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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 684 Documents
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Enhancing Employee Performance: The Mediating Role of Organizational Commitment Kurniawan, Iwan; Pramono, Suwito Eko; Yulianto, Arief; Formen, Ali
Proceedings of International Conference on Science, Education, and Technology Vol. 10 (2024)
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to examine the role of organizational commitment as a mediator in the relationship between work motivation, self-efficacy, and employee performance. The research focuses on all employees of the Central Java Regional Office of the Ministry of Law and Human Rights, with a sample of 189 respondents selected using Slovin's formula. Data was collected through a questionnaire featuring a 5-point agree-disagree scale, and analyzed using path regression analysis. The findings reveal a significant positive effect of work motivation and self-efficacy on organizational commitment. Moreover, work motivation and self-efficacy also impact employee performance. Organizational commitment effectively mediates the effect of work motivation and self-efficacy on employee performance with a total indirect effect. The Central Java Regional Office of the Ministry of Law and Human Rights should implement policies to boost organizational commitment among employees through various motivational strategies and efforts to enhance self-efficacy.
Internal Control Model for Woman Cooperatives in Indonesia: A Case Study Chuldun, Ibnu; Rokhman, Fathur; Pramono, Suwito Eko; Widiyanto, Widiyanto
Proceedings of International Conference on Science, Education, and Technology Vol. 10 (2024)
Publisher : Universitas Negeri Semarang

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Abstract

Woman cooperatives play essential roles in empowering women. Woman cooperatives have different characteristics from others. It is held in every village, coordinated by a woman. The study objectives are to design quality improvement wildly internal control for woman cooperatives entity. The study provides case studies of the organizational financial management practices of 17 woman cooperative entities reform in Indonesia. The empirical methods are analyzed and interpreted within internal control activities. Accordingly, we recommended the pattern of new member acceptance by a selective orientation of potential candidates for productive enterprises: the transparency rules and operational procedures for both savings and loans, ongoing reporting with adequate monitoring. The woman cooperatives also must have standard operating procedures and standard operational management. The development of women entrepreneurship in emerging economies may continuously face challenges, particularly in countries with multicultural attributes. This research needs further to explore the great potential of women entrepreneurship in Indonesia, increasing support for women’s entrepreneurial activity, improving their chances of success, and generating more value for society.
Ensuring Quality Assurance in Indonesian Higher Education: Challenges and Strategies Jarodi, Odi; Pramono, Suwito Eko; Khafid, Muhammad; Yulianto, Arief
Proceedings of International Conference on Science, Education, and Technology Vol. 10 (2024)
Publisher : Universitas Negeri Semarang

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Abstract

This article examines the challenges and strategies of quality assurance in Indonesian higher education through a comprehensive library research approach. Quality assurance is essential for raising educational standards and ensuring continuous improvement. The methodology involves systematically collecting and analyzing existing literature, including books, peer-reviewed journal articles, government reports, and policy documents, to extract key themes and findings related to quality assurance practices. The study highlights significant challenges, such as policy inconsistency, inadequate institutional support, and the need for a cultural shift towards quality. Additionally, the integration of technology and transition to student-centered learning present further complications. Despite these obstacles, ongoing initiatives aim to foster a culture of continuous improvement and alignment with global standards. The article concludes that effective quality assurance requires a multifaceted approach involving organizational readiness, stakeholder engagement, and a commitment to continuous improvement. By addressing these challenges and leveraging best practices, Indonesian higher education institutions can enhance their quality assurance systems, ultimately contributing to the development of competitive graduates and societal progress.
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.
Fiscal Resilience and Defense Financing Innovation for Sustainable National Security Post Ukraine–Russia War Aris Marsudiyanto; Athor Subroto; Bambang Permadi Soemantri Brodjonegoro; A. Hanief Saha Ghafur
Proceedings of International Conference on Science, Education, and Technology Vol. 11 (2025)
Publisher : Universitas Negeri Semarang

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Abstract

Global geopolitical escalation following the Ukraine–Russia conflict intensifies fiscal and security pressures across many regions, including Indonesia. Long-horizon macroeconomic evaluation demonstrates persistent structural limitations marked by slow revenue elasticity, recurring deficits, exchange-rate exposure, and rising debt-service commitments, all of which reduce flexibility for long-term defense modernization. Geopolitical disturbances amplify those constraints through elevated global military expenditure, higher procurement costs, and expanding cyber, maritime, and hybrid threats within the Indo-Pacific region. Sectoral vulnerabilities further weaken strategic readiness, particularly due to import dependency, limited domestic industrial capability, and increasing operational expenditure. Institutional rigidity also limits adoption of innovative financing mechanisms capable of supporting multi-source and multi-year commitments. Integrated analysis indicates the need for diversified financing pathways that reduce exposure to external shocks and enhance the predictability of defense investment. Potential strategies include defense-industry reinvestment, public-asset monetization, public–private partnerships, and hybrid financing frameworks aligned with long-term capability requirements. Sustainable security therefore depends on structural fiscal reform, institutional modernization, and coordinated integration of fiscal, security, and industrial policy to strengthen Indonesia’s strategic resilience in an increasingly volatile geopolitical landscape.
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.  

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