucidate the application of augmented reality media in geography education and evaluate its impact on enhancing students' spatial skills. The employed research methodology is descriptive qualitative, utilizing a case study approach in two private junior high schools located in Surakarta. Data were gathered via classroom observations, comprehensive interviews with educators and students, and documentation, thereafter analyzed employing the Miles and Huberman framework. The findings indicated that augmented reality was executed in three phases: conceptual inquiry, interactive dialogue, and spatial contemplation. Students demonstrated significant enthusiasm and advancements in spatial orientation, cognitive representation, and comprehension of inter-regional relationships. The challenges encountered comprised insufficient devices, unreliable internet connectivity, and pupils' inadequate early digital literacy. This study suggests that augmented reality is not merely a visual-assistance, but also a potent transformative learning medium for enhancing students' spatial skills. The implication is that the incorporation of AR must be supported by teacher training and infrastructure to ensure its best application in geography education.
Co-Authors Iwan Maulana Riski Dwi Andrian