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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 644 Documents
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Analysis of Service Quality in MIPA Laboratory Management Based on Work Culture and Impact on Student Loyalty Muchsin, Muchsin; Wahyudin, Agus; Yulianto, Arief; Handoyo, Eko
Proceedings of International Conference on Science, Education, and Technology Vol. 11 (2025)
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to analyze the influence of MIPA (Natural Sciences and Mathematics) laboratory service quality on work culture and student loyalty in a higher education setting. Employing a quantitative approach with a survey method, the research involved 116 students from Mathematics Education, Chemistry, Biology, and Physics programs at Jabal Ghafur University. The research instruments were tested for validity and reliability using Partial Least Square-Structural Equation Modeling (PLS-SEM). The results reveal that service quality has a positive and significant influence on work culture and a highly significant direct impact on student loyalty. Conversely, work culture exhibits no direct or mediating influence on student loyalty. This underscores that students' perceptions of service quality are the primary factor shaping their institutional loyalty, while work culture plays a more internal organizational role. These findings imply that enhancing laboratory service quality particularly in areas like tangibility, empathy, and reliability should be prioritized in strategies to boost student loyalty. Although work culture remains vital for internal management, it does not serve as a significant intermediary between service quality and student loyalty.
Development of Snakes and Ladders Media Based on Blora Local Wisdom in Practicing Writing Skills in Indonesian Language Subjects for Elementary School Students Pratama, Galih Cahya; Yuniawan, Tommi; Purwati, Panca Dewi
Proceedings of International Conference on Science, Education, and Technology Vol. 11 (2025)
Publisher : Universitas Negeri Semarang

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Abstract

The problem at SDN Bacem 02 Blora is related to the low writing ability of students. In this case, the researcher wants to design a snake and ladder media in which a story based on Blora's local wisdom is inserted. The purpose of this study is to develop a snake and ladder media to train students' writing skills in the Indonesian Language subject in elementary schools. The research was conducted using the development method (Research and Development), using the ADDIE model (Analyze, Design, Development, Implementation, Evaluation). Data collection techniques used questionnaires from media experts, questionnaires from material experts, and assessments on students' writing skills in the Indonesian Language subject in the form of graphs. The results in the development of the snake and ladder media were 91% from media experts and 96% from material experts. Then, from the writing ability, it can be seen in the graph that always increases in each meeting.
Analysis Of The Implementation Of Managerial Supervision By Madrasah Supervisors Wahyuni, Tri; WisikaPrajanti, Sucihatiningsih Dian; Widodo, Joko
Proceedings of International Conference on Science, Education, and Technology Vol. 11 (2025)
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to analyze the implementation of managerial supervision by madrasah supervisors at the Madrasah Tsanawiyah (MTs) level, covering aspects of planning, implementation, evaluation, and follow-up. Managerial supervision serves as an essential instrument for enhancing the effectiveness of madrasah principals' leadership and the quality of educational governance. The research employed a descriptive qualitative approach, with data collected through interviews, observations, and documentation at several MTs under the supervision of supervisors in Kudus Regency. The findings indicate that supervision planning has been systematically arranged, yet it lacks a strong foundation in the actual needs of the madrasahs. The implementation phase tends to emphasize administrative aspects and has not fully developed strategic coaching functions. While the evaluation process follows standard guidelines, it has not been optimized to support the professional development of madrasah principals. The follow-up actions on supervision results are not conducted consistently and show limited use of technology. Therefore, managerial supervision needs to be directed toward a more dialogical, quality-oriented, and data-driven coaching process that leverages information technology.
Accessibility and Challenges of Inclusive Education Curriculum Standars in Indonesia: A Systematic Literature Review Muzayanah, Umi; Wasino, Wasino; Wahyudin, Agus; Sofanudin, Aji; Maknun, Moch. Lukluil; Santoso, Arif Gunawan
Proceedings of International Conference on Science, Education, and Technology Vol. 11 (2025)
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to examine the implementation of inclusive curriculum standards in promoting educational equity in Indonesia, identify strategies to enhance educational accessibility for students from disadvantaged backgrounds, particularly in the context of content standards, and investigate the challenges in developing inclusive curricula. Employing a Systematic Literature Review (SLR) methodology, the study analyzes 50 scholarly articles from reputable academic databases, including Google Scholar, Web of Science (WoS), and Lens. The findings indicate that inclusive education aspires to provide equitable access to education for all children, including those with special educational needs, with the goal of optimizing each student's potential and fostering a more tolerant and inclusive society. In Indonesia, inclusive education is supported by a range of policies that offer a legal foundation for its implementation. Several strategies have been adopted to improve accessibility to quality education for students with special needs, including the development of inclusive curriculum standards, inter-sectoral collaboration, and efforts to improve infrastructure and teacher capacity. Nevertheless, the implementation of inclusive curricula continues to face significant challenges, such as inadequate facilities, limited teacher training, persistent social stigma, and difficulties in tailoring curricula to meet the diverse needs of learners. The success of inclusive education depends on largely on the collaborative commitment of key stakeholders, government bodies, educational institutions, communities, and families, to cultivate a truly inclusive learning environment. This study underscores the critical importance of shared responsibility and sustained engagement in overcoming these barriers to achieve equitable and inclusive education for all children in Indonesia.
E-Module Design Based on STEM and RME for Student Numeracy Development in Senior High Schools: Insights from a Needs Analysis Saputri, Veni; Kusumah, Yaya Sukjaya; Turmudi, Turmudi; Al Jupri, Al Jupri
Proceedings of International Conference on Science, Education, and Technology Vol. 11 (2025)
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to analyse the needs of students and teachers in developing e-modules for mathematics learning based on the STEM (Science, Technology, Engineering, and Mathematics) and RME (Realistic Mathematics Education) approaches. This study used a descriptive approach with 203 students and 6 mathematics teachers from several high schools in Bekasi City as subjects. Data were collected through four types of instruments, namely numeracy tests, student needs questionnaires, teacher needs questionnaires, and semi-structured interviews. Data analysis was conducted using the Miles & Huberman model, which includes the stages of data collection, data reduction, data presentation, and conclusion drawing. The results of the analysis showed that the students had difficulties in understanding the material, performing calculation operations, and solving mathematical problems. The students also show low self-efficacy and require contextual, interesting, and interactive teaching materials. The students' preferences for the appearance of the e-module include the use of colours that are not excessive, consistent fonts, simple navigation, and communicative language. On the other hand, teachers show a limited understanding of the STEM-RME approach and have not fully integrated the approach into learning. The teachers express the need for learning strategies and media that can improve students' numeracy and self-efficacy, and emphasise the importance of training in the use of digital media. These findings provide an important basis for designing e-modules that meet the requirements and characteristics of users, namely students and teachers, to support the effectiveness of mathematics learning.
The Influence of Digital Skills on Elementary School Teachers’s Performance in Semarang City with Digital School Governance as a Moderating Variable Wijayanti, Dian Marta; Pramono, Suwito Eko; Handoyo, Eko; Sugi, Sugi
Proceedings of International Conference on Science, Education, and Technology Vol. 11 (2025)
Publisher : Universitas Negeri Semarang

