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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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Humanizing STEM Education in Primary Schools: Integrating Ethnopedagogy and Digital Learning for Sustainable Futures Astrid Lekatompessy; Sarwi Sarwi; Woro Sumarni
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

The rapid advancement of science and technology, coupled with increasing global sustainability challenges, has highlighted the need for more holistic and culturally responsive STEM education. However, existing studies on ethnopedagogy, STEM education, digital learning, scientific literacy, and sustainability education are often investigated separately, resulting in fragmented pedagogical approaches. This study aims to synthesize current research trends and propose a conceptual Humanistic Ethno-STEM Model for Sustainable Citizenship that integrates local wisdom, cultural values, inquiry-based learning, STEM integration, digital storytelling, scientific literacy, and sustainability education. A Systematic Literature Review (SLR) following the PRISMA 2020 guidelines was conducted using publications retrieved from international databases. The selected studies were analyzed through descriptive analysis, bibliometric mapping, and thematic synthesis to identify dominant themes, research trends, and knowledge gaps. The findings revealed five major themes: Humanistic STEM Education, Ethnopedagogy, Digital Learning, Scientific Literacy, and Sustainability Education. The review indicates that although each theme contributes positively to student learning outcomes, relatively few studies integrate these dimensions within a unified educational framework. Based on the synthesis, a Humanistic Ethno-STEM Model for Sustainable Citizenship is proposed, consisting of four interconnected components: Input (local wisdom and cultural values), Process (inquiry-based learning, STEM integration, and digital storytelling), Output (scientific literacy, critical thinking, and cultural awareness), and Outcome (sustainable citizenship). The proposed model contributes a novel theoretical framework that bridges cultural responsiveness, technological innovation, scientific literacy, and sustainability-oriented learning. This study provides implications for curriculum development, instructional design, and educational policy while offering directions for future empirical validation, particularly in culturally diverse contexts such as Papua, Indonesia.
Developing an Artificial Intelligence-Based Learning Model to Enhance Students’ Critical Thinking Skills in Elementary Education Achmad Sumali; Fathur Rokhman; Wagiran Wagiran
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

The rapid development of artificial intelligence (AI) technology has opened new opportunities in reforming educational paradigms, particularly in elementary schools. However, the integration of AI-based learning models specifically designed to enhance critical thinking skills at the elementary level remains limited. This study aims to develop and evaluate an AI-based learning model that systematically cultivates critical thinking competencies among elementary school students. A research and development (R&D) approach following the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was employed. Participants consisted of 120 fourth-grade students from three public elementary schools in Tangerang Selatan, Indonesia, selected through purposive sampling. Data were collected using critical thinking assessment rubrics, learning observation sheets, and student response questionnaires. Validity was established through expert review panels, while reliability was confirmed through Cronbach’s Alpha analysis. Findings revealed that the AI-based learning model demonstrated high validity (mean score 4.32/5.00), strong practicality (86.7%), and significant effectiveness in improving students’ critical thinking skills, with a mean post-test score of 82.4 compared to 61.3 in the pre-test (N-gain = 0.54, categorized as moderate). Students showed particularly notable improvement in the dimensions of analysis, evaluation, and inference. This study contributes an innovative, evidence-based learning model that can be adapted to diverse elementary education contexts and advocates for broader AI integration in primary education curricula.
Smart Interactive Learning Websites for Digital Literacy Empowerment: Integrating Artificial Intelligence, Gamification, and Learning Analytics Aisyah Faradhilah Yasmin; Wasino Wasino; Muzakki Bashori
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

The rapid advancement of digital technology has increased the demand for effective digital literacy education, yet existing learning platforms often lack adaptive and engaging mechanisms to support diverse learner needs. This study aims to design, develop, and evaluate an intelligent interactive learning website that integrates artificial intelligence (AI), gamification, and learning analytics to empower digital literacy competencies among learners. A design-based research (DBR) methodology was employed, involving an iterative cycle of analysis, design, development, implementation, and evaluation with a small group of elementary school students. The AI component facilitated personalized learning paths through adaptive content recommendations, while gamification elements including badges, leaderboards, and a points system increased learner motivation and engagement. A learning analytics dashboard provided real-time insights into learner progress and behavioral patterns for both students and instructors. Findings demonstrated a significant improvement in digital literacy scores (p < 0.01), with a 34% increase in learner engagement. This study provides a replicable framework for developing intelligent education platforms and demonstrates that the convergence of AI, gamification, and learning analytics is a transformative approach to fostering digital literacy in higher education contexts.
Fragile Indonesia, Resilient Indonesia: Understanding Indonesia's Position in The Global War For Talent Asep Sukmayadi; Avanti Fontana; Margaretha Hanita; Solikhah Yuliatiningtyas
Proceedings of International Conference on Science, Education, and Technology Vol. 12 (2026)
Publisher : Universitas Negeri Semarang

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Abstract

This paper examines the strategic meaning of Indonesia’s position in the phenomenon commonly referred to as the “global war for talent”. By reassessing Indonesia’s position measured by Global Talent Competitiveness Index (GTCI) in year of 2020-2023, this study discuss the strategic significance of Indonesia’s position in a broader view. Indonesia’s position in the Global Talent Competitiveness Index reflects a strategic paradox. On the one hand, Indonesia possesses significant demographic potential and abundant human resources; on the other hand, the country continues to face structural vulnerabilities in global talent competitiveness. The findings therefore indicate that Indonesia’s relatively modest position in global talent competitiveness is not merely an educational issue, but also reflects broader structural challenges. In this context, global talent competitiveness should be understood as an integral dimensions of national resilience, since the capacity to develop, attract, and retain talent increasingly determines a nation’s ability to survive and compete in the global arena. This study argues that strengthening Indonesia’s talent competitiveness requires an integrated national talent management in a long-term national resilience frameworks. Therefore, the discourse on global talent competitiveness and talent development should not be viewed solely as a sectoral educational agenda, but as a strategic geopolitical and national resilience issue in midst of an increasingly volatile and uncertain global environment.

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