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All Journal Epistema Journal on Smart Learning Technologies
Santoso, Alivia Rizky Wulan
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Computer Science & IT Education Languange, Linguistic, Communication & Media Other

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Bridging Theory and Practice: The Implementation of Case-Based Contextual Teaching and Learning in Higher Education Budiarto, Mochamad Kamil; Nahrowi, Nazli; Alim, Rafii Fathul; Santoso, Alivia Rizky Wulan; Aini, Isna Qurrotun
Epistema Vol. 6 No. 2 (2025)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ep.v6i2.91561

Abstract

The shifting paradigm of higher education demands pedagogical innovation that connects theory and practice contextually. This study examines the implementation of the Contextual Teaching and Learning (CTL) model through case study-based assignments to enhance student engagement and critical thinking in the Educational Technology Study Program at PSDKU UNESA. Using a descriptive qualitative design, data were collected through observation, interviews, and document analysis with 87 students during eight lecture sessions. Analysis was conducted using the Miles & Huberman interactive model, which included data reduction, presentation, and verification. The results indicate that learning planning and implementation aligned with CTL principles, which emphasize the link between theory and practice, reflection, and collaboration. Students demonstrated significant improvements in cognitive, affective, and social participation, with positive responses regarding the relevance of learning to professional competencies. Key supporting factors included lecturer readiness, institutional support, and case authenticity, while challenges included limited time and technological resources. These findings confirm the effectiveness of case study-based CTL as an approach that fosters meaningful and workplace-relevant learning and recommend expanding its application to other higher education contexts.
Contribute of Behaviorism: Optimizing Skinner's Principles for Prosocial Character and SDG 16 in Primary Education Nahrowi, Nazli; Santoso, Alivia Rizky Wulan; Anwariyah, Nabilah Kenza Putri
Journal on Smart Learning Technologies Vol. 1 No. 2 (2025): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

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The problems of deviant behavior and low discipline among elementary school students remain a challenge in creating a conducive learning environment. Most previous studies have focused more on cognitive aspects, while the dimension of prosocial character and its contribution to Sustainable Development Goals (SDGs) 16 has not been widely studied. This study aims to analyze the application of reinforcement principles (positive and negative reinforcement) and shaping behavior in shaping the discipline and prosocial behavior of elementary school students, as well as to explain its contribution to the achievement of SDG 16 through peaceful and inclusive education. This study uses a qualitative approach with a library research method. Data were obtained from various academic literature such as reputable journals, books, and research reports relevant to B.F. Skinner's operant conditioning theory. Data analysis was conducted using descriptive qualitative methods through the stages of reduction, categorization, and interpretation of literature to find patterns of correlation between behavioral reinforcement and character building in students. The results showed that consistent reinforcement increased students' intrinsic motivation, self-discipline, and social responsibility, while shaping behavior played a role in gradually forming prosocial behavior. The new findings from this study produced a conceptual model of Behaviorism-Contributive, which is the integration of Skinner's theory with social-emotional values relevant to the context of Indonesian primary education. Theoretically, this model broadens the neo-behavioristic perspective in education, while practically, it can be used as a reference for teachers and educational institutions to create a peaceful, inclusive, and equitable learning ecosystem in line with SDG 16.
Bridging Vocation 4.0 Readiness: Needs Assessment of Interactive Simulation Media in Manufacturing-Focused Vocational High Schools Nahrowi, Nazli; Aisiah, Intan Nur; Santoso, Alivia Rizky Wulan; Arzanti, Chelsa Maya
Journal on Smart Learning Technologies Vol. 1 No. 2 (2025): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

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Digital transformation is essential for Vocational Education (SMK) to produce competitive graduates in the Industry 4.0 era, but there is a significant gap between the demands for practical skills and the dominant static teaching practices. This study aims to analyze the specific needs of digital learning media in Magetan Vocational High Schools (SMK) based on teacher and student perceptions. This study adopted a descriptive mixed-methods approach with a convergent triangulation design, chosen to validate and elaborate quantitative findings (student perceptions) with qualitative data (teacher context and barriers) in depth. Data were collected through a TPACK-based Media Needs Questionnaire (N=43 students) analyzed with percentages and averages, as well as semi-structured interviews (N=3 teachers) and observations of the learning environment, which were analyzed thematically. The results showed a sharp discrepancy: static media (PDF/PowerPoint) were rated the least effective (23.3%), while students collectively highly demanded Interactive Simulations/Virtual Laboratories (88.4%) and Project-Based Video Tutorials (81.4%). The implementation of these demands is hampered by systemic factors, particularly unstable infrastructure (internet/hardware), uneven distribution of teachers' pedagogical-technological competencies, and limited time for media development. This study concludes that the primary output of the needs analysis is the need to develop interactive simulation media oriented toward vocational practice. These findings provide an empirical basis for strategic policy revisions that focus on improving digital infrastructure and targeted teacher competency training to ensure effective and sustainable media adoption.
Co-Authors Aini, Isna Qurrotun Aisiah, Intan Nur Alim, Rafii Fathul Anwariyah, Nabilah Kenza Putri Arzanti, Chelsa Maya Budiarto, Mochamad Kamil Nahrowi, Nazli