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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
The Effects of Gadget Use on Students' Communication Ethics and Styles: A Quantitative Comparative Study Aurillia, Dessya Angelica; Wulandari, Murfiah Dewi
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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Abstract

Purpose: This study examines the impact of gadget-use intensity on elementary students' communication ethics and communication styles. It further compares these two dimensions between high- and low-intensity user groups to understand how digital exposure shapes students' social interaction patterns. Methods: A quantitative comparative design was employed involving 200 Grade IV and V students in Surakarta selected through stratified random sampling. Three variables were measured using a structured questionnaire: Intensity of Gadget Use (X), Communication Ethics (Y₁), and Communication Style (Y₂). Instrument development was informed by social learning theory and media effects theory. Validated items (r = .446–.775) demonstrated sufficient reliability (α = .612–.764). Data analysis included MANOVA and follow-up independent-samples t-tests, with results reported using international statistical standards. Results: MANOVA indicated a significant multivariate difference between high- and low-intensity groups, F(2,197) = 4.316, p = .015, η² = .042, representing a small effect size. Subsequent t-tests revealed no significant difference in communication ethics (p = .187), but a significant difference emerged in communication styles (p = .012), indicating that higher gadget-use intensity is associated with more digitally oriented communication behaviors. Applications/Originality Value: This study addresses an unexamined gap by simultaneously analyzing communication ethics and communication styles. Findings suggest that gadgets influence students' communicative patterns more strongly than their ethical orientation, offering implications for digital literacy programs in elementary education.
The Effectiviness of Word of Wonders in Improving Learning Outcomes and Critical Thinking in Elementary School Students Husna, Ela Nadya Amaliah; Utami, Ratnasari Diah
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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Abstract

Purpose: The purpose of this study is to meet the educational needs of the 21st century, which emphasizes improving learning outcomes and critical thinking skills through the use of up-to-date learning resources. The online game Word of Wonders (WoW) is one of the media used. This objective Surakarta The objective of this study is to evaluate how well WoW helps third-grade students at SD Muhammadiyah 1 Surakarta improve their learning outcomes and critical thinking skills.Methodology: With a one-group pretest-posttest design and 27 students, this study used quantitative methodology. This methodology was used to collect data. The post-test was administered using Word of Wonders after the treatment, while the pre-test was administered before the learning process. In order to use the t-test to assess the data, all instruments underwent validity, reliability, and normality tests.Result: The average score increased significantly from 57.03 on the pretest to 65.18 on the posttest, according to the results. After using WoW, a paired-sample t-test produced a significant value of 0.004 (<0.05), indicating an improvement in language comprehension and critical thinking skills. Students' interest in higher-order thinking skills increased as a result of the game's assistance in vocabulary exploration, word pattern analysis, and logical relationship formation.Applications/originality/value: These research findings provide practical contributions to the development of digital game-based learning as a medium to support Indonesian language learning in elementary schools.
The Effectiveness of Using Flipbook-Based Digital Media to Improve Student Digital Literacy Saputri, Yunita Tria; Utami, Ratnasari Diah
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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Abstract

Purpose: Digital literacy is a key competence that must be developed from an early age, particulary at the elementary school level in the digital era. This study aims to examine the effectiveness of flipbook-based digital media in improving the digital literacy skills of fourth grade students at SD Negeri Trosemi 02.Methodology: All 17 fourth-graders chosen by total sampling participated in the study's quantitative preexperimental one-group pretest and posttest design. To assess the efficacy of flipbook media in enhancing digital literacy, data were gathered through interviews, observations, tests, and documentation. Validity and reliability tests, descriptive statistics, normality testing, and a paired sample t-test were used for analysis.Results: Research results show that the use of flipbook media has a positive and significant influence on improving students' digital literacy skills. This proves an average increase of around 18,07 points, from a pretest average value of around 50,42 to 68,49 in the posttest. Student’s digital literacy skills before and after using flipbook media change significantly, according to the Paired Sample T-Test results, which show a significance value of 0.000 < 0.05.Applications/Originality/Value: This study provides empirical evidence that flipbook-based digital media is an effective learning innovation for improving the digital literacy of elementary school students and supporting 21st-century competencies. Its main contribution is to show that flipbooks serve as a simple but highly impactful digital learning tool in basic education.
Implementation of Artificial Intelligence in Compiling School Digital Profiles to Improve Educational Branding: A Case Study of Muhammadiyah 1 Wuryantoro Junior High School Jelita, Hanifah Tria Intan; Mustofa, Rochman Hadi
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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Abstract

