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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
Eco-Heutagogy Based History Learning Design at Adiwiyata High School Bandung M. Ari Kutowo; Muhammad Akhyar; Akhmad Arif Musadad
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 develop a history learning design based on Eco-Heutagogy at SMA Adiwiyata Bandung as an innovative effort in integrating ecological awareness, learning independence, and strengthening student character through contextual and transformative history learning. The initial design of the learning device is compiled theoretically and conceptually based on the results of preliminary studies, needs analysis, theoretical studies, student characteristics, Adiwiyata school characteristics, and a synthesis of the concepts of eco-heutagogy and learning independence. The Eco-Heutagogy approach emphasizes student-centered learning (self-determined learning), reflective, collaborative, and based on harmonious relations between humans, the environment, and socio-cultural values. This study uses the Research and Development (R&D) method with stages including needs analysis, learning design design, initial product development, expert validation, limited trials, product revision, field trials, and model refinement. The research subjects involved history teachers and students at SMA Adiwiyata Bandung. Data collection techniques were conducted through interviews, observations, questionnaires, documentation studies, and learning outcome tests. While data analysis was conducted qualitatively and quantitatively to assess the feasibility, practicality, and effectiveness of the developed design. The results of the study indicate that the developed Eco-Heutagogy-based history learning design is theoretically and empirically valid, practical for use by teachers, and effective in increasing ecological awareness, critical thinking skills, learning independence, and active student involvement in the history learning process. Thus, this learning design has the potential to be a relevant alternative model to be implemented in environmentally conscious schools, Adiwiyata High School, to support the creation of history education that is meaningful, contextual, and oriented towards sustainable character building.
Toward an Integrative ESD-Based Curriculum Management Model for Junior High Schools: A Systematic Literature Review Martza Merry Swastikasari; Sucihatiningsih Dian Wisika Prajanti; Joko Widodo; Mintarsih Arbarini
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract The junior high school level has a strategic position in the implementation of ESD. Students at this level of education are in the early phase of adolescence and begin to develop. The existing literature demonstrates that ESD implementation in junior high schools is influenced by multiple interconnected factors, which are often examined in isolation. This study aims to identify patterns of ESD integration, map the dimensions that facilitate its implementation, and develop a conceptual model of ESD-based curriculum management for junior high schools. This study uses a Systematic Literature Review following the PRISMA 2020 framework. The literature was obtained from Scopus and Google Scholar, then selected based on inclusion-exclusion criteria, yielding 31 articles that were analyzed thematically. The results of the study show five patterns of ESD integration, four facilitating dimensions, and a final synthesis that forms an integrative model connecting curriculum design, implementation, evaluation, continuous improvement, learning outcomes, and enabling factors. This study found that ESD integration at the junior high school level does not follow a linear process (content is included–teacher teaches–students understand). Future studies should refine the systematic review protocol by implementing more specific and comprehensive search strategies, while maintaining transparent and rigorous eligibility criteria.
Gender as a Moderator of Eco-Digital Literacy and Sustainable Social Behavior in Paperless Learning Environments Sima Fatmawati; Fathur Rohkman; Udi Utomo
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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This study aims to analyze the influence of eco-digital literacy on the sustainable social behavior of elementary school students in a paperless learning environment, as well as to test the role of gender moderation in this relationship. A quantitative approach with an explanatory survey design was used by involving 385 students from several elementary schools who had implemented paperless learning. Data was collected using a closed-ended questionnaire on a Likert scale and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) and Multi-Group Analysis (PLS-MGA) through SmartPLS 4. The results showed that eco-digital literacy had a positive and significant effect on sustainable social behavior (β = 0.614; t = 12.792; p < 0.001; R² = 0.577). PLS-MGA testing confirmed that gender moderated the relationship significantly (Δβ = 0.138; p = 0.048), with a stronger influence on the female group (β = 0.681) than on the male (β = 0.543). These findings provide important implications for the development of gender-responsive pedagogic-based curricula in the era of continuous digital learning.
