cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
journal@mail.unnes.ac.id
Phone
-
Journal Mail Official
journal@mail.unnes.ac.id
Editorial Address
Sekaran, Gunung Pati, Semarang, Provinsi Jawa Tengah, 50229
Location
Kota semarang,
Jawa tengah
INDONESIA
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
 64   65   66   67   68 
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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

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.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

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.

Page 66 of 69 | Total Record : 684

 64   65   66   67   68 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 12 (2026) Vol. 11 (2025) Vol. 10 (2024) Vol. 9 (2023) Vol. 8 (2022) Vol. 7 (2021)