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Aqil Aulia Wafda Amin
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Kompleks Universitas Terbuka Pondok Cabe, Pamulang, Jl. Cabe Raya, Pd. Cabe Ilir, Kec. Pamulang, Kota Tangerang Selatan, Banten 15418
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INDONESIA
Southeast Asia Journal on Open and Distance Learning
Published by SEAMEO SEAMOLEC
ISSN : 18298362     EISSN : 30891922     DOI : -
Core Subject : Humanities, Education,
Humanities Education Mathematics Other
This journal was launched as an effort to build the academic environment on open and distance learning, especially in southeast asia region. Furthermore, the scope of this journal is focusing on the development as well as the good practice of open and distance learning and the use of technology in education.
Arjuna Subject : Umum - Umum
Articles 40 Documents
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Myanmar’s Digital Learning Journey Through Distance Education Nu Nu Yi; Thi Thi Khine
Southeast Asian Journal on Open and Distance Learning Vol. 2 No. 1 (2024): Integrating Education Trends to Support 21st Century Learning
Publisher : SEAMEO SEAMOLEC

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Abstract

Myanmar, a nation renowned for its cultural diversity and natural beauty, grapples with enduring educational challenges that arise due to limited accessibility to quality education, insufficient infrastructure and a shortage of wellqualified teachers with adequate training. However, the advent of digital technologies and the transformative potential of distance education offer a hopeful path.This pioneering initiative aims to enhance Myanmar’s education system through digital distance learning. Its primary goal is to address long-standing educational disparities using technology for inclusive learning, including the development of digital infrastructure, and providing teacher training in digital pedagogy. Furthermore, partnerships with international organizations contribute expertise, resources, and innovation to distance education.Ultimately, Myanmar’s digital learning journey visualizes an inclusive and equitable education system with the potential for a brighter future built on digital skills and knowledge in order to enhance learning opportunities as well as eliminate knowledge disparities throughout the country
The Development of Module for Improving Computational Thinking Skills on Science Education based on Google Colaboratory Silvi Putri Ayu Ningsih; Zainur Rasyid Ridlo
Southeast Asian Journal on Open and Distance Learning Vol. 2 No. 02 (2024): Immersive Learning: Integrating Technology, Pedagogy, and Innovation
Publisher : SEAMEO SEAMOLEC

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Abstract

The purpose of this study was to analyze the module development process to improve skills for students in junior high school and then conduct a limited test on prospective teacher students. The development method used in this research is the ADDIE method by using analyzing the results of validation and limited testing using samples from prospective science teacher students, the purpose of using prospective teacher students as research samples because this module was developed for junior high school students, therefore prospective teacher students must understand the module developed before it is implemented to junior high school students. The results of module development resulted in a content validity value of 88.1%, science concepts 87.8%, Construct 94.7, Language 89.3%, layout 88.9%, on average the validity value of the module that has been developed reaches 89.7%, this indicates that the module developed is categorized as very valid and ready to use. Implementation of the module in a limited class resulted in an increase in the average value of posttest from 27.9 to 87.5 and resulted in an N-gain value of 0.82. based on these results it can be concluded that the developed module is able to direct and improve the ability to think computationally.
Ondel-Ondel Betawi E-Book for Early Childhood Anti-Corruption Education Agita Violy
Southeast Asian Journal on Open and Distance Learning Vol. 2 No. 02 (2024): Immersive Learning: Integrating Technology, Pedagogy, and Innovation
Publisher : SEAMEO SEAMOLEC

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Abstract

Anti-corruption education for early childhood is crucial in fostering an integrity-driven generation. This study examines the use of Betawi Ondel-Ondel stories to convey anti-corruption values to young children. Unlike previous research that often employed conventional character education methods, this study focuses on utilizing local cultural elements as an innovative learning approach. The research aims to evaluate the potential of Ondel-Ondel stories in teaching values such as honesty and justice, integrating these principles into daily learning activities. The motivation behind this research is to connect character education with engaging cultural aspects relevant to children. The methodology includes literature review, symbolic analysis of Ondel-Ondel, and observations and interviews with educators. Findings indicate that the Ondel-Ondel character significantly enhances children's understanding of the importance of honesty and justice. Policy implications suggest the need to incorporate local cultural elements into the anti-corruption education curriculum to make learning materials more engaging and relevant. This study aims to assist educators and policymakers in designing innovative and impactful teaching methods.
Towards AI-Integrated English Learning Activities: A TAM Analysis of Vocational Students' Behavioral Intention Ansas, Velayeti Nurfitriana; Pradana, Handi; Fazhar Restu Fauzi; Betuah Anugerah; Wakhid Herri Nurcahyo; Muchdirin; Roro Ayu Fasha Dewatri
Southeast Asian Journal on Open and Distance Learning Vol. 2 No. 02 (2024): Immersive Learning: Integrating Technology, Pedagogy, and Innovation
Publisher : SEAMEO SEAMOLEC