Designing the ECO-ITERATE Framework for Local Socio-Ecological Problem-Based Natural and Social Sciences Learning: A Systematic Integrative Review Wahyu Ramdhani; Wasino Wasino; Muzakki Basori
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Elementary Natural and Social Sciences learning requires a pedagogical design that connects scientific concepts, social practices, local environmental conditions, evidence, and responsible action. Previous studies commonly examine scientific literacy, environmental literacy, local wisdom, problem-based learning, and socio-scientific issues as separate strands. This study integrates those strands and designs the ECO-ITERATE framework for elementary learning. A focused systematic integrative review was conducted on 13 peer-reviewed studies published from 2020 to June 2026, supported by the Indonesian IPAS curriculum, the PISA 2025 assessment framework, and PRISMA 2020 reporting principles. Sources were selected through relevance, methodological clarity, outcome relevance, and bibliographic verification criteria, then coded by educational level, local issue, learning approach, inquiry activity, literacy outcome, and evidence directness. The synthesis produced five design principles: local-problem anchoring; integration of scientific, social, environmental, data, and civic literacy; scaffolded evidence-based inquiry; evaluation linked with reflection and collective action; and iterative transfer and redesign. These principles were organized into ten stages: Engage, Connect, Observe, Investigate, Transform, Evaluate, Reflect, Act, Transfer, and Extend. ECO-ITERATE is proposed as a conceptually grounded, classroom-oriented framework that still requires expert validation, practicality testing, limited classroom trials, and comparative effectiveness research
Fostering Digital Agency Through Scaffolding in Social Studies Education: A Systematic Literature Review Budi Kurnia; Ani Rusilowati; Nina Witasari
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Digital transformation shifts the orientation of Social Studies education from content acquisition toward developing students' digital agency for critical participation in society. Although research on digital literacy expands, a comprehensive synthesis regarding the role of scaffolding in fostering digital agency within Social Studies remains limited. This study aims to analyze study characteristics, thematic clusters, intervention impacts, and implementation challenges of scaffolding-based digital agency. Utilizing a Systematic Literature Review (SLR) guided by the PRISMA 2020 statement and rigorous Quality Assessment, 11 core empirical articles from the 2015-2025 period were retrieved from the Scopus database. Qualitative-thematic synthesis crystallizes the literature into five main clusters: digital literacy, civic participation, instructional technology, disciplinary thinking, and teacher professional learning. The implemented scaffolding strategies proved highly effective in enhancing students' cognitive-evaluative capacities, such as data literacy and critical source evaluation. However, their impact on active digital civic engagement outside the classroom remains moderate-to-low. Key challenges identified include the dominance of epistemic control in learning orientations and the fragmentation between techno-pedagogical designs and the core essence of civic education. This study contributes to formulating an integrated conceptual model and mapping critical research gaps to guide future Social Studies instructional designs oriented toward active digital citizenship.
Digitalization of Web-Based Teaching Materials Through the Teams Games Tournament Learning Model to Improve Critical Thinking Skills of Elementary School Students in Civics Education (PKn) Luqman Rohmad Maghribi; Eko Handoyo; Farid Ahmadi
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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The development of digital teaching materials has become a strategic priority in basic education reform in Indonesia, particularly as the Merdeka Belajar (Freedom to Learn) curriculum increasingly demands higher-order thinking skills from students at all school levels. However, Civics Education (PKn) in elementary schools is still characterized by rote memorization practices and teacher-centered instruction, resulting in underdevelopment of critical thinking skills. This study investigated the effectiveness of web-based digital teaching materials integrated with the Teams Games Tournament (TGT) cooperative learning model in improving fourth-grade elementary school students' critical thinking skills in Civics. A quasi-experimental design with a pre-test and post-test and a non-equivalent control group was used, involving 68 students from two parallel fourth-grade classes at SDN Pleburan 03 Semarang. The experimental group (n = 34) received instruction through a web-based digital teaching material platform incorporating TGT game mechanics, while the control group (n = 34) received conventional textbook-based instruction. Critical thinking skills were measured using a validated essay-based instrument aligned with the six dimensions of critical thinking: interpretation, analysis, evaluation, inference, explanation, and self-regulation. Quantitative data were analyzed using independent sample t-tests and Mann-Whitney U tests, with effect sizes calculated using Cohen's d. Qualitative data were collected through classroom observations and teacher interviews to contextualize the quantitative findings. Results showed a statistically significant increase in critical thinking ability scores among students in the experimental group (M = 79.41, SD = 8.12) compared to the control group (M = 66.18, SD = 9.74), with a large effect size (Cohen's d = 1.47). Thematic analysis of the qualitative data identified three main themes: Digital Engagement as a Catalyst for Curiosity, Collaborative Competition as a Driver of Analytical Thinking, and Teacher Facilitation in Technology-Mediated Environments. These findings confirm that careful integration of digital instructional materials and TGT collaborative mechanisms is a pedagogically and contextually appropriate strategy for fostering critical thinking in elementary-level Citizenship Education in Indonesia.
The Effectiveness of an Ethno-ESD-Based Science Textbook in Improving Environmental Literacy and Critical Thinking Skills of Junior High School Students on the Topic of Climate Change Okky Ratri; Sudarmin Sudarmin; Bambang Subali
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Climate change requires educational approaches that enhance students’ scientific understanding while developing sustainability competencies and higher-order thinking skills, yet integrating Education for Sustainable Development (ESD) with local wisdom into a single, contextualized resource for junior high school climate change education remains rarely examined. This study investigated the effectiveness of an Ethno-Education for Sustainable Development (Ethno-ESD)-based Science Textbook in improving junior high school students’ environmental literacy and critical thinking skills on the topic of climate change. A quantitative, quasi-experimental design with a non-equivalent control group pretest-posttest design was used. Two intact junior high school classes participated: an experimental class taught using the Ethno-ESD-based Science Textbook and a control class taught using the conventional textbook. Data were collected through environmental literacy and critical thinking tests, analyzed using N-Gain analysis, the Independent Samples t-test, and Cohen’s d. The experimental class showed greater improvement in environmental literacy (N-Gain = 0.63) and critical thinking skills (N-Gain = 0.62) than the control class (N-Gain = 0.31 for both), with statistically significant differences (t = 5.873 and 6.142, p < 0.05) and large effect sizes (Cohen’s d = 0.88 and 0.92, respectively). Integrating ESD principles, climate change education, and local wisdom created meaningful, contextual learning that strengthened students’ sustainability competencies and higher-order thinking. The Ethno-ESD-based Science Textbook is therefore an effective, innovative resource for promoting environmental literacy and critical thinking in junior high school science learning, offering a transferable model for other culturally diverse settings.
