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

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Journal : journal on smart learning technologies

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Exploration of Teachers' Perceptions and Challenges in Using Artificial Intelligence in Learning Alivia Rizky Wulan Santoso; Rafii Fathul Alim; Dewi Maharani
Journal on Smart Learning Technologies Vol. 2 No. 1 (2026): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jslt.v2i1.52407

Abstract

The rapid development of Artificial Intelligence (AI) in education has created significant opportunities to improve teaching and learning processes; however, teacher readiness and perceptions remain diverse, particularly at the elementary school level. This study aims to explore teachers' perceptions and challenges in using AI in classroom learning. The research employed a qualitative descriptive-exploratory design involving eight elementary school teachers selected through purposive sampling in Magetan Regency. Data were collected through semi-structured interviews and non-participant observation, and analyzed using thematic analysis techniques. The findings indicate that teachers generally have positive perceptions of AI, viewing it as a supportive tool to increase efficiency, creativity, and access to learning resources. However, understanding and practical use of AI are still in their infancy, with limited direct integration into classroom practice. The study also identified several challenges, including limited digital competency, lack of institutional training and support, inadequate infrastructure, and concerns about AI accuracy and student dependability. These findings suggest that while AI has strong potential to improve pedagogical practice, its effective implementation depends on improving teacher competency and providing systematic support. This study contributes to the theoretical understanding of teacher-AI interactions in primary education and highlights the need for professional development programs, policy support, and ethical guidance to ensure the responsible and effective integration of AI in education.
Contribute of Behaviorism: Optimizing Skinner's Principles for Prosocial Character and SDG 16 in Primary Education Nazli Nahrowi; Alivia Rizky Wulan Santoso; Nabilah Kenza Putri Anwariyah
Journal on Smart Learning Technologies Vol. 1 No. 2 (2025): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jslt.v1i2.46899

Abstract

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 Nazli Nahrowi; Intan Nur Aisiah; Alivia Rizky Wulan Santoso; Chelsa Maya Arzanti
Journal on Smart Learning Technologies Vol. 1 No. 2 (2025): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jslt.v1i2.47919

Abstract

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 Chelsa Maya Arzanti Dewi Maharani Intan Nur Aisiah Nabilah Kenza Putri Anwariyah Nazli Nahrowi Rafii Fathul Alim