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Proceeding of International Conference on Science, Education, and Technology
Published by Universitas Negeri Semarang
ISSN : 29644291     EISSN : -     DOI : -
Core Subject : Education,
Education
Proceeding of International Conference on Science, Education, and Technology adalah konferensi internasional dan forum kolaborasi ilmiah yang diselenggarakan oleh Universitas Negeri Semarang ISET mengundang peneliti, praktisi di sektor industri, pemangku kepentingan publik dan swasta, pendidik dari berbagai bidang yang datang dari berbagai negara untuk bertukar dan berbagi pengetahuan. Seminar ini diharapkan memberi percepatan inovasi teknologi yang memiliki potensi untuk mempercepat kemajuan industri dan pertumbuhan ekonomi, mengatasi krisis multidimensi, dan merevolusi dunia pendidikan di Indonesia.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 45 Documents
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Search results for , issue "vol. 12 (2026)" : 45 Documents clear
Validity of the Metacognitive Awareness Instrument for Prospective Mathematics Teacher Students Nita Hidayati; Y.L. Sukestiyarno; Emi Pujiastuti; Sugiman Sugiman; Wardono Wardono
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

The purpose of this study is to describe the validity of the metacognitive awareness instrument which includes metacognitive knowledge and regulation. The metacognitive awareness instrument is in the form of a questionnaire consisting of 52 statements. This study is a qualitative descriptive study to assess and obtain the quality of a valid metacognitive awareness instrument to characterize students' metacognitive awareness. The student metacognitive awareness instrument was validated by two psychologists and a linguist. The metacognitive awareness instrument was also empirically validated by involving 28 mathematics education students as respondents. The results of the study show: (1) the validator's assessment of the metacognitive awareness instrument from the aspect of content validity is categorized as valid and reliable (Cohen's kappa = 0.29), (2) the metacognitive awareness instrument is empirically valid (Pearson Correlation > r table) and reliable (Cronbach's alpha = 0.754). These results indicate that the metacognitive awareness instrument can be used to characterize the metacognitive awareness of prospective mathematics teacher students.
The Importance of Developing Gamification-Based Interactive Learning Media to Improve Disaster Mitigation and Preparedness Literacy Among Elementary School Students Candra Kristiyan; Ani Rusilowati; Arif Widiyatmoko
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to determine the urgency of developing gamification-based interactive learning media for elementary school students in the context of disaster mitigation and preparedness literacy. Elementary school-aged children are in a phase of cognitive and psychomotor development that requires a contextual, participatory, and enjoyable learning approach. However, disaster education in elementary schools still tends to be theoretical, rote, and lacking in practical simulations. To optimize students’ understanding and preparedness, a revitalization of the learning approach is needed through the integration of gamification into interactive media. The method used in this study is a systematic literature review. This review begins with the research question: “Why is gamification-based interactive learning media necessary for disaster mitigation literacy in elementary schools?” Articles were searched for via Google Scholar, Scopus, ERIC, Springer, and ScienceDirect using the keywords: gamification, disaster literacy, interactive learning media, disaster mitigation and preparedness, and elementary schools (publication years 2022–2026). Based on the literature review, it was found that disaster mitigation education remains limited to the delivery of cognitive information; gamification has been proven to enhance student motivation, engagement, and memory retention; and interactive media enables safe and repeatable simulations of disaster scenarios. Therefore, theoretically grounded in scientific evidence, gamification-based interactive learning media need to be developed to strengthen disaster mitigation and preparedness literacy, as well as to foster responsive and adaptive habits among elementary school students in disaster-prone areas.
SDGs-Based STEM Learning Integration in Elementary School: a Systematic Literature Review Ani Rosidah; Eko Handoyo; Barokah Isdaryanti
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

The integration of Sustainable Development Goals (SDGs) in Science, Technology, Engineering, and Mathematics (STEM) learning in Elementary Schools (SD/MI) is an important step to instill sustainability awareness, understanding of climate change, and critical thinking skills from an early age. This study aims to identify integration patterns, learning approaches, obstacles, and learning outcomes in the implementation of STEM-based SDGs in elementary education. The method used is a Systematic Literature Review (SLR) with reference to the PRISMA 2020 protocol. Literature was obtained from Scopus, Web of Science, ERIC, and Google Scholar databases in the period 2015–2025. The results of the study indicate that the integration of SDGs in STEM learning can direct science education not only to mastery of skills, but also the formation of global citizens who care about sustainability. Optimal implementation requires collaborative teacher training, a contextual curriculum, and a holistic formative assessment system.
Teacher Professional Development in Modern Islamic Boarding School: A Systematic Literature Review Bunyamin Bunyamin; Fathur Rokhman; Nina Oktarina
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

