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All Journal Jurnal Ilmu Sosial, Ekonomi, dan Pendidikan Jurnal Ilmu Sosial, Ekonomi dan Pendidikan
Yeni Sulastri
Universitas Andalas
Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

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Augmented Reality dan Virtual Reality dalam Meningkatkan Pemahaman Konsep Peserta Didik: Tinjauan Literatur Sistematis Yeni Sulastri
Jurnal Ilmu Sosial, Ekonomi dan Pendidikan Vol. 1 No. 4 (2026): April 2026
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jisep.v1i4.117

Abstract

The rapid advancement of digital technology has accelerated the adoption of immersive learning technologies, particularly  Augmented Reality (AR) and Virtual Reality (VR), as innovative tools for facilitating conceptual learning. However, empirical findings regarding their effectiveness in improving students' conceptual understanding remain inconclusive. This study aimed to systematically examine the potential, effectiveness, and implementation challenges of AR and VR in enhancing conceptual understanding across educational settings. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Literature was retrieved from Scopus, Web of Science, ScienceDirect, SpringerLink, ERIC, and Google Scholar, covering publications from 2015 to 2025. Of the 436 studies initially identified, 36 peer-reviewed articles met the inclusion criteria and were synthesized using thematic analysis. The findings indicate that AR and VR consistently improve concept visualization, learning motivation, student engagement, and immersive learning experiences. Nevertheless, their impact on conceptual understanding varies depending on instructional design quality, pedagogical integration, learners' characteristics, and cognitive load management. Furthermore, implementation barriers including infrastructure limitations, technology costs, teachers' digital competence, and unequal access to technological resources continue to constrain the effective adoption of immersive technologies. The review suggests that successful implementation of AR and VR depends not merely on technological sophistication but on the alignment of technology with sound pedagogical principles and contextual learning needs. These findings contribute to the theoretical development of immersive learning research and provide practical recommendations for educators, instructional designers, and policymakers seeking to optimize AR and VR integration in educational environments.
Strategi Transformasi Digital dalam Meningkatkan Daya Saing UMKM: Sebuah Kajian Konseptual Yeni Sulastri
Jurnal Ilmu Sosial, Ekonomi dan Pendidikan Vol. 2 No. 1 (2026): Juli
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jisep.v2i1.195

Abstract

Digital transformation has become a crucial factor in strengthening the competitiveness of Micro, Small, and Medium Enterprises (MSMEs) amid rapid technological advancements and changing consumer behavior. This study aims to analyze digital transformation strategies that can enhance the competitiveness of MSMEs in a sustainable manner. The research employs a qualitative approach using a literature review method by examining scientific articles, international reports, and policy documents published between 2021 and 2026. Data were analyzed descriptively to identify internal and external factors influencing successful digital transformation. The findings indicate that successful digital transformation depends on five strategic dimensions: improving digital literacy, utilizing digital platforms for marketing and transactions, adopting digital technologies in business operations, fostering product innovation based on market demand, and strengthening collaboration among government, academia, the private sector, and business communities. Digital transformation improves operational efficiency, expands market access, enhances service quality, strengthens customer relationships, and creates sustainable competitive advantages. This study proposes a conceptual framework integrating human resources, technology adoption, innovation capability, collaborative networks, and policy support as key pillars for enhancing MSME competitiveness. The findings provide valuable insights for policymakers and business practitioners in designing sustainable digital transformation programs for MSMEs.
Pembelajaran Adaptif Berbasis Teknologi: Strategi Meningkatkan Keterlibatan Peserta Didik dan Hasil Belajar Muharleni; Yeni Sulastri
Jurnal Ilmu Sosial, Ekonomi dan Pendidikan Vol. 2 No. 1 (2026): Juli
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jisep.v2i1.202

