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All Journal Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini Jurnal Ilmu Pendidikan Dasar Indonesia International Journal of Post-Axial: Futuristic Teaching and Learning Jurnal Citra Multidisiplin Journal of Engineering Technology and Science Integration (JETSI)
Jastin Martino
Universitas Bina Nusantara
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Public Health Social Sciences Other

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KERANGKA KONSEPTUAL PENGUATAN LITERASI DIGITAL GURU SEKOLAH DASAR DI WILAYAH 3T MELALUI KOMUNITAS BELAJAR DAN TEKNOLOGI TEPAT GUNA BERBASIS LURING Jastin Martino
Jurnal Citra Multidisiplin Vol. 1 No. 7 (2026): Jurnal Citra Multidisiplin (Juli)
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jcm.v1i7.7327

Abstract

Ketimpangan digital di sekolah dasar wilayah Terdepan, Terluar, dan Tertinggal (3T) terus membesar akibat ketidaksesuaian antara kebijakan digitalisasi berbasis awan dan keterbatasan infrastruktur lokal. Penelitian kualitatif deskriptif ini bertujuan merumuskan kerangka konseptual terpadu yang mengintegrasikan Manajemen Sumber Daya Manusia (MSDM) Strategis dan teknologi tepat guna berbasis luring untuk mengikis jurang literasi digital guru pedesaan melalui pendekatan sintesis literatur sekunder dan kebijakan. Analisis dilakukan terhadap  artikel yang teruji melalui Mixed Methods Appraisal Tool (MMAT) kurun waktu 2021-2026 serta dokumen regulasi resmi. Hasil sintesis mengindikasikan bahwa pendekatan berbasis pengadaan fisik dan sistem awan berisiko memicu kecemasan digital serta pembiayaan mandiri yang memicu demotivasi guru. Sebaliknya, temuan literatur sekunder mendokumentasikan bahwa transisi menuju sistem berbasis luring dan pendampingan sejawat dalam Komunitas Belajar Kelompok Kerja Guru (Kombel KKG) dapat menciptakan rasa aman secara psikologis. Studi terdahulu mencatat peningkatan skor rata-rata literasi digital guru dari 58 menjadi 82 melalui program mentoring terstruktur. Berdasarkan sintesis tersebut, penelitian ini mengusulkan model konseptual di mana keberhasilan intervensi ditentukan oleh interaksi antara peran kepala sekolah sebagai strategic HR enabler, adopsi teknologi tepat guna, serta reorientasi 20% Mandatory Spending APBD oleh Bapperida dan Dinas Pendidikan. Kerangka konseptual ini berkedudukan sebagai model teoretis yang memerlukan pengujian nyata dan uji coba lapangan di wilayah 3T.
Research Trends in Digital Humanities for Indonesian Foreign Language Literary Pedagogy Jastin Martino; Thariq Fadhillah Nanda Pribadi; Fely Cita Teng; Fani Fahira; Jovanscha Qisty Adinda FA
International Journal of Post Axial: Futuristic Teaching and Learning Vol. 4 No. 3 September 2026: International Journal of Post-Axial
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/postaxial.v4i3.1772

Abstract

As Indonesian as a Foreign Language expands globally, international learners face significant cognitive load and affective barriers when encountering unmediated target-language literature. This systematic literature review investigates the integration of Digital Humanities tools, cognitive scaffolding mechanics, teacher agency constraints, and data privacy frameworks across contemporary literature instruction. Guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses protocol, comprehensive searches were conducted across Scopus, Web of Science, ERIC, and SINTA databases, followed by multi-stage screening against predefined eligibility criteria to identify 25 primary indexed studies published between 2021 and 2026 were qualitatively synthesized. Findings reveal that digital tool deployment is dominated by digitized text repositories (48%) and multimodal audio-visual media (34%), whereas interactive web-based simulations constitute only 18%. While digital storytelling mechanics such as visual culinary glossing, comparative folktale mapping, and branching choice simulations mitigate extraneous cognitive load and lower affective reading filters, the field suffers from a proficiency-blindness gap, with 72% of studies targeting unstratified general levels and only 4% addressing advanced learners. Furthermore, a concentration of early-stage development research (44%) and reliance on third-party commercial platforms exposes foreign learners to data telemetry risks while constraining instructor technical agency. To establish ethically sound pedagogy, institutions must transition toward open-source, client-side web architectures specifically client-side HyperText Markup Language and Vanilla JavaScript supported by teacher prompt engineering workflows to guarantee learner privacy and foster instructional autonomy.
Global Evidence on Generative Artificial Intelligence Integration in Pre-Service Elementary Teacher Preparation Jastin Martino; Hestiningsih Hestiningsih; Harum Sunya Iswara; Winda Sulistyarini
Jurnal Ilmu Pendidikan Dasar Indonesia Vol 5 No 1 (2025): Jurnal Ilmu Pendidikan Dasar Indonesia
Publisher : Pusat Pengembangan Pendidikan dan Bakat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/judikdas.v5i1.5789

