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Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Published by Universitas Muhammadiyah Surakarta
ISSN : 24773328     EISSN : 28077245     DOI : -
Core Subject : Health, Science, Education, Social, Engineering,
Computer Science & IT Engineering Medicine & Pharmacology Social Sciences Other
The International Summit on Science, Technology and Humanity (ISETH) is organised by Universitas Muhammadiyah Surakarta. This summit aims to provide a platform for researchers and academics to share their research findings with others and meet lecturers and researchers from other institutions and to strengthen the collaboration and networking amongst the participants.
Arjuna Subject : Umum - Umum
Articles 205 Documents
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Search results for , issue "2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)" : 205 Documents clear
Islamic Value-Based Self-Regulated Learning Strategy for PAI Students as The Contribution of Islamic Psychology to Civilization Hadi, Abil Fida Muhammad Qois Al; Istanto, I; Shobahiya, Mahasri; Siati, Is Silaning; Maksum, Muh. Nur Rochim; Jamroji, Bagus; Vambudi, Viky Nur; Budihargo, Mushab Umar
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Purpose: This study aims to examine the application of Self-Regulated Learning (SRL) based on Islamic values by PAI students, as well as the factors that affect its success.Methodology: The research method used is qualitative with a phenomenological approach, involving interviews and observations on PAI students at the University of Muhammadiyah Surakarta. Data were analyzed descriptively to understand students' experiences and perceptions related to SRL in the context of Islamic values.Results: The study found that students used various SRL strategies, such as learning planning and self-reflection, integrating Islamic values like patience, tawakal, and sincerity. Supporting factors included intrinsic motivation, social support, and supportive facilities. Inhibiting factors included a lack of understanding of Islamic-based SRL and the influence of technology. The implementation of SRL positively impacted academic achievement and character development.Applications/Originality/Value: The study highlights the importance of integrating Islamic values into SRL to enhance both academic and moral development of PAI students, emphasizing its relevance in the context of modern education. The findings offer insights into how Islamic teachings can be applied to foster better learning outcomes and personal growth.
Enhancing Student Engagement through Wordwall-Based Interactive Learning in Vocational School Jatmika, Surya; Oktaviani, Nawang; Pratiwi, Indah; Sari, Dhany Efita; Susilo, Agus
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Purpose: This study focuses on how learning with Wordwall-based interactions can increase the activity and enthusiasm of students in the Sharia Banking Accounting subject at SMK Negeri 1 Klaten. In such learning, the use of traditional and limited media has led to lower participation, decreased motivation, and inadequate learning achievements.Methodology: A qualitative case study approach was used with participants consisting of 45 students from classes XII AKL 1 and XII AKL 3, along with one accounting teacher. Data collection used classroom observations, semi-structured interviews, and documentation of learning activities. Data analysis followed the interactive model involving data condensation, data display, and conclusion drawing. Triangulation methods and sources were used to increase data credibility.Results: The inclusion of Wordwall, mainly in the form of multiple-choice quiz games, resulted in a significant increase in student engagement, as demonstrated by increased observable activeness by 17.7% from 75.6% to 93.3%. Students manifested increased activity, collaborative interaction, and intrinsic motivation. The use of game-based digital media also succeeded in creating a more enjoyable learning environment and reduced passive learning behavior.Applications/Originality/Value: This paper provides empirical evidence for the pedagogical advantages of game-based learning media in vocational education. Wordwall proved to be an effective tool for boosting active engagement and improving learning experiences. The results emphasize the potential of digital interactive platforms in supporting technology-enhanced and AI-ready learning ecosystems, in line with current educational agendas of digital transformation.
