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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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A Review on the Challenges of Incorporating Artificial Intelligence (AI) in Teaching Tenedero, Cynic
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 explains the challenges of incorporating Artificial Intelligence (AI) in teaching in terms of educational resources, personalized learning, motivation. A qualitative library-research design was utilized to study researches published about Artificial Intelligence (AI) from 2018-2025. The challenges of the Artificial Intelligence (AI) integration into educational resources have a significant impact on the teaching practices. Although Artificial Intelligence (AI) provides a positive impact on educational resources such as it can personalize learning and speed up content creation, its implementation must be carefully managed to avoid compromising the human element of education. While AI can improve learning and help keep students motivated, its impact is sometimes reduced by misuse and the difficulty of properly integrating it into teaching. Some students rely too much on AI for assignments, raising concerns about academic honesty. Educators such as teachers and professors must monitor AI-generated content to ensure it meets the academic standards and promotes student engagement.
AutoCT Analyst: AI-Augmented Scratch Assessment for Computational Thinking Development GOH, KOK MING; SIRISENA, ANUTHRA
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

In the evolving landscape of primary computing education, accurately assessing students’ computational thinking (CT) remains a pedagogical challenge due to the dynamic nature of student learning and the creative expression embedded in Scratch programming. This study introduces AutoCT Analyst, an AI-powered tool designed to automate and personalize CT assessment by analyzing Scratch projects based on Brennan and Resnick’s CT framework. A total of 60 student-created Scratch artifacts were analyzed using AutoCT Analyst, which combines rule-based heuristics, decision-tree classification, and GPT-enhanced feedback. The tool identified four learner typologies—Novice Explorers, Linear Designers, Modular Thinkers, and Algorithmic Architects—each with specific scaffolding needs. Validation through expert raters demonstrated high reliability (Cohen’s κ = 0.82) and a strong correlation (r = 0.86) between human and AI-generated scores. Findings underscore the tool’s potential for large-scale, formative assessment and its capacity to inform differentiated instruction. The study also addresses the limitations of rigid typologies and highlights the necessity of human-AI hybrid feedback loops to balance creativity and structure in CT assessment. The commercial viability of AutoCT Analyst lies in its adaptability across classroom contexts and its ability to scale teacher feedback efficiently. Future research should explore longitudinal impacts and contextual customization across diverse educational ecosystems.
Exploring AI-Driven Cognitive Conflict in Teaching Quantum Physics : A Case Study in Indonesian Senior High School Said, Fathiah Damri
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 study explores the use of generative AI, specifically ChatGPT, as a tool to facilitate cognitive conflict during quantum physics learning in an Indonesian high school classroom. Employing an exploratory case study design, the research involved 200 12th-grade students from a public secondary school. A set of conceptual questions rooted in quantum phenomena (e.g., time travel, superposition) were designed to trigger students’ misconceptions and stimulate metacognitive reflection. Students explored these questions using ChatGPT before engaging in classroom discussion and reflection. While the approach successfully sparked curiosity and deep engagement, analysis revealed that a majority of students relied entirely on AI-generated responses, even for prompts requiring personal opinion. The triangulation analysis combined heuristic linguistic features, response similarity checks, and follow up interview to determine whether student responses were likely generated by AI or written personally and identified key themes of wonder, cognitive ambiguity, and culutural connection in student reflections. Overall, the study highlights both the opportunities and challenges of integrating generative AI into science education.
Implementation of Distance Learning at the Indonesian School Abroad in Singapore (SIS) Muthia Izzatul Jannah; Shendi Agung; Arie Susanty
Southeast Asian Journal on Open and Distance Learning Vol. 3 No. 02 (2025): Empowering Learning in the Digital Era: Innovation, Equity, and Transformation
Publisher : SEAMEO SEAMOLEC

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Abstract

This study examines the implementation of Distance Learning (PJJ) at Indonesian Schools Abroad (SILN) in Singapore using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The research identifies several challenges, including limited teacher-student ratios, technological barriers, and variations in student motivation. However, digital platforms such as Google Classroom and Zoom are considered effective in supporting learning, though improvements are needed in the quality of materials, delivery methods, and teacher feedback frequency. Findings indicate that most students benefit from the flexibility of time and technology access provided by PJJ. Nonetheless, challenges such as difficulty in maintaining focus during online learning, perceived heavy workloads, and mismatches between teaching materials and teachers' backgrounds persist. To optimize distance learning, teacher training, diversified teaching methods, improved teacher-student interaction, periodic evaluations, and active parental involvement are recommended. This study concludes that structured collaboration between educational institutions, parental support, and regular system improvements can enhance the quality of distance learning, provide better learning experiences, and meet students' holistic needs.
Gamification-Based Mobile Learning in Elementary School Learning : Literature Study ANIK TWININGSIH ANIK TWIn
Southeast Asian Journal on Open and Distance Learning Vol. 3 No. 02 (2025): Empowering Learning in the Digital Era: Innovation, Equity, and Transformation
Publisher : SEAMEO SEAMOLEC

