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Journal of Social Science Utilizing Technology
Published by Yayasan Adra Karima Hubbi
ISSN : 30265959     EISSN : 3026605X     DOI : https://doi.org/10.70177/jssut
Core Subject : Religion, Humanities, Education, Art, Social,
Religion Arts Humanities Education Social Sciences
Journal of Social Science Utilizing Technology focused on new research addressing Information, Management, Educational Technology, e-Learning, Media Management, Human Resources, Fine and Applied Arts, Humanities Social Sciences, General and Cross-Disciplinary and Communications Technologies as Applied to the Digital Worlds of Business, Government and Non-Governmental Enterprises. The Journal publishes work from all disciplinary, theoretical and methodological perspectives. It is designed to be read by researchers, scholars, teachers and advanced students in the fields of Information Systems, Management and Information Science, as well as information technology developers, consultants, software vendors, and senior business and information technology executives seeking an update on current experience and future prospects in relation to contemporary information and communications technologies.
Arjuna Subject : Umum - Umum
Articles 15 Documents
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Search results for , issue "Vol. 2 No. 3 (2024)" : 15 Documents clear
Innovative Religious Science Education: Incorporating Virtual Reality to Teach Complex Theological Concepts Mahmudah, Siti; Muhammadong, Muhammadong
Journal of Social Science Utilizing Technology Vol. 2 No. 3 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jssut.v2i3.1344

Abstract

Background. Religious science education often faces challenges in conveying complex theological concepts to students in a way that is engaging and easily understood. Traditional teaching methods may struggle to capture abstract or difficult ideas, resulting in a disconnect between theoretical knowledge and practical understanding. Recent advancements in technology, particularly virtual reality (VR), offer innovative solutions to enhance learning experiences in this field. Virtual reality has the potential to immerse students in interactive, three-dimensional environments, allowing them to explore theological ideas more deeply. Purpose. This study aims to explore the effectiveness of incorporating virtual reality into religious science education to teach complex theological concepts. Method. A mixed-methods approach was used, combining qualitative interviews with students and educators, along with a quantitative assessment of student performance before and after VR integration. The study was conducted at three religious institutions where VR modules were introduced in the curriculum to teach topics such as creation, eschatology, and religious symbolism. Results. Results indicate that students demonstrated a significant improvement in understanding and retaining complex theological concepts when virtual reality was incorporated into the learning process. The immersive nature of VR allowed students to engage with the material more deeply, leading to greater comprehension and participation. Additionally, educators reported that VR enhanced the overall classroom experience by making abstract concepts more accessible.. Conclusion. In conclusion, virtual reality presents a promising tool for religious science education, providing an innovative approach to teaching complex theological ideas. Future research should explore long-term impacts and scalability of VR in religious education.
Applying Andragogy Principles to Enhance Professional Development in Corporate Training Programs Bahrani, Bahrani
Journal of Social Science Utilizing Technology Vol. 2 No. 3 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jssut.v2i3.1345

Abstract

Background. Corporate training programs often focus on delivering content without fully considering how adults learn best, leading to limited engagement and skill retention. Andragogy, the theory of adult learning, emphasizes self-directed learning, relevance, and practical application, which could significantly enhance professional development in corporate settings. Despite its potential, the application of andragogical principles in corporate training remains underutilized, limiting the effectiveness of such programs in fostering meaningful skill development and growth. Purpose. This study aims to examine how incorporating andragogy principles can enhance professional development in corporate training programs. Method. A mixed-methods approach was employed, using surveys and interviews with 100 corporate employees who participated in training programs designed with and without andragogical elements. Quantitative analysis was conducted to measure the impact on skill acquisition, engagement, and satisfaction, while qualitative interviews provided insights into the learners’ experiences. Results. The results show that training programs incorporating andragogical principles led to higher engagement and better skill retention compared to traditional methods. Employees reported greater satisfaction and perceived the content as more relevant to their job roles, contributing to improved motivation and a more positive learning experience. Additionally, self-directed learning components significantly boosted long-term retention of skills. Conclusion. In conclusion, applying andragogy principles to corporate training programs enhances the learning experience and leads to more effective professional development outcomes. Organizations seeking to improve the impact of their training initiatives should consider incorporating these principles to foster greater learner engagement and long-term skill retention.
Language Learning through AI Chatbots: Effectiveness and Cognitive Load Analysis Safar, Muh.; Anggraheni, Dini
Journal of Social Science Utilizing Technology Vol. 2 No. 3 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jssut.v2i3.1346