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Abstract

This research examines the influence of students' experiences using the artificial intelligence-based application Talk to GPT in learning to speak English and their motivation to use this technology. A total of 28 vocational school students participated in the study, utilizing questionnaires to measure their perceptions of the application's benefits, ease of use, and its impact on their motivation. The findings reveal that students experienced more efficient and engaging learning activities, supported by Talk to GPT's interactive features that provided personalized responses and immediate feedback, enhancing their fluency, vocabulary, pronunciation, and confidence in speaking English. The application's intuitive interface and ease of adaptability further facilitated a seamless learning experience, reducing technological barriers and increasing students' productivity. Moreover, the study demonstrated that students had a strong Behavioral Intention (BI) to continue using Talk to GPT and other AI-based tools for various educational purposes, signifying a positive shift in their acceptance and enthusiasm for integrating AI technologies into learning. These findings highlight the transformative potential of AI-powered applications in creating engaging, student-centered learning environments, fostering motivation, and encouraging the exploration of innovative educational tools, ultimately contributing to developing a more technologically integrated and dynamic curriculum.
Readiness of Educational Institutions in Utilizing Immersive Technology in Learning Awanis Hidayati; Arie Susanty; Aji Wicaksono; Novaria Nusantara
Southeast Asian Journal on Open and Distance Learning Vol. 2 No. 02 (2024): Immersive Learning: Integrating Technology, Pedagogy, and Innovation
Publisher : SEAMEO SEAMOLEC

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Abstract

The implementation of technology-enhanced learning in educational institutions is a key indicator of progress and quality. Its successful execution requires a well-established planning process, manifested in the form of readiness measurements. To assess the readiness level for the implementation of e-learning, it is essential to conduct an evaluation of e-learning readiness. This research aims to provide an overview of the general readiness levels of educational institutions collaborating with SEAMOLEC in incorporating immersive technology for learning. The study utilizes the ELR Aydin Tasci model, focusing on four readiness factors: Technology, Human Resources, Innovation, and Self-Development. The findings indicate that two factors, namely technology and self-development, are classified as 'Not Ready' and require minor improvements. On the other hand, human resources and innovation are classified as 'Ready' but also require slight enhancements. The average score obtained, 3.48, reflects a readiness level of 3. In conclusion, the overall readiness of the analyzed educational institutions is categorized as 'Ready' with room for slight improvement.
Development of an Immersive Educational Tool for Solar System Topics Awanis Hidayati; Ani Susanti; Aji Wicaksono; Novaria Nusantara; Rieky Martin
Southeast Asian Journal on Open and Distance Learning Vol. 2 No. 02 (2024): Immersive Learning: Integrating Technology, Pedagogy, and Innovation
Publisher : SEAMEO SEAMOLEC

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Abstract

The study of the solar system is a critical component of science education, offering students a deeper understanding of natural phenomena. However, traditional teaching methods often fall short in effectively engaging students and fostering comprehensive understanding. This study aims to develop an immersive learning tool utilizing metaverse technology, following the ADDIE development model. The resulting product includes two virtual spaces designed for exploration and learning by students. The evaluation process involved both Alpha and Beta Testing. Alpha Testing was conducted with four experts, comprising two specialists in AR, VR, and XR media, and two experts in science content. Beta Testing involved a small group of 15 students to assess the usability of the immersive application. The evaluation by media experts rated the learning tool as "highly feasible" for educational purposes, while assessments from science content experts categorized it as "feasible" for instructional use. Usability testing results further classified the application as "excellent" overall.
Transforming Science Education: The Effect of Immersive Technology on Student Performance Ani Susanti; Awanis Hidayati; Hendra Wijaya; Novaria Nusantara; Arie Susanty; Fazhar Restu Fauzi
Southeast Asian Journal on Open and Distance Learning Vol. 2 No. 02 (2024): Immersive Learning: Integrating Technology, Pedagogy, and Innovation
Publisher : SEAMEO SEAMOLEC

