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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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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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Abstract

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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Abstract

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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Abstract

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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Abstract

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.  
Developing a STEAM-Based Water Cycle Diorama Integrating 3D Printing, Virtual Reality, and Local Wisdom: An Educational Design Research Rosmalah Yanti; Purwo Susongko; Dyah Rini Indriyanti
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

The water cycle is a core topic in elementary IPAS learning, but students often find it difficult because several processes are abstract, dynamic, and not directly observable. This study develops a conceptual design for SIAR Media, a STEAM-based water cycle diorama integrating 3D printing, Virtual Reality (VR), and the local wisdom of the Tongkonan Traditional House. Using Educational Design Research, the study focuses on two initial phases: analysis and exploration, and design and construction. Participants included three elementary school teachers and nine fifth-grade students, while conceptual validation involved subject matter and media experts. Data were collected through semi-structured interviews, literature review, and expert validation, then analyzed thematically and descriptively. Findings show that students recognize basic water cycle stages but still struggle to explain condensation, infiltration, and causal relationships among water cycle components. Teachers also reported that existing media remain limited in connecting concrete objects with invisible scientific processes. The resulting design combines a 3D-printed physical diorama, VR visualization, STEAM-oriented activities, local cultural context, and learning scaffolds. Expert feedback confirms its pedagogical relevance and recommends stronger visualization of process relationships and explicit engineering and mathematics activities.  
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.
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.
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.

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