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Abstract

This study was conducted in Semarang City with a mixed method approach and explanatory sequential design to gain an in-depth understanding of the influence of digital skills on teacher performance with digital governance as a moderating variable. The novelty of this study lies in the simultaneous testing of the influence of digital skills on teacher performance, while exploring the moderating role of school digital governance in the relationship between these variables which has not been comprehensively studied in the context of primary and secondary education. The results of the quantitative analysis show that digital skills have a positive and significant effect on teacher performance (t = 3.555; β = 0.198; p = 0.003), as well as school digital governance which has the strongest influence (t = 14.504; β = 0.691; p = 0.000). Meanwhile, the results of the moderation test show that the moderating variable does not have a significant effect (t = 1.171 < t-table 1.967), so it does not strengthen or weaken the relationship between variables. Digital skills have an effect on teacher performance. Meanwhile, the tested moderating variables did not have a significant effect, indicating that these factors neither strengthen nor weaken the relationship between the main variables. This study provides theoretical and practical contributions in the development of a digital-based teacher performance model. The main recommendations are the need for policies to continuously improve teachers' digital capacity, strengthen the digital leadership of school principals, and optimize the school's digital governance system as a strategy to improve teacher performance that is relevant to the demands of educational transformation in the digital era.
A Decade of Artificial Intelligence and Machine Learning in School Education: A Bibliometric Analysis (2015–2024) Zulfikasari, Sony; Mulyono, Sungkowo Edy; Arbarini, Mintarsih
Proceedings of International Conference on Science, Education, and Technology Vol. 11 (2025)
Publisher : Universitas Negeri Semarang