Abstract

The rapid integration of generative artificial intelligence (GenAI) in initial teacher education has fundamentally disrupted conventional lesson-planning paradigms, yet its specific application within the distinct developmental boundaries of primary school teacher preparation remains highly fragmented. This systematic evidence synthesis addresses this gap by analyzing the global empirical literature published between January 2022 and early 2026 to evaluate how GenAI shapes pre-service elementary teachers' pedagogical design, technological agency, and critical evaluative literacy. Adhering strictly to the PRISMA 2020 guidelines, systematic database searches were executed across Scopus, Web of Science, ERIC, IEEE Xplore, and Google Scholar to compile a highly refined final corpus of exactly twenty-five peer-reviewed empirical studies, with methodological quality appraised using the Mixed Methods Appraisal Tool (MMAT). Qualitative and quantitative findings were synthesized using a rigorous six-phase thematic synthesis framework to map candidate competencies against theoretical frameworks of teacher agency and cognitive load. The findings demonstrate a major pedagogical transition wherein candidate teachers leverage large language models to construct customized Concrete-Pictorial-Abstract (CPA) scaffolding suitable for concrete-operational learners aged 5–12. Furthermore, prompt-assisted software authoring reconfigures candidate agency, enabling pre-service educators to write lightweight canvas code for interactive digital manipulatives and reclaim pedagogical sovereignty from proprietary commercial educational ecosystems. However, this operational velocity is governed by a critical evaluative vigilance gap and automation bias, wherein candidates' high self-efficacy frequently leads to the uncritical classroom enactment of subtle, mathematically or scientifically invalid domain hallucinations. To resolve these theoretical and ethical tensions, initial teacher education curricula must undergo systematic, multi-year reforms that shift from technical tool tutorials toward structured process-oriented auditing, epistemic verification rubrics, and child data privacy protocols during clinical placements.
STEM Education in Early Childhood: A Systematic Literature Review of Trends and Practices Indri Suci Wardhani; Jastin Martino; Mida Ayu Restanti; Nurul Farhin; Nurbani Syifa
Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 9 No. 1 (2026): Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/tunascendekia.v9i1.12714

Abstract

Despite expanding global interest in early childhood Science, Technology, Engineering, and Mathematics (STEM) education, empirical evidence regarding pedagogical integration, teacher belief systems, and early cognitive outcomes remains conceptually fragmented and geographically asymmetric. To address this gap, this systematic literature review applies PRISMA 2020 guidelines and the SPIDER eligibility framework to synthesize a primary empirical corpus of N = 20 studies within a broader 30-source academic foundation. Grounded in Vygotsky’s sociocultural theory and Papert’s constructionism, this review evaluates early childhood STEM instructional mechanics including Engineering Design Process (EDP) cycles, screen-free tangible robotics, digital manipulatives, and arts-integrated storybooks for learners aged 3 to 8 years. Synthesized findings reveal a clear developmental continuum: toddler learning (ages 3-4) relies primarily on open-ended sensory discovery, whereas kindergarten settings (ages 5-6) require structured teacher scaffolding to guide children from initial prototyping toward systematic testing, spatial reasoning, and failure optimization. Furthermore, teacher pedagogical belief structures significantly moderate curriculum execution; educators holding discrete beliefs regarding play and academics achieve higher technical coding gains through structured modules, whereas those with integrated beliefs prioritize open-ended exploration without diminishing computational thinking or debugging skills. Methodological quality appraisal via the Mixed Methods Appraisal Tool (MMAT 2018) confirms high overall rigor (M = 84.5%), though geographic distributions reveal severe imbalances favoring Asian and European research hubs over African and South American contexts. Ultimately, this review offers actionable theoretical, policy, and practical frameworks for curriculum designers and teacher education programs seeking to establish equitable, developmentally aligned early STEM learning environments.
Systems Engineering Approaches for AI-Integrated STEM Learning in Primary Education Jastin Martino; Wiputra Cendana
Journal of Engineering Technology and Science Integration (JETSI) Vol. 1 No. 1 (2026): Journal of Engineering Technology and Science Integration
Publisher : PT. Nordeo Scholar Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.68627/jetsi.v1i1.13

Abstract

The operational integration of artificial intelligence within primary STEM education is currently stalled by persistent data silos, high pedagogical latency, and opaque algorithmic governance. To resolve this structural misalignment, this study develops and validates a formal Systems Engineering framework the Architect Model to establish a robust, human-governed data flow within cyber-physical learning environments. Utilizing an engineering-informed systematic literature review protocol, this investigation analyzed 30 high-maturity, peer-reviewed studies (2021–2026) using the Mixed Methods Appraisal Tool (MMAT) and rigorous thematic synthesis. The structural analysis reveals that current platforms frequently induce an efficiency fallacy and severe semantic degradation. These systemic failures are fundamentally driven by proprietary API lock-ins and heuristic limitations that actively disrupt cognitive load management and destabilize instructional stability. To rectify these deficiencies, the finalized Architect Model functions as a definitive system specification, re-engineering the classroom hierarchy by establishing the educator as the Primary Controller. This control architecture mandates a localized metadata registry to guarantee systemic interoperability, enforces explicit operating thresholds to maintain a high signal-to-noise ratio in student telemetry, and deploys modular adaptive feedback controllers to regulate cognitive throughput via closed-loop mechanisms. By subordinating machine autonomy to strict human governance, this framework provides the exact engineering tolerances required to sustain optimal, highly interoperable, and pedagogically secure STEM learning ecosystems.
Co-Authors Cendana, Wiputra Fani Fahira Fely Cita Teng Harum Sunya Iswara Hestiningsih Hestiningsih Indri Suci Wardhani Jovanscha Qisty Adinda FA Mida Ayu Restanti Nurbani Syifa Nurul Farhin Thariq Fadhillah Nanda Pribadi Winda Sulistyarini