Teacher professional development (TPD) has become increasingly important in modern Islamic boarding schools (pesantren) in response to educational transformation, technological advancement, and the growing demand for high-quality learning. Teachers are expected to possess not only pedagogical competence but also digital literacy, professional commitment, and the ability to integrate Islamic values into educational practices. This study aims to synthesize recent research on teacher professional development in modern pesantren and identify key factors contributing to teacher competence enhancement and educational innovation. A Systematic Literature Review (SLR) was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Fifteen peer-reviewed studies published between 2019 and 2025 were selected based on predefined inclusion criteria and analyzed using thematic synthesis. The findings revealed five dominant themes influencing the effectiveness of teacher professional development: enhancement of pedagogical competence, development of digital literacy and technological adaptation, integration of Islamic values, collaborative professional learning, and leadership support. The review indicates that sustainable and context-sensitive professional development programs contribute significantly to improving instructional quality, teacher professionalism, and educational innovation in pesantren. Based on these findings, an integrative teacher professional development framework is proposed, combining pedagogical innovation, digital literacy, Islamic values integration, collaborative learning communities, and reflective supervision. This study contributes to the growing discourse on teacher professionalism in Islamic education and provides practical recommendations for policymakers, educational leaders, and pesantren administrators in designing sustainable professional development programs.
Characteristics of Pre-Service Teacher’s Spoken Language in Teaching Practice: A Systematic Literature Review Ratna Muthia; Subyantoro Subyantoro; Haryadi Haryadi
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

Oral language is an essential component of teachers’ pedagogical competence. As future educators, pre-service teachers need to develop effective oral language skills as part of their teaching practice. This study aims to analyze and synthesize the characteristics of pre-service teachers’ spoken language in teaching practice based on previous research. The study employed a systematic literature review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Articles were identified through searches in Google Scholar, the Education Resources Information Center (ERIC), and Scopus. Following the application of inclusion and exclusion criteria, 17 articles were selected for analysis. The findings indicate several tendencies in pre-service teachers’ spoken language. First, spoken language is predominantly used to manage classroom activities and direct students’ learning through questioning, teacher talk, and directive speech acts. Second, spoken language tends to function as a means of knowledge transmission, as reflected in the prevalence of display questions, factual questions, and Initiation–Response–Evaluation (I-R-E) interaction patterns. Third, the use of language to promote argumentation, negotiation of meaning, and collaborative knowledge construction remains limited. Fourth, pre-service teachers employ code-mixing as a communication strategy to adapt to multilingual classroom contexts. These findings suggest that pre-service teachers have developed the ability to use spoken language for organizing classroom instruction; however, its use in fostering productive academic dialogue still requires further strengthening. This comprehensive overview of the spoken language characteristics of pre-service teachers may serve as a foundation for the development of teacher education programs that place greater emphasis on dialogic learning.
Elementary School Teachers’ Readiness in Integrating STEM into Science Learning Awalina Barokah; Wiyanto Wiyanto
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

The integration of Science, Technology, Engineering, and Mathematics (STEM) into elementary science learning has gained increasing recognition as a promising approach for developing students' twenty-first-century competencies. However, successful STEM implementation depends largely on teachers' readiness to integrate interdisciplinary learning into classroom practices. This study aimed to examine the level of readiness among elementary school teachers in integrating STEM into science learning. A quantitative descriptive survey design was employed, involving 59 elementary school teachers. Data were collected using a validated questionnaire consisting of four dimensions: STEM knowledge, technological readiness, pedagogical readiness, and STEM implementation readiness. Data were analyzed using descriptive statistics, including mean scores and standard deviations. The findings revealed that teachers demonstrated a high level of readiness across all dimensions, with an overall mean score of 3.85. Technological readiness obtained the highest mean score (M = 3.98), followed by STEM knowledge (M = 3.86), while pedagogical readiness and STEM implementation readiness shared the lowest mean score (M = 3.79). Teachers showed strong interest in participating in STEM-related professional development and expressed readiness to implement STEM in science classrooms. Nevertheless, limited hands-on STEM experience and difficulties in designing STEM-based learning activities and assessments remain notable challenges. The findings indicate that while elementary school teachers possess positive perceptions and substantial readiness toward STEM integration, continuous professional development and institutional support are necessary to strengthen pedagogical competencies and practical implementation. These findings offer empirical evidence to inform teacher training program development and policy-making aimed at advancing STEM education at the elementary level.  
The Effectiveness of the CERDAS Learning Media in STEAM-Integrated PjBL to Enhance Elementary Students’ Critical Thinking and Collaboration Skills Chitra Sintarani; Woro Sumarni; Bambang Subali
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