Abstract

Digital transformation has shifted educational practices toward more personalized, adaptive, and student-centered learning approaches. One of the most promising innovations is technology-based adaptive learning, which integrates Artificial Intelligence (AI), learning analytics, and digital learning platforms to tailor learning experiences according to learners' characteristics, needs, and learning progress. This study aims to analyze the contribution of technology-based adaptive learning to improving student engagement and learning outcomes using a Narrative Literature Review approach. The data were collected from peer-reviewed scholarly publications published between 2020 and 2025 and retrieved from Scopus, Web of Science, ScienceDirect, SpringerLink, ERIC, Taylor & Francis Online, and Google Scholar. The collected literature was analyzed through content analysis to identify major themes, compare research findings, and develop a comprehensive conceptual synthesis. The findings indicate that adaptive learning enhances behavioral, cognitive, and emotional engagement through personalized learning pathways, adaptive feedback, and learning analytics. Furthermore, adaptive learning contributes to improved learning outcomes, critical thinking skills, self-regulated learning, and data-driven instructional effectiveness. However, its implementation continues to face challenges related to digital infrastructure, teachers' digital competencies, data privacy, and the integration of technology with pedagogical practices. Therefore, the successful implementation of adaptive learning requires the synergy of advanced technologies, effective instructional design, institutional support, and responsible AI governance to create more effective, inclusive, and sustainable learning environments in the era of digital education.
Dampak Intensitas Penggunaan Gadget terhadap Kemampuan Berpikir Kritis dan Literasi Peserta Didik pada Era Digital Mellia Ristika; Yeni Sulastri
Jurnal Ilmu Sosial, Ekonomi dan Pendidikan Vol. 2 No. 1 (2026): Juli
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jisep.v2i1.203

Abstract

The rapid advancement of digital technology has significantly increased gadget use among students and transformed contemporary learning environments. While gadgets provide broad access to information and support digital learning, uncontrolled use may also create distractions and hinder the development of critical thinking and literacy skills. This article aims to conceptually examine the impact of gadget use intensity on students' critical thinking and literacy in the digital era. The study employed a conceptual review by synthesizing theories and empirical findings published in accredited national and reputable international journals between 2020 and 2025. The analysis involved literature identification, content analysis, and conceptual synthesis to explain the relationships among the main constructs. The findings indicate that the impact of gadget use intensity is not determined solely by the duration of use but is influenced by learning purposes, the quality of digital activities, self-regulation, and educational support. Gadget use for academic learning, information exploration, collaboration, and problem-solving contributes positively to the development of critical thinking and literacy. Conversely, excessive use for entertainment and non-academic activities tends to increase distraction and reduce the depth of cognitive processing. This study proposes a conceptual model integrating gadget use intensity, digital activity quality, critical thinking, and literacy to provide a theoretical foundation for developing more effective and responsible digital learning practices in the twenty-first century.
Augmented Reality dan Virtual Reality dalam Meningkatkan Pemahaman Konsep Peserta Didik: Tinjauan Literatur Sistematis Yeni Sulastri
Jurnal Ilmu Sosial, Ekonomi dan Pendidikan Vol. 1 No. 4 (2026): April 2026
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jisep.v1i4.117

Abstract

The rapid advancement of digital technology has accelerated the adoption of immersive learning technologies, particularly  Augmented Reality (AR) and Virtual Reality (VR), as innovative tools for facilitating conceptual learning. However, empirical findings regarding their effectiveness in improving students' conceptual understanding remain inconclusive. This study aimed to systematically examine the potential, effectiveness, and implementation challenges of AR and VR in enhancing conceptual understanding across educational settings. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines. Literature was retrieved from Scopus, Web of Science, ScienceDirect, SpringerLink, ERIC, and Google Scholar, covering publications from 2015 to 2025. Of the 436 studies initially identified, 36 peer-reviewed articles met the inclusion criteria and were synthesized using thematic analysis. The findings indicate that AR and VR consistently improve concept visualization, learning motivation, student engagement, and immersive learning experiences. Nevertheless, their impact on conceptual understanding varies depending on instructional design quality, pedagogical integration, learners' characteristics, and cognitive load management. Furthermore, implementation barriers including infrastructure limitations, technology costs, teachers' digital competence, and unequal access to technological resources continue to constrain the effective adoption of immersive technologies. The review suggests that successful implementation of AR and VR depends not merely on technological sophistication but on the alignment of technology with sound pedagogical principles and contextual learning needs. These findings contribute to the theoretical development of immersive learning research and provide practical recommendations for educators, instructional designers, and policymakers seeking to optimize AR and VR integration in educational environments.
Strategi Transformasi Digital dalam Meningkatkan Daya Saing UMKM: Sebuah Kajian Konseptual Yeni Sulastri
Jurnal Ilmu Sosial, Ekonomi dan Pendidikan Vol. 2 No. 1 (2026): Juli
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jisep.v2i1.195