The Task-Based Evaluation of the English for Nusantara Textbook to Curriculum Merdeka Principles Idris, Bayu Romli; Muamaroh, M; Ratih, Koesoema
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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This study examines the tasks in English for Nusantara (Kementerian Pendidikan, 2022) based on the theme "Exploring Fauna of Indonesia," whether they are congruent with Task-Based Language Teaching (TBLT) principles and the Merdeka Curriculum. From the list of tasks, 25 were chosen and content analysed. Tasks are categorized based on type, phases, authenticity and alignment with values of the Merdeka Curriculum such as student agency, collaborative skills, HOTS- Higher Order Thinking Skills, and Pancasila value. Qualitative content analysis was used to structure the data according to categories and themes, using systematic coding and NVivo software. The study seeks to identify strengths and weaknesses in promoting critical thinking and student-centred learning. The results indicate that information-gap tasks (44%) were the most common task type, and reasoning-gap tasks (32%) and opinion-gap tasks (24%) followed. The task cycle was the most commonly focused phase (52%), less attention was paid to the pre-task (28%) and post-task (20%) phases. Task authenticity showed that 48% were highly authentic. The alignment of Merdeka Curriculum, focused on student agency (44%) and collaboration (32%), was lower for HOTS (20%) and Pancasila values (4%). The research recommends refinement of the integration of HOTS and worth Pancasila to realize a more complete curriculum goal.
The Effectiveness of a Senior High School English Immersion Program on Graduates Communicative Competence and Academic Achievement in Higher Education Yousef, Hateenah Ali Sulaiman; Muamaroh, M; Wijayanto, Agus; Hidayat, Nur; Sutopo, Anam; Nugroho, Abdillah; Haryanti, Dwi
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Purpose: The purpose of this investigation is to explore the impact of Artificial Intelligence (AI) in English language education, focusing on teachers' perspectives on the positive and negative aspects of implementing AI in EFL classrooms; ways in which AI supports teachers' instructional practices, engages students in learning, and impacts teachers’ own pedagogical practices in addition to the ethical and professional implications of its use.Methodology: This study utilized a descriptive qualitative research methodology. The data were obtained through twelve semi-structured interviews with English language teachers working at one of the private universities in the English department in Indonesia. The participants were intentionally sampled based on their exposure to AI-supported instructional tools. The qualitative data were then analysed thematically to investigate the perceptions teachers had based on recurring themes and categories related to their experiences, challenges, and reflections about AI in education.Results: The findings indicated that AI offers remarkable advantages, including increased teaching efficiency, personalized support for learners, and heightened student motivation. However, the study identified several challenges, including limitations in teacher training, ethical implications related to data collection, technological constraints, and a potential reduction in human interaction. The findings suggest that the effectiveness of AI integration relies not only on teachers but also on administrators, policies, and ethical positions. Applications/Originality/Value: This research sheds light on the human-centered use of AI in language education. Utilizing Humanistic Learning Theory and the TPACK framework, it demonstrates how teachers can uphold empathy, authenticity, and pedagogical balance in the wake of emerging technology. These insights matter for policy design and professional development of eco-sustainable practices for using AI-enhanced instruction.
The Effectiveness of a Senior High School English Immersion Program on Graduates Communicative Competence and Academic Achievement in Higher Education Pamungkas, Damar Jati; Prastiwi, Yeny; Wijayanto, Agus; Hidayat, Nur; Sutopo, Anam
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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The proliferation of English immersion programs in Indonesian secondary education necessitates empirical examination of their long-term effectiveness in preparing graduates for higher education demands. This qualitative phenomenological study investigates the sustained effects of senior high school English immersion programs on graduates' communicative competence and academic achievement in Indonesian university contexts. Through in-depth interviews with eight purposively selected program graduates (currently pursuing higher education across diverse disciplines and institutions), this research examines lived experiences of transitioning from immersion secondary education to English-medium instruction in universities. Phenomenological analysis following Moustakas (1994) revealed five essential themes: immersive environment as linguistic foundation, multidimensional communicative competence development, strategic advantages in higher education transition, sustained academic performance benefits, and confidence development as English users. Findings demonstrate that well-designed immersion programs develop integrated communicative competence across grammatical, sociolinguistic, discourse, and strategic dimensions, which transfers effectively to higher education contexts and contributes to graduates' academic success, intercultural competence, and expanded career opportunities. The study contributes empirical evidence from Indonesian EFL contexts regarding sustained immersion outcomes, validates Canale's (1983) communicative competence framework in immersion settings, and provides evidence-based recommendations for secondary and higher education stakeholders. Implications address program design, equity concerns, and the integration of language learning with identity development in Indonesian educational contexts.