Abstract

Background. The use of AI chatbots in language learning has gained popularity due to their accessibility and ability to provide interactive practice. However, concerns regarding their effectiveness in improving language skills and the potential cognitive load they place on learners remain underexplored. With the increasing integration of AI in education, understanding how these tools impact language acquisition is critical for optimizing learning outcomes. Purpose. This study aims to evaluate the effectiveness of AI chatbots in language learning and analyze the cognitive load experienced by learners during chatbot interactions. Method. A mixed-methods approach was used, combining quantitative assessments of language proficiency before and after using an AI chatbot for a three-week period, with qualitative interviews to assess learner perceptions of cognitive load. Participants included 60 university students learning a new language. Results. The results indicate that AI chatbots significantly improved language skills, particularly in conversational fluency and vocabulary acquisition. However, a moderate level of cognitive load was reported by learners, primarily due to the need to simultaneously engage in real-time conversation and process feedback. While the cognitive load was not overwhelming, it varied based on individual learner characteristics, such as prior language proficiency and familiarity with AI tools. Conclusion. In conclusion, AI chatbots offer an effective method for enhancing language learning, particularly in improving fluency and vocabulary. However, managing cognitive load is crucial to maximizing their educational potential. Further research is recommended to explore adaptive chatbot designs that can tailor interactions to individual learner needs.
Leveraging Local Wisdom in Curriculum Design to Promote Sustainable Development in Rural Schools Wahyuni, Erna; Tandon, Meredith; Jonathan, Bouyea
Journal of Social Science Utilizing Technology Vol. 2 No. 3 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jssut.v2i3.1347

Abstract

Background. Rural schools often face challenges in promoting sustainable development due to limited resources and the disconnect between global educational frameworks and local contexts. Local wisdom, rooted in the cultural and environmental knowledge of rural communities, offers valuable insights that can be integrated into curriculum design to foster sustainability and relevance in education. Despite its potential, the integration of local wisdom into formal education remains underutilized in many rural areas, limiting the impact of education on sustainable development. Purpose. This study aims to explore how local wisdom can be leveraged in curriculum design to promote sustainable development in rural schools. Method. Using a qualitative case study approach, the research involved interviews and focus group discussions with educators, community leaders, and students from three rural schools. The study examined existing curricula, identified elements of local wisdom, and explored ways to incorporate these elements into formal education. Data were analyzed thematically to identify key strategies for integrating local wisdom into teaching practices. Results. The findings reveal that incorporating local wisdom into the curriculum enhances students’ understanding of sustainable practices by connecting global sustainability goals with local knowledge and practices. Educators and community leaders played a critical role in bridging this gap, creating a more relevant and contextually grounded learning experience for students. The study also highlights the importance of collaboration between schools and local communities in fostering a sense of ownership and responsibility for sustainable development. Conclusion. In conclusion, leveraging local wisdom in curriculum design can significantly contribute to sustainable development in rural schools by creating more relevant, practical, and community-centered learning experiences. Further research is recommended to explore scalable models for integrating local knowledge into educational frameworks.
The Role of Fake News in Shaping Public Perception and Trust in the Media Kem, Deepak
Journal of Social Science Utilizing Technology Vol. 2 No. 3 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jssut.v2i3.1190

Abstract

Social media platforms, which include emotionally charged bits of information, are susceptible to the widespread spread of large quantities of false information. There is less knowledge about the emotional processing that drives people's beliefs and the spreading of false news on social media. Most of the studies on fake news have mostly focused on cognitive processing characteristics. This research conducts a comprehensive analysis of how emotional factors influence the way people perceive false information on social media sites. A thorough literature search was performed in the SCOPUS and Web of Science databases to locate pertinent publications on the subjects of effect, misinformation, disinformation, and false news. A total of 31 empirical publications were acquired and scrutinized. This review identified seven research topics and four research gaps. This review's results enhance the current body of work on the cognitive processes involved in individuals' perception of false information on social media. These ramifications may affect technological platforms, governments, and people who are engaged in fighting against infodemics.

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