Abstract

Digital transformation has become a crucial factor in strengthening the competitiveness of Micro, Small, and Medium Enterprises (MSMEs) amid rapid technological advancements and changing consumer behavior. This study aims to analyze digital transformation strategies that can enhance the competitiveness of MSMEs in a sustainable manner. The research employs a qualitative approach using a literature review method by examining scientific articles, international reports, and policy documents published between 2021 and 2026. Data were analyzed descriptively to identify internal and external factors influencing successful digital transformation. The findings indicate that successful digital transformation depends on five strategic dimensions: improving digital literacy, utilizing digital platforms for marketing and transactions, adopting digital technologies in business operations, fostering product innovation based on market demand, and strengthening collaboration among government, academia, the private sector, and business communities. Digital transformation improves operational efficiency, expands market access, enhances service quality, strengthens customer relationships, and creates sustainable competitive advantages. This study proposes a conceptual framework integrating human resources, technology adoption, innovation capability, collaborative networks, and policy support as key pillars for enhancing MSME competitiveness. The findings provide valuable insights for policymakers and business practitioners in designing sustainable digital transformation programs for MSMEs.
Pembelajaran Adaptif Berbasis Teknologi: Strategi Meningkatkan Keterlibatan Peserta Didik dan Hasil Belajar Muharleni; Yeni Sulastri
Jurnal Ilmu Sosial, Ekonomi dan Pendidikan Vol. 2 No. 1 (2026): Juli
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jisep.v2i1.202

Abstract

Digital transformation has shifted educational practices toward more personalized, adaptive, and student-centered learning approaches. One of the most promising innovations is technology-based adaptive learning, which integrates Artificial Intelligence (AI), learning analytics, and digital learning platforms to tailor learning experiences according to learners' characteristics, needs, and learning progress. This study aims to analyze the contribution of technology-based adaptive learning to improving student engagement and learning outcomes using a Narrative Literature Review approach. The data were collected from peer-reviewed scholarly publications published between 2020 and 2025 and retrieved from Scopus, Web of Science, ScienceDirect, SpringerLink, ERIC, Taylor & Francis Online, and Google Scholar. The collected literature was analyzed through content analysis to identify major themes, compare research findings, and develop a comprehensive conceptual synthesis. The findings indicate that adaptive learning enhances behavioral, cognitive, and emotional engagement through personalized learning pathways, adaptive feedback, and learning analytics. Furthermore, adaptive learning contributes to improved learning outcomes, critical thinking skills, self-regulated learning, and data-driven instructional effectiveness. However, its implementation continues to face challenges related to digital infrastructure, teachers' digital competencies, data privacy, and the integration of technology with pedagogical practices. Therefore, the successful implementation of adaptive learning requires the synergy of advanced technologies, effective instructional design, institutional support, and responsible AI governance to create more effective, inclusive, and sustainable learning environments in the era of digital education.
Dampak Intensitas Penggunaan Gadget terhadap Kemampuan Berpikir Kritis dan Literasi Peserta Didik pada Era Digital Mellia Ristika; Yeni Sulastri
Jurnal Ilmu Sosial, Ekonomi dan Pendidikan Vol. 2 No. 1 (2026): Juli
Publisher : Suria Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67467/jisep.v2i1.203

Abstract

The rapid advancement of digital technology has significantly increased gadget use among students and transformed contemporary learning environments. While gadgets provide broad access to information and support digital learning, uncontrolled use may also create distractions and hinder the development of critical thinking and literacy skills. This article aims to conceptually examine the impact of gadget use intensity on students' critical thinking and literacy in the digital era. The study employed a conceptual review by synthesizing theories and empirical findings published in accredited national and reputable international journals between 2020 and 2025. The analysis involved literature identification, content analysis, and conceptual synthesis to explain the relationships among the main constructs. The findings indicate that the impact of gadget use intensity is not determined solely by the duration of use but is influenced by learning purposes, the quality of digital activities, self-regulation, and educational support. Gadget use for academic learning, information exploration, collaboration, and problem-solving contributes positively to the development of critical thinking and literacy. Conversely, excessive use for entertainment and non-academic activities tends to increase distraction and reduce the depth of cognitive processing. This study proposes a conceptual model integrating gadget use intensity, digital activity quality, critical thinking, and literacy to provide a theoretical foundation for developing more effective and responsible digital learning practices in the twenty-first century.
Co-Authors Mellia Ristika Muharleni