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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
Indonesian Diaspora and Economic Diplomacy: A Systematic Literature Review of Transnational Networks, Soft Power, and Development Dyah L. Asmarani; A Hanief Saha Ghafur; Muhammad Syaroni Rofii
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

The growing importance of diaspora communities in international relations has increased scholarly interest in their contributions to economic diplomacy and national development. However, research on the Indonesian diaspora remains fragmented across migration studies, public diplomacy, economic diplomacy, and development studies. This study aims to systematically review the literature on the role of the Indonesian diaspora in economic diplomacy by examining the interconnections among transnational networks, soft power, economic engagement, and development outcomes. Using a Systematic Literature Review (SLR) approach based on the PRISMA 2020 framework, relevant publications were identified, screened, and synthesized from major academic databases.  The findings reveal that Indonesian diaspora communities function as strategic transnational actors whose contributions extend beyond remittances and traditional migration activities. The literature indicates that diaspora engagement operates through four interconnected dimensions: (1) transnational networks that facilitate the flow of knowledge, information, capital, and opportunities; (2) soft power generation through cultural diplomacy, education, and public diplomacy; (3) economic engagement through trade promotion, investment facilitation, entrepreneurship, and tourism development; and (4) development outcomes, including innovation diffusion, human capital development, competitiveness enhancement, and economic growth. The review also highlights the growing role of digital technologies in strengthening diaspora engagement while identifying persistent institutional and policy constraints.  The main originality of this study lies in the development of an integrated Diaspora Economic Diplomacy framework linking transnational networks, soft power, economic engagement, and development outcomes. This study contributes to the literature by providing a comprehensive interdisciplinary perspective and establishing diaspora economic diplomacy as an emerging field of inquiry.  
Pre-Service Elementary Teachers’ Perceptions of Sustainable Development Goals (SDGs)-Oriented Learning Bramianto Setiawan; Farid Ahmadi; Sarwi Sarwi
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

This study investigates pre-service elementary teachers’ perceptions of Sustainable Development Goals (SDGs)-oriented learning by examining four key dimensions: relevance, pedagogical value, feasibility, and readiness. Employing a quantitative descriptive survey design, the study involved 75 students enrolled in the Elementary School Teacher Education (PGSD) program at a higher education institution located in Bekasi Regency, Indonesia. Data were collected through a validated questionnaire using a five-point Likert scale and analyzed through descriptive statistics, complemented by inferential analysis using Welch’s independent-samples t-test and effect size estimation. The findings reveal that pre-service elementary teachers perceive SDGs-oriented learning as highly relevant to elementary education goals and as having strong pedagogical value, particularly in promoting meaningful, contextualized, and interdisciplinary learning experiences. However, perceptions related to feasibility and readiness were comparatively moderate. Participants expressed concerns regarding curriculum integration, availability of instructional resources, and confidence in designing and implementing SDGs-oriented learning activities. Despite these challenges, respondents demonstrated high willingness to apply SDGs-oriented learning in their future classrooms and strong interest in receiving further professional training. Inferential analysis indicated no statistically significant differences in perceptions based on gender, and effect size analysis confirmed that observed differences were minimal in practical terms. Overall, the results suggest a clear gap between conceptual acceptance and practical preparedness among pre-service elementary teachers. These findings highlight the need for teacher education programs to strengthen practice-oriented approaches, including concrete instructional models and experiential learning opportunities, to enhance readiness for effective SDGs integration in elementary education.
Technology-Enhanced Project-Based Learning for Developing Numeracy Skills in Elementary Education: A Systematic Literature Review Dhina Cahya Rohim; Wardono Wardono; Noening Andrijati
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

Numeracy skills are among the fundamental competencies that need to be developed in elementary school students. With the rapid advancement of digital technology, technology-enhanced Project-Based Learning (PjBL) has emerged as a promising instructional approach to support the development of these skills. This study aims to systematically review existing research on the implementation of technology-enhanced PjBL for developing numeracy skills in elementary education. The study employed a Systematic Literature Review (SLR) methodology following the PRISMA 2020 guidelines. A literature search was conducted in the Scopus database, yielding 623 records. After applying predefined inclusion and exclusion criteria, 23 articles were selected for further analysis. The findings indicate a growing research interest in technology-enhanced PjBL in recent years. The integration of technology within PjBL was found to positively influence students’ numeracy skills, conceptual understanding of mathematics, problem-solving abilities, critical thinking, and learning engagement. However, several challenges remain, including limited technological infrastructure, teachers’ digital competencies, and the management of project-based activities. In conclusion, technology-enhanced PjBL demonstrates significant potential for supporting the development of numeracy skills among elementary school students and warrants further exploration in both educational practice and future research.
The Effectiveness of Canva-Based IPAS Learning Media on Elementary School Students' Learning Motivation Triyono Triyono; Sarwi Sarwi; Cepi Kurniawan
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