The rapid advancement of digital technology over the past decade has fundamentally transformed educational ecosystems worldwide. Innovations such as artificial intelligence (AI), adaptive learning, learning analytics, and digital administration systems have reshaped how schools communicate, manage data, and build their institutional identity. In this context, digital transformation is no longer merely an instructional enhancement but has become a strategic necessity for educational institutions to maintain relevance and competitiveness in the digital era (Wang, 2024). Along with these developments, public expectations toward transparency, professionalism, and digital credibility of schools have also increased. Parents and prospective students increasingly rely on digital information such as websites, social media, and multimedia profiles when evaluating the quality of a school. Therefore, the construction of a strong digital profile plays a crucial role in educational branding, influencing public perception and shaping institutional identity (Keller & Swaminathan, 2020; Wibowo & Lestari, 2021). A well-developed school digital profile not only presents factual information but also functions as a strategic communication tool that showcases values, programs, achievements, and cultural identity. However, many schools especially those with limited human resources struggle to produce professional and competitive digital publications. Challenges typically arise from limited design skills, inadequate documentation equipment, and low digital literacy among teachers. As noted by Li & Chen (2023), AI offers transformative potential to address these limitations by supporting automated content generation, enhancing visual materials, and accelerating digital production processes. In educational contexts, AI provides an accessible and efficient solution for schools seeking to strengthen their branding without requiring advanced technical expertise. SMP Muhammadiyah 1 Wuryantoro represents a relevant case study because it has recently begun integrating AI to develop its digital school profile and improve institutional branding. While previous documentation was fragmented, inconsistent, and limited in visual quality, the adoption of AI tools such as AI-based text generation, photo enhancement applications, and automated graphic design platforms has enabled the school to redesign its digital presence more systematically and professionally. Despite the relevance of this topic, existing research on AI implementation in school branding remains limited, with most studies still focusing on classroom learning and administrative automation. Thus, there is a gap in understanding how AI contributes specifically to digital profile development as a branding strategy particularly in schools with limited human resources. Based on this gap, the present study aims to analyze the implementation of AI in developing the digital school profile of SMP Muhammadiyah 1 Wuryantoro and to evaluate its impact on content quality, school branding, and teacher digital literacy. This study positions AI not only as a technical tool but also as an enabler for institutional transformation and capacity building.
Integration of the AI-Edu Assistant in an Appreciation-Based Deep Learning Strategy to Enhance the Motivation and Learning Outcomes of Vocational High School Student Sari, Salma Rahmadhani Puspita; Musthafa, Rochman Hadi
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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Abstract

This study aims to describe the integration of the AI-Edu Assistant within an appreciation-based deep learning strategy to enhance the motivation and learning outcomes of vocational high school students. Alongside the rapid development of artificial intelligence in education, this research explores how AI can support the provision of personalized feedback, digital appreciation, and adaptive learning recommendations as components of an innovative instructional design aligned with 21st-century educational needs. The study employs a qualitative descriptive approach supported by quantitative data. Data were collected through classroom observations, teacher and student interviews, documentation, and pre- and post-learning assessments. The instructional process implemented four phases of deep learning-exploration, elaboration, application, and reflection which were combined with teacher-provided appreciation and automated appreciation messages generated by the AI-Edu Assistant. Feedback logs and AI-generated recommendations were also analyzed as supporting data. The findings indicate that the integration of the AI-Edu Assistant successfully enhanced students’ learning motivation, as evidenced by increased participation, persistence, and willingness to ask questions and express opinions. Students responded positively to the instant appreciation and adaptive feedback provided by the AI system. Learning outcomes increased from an average score of 68 (pretest) to 80 (posttest), demonstrating a significant academic impact. This study reveals that combining AI-based feedback with an appreciation-based deep learning strategy can create a more personalized, interactive, and motivating learning environment. The findings offer a practical model for integrating AI into pedagogical strategies and contribute new insights into the role of AI in supporting both the cognitive and affective aspects of learning.

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