Leveling Up Language Learning: The Role of Web-Based Educational Games in Private English Instruction in Surakarta Maulida, Nimas Ayu Nawal; Prastiwi, Yeny; Wijayanto, Agus; Hidayat, Nur; Sutopo, Anam
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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The rapid digitalization of education has positioned web-based games as powerful tools in language learning. However, while their use in traditional classrooms is well-researched, their application within the burgeoning private English tutoring sector in Indonesia remains significantly underexplored. This study addressed this gap by examining the implementation, perceptions, and outcomes of using British Council educational games in private English instruction in Surakarta, Indonesia. The research aimed to understand how tutors adapt these games for individual needs, explore student experiences in a one-on-one context, and identify the unique challenges and benefits that differ from classroom settings. Adopting a qualitative research design, this study employed in-depth case studies of three private English tutors and nine of their students in Surakarta. Data collection utilized semi-structured interviews, classroom observations, and document analysis to provide rich, contextual insights into the implementation and experiences of game-based learning in personalized instruction environments. Data was analyzed using thematic analysis to identify patterns, themes, and categories that emerged from participants' experiences. The findings revealed valuable insights into effective pedagogical strategies. Tutors were found to use selective integration and real-time adaptation, while students reported high motivation due to personalized challenges and a low-pressure environment. These findings inform tutor training programs and provide evidence-based guidance for leveraging educational technology in the private tutoring industry.
Empathy-Based Pedagogy in Indonesian Bilingual Education: A Qualitative Case Study of Freedom Writers-Inspired Teaching Practices in Surakarta Pamungkas, Damar Jati; Nugroho, Abdillah; Thoyibi, M.
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Bilingual education in Indonesia increasingly emphasizes both linguistic competence and character development, yet limited research examines how international pedagogical models can be adapted to local contexts. This qualitative case study investigates the implementation of empathy-based teaching approaches inspired by the film Freedom Writers (2007) in three bilingual schools in Surakarta, Indonesia. Data were collected over 2 months (October - November 2025) through classroom observations, teacher interviews, and student reflections. Thematic analysis revealed five key outcomes: transformed classroom atmospheres fostering student voice, enhanced language proficiency through reflective writing, strengthened critical thinking via culturally relevant curriculum, and improved socio-emotional competencies. Despite challenges including time constraints and cultural adaptation needs, findings demonstrate that empathetic, student-centered pedagogy significantly enhances both academic and character outcomes in bilingual settings. This study contributes empirical evidence for integrating transformative pedagogical approaches within Indonesian educational contexts while respecting local values and bilingual learning objectives.
Developing AI-Enhanced Writing Materials for University Students: A Case Study at Universitas Muhammadiyah Surakarta Pamungkas, Damar Jati; Muamaroh, M; Ratih, Koesoemo; Hikmat, Mauly Halwat
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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This study explores the development of Artificial Intelligence (AI)-enhanced teaching materials for improving university students' writing skills at Universitas Muhammadiyah Surakarta (UMS). In response to the ongoing digital transformation in higher education, AI-based tools such as Grammarly, ChatGPT, and Write & Improve have been increasingly utilized in writing instruction. The study employs a qualitative descriptive design and gathers data through classroom observations, semi-structured interviews with three English lecturers, and reflective journals from twenty students in the English Education Department. The findings reveal that AI tools significantly enhance students' engagement, critical thinking, and awareness of writing mechanics. However, several challenges remain, including over-reliance on AI, gaps in digital literacy, and insufficient teacher training. The study proposes a localized model for AI-integrated material development grounded in Tomlinson's (2011) materials development framework and the TPACK model (Mishra & Koehler, 2006). It concludes that thoughtful integration of AI can enrich the process writing approach and promote learner autonomy when pedagogical principles remain central to instructional design.