This study examined the effectiveness of Canva-based Natural and Social Sciences (IPAS) learning media in enhancing elementary school students’ learning motivation. A pre-experimental one-group pretest-posttest design was implemented at SD Negeri Karangmalang involving 15 students selected through saturated sampling. Data were collected through observation, documentation, and a four-point Likert-scale learning motivation questionnaire. Descriptive statistics were used to summarize students’ motivation scores, while inferential analysis included the Shapiro-Wilk normality test and paired-samples t-test. The mean motivation score increased from 63.87 in the pretest, categorized as sufficient, to 84.40 in the posttest, categorized as very good. The pretest and posttest scores were normally distributed, with p-values of 0.200 and 0.167, respectively. The paired-samples t-test indicated a statistically significant improvement in students’ learning motivation after the implementation of Canva-based IPAS learning media, t (14) = -11.284, p < 0.001, with a large within-subject effect size (Cohen’s dz = 2.91). Classroom observations further indicated improvements in students’ attention, enthusiasm, and participation during IPAS learning. These findings suggest that visually structured and interactive Canva-based media can support motivational engagement in elementary IPAS classrooms. However, because this study involved a small sample and did not include a control group, further research using a more rigorous comparative design is recommended.
Organizational Citizenship Behavior among Daycare Caregivers in Central Java: Implications for Professional Commitment and Future Educator Development Anissa Yuwantina; Agus Wahyudin; Yuli Kurniawati Sugiyo Pranoto
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

The increasing demand for daycare services and the complexity of early childhood education require caregivers not only to possess formal competencies but also to demonstrate positive organizational behavior that supports service quality and institutional effectiveness. In recent years, Indonesia has faced increasing cases of violence and neglect in daycare institutions, highlighting the importance of caregiver professionalism, organizational culture, and institutional support systems in ensuring children’s safety and well-being. In daycare settings, caregivers play a strategic role in supporting children’s early development and creating a safe learning environment. Therefore, understanding Organizational Citizenship Behavior (OCB) among daycare caregivers is important for strengthening professional commitment and preparing future educators. This study aimed to describe the OCB of daycare caregivers in Central Java Province, Indonesia. A descriptive quantitative approach was employed involving 333 daycare caregivers from several regions in Central Java. Data were collected using a researcher-developed questionnaire based on the Organizational Citizenship Behavior framework encompassing the dimensions of altruism, conscientiousness, sportsmanship, courtesy, civic virtue, peacekeeping, and cheerleading. The findings showed that daycare caregivers demonstrated a moderate level of OCB (M = 2.55; SD = 0.25). The results indicate that caregivers generally exhibit positive discretionary behaviors that support teamwork, organizational effectiveness, and service quality. These findings highlight the importance of strengthening organizational culture, professional development programs, and institutional support systems to improve daycare service quality and foster professional commitment among caregivers.    
Science Education Through the Predict – Investigation – Collaboration – Technology Application (PICOTA) Framework : A Systematic Review Candra Abdillah; Wiyanto Wiyanto; Siti i Fathonah
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

The Predict–Observe–Explain (POE) model has been widely implemented in primary science education to support conceptual change and the development of science process skills. However, research on POE continues to exhibit conceptual fragmentation, reflected in the diversity of theoretical foundations, instructional designs, and learning outcome orientations. Furthermore, the conventional POE model has not fully accommodated the demands of twenty-first-century learning, which emphasize collaboration and the integration of technology. Therefore, this study aims to examine the theoretical foundations, instructional designs, and learning outcomes associated with POE, while reconceptualizing the model within the context of primary science education. This study employed a Systematic Literature Review (SLR) based on the PRISMA 2020 guidelines. Articles were retrieved from the Scopus, Web of Science (WoS), and ERIC databases, covering publications from 2010 to 2025. A total of 78 articles that met the inclusion criteria were analyzed using a thematic synthesis approach. The findings reveal that constructivism, conceptual change theory, inquiry learning, and social constructivism constitute the dominant theoretical foundations underpinning POE research. The implementation of POE has evolved toward investigation-based, collaborative, and technology-enhanced learning approaches. The review also indicates consistent positive effects on conceptual understanding, science process skills, critical thinking, communication, and collaboration. Based on these findings, this study proposes the PICOTA (Predict–Investigation–Collaboration–Technology Application) conceptual framework as a more relevant science learning model for addressing the needs of twenty-first-century education.
Exploring Banyumas Local Wisdom as a Contextual Basis for Character Education: Insights from Elementary School Teachers in Indonesia Fadilla Aisah Nurikhsani; Wasino Wasino; Eko Handoyo
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