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Abstract

This study examines the influence of immersive technology on student learning outcomes, emphasising its efficacy in improving comprehension of intricate scientific ideas, particularly the solar system. A quasi-experimental approach was utilised, featuring an experimental group utilising immersive technology tools and a control group receiving conventional video-based teaching. Data were gathered via pre-tests and post-tests to evaluate knowledge acquisition, in addition to observations and questionnaires to measure student involvement and participation. The results revealed significant improvements in both groups, with the control group achieving higher post-test scores, potentially due to the familiarity and structured nature of the traditional methods. However, the experimental group demonstrated the unique benefits of immersive technology, particularly in visualizing abstract concepts and fostering interactive learning experiences. These findings suggest that while immersive technology has substantial potential, its effectiveness depends on the context and implementation. Future research should explore its long-term impact and strategies for optimizing its integration into diverse educational settings
Writing Without a Who: Reclaiming Authorship in the Age of Generative AI ZAINUDIN, NUR AIMAN; JOHARI, ZAIDATUL HUSNA
Southeast Asian Journal on Open and Distance Learning Vol. 3 No. 01 (2025): Artificial Intelligence: Pedagogical Innovation, Academic Analysis, Innovation
Publisher : SEAMEO SEAMOLEC

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Abstract

The rise of generative artificial intelligence (AI) tools such as ChatGPT presents an ontological and ethical disruption to writing in education. As machines increasingly produce human-like texts, the meaning of authorship, originality, and the learner’s presence in their own writing comes into question. This concept paper explores the implications of AI-mediated writing through the dual philosophical lenses of Martin Heidegger and Hannah Arendt. Heidegger’s concept of enframing reveals how AI transforms writing into an efficient, optimized output, severing it from its poietic and disclosive potential. Arendt’s theory of action elaborates the risk of writing devolving into mere labor, stripping students of the opportunity to appear, speak, and act meaningfully in the world. A rehumanised pedagogy is proposed—one that reclaims writing as an act of becoming, relational presence, and political appearance. In this framework, AI is repositioned not as a surrogate author, but as a reflective tool within the learner’s dialogic and developmental space.
Relationship of AI- Dependency and Reading Comprehension of Pre-Service English Teachers Basagre, Rey-Mark; Perez, Karen; Argente, Shiela; Assuncion, Marian; Barrion, Rose Anne Marianne; Bersabe , Lerame; Flora, Jerald; Rabino, Jasmin
Southeast Asian Journal on Open and Distance Learning Vol. 3 No. 01 (2025): Artificial Intelligence: Pedagogical Innovation, Academic Analysis, Innovation
Publisher : SEAMEO SEAMOLEC

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Abstract

With the increasing integration of Artificial Intelligence (AI) tools in academic settings, this research aims to determine how AI usage influences students' reading comprehension skills. This quantitative study investigates the relationship between reading comprehension and AI dependency among pre-service English Teachers at Central Bicol State University of Agriculture. The study found that first-year students had below-average reading comprehension. In contrast, second-year to fourth-year students demonstrated average comprehension, indicating improvement over time but with room for growth. It revealed moderate AI dependency across all year levels, with third-year students showing the highest reliance on AI for academic purposes. A weak positive correlation between reading comprehension and AI dependency was observed, though not statistically significant, suggesting that AI use alone does not directly affect reading comprehension. The results imply that effective reading comprehension skills does not depend on AI usage, and the importance of critical thinking methods should be emphasized.
SmartLearnBot Artificial Intelligence as a Pedagogical Innovation in Teacher Education HARIKRISHNAN, HEMANATHAN
Southeast Asian Journal on Open and Distance Learning Vol. 3 No. 01 (2025): Artificial Intelligence: Pedagogical Innovation, Academic Analysis, Innovation
Publisher : SEAMEO SEAMOLEC

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Abstract

This paper presents the development and evaluation of SmartLearnBot, an AI-powered chatbot designed to support digital learning among pre-service teachers enrolled in the Foundation Programme for the Bachelor of Teaching (PPISMP). The chatbot was embedded with content from two compulsory courses, Introduction to Education Studies (GPPP1092) and Fundamentals of Digital Learning (GAPD1032). The aim of this innovation was to provide a responsive, interactive, and accessible learning platform to enhance student engagement and comprehension. The research involved 100 students from two teacher education institutes in Kuala Lumpur. A pre-test and post-test design was employed using structured questionnaires. Results showed a significant increase in students’ understanding, with mean scores rising from 58.6% to 82.4%. Students also reported high satisfaction and a willingness to recommend the tool to peers. The study concludes that SmartLearnBot is a practical and scalable pedagogical innovation aligned with 21st-century learning goals. It is recommended for wider adoption in teacher training programmes to promote flexible, technology-driven instruction.

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