Deconstructing the 'Native Speaker' Ideal in Indonesian Digital Classrooms: A Postmodern Narrative Inquiry at Universitas Muhammadiyah Surakarta (UMS) Maulida, Nimas Ayu Nawal; Sabir, Muhammad Rehan; Idris, Bayu Romli; Pamungkas, Damar Jati; Fauziati, Endang; Maryadi, M
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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The "native speaker" ideal has long dominated English language teaching, reinforcing hierarchies of linguistic legitimacy and authority. Yet, as education in Indonesia rapidly shifts toward digital platforms, the urgency to reexamine this ideology becomes critical. In a post-pandemic context where online English learning has redefined interaction, identity, and pedagogy, this study deconstructs the persistence of the native-speaker norm in Indonesian digital classrooms through a postmodern narrative inquiry at Universitas Muhammadiyah Surakarta (UMS). Drawing on Derrida's deconstruction and Lyotard's critique of metanarratives, it interrogates how teachers and students narrate their identities, anxieties, and negotiations within virtual learning environments. Findings reveal that native-speakerism is both reproduced and destabilized in digital classrooms. Online interaction dissolves the rigid binary between native and non-native English users, highlighting fluid, hybrid, and localized Englishes. Participants negotiate authority, identity, and legitimacy in ways that challenge traditional linguistic hierarchies. The study contributes at multiple levels: theoretically, by extending postmodern thought into digital ELT; pedagogically, by advocating for decolonized and inclusive practices; and socially, by positioning Indonesian classrooms as spaces of epistemic resistance where meaning and identity remain dynamic and unfinished.
The Role of Teacher Learning Leadership in Improving Students' Motivation to Learn Science at Muhammadiyah Junior High School Afifah, Khoiri Yahya; Haryanto, Sigit; Fuadi, Djalal
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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This study aims to analyze in depth the role of Science Teacher Leadership (KPG) in efforts to improve student learning motivation at Muhammadiyah Junior High School. The background of this study is driven by the urgency of improving the quality of science learning, which is often considered difficult and abstract, as well as the importance of the role of teachers as instructional leaders in overcoming low student learning motivation. The approach used in this study is qualitative with a single case study. The location of the study is Muhammadiyah Special Program Junior High School Delanggu, with research subjects including 2-3 science teachers, 6-10 selected students, and the Deputy Principal for Curriculum as key informants. Data were collected through in-depth interviews, non-active participant observation during the learning process in the classroom, and documentation analysis (lesson plans, student scores). The data analysis technique used the interactive model of Miles, Huberman, and Saldana, with data validity checked through source and technique triangulation. The results showed that the learning leadership of science teachers at Muhammadiyah Junior High School played a significant and effective role in catalyzing student learning motivation, especially intrinsic motivation. This role was manifested through three main dimensions: (1) Defining a Relevant Learning Mission, in which teachers integrated science concepts with spiritual values and real life, providing deep meaning that triggered intrinsic motivation; (2) Managing Practice-Based Learning Programs, through the consistent use of experimental and demonstration methods, which successfully meet students' basic psychological needs for competence and autonomy; and (3) Creating a Positive and Supportive Learning Climate, which ensures that students feel safe to interact and make mistakes, thereby fulfilling their need for relatedness. The impact of KPG is clearly seen in changes in students' perceptions of science and increased active participation in class. The study concludes that the effectiveness of KPG lies in its ability to adapt to the institutional context and focus on meeting students' psychological needs. The practical implications of this study emphasize the importance of strengthening teacher training in experience-based instructional design and differentiated feedback techniques.

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