Local wisdom carries historically and culturally tested values, yet its potential as a foundation for character education in elementary schools often remains unrealized in practice. Banyumas local wisdom, with its distinctive and egalitarian character, represents an underexplored cultural resource in the context of character education. Within the Merdeka Curriculum, which explicitly accommodates local wisdom integration, empirical studies on how Banyumas local wisdom can serve as a contextual basis for character education in elementary schools remain scarce. This study aims to explore Banyumas local wisdom as a contextual basis for character education in elementary schools. Using a descriptive qualitative approach through semi-structured interviews with 15 grade IV–VI teachers in Banyumas Regency, data were analyzed using Braun and Clarke's (2006) thematic analysis. The findings reveal that Banyumas local wisdom carries authentic values closely connected to students' everyday lives. The values of cablaka, collective participation, and egalitarianism prove relevant to elementary students' character formation. Although the Merdeka Curriculum has provided space for integration, local wisdom remains suboptimally utilized due to the absence of structured guidelines. These findings demonstrate that Banyumas local wisdom holds a strong value foundation for character education and urgently warrants development as a structured basis for character learning.
Integrating Curriculum Innovation and Adaptive Learning Design to Promote Meaningful Learning in Higher Education Sri Puguh Kristiyawati; Fakhruddin Fakhruddin; Suwito Eko Pramono; Tri Joko Raharjo
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

Digital technology transformation, changing labor market demands, and the diversity of student characteristics require higher education institutions to continuously innovate their curricula and renew their learning design. Curriculum can no longer be understood merely as a list of courses, but as a structured learning experience that connects learning outcomes, graduate competencies, instructional strategies, assessment, and the needs of society and the labor market. This article aims to analyze the integration of curriculum innovation and adaptive learning design in promoting meaningful learning in higher education. This article employs a conceptual literature review approach by examining relevant publications from the last five years on competency-based curriculum, outcome-based education, adaptive learning, student-centered learning, blended learning, and artificial intelligence in higher education. The findings indicate that curriculum innovation should be directed toward learning flexibility, competency strengthening, alignment with labor market needs, and continuous evaluation. Meanwhile, adaptive learning design is needed to adjust learning strategies, media, activities, and assessment to the diverse needs of students. The integration of these two aspects can promote meaningful learning because students do not only understand concepts, but are also able to connect theory with real-life experiences, think critically, solve problems, and develop professional competencies. This article offers a conceptual framework suggesting that meaningful learning can be achieved through an integrated relationship among curriculum innovation, adaptive learning design, digital technology, and student-centered learning.
Batik Lasem educational Game as a means of strengthening the dimension of Global Diversity in elementary school students Yanti Sulistyowati; Eko Handoyo; Tri Joko Raharjo
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

Globalization presents both opportunities and challenges in shaping the identity of elementary school students, particularly in maintaining cultural awareness while developing global perspectives. The dimension of global diversity (berkebinekaan global) in the Pancasila Student Profile demands learning innovations that bridge local culture and global values. This study aimed to develop and examine the effectiveness of an educational game based on Batik Lasem in strengthening the global diversity dimension of elementary school students. Batik Lasem was chosen because it represents the acculturation of Javanese, Chinese, and Arabic cultures, making it an authentic medium for cultivating tolerance and respect for cultural differences. The study employed a quasi-experimental design with a pretest-posttest non-equivalent control group. The sample consisted of 64 fifth-grade students from two elementary schools in Rembang Regency, selected through purposive sampling. The experimental group (n=32) used the Batik Lasem educational game, while the control group (n=32) used conventional methods. Data were collected using a validated global diversity attitude scale and a cultural knowledge test, then analyzed using an independent samples t-test and N-Gain analysis. The results showed a significant difference between the two groups (t=7.842; p<0.001) with an effect size of Cohen's d=1.94 (very large category). The N-Gain of the experimental group was 0.71 (high category), while the control group was 0.32 (medium category). These findings indicate that the Batik Lasem educational game is effective as a means of strengthening the global diversity dimension in elementary school students, while preserving local cultural heritage in the digital era.
The Effect of Baamboozle-Assisted Digital Learning Media on Students’ Learning Motivation and Critical Thinking Skills in Natural and Social Sciences Learning Laely Rizki Maulida; Tri Joko Raharjo; Sri Wardani
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

The integration of digital learning media in elementary schools requires the use of media that are not only engaging but also capable of supporting students’ learning motivation and critical thinking skills. Baamboozle is a game-based learning platform that provides quiz activities, scoring, simple competition, feedback, and classroom interaction, making it relevant for use in Natural and Social Sciences learning. This study aimed to examine the effect of Baamboozle-assisted digital learning media on elementary school students’ learning motivation and critical thinking skills. This research employed a quantitative approach using a quasi-experimental posttest-only nonequivalent control group design. The participants consisted of 53 third-grade elementary school students who were divided into a Baamboozle group and a conventional learning group. Data were collected using a learning motivation questionnaire and a critical thinking skills test, both of which had been tested for validity and reliability. The data were analyzed using MANOVA (Multivariate Analysis of Variance). The results showed that Baamboozle-assisted digital learning media had a significant simultaneous effect on students’ learning motivation and critical thinking skills. The between-subjects test also indicated significant differences between the Baamboozle group and the conventional group in both learning motivation and critical thinking skills, with the Baamboozle group obtaining higher mean scores on both variables. These findings suggest that Baamboozle can be used as a digital learning medium that supports both the affective and cognitive aspects of students in elementary school Natural and Social Sciences learning.

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