Development And Validity-Reliability Testing Of An Early Childhood Education Institution Performance Instrument Based On A Psychometric Approach Melati Indri Hapsari; Ani Rusilowati; Nina Oktarina
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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This study aimed to develop and examine the validity and reliability of a psychometric-based performance instrument for Early Childhood Education (ECE) institutions. The study employed a Research and Development (R&D) method using a quantitative psychometric approach. Instrument development was conducted through several stages, including construct identification, indicator formulation, expert validation, instrument trials, and statistical validity-reliability testing. The instrument was developed based on four dimensions of institutional performance: input, process, output, and outcome, consisting of 30 statement items using a Likert scale. The research sample involved 300 teachers and administrators of ECE institutions. Content validity was analyzed using Aiken’s V index, construct validity was tested through Exploratory Factor Analysis (EFA), and reliability was measured using Cronbach’s Alpha coefficient. The results showed that all instrument items met the validity criteria, with Aiken’s V values ranging from 0.80 to 0.90 and factor loading values above 0.50. The Kaiser-Meyer-Olkin (KMO) value exceeded 0.50, and Bartlett’s Test of Sphericity was significant, indicating the feasibility of factor analysis. The reliability test produced a Cronbach’s Alpha value of 0.973, indicating very high internal consistency. Therefore, the instrument was declared valid, reliable, and feasible for evaluating ECE institutional performance. Keywords: early childhood education; institutional performance instrument; psychometric approach; validity and reliability testing
Building a Digital Ecosystem: Educational Technology and Continuous Learning Innovation Endah Pramiasih; Heri Yanto; Tri Joko Raharjo; Amin Pujiati
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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The digital transformation of education requires teachers to innovate and integrate technology effectively into learning, but its implementation in Indonesia faces systemic challenges related to school leadership, academic culture, and technological infrastructure. This study aims to analyze the determinants of teachers' digital innovation, focusing on the role of online self-training, academic culture through Learning Community (KOMBEL), principals' leadership, and information technology (IT) facilities. The quantitative approach uses Structural Equation Modeling (SEM) with a population of 2015 ASN teachers and then a random sample was obtained from 302 state junior high school teachers in four districts of the former West Pekalongan Residency. These findings reveal that the leadership of school principals significantly shapes academic culture (β=0.597) and the provision of IT facilities (β=0.644). IT facilities emerged as the dominant factor influencing teachers' digital innovation (β=0.462). The research model showed a good match with empirical data (CFI=0.997; RMSEA = 0.059). The study theoretically integrates the Technology Acceptance Model (TAM) which explains the acceptance of technology through the perception of convenience and benefit with the Resource-Based View (RBV) which analyzes the school's internal resources as a strategic asset for continued competitive advantage. In practical terms, these findings imply that the sustainable strengthening of the digital ecosystem requires integrated policies that simultaneously align transformational leadership, collaborative culture development, and investment in technology infrastructure.
The Evolution of Curriculum Evaluation Research in Schools: A Systematic Literature Review Niam Wahzudik
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Curriculum evaluation plays a pivotal role in educational quality improvement and evidence-informed decision-making in schools. Nevertheless, research in this field remains fragmented across diverse evaluation models, methodological approaches, and educational contexts, limiting a comprehensive understanding of its development. This study systematically examines the evolution of school-based curriculum evaluation research by identifying publication trends, dominant evaluation models, methodological developments, paradigm shifts, major and emerging themes, research gaps, and future directions. A systematic literature review was conducted following the PRISMA 2020 framework. Studies published between 2016 and 2026 were retrieved from Google Scholar. Of the 200 initially identified records, 44 journal articles and conference papers met the inclusion criteria after duplicate removal, title and abstract screening, full-text assessment, and document authentication. The data were analysed using descriptive analysis, VOSviewer-assisted bibliometric mapping, and thematic synthesis. The findings indicate a substantial increase in publications between 2022 and 2026. The CIPP model was the most frequently identified evaluation framework, while descriptive studies, single-case designs, and document analyses remained methodologically prevalent. Major themes included curriculum implementation and effectiveness, evaluation models, inclusive education, and the conceptual development of curriculum evaluation. The field has gradually shifted from objective- and outcome-oriented evaluation towards more contextual, adaptive, participatory, and governance-oriented perspectives. However, multisite, longitudinal, comparative, and participatory studies, as well as technology-supported evaluation, remain limited. Future research should develop adaptive, data-informed, participatory evaluation models that are embedded in school governance and decision-making systems.  

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