The achievement of the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 7 (Affordable and Clean Energy), requires innovative science learning that develops students’ critical thinking and collaboration skills while fostering awareness of renewable energy and environmental sustainability. However, science learning in elementary schools is often dominated by teacher-centered instruction, limiting students’ opportunities to engage in authentic problem-solving and collaborative activities. This study aimed to examine the effectiveness of the CERDAS learning media (Creating Eco-Friendly Electronic Devices Powered by Solar Energy), implemented through a STEAM-integrated Project-Based Learning (PjBL) approach, in enhancing the critical thinking and collaboration skills of fifth-grade students. The study employed a pre-experimental one-group pretest-posttest design involving 30 fifth-grade students from SD Negeri Sambiroto 02, Semarang City, Central Java, Indonesia. Data on critical thinking skills were collected through pretests and posttests, while collaboration skills were assessed using observation sheets and project evaluation rubrics. The results revealed that students’ critical thinking scores increased from 53.00 to 86.67, with an N-Gain score of 0.72, categorized as high. Students’ collaboration scores also improved from 24.33 to 51.50, with an N-Gain score of 0.76, indicating a high level of improvement. Furthermore, the paired sample t-test yielded a significance value of 0.000 (p < .001), confirming that the improvements were statistically significant. These findings suggest that the CERDAS learning media is an effective innovation for transforming elementary science education by enhancing students’ critical thinking and collaboration skills while supporting renewable energy literacy and sustainability awareness in line with the Sustainable Development Goals.
Reframing Sustainability Pedagogy in Higher Education: An Integrated Framework Based on Marzano's Dimensions of Learning Wahjoedi Wahjoedi; Dewi Ariani; Ery Tri Djatmika; Endang Sri Andayani
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

The integration of the Sustainable Development Goals (SDGs) into higher education has become a central priority within Education for Sustainable Development (ESD), as universities are expected to prepare graduates to address complex sustainability challenges. However, existing sustainability pedagogies remain fragmented and predominantly emphasize technical competencies and problem-solving skills while giving limited attention to the affective, ethical, and metacognitive dimensions required for transformative sustainability learning. This study aims to synthesize contemporary pedagogical approaches for embedding the SDGs in higher education, examine their contribution to transformative sustainability learning, and develop an integrated pedagogical framework based on Marzano's Dimensions of Learning. A Critical Interpretive Synthesis (CIS) reviewed peer-reviewed literature published between 2022 and 2026. Studies indexed in Scopus were purposively selected based on their relevance to sustainability pedagogy, transformative learning, and higher education. The synthesis identified project-based learning, experiential education, and service learning, and transformative pedagogies as the dominant approaches to SDGs integration. These approaches effectively promote systems thinking, interdisciplinary collaboration, and sustainability problem-solving but remain largely competency-oriented, with limited attention to ethical agency, reflective practice, self-system processes, and productive habits of mind. The study concludes that current SDGs pedagogies require a more holistic learning framework. Marzano's Dimensions of Learning offers an integrative scaffold linking cognitive, affective, behavioral, and metacognitive domains to strengthen transformative sustainability learning. The proposed framework provides practical guidance for curriculum redesign, faculty development, assessment reform, and institutional strategies supporting comprehensive SDGs integration in higher education.  
Implementation of School Co-Curricular Activities through the Saturday Program (PROSA) Rujiani Rujiani; Sarwi Sarwi; Ani Rusilowati
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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The Saturday Program (PROSA) at SD Negeri Tlogowungu 02 is a co-curricular innovation designed to support 21st-century educational transformation. This program responds to the school’s limited resources, small number of students, and need for more contextual, meaningful, and character-building learning experiences. PROSA is conducted every Saturday through five rotating activities: Sarijo, Sariman, Sarijan, Sadolan, and Saguta. These activities integrate healthy living habits, environmental awareness, gardening, entrepreneurship, and career introduction through the involvement of teachers, students, parents, and the local community. The program applies a Deep Learning approach based on the principles of honoring students, awareness, meaningful learning, and joyful learning. Assessment is carried out formatively and summatively through observation, reflection journals, portfolios, documentation, student products, and feedback from parents and the community. The implementation results show that PROSA improves students’ responsibility, collaboration, creativity, independence, healthy living awareness, environmental care, and entrepreneurial skills. The program also strengthens partnerships among the school, families, and the community. However, the use of technology and parental participation still need further improvement. Overall, PROSA can serve as a relevant co-curricular model for developing students’ competencies holistically in elementary schools.
Developing a Hypothetical Learning Trajectory for Eighth Graders’ Statistical Understanding through Techno-Ethno-Realistic Mathematics Education Farida Nursyahidah; Wardono Wardono; Scolastika Mariani; Kristina Wijayanti
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Statistics is an important aspect of mathematics that supports the development of students' cognitive abilities. However, understanding statistical concepts often becomes an obstacle for students. This article aims to develop and present a hypothetical learning trajectory on statistics using a techno-ethno-realistic mathematics education (TE-RME) approach. The research was conducted using a design research method that comprises three main stages: preliminary design, design experiments, and retrospective analysis. This research involved eighth-grade students at a junior high school in Semarang. The focus of this article is on the initial design stage, namely the development of a hypothetical learning trajectory that includes three main activities: (1) collecting, presenting, and interpreting data through culturally context-based video observation and spreadsheet, (2) determining the central tendency measures, and (3) determining the measure of data distribution. The series of activities in this learning trajectory is designed to help students build a deeper understanding of statistical concepts while fostering an appreciation of local culture and diversity in mathematical thinking. This hypothetical learning trajectory is designed to be implemented in experimental classes and research-based teaching using TE-RME to improve students' statistical understanding.

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