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p-Index From 2020 - 2025
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All Journal Journal of Learning on History and Social Sciences Journal of Higher Education and Academic Advancement
Christiana, Zubaidah
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Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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INTEGRATION OF ARTIFICIAL INTELLIGENCE (AI) AND DIGITAL TECHNOLOGY IN ENHANCING 21ST CENTURY SKILLS Marda’is; Yeni, Dede; Nugraha, Yudi; Tarwana, Wawan; Ochtora, Danesty; Safitri, Vivi Hariyanti; Christiana, Zubaidah; Damayanti, Fitri
Journal of Learning on History and Social Sciences Vol. 2 No. 12 (2025): Journal of Learning on History and Social Sciences
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/jlhss.v2i12.1608

Abstract

Objective: This literature review aims to analyze and synthesize findings from 21 scholarly journals on the integration of digital technology and Artificial Intelligence (AI) in education to enhance 21st-century skills, such as critical thinking, collaboration, and digital literacy. Method: A Systematic Literature Review (SLR) approach was used to identify research issues, methodologies, and key outcomes from studies focusing on AI, digitalization, and student skill development. Results: The synthesis reveals that AI and digital technologies play a significant role in personalizing learning through adaptive systems and Deep Learning, improving Higher-Order Thinking Skills (HOTS), including creativity and mathematical reasoning, and enabling holistic adaptive assessments encompassing cognitive, affective, and psychomotor domains. Novelty: The review emphasizes AI literacy as a fundamental skill and the need for teacher development in utilizing AI platforms. It concludes that the strategic integration of AI and digital technologies, supported by a constructivist framework and curriculum integration, is crucial in producing graduates prepared for the challenges of the 21st century and Society 5.0.
OPTIMIZING SCIENCE LEARNING MOTIVATION THROUGH STRUCTURED AND AESTHETIC RECORDING STRATEGIES: A DESCRIPTIVE STUDY ON STUDENTS OF SMPN 1 PURWAKARTA Christiana, Zubaidah
Journal of Higher Education and Academic Advancement Vol. 2 No. 10 (2025): Journal of Higher Education and Academic Advancement
Publisher : PT. Antis International Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61796/ejheaa.v2i10.1387

Abstract

Objective: This qualitative descriptive study aims to describe the process and impact of implementing a structured and aesthetic note-taking strategy to optimize students' motivation to learn science. Learning motivation is a crucial factor that often declines due to monotonous learning methods. Method: This study focuses on the experiences of eighth-grade students at SMPN 1 Purwakarta in adopting more organized and visually appealing note-taking habits. Data collection was conducted through three methods: participatory classroom observation, document analysis of student notebooks, and in-depth interviews with 15 students selected through purposive sampling. The collected data were analyzed using the Miles and Huberman interactive analysis model, which includes data reduction, data presentation, and conclusion drawing. Results: The results show that students who implemented a structured and aesthetic note-taking strategy demonstrated positive changes in learning behavior. They became more active in processing information, rather than simply copying. Analysis of the notes revealed the use of information hierarchies, color coding, and simple diagrams that helped clarify complex science concepts. Interviews revealed that this strategy increased student interest because the note-taking process became more creative and personal. Students feel more confident and motivated to revisit their notes, which ultimately increases their persistence and engagement in science learning. Novelty: This study highlights the potential of structured and aesthetically enhanced note-taking strategies in improving student motivation and engagement in science, offering a creative and personalized approach to traditional note-taking methods.
Co-Authors Fitri Damayanti Marda’is Ochtora, Danesty Safitri, Vivi Hariyanti Tarwana, Wawan Yeni, Dede Yudi Nugraha Bahar