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Abstract

In the past decade, the use of Artificial Intelligence (AI) and Machine Learning (ML) in school education has experienced rapid growth. This study aims to analyze trends in annual scientific publications, average citations, thematic evolution, keyword co-occurrence, and author collaboration (co-authorship) related to this topic. Data were retrieved from the Scopus database for the period 2015–2024 and analyzed using Biblioshiny and VOSviewer. The analysis reveals a significant surge in publications after 2020, with a high level of global collaboration and a dominance of contributions from developed countries such as the United States and Finland. Thematic evolution reveals a shift from technical topics such as machine learning and data science toward more applied and contextual issues, including AI literacy, ChatGPT, and secondary education. Keyword mapping identifies five key clusters, emphasizing AI integration in education systems, personalized learning technologies, and the intersection of AI with social and ethical concerns. This study offers a comprehensive overview of the scholarly landscape and highlights challenges such as unequal adoption in developing countries, algorithmic bias, and the need for inclusive, ethical education policies. The findings aim to guide researchers, educators, and policymakers in promoting AI-informed teacher training, developing relevant AI literacy curricula, and fostering international collaboration to support equitable and effective use of intelligent technologies in school education.
The Importance of Collaborative Project-Based Javanese Language Learning Model for Character Strengthening Alfiah, Alfiah; Subyantoro, Subyantoro; Mardikantoro, Hari Bakti; Yuniawan, Tommi
Proceedings of International Conference on Science, Education, and Technology Vol. 11 (2025)
Publisher : Universitas Negeri Semarang

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Abstract

Javanese language learning has strategic potential in instilling noble character values that are in harmony with local wisdom and the vision of national education. However, the learning model that is still conventional is not yet fully able to answer the demands of strengthening students' character contextually. This study aims to describe the urgency of developing a collaborative project-based Javanese language learning model as an effective means of shaping students' character. The method used is qualitative descriptive research with data collection through literature studies and observation through questionnaires. The data subjects were Javanese language teachers of junior high schools, high schools and vocational schools in Central Java. The data analysis technique uses the Milles Huberman mobile interactive technique. The findings of the study show that collaborative project-based learning is not only able to increase students' active involvement in learning, but is also effective in fostering character values such as responsibility, cooperation, and social concern. The design of a Javanese language learning model that integrates the principle of collaboration in the context of real projects needs to be a priority for innovation based on local wisdom. The implications of the results of this study contribute to the development of a holistic and transformative instructional design in Javanese language learning. These findings also recommend the need to develop learning models that prioritize collaboration, active student participation, and the use of local contexts as learning resources to support character-based education transformation.
Good Governance Strategies in Building School Resilience : A Systematic Literature Review Mulyana, Mulyana; Wasino, Wasino; Fakhruddin, Fakhruddin; Millah, Roihatul
Proceedings of International Conference on Science, Education, and Technology Vol. 11 (2025)
Publisher : Universitas Negeri Semarang

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Abstract

This governance framework is designed to strengthen school resilience. As the world grows increasingly complex and unstable, existing challenges are exacerbated and new ones emerge, including academic schedule disruptions, financial constraints, and sociocultural or environmental crises. A school's ability to endure challenges and adapt to changing conditions is arguably one of the most critical governance principles at this stage. We argue that a strong governance framework that prioritizes transparency, accountability, stakeholder participation, and leadership competence is key to fostering resilience. This conceptual paper examines organizational resilience alongside educational leadership to assess a school’s capacity for prevention, responsiveness, adaptability, and transformation when facing adversity. The article emphasizes key governance approaches such as stakeholder engagement, policy formulation, resource allocation, and the cultivation of an organizational culture that enables schools to withstand all stages of difficulty. The central premise is that promoting educational governance principles goes beyond mere administrative compliance and requires strategic planning to ensure educational institutions are proactive in addressing current issues while maintaining relevance for students and communities.
Professional Development Barriers of Teachers: Qualitative Research Soleh, Mokhamad; Rokhman, Fathur; Mahmud, Amir
Proceedings of International Conference on Science, Education, and Technology Vol. 11 (2025)
Publisher : Universitas Negeri Semarang

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Abstract

Teacher professional development (PD) is widely recognized as a key factor in enhancing teaching quality and improving student learning outcomes. However, teachers often face significant barriers to accessing and engaging in PD, which operate at individual, institutional, and systemic levels. This study employs a Systematic Literature Review (SLR) of 25 qualitative and mixed-methods studies published between 2010 and 2024 to identify and analyze these barriers. Thematic analysis reveals five major challenges: time constraints and heavy workloads, limited access and infrastructure (especially in remote areas), misalignment between PD content and classroom needs, lack of leadership and policy support, and low teacher motivation and professional identity. These barriers are categorized across three levels: individual (e.g., burnout, lack of motivation), institutional (e.g., inadequate school leadership, absence of collaborative structures), and systemic (e.g., digital divide, centralized and non-contextual policy design). The review also synthesizes key recommendations from the literature, including the need for contextually relevant PD, collaborative models such as Professional Learning Communities (PLCs), stronger instructional leadership, and inclusive, long-term policy frameworks. Findings highlight the importance of moving beyond superficial training models toward a systemic, multi-layered approach that fosters a sustainable culture of professional learning and empowers teachers as active agents of educational change.

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