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Abstract

This study aims to examine the implementation of gamification-based mobile learning as a learning medium in elementary schools. The method used is a literature study by analyzing various previous studies related to the concept, benefits, and challenges of implementing this technology-based learning media. The results of the study indicate that gamification-based mobile learning can increase students' learning motivation, develop high-level thinking skills, and provide a flexible and inclusive learning environment. This learning media is designed through stages that include making flowcharts, storyboards, interface development, and product evaluation. Gamification, as a key element, utilizes features such as points, levels, and badges to create an interactive and engaging learning experience. Although it offers various advantages, such as high accessibility and personalization of teaching materials, its implementation requires adequate infrastructure support and curriculum adaptation. With the right design, gamification-based mobile learning can be an innovative solution to improve the quality of learning in elementary schools.
Distance Learning Implementation Model In Non-Formal Education Irfansyah Bayu Putra Pamungkas; Arie Susanty
Southeast Asian Journal on Open and Distance Learning Vol. 3 No. 02 (2025): Empowering Learning in the Digital Era: Innovation, Equity, and Transformation
Publisher : SEAMEO SEAMOLEC

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Abstract

Distance learning has become an important solution to improve access to education, especially in non-formal education that serves as a complement or substitute for formal education. Non-formal education provides flexibility for learners who face economic, geographical or other constraints in accessing formal education. This research focuses on the development and implementation of the distance learning model at SPNF SKB Bukittinggi City using the ADDIE method (Analysis, Design, Development, Implementation, Evaluation). The analysis stage identified institutional collaboration needs, subject mapping, and digital module development. The design stage finalised the learning content and model framework. In the development stage, workshops are conducted to build learning strategies and modules uploaded to the Learning Management System (LMS) platform. Implementation was conducted through field tests, and the feasibility of the model was evaluated. The results showed challenges, such as limited competence of educators in using the LMS and infrastructure issues. However, this study confirms the potential of distance learning in expanding access to education and supporting lifelong learning. Recommendations include continuous training and infrastructure improvements for the sustainability of this model.
Dynamics of Implementing Digital Technology Development in Sociology Learning Andrias Yovi Eka Listyawan; Ravik Karsidi; Argyo Demartoto
Southeast Asian Journal on Open and Distance Learning Vol. 3 No. 02 (2025): Empowering Learning in the Digital Era: Innovation, Equity, and Transformation
Publisher : SEAMEO SEAMOLEC

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Abstract

The development of technology in the era of the Fourth Industrial Revolution has brought significant changes in various aspects of human life, one of which is in the field of education. The integration of education is key in transforming the paradigm of education. With rapid changes, it demands a more innovative education system, not only in the use of technology but also in ensuring sustainability and access to education for everyone. However, challenges such as the digital divide, infrastructure readiness, and the lack of digital literacy among teachers and students remain major obstacles. This research aims to understand the role of training in enhancing the digital competence of Sociology teachers. The main theory used is Paulo Freire's liberating education. This research method uses descriptive qualitative with a case study method. Data were collected through observation, documentation, and questionnaires from the training participants. Then the data was analyzed using the Miles and Huberman model. The research results show that: (1) the training is able to enhance teachers' understanding of digital technology, (2) there is a transformation of learning into a student-oriented approach through problem-based learning, (3) teachers are starting to integrate artificial intelligence to prepare teaching materials and assessments.
A Systematic Literature Review of GeoGebra Implementation in Project-Based Learning Sidhik Hidayatullah; Isti Hidayah
Southeast Asian Journal on Open and Distance Learning Vol. 3 No. 02 (2025): Empowering Learning in the Digital Era: Innovation, Equity, and Transformation
Publisher : SEAMEO SEAMOLEC

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Abstract

The objectives of this study are to analyze how GeoGebra has been implemented in Project-Based Learning ( PjBL ) models within mathematics education, to explore the effectiveness of its integration in improving learning outcomes, and to provide insights for future pedagogical approaches involving dynamic mathematics software. This study employed a Systematic Literature Review (SLR) method following the PRISMA protocol to ensure rigorous and transparent article selection and synthesis. The search process involved filtering 428 articles published between 2020 and 2025 using three major academic databases: Google Scholar, Scopus, Semantic Scholar, and Crossref. A final set of 21 articles was selected for in-depth review and analysis based on relevance to the research questions and inclusion criteria. The findings indicate that integrating GeoGebra into PjBL positively enhances students' conceptual understanding, mathematical reasoning, and engagement. Most studies also highlight the role of GeoGebra in facilitating interactive, student-centered learning environments. This review provides evidence-based recommendations for educators and researchers aiming to optimize the use of GeoGebra in project-based learning contexts. It contributes to the growing body of literature supporting the strategic use of digital tools in mathematics education.
Digitalization and Social Inequality in Japanese Education Akihito Fujiwara; Ravik Karsidi
Southeast Asian Journal on Open and Distance Learning Vol. 3 No. 02 (2025): Empowering Learning in the Digital Era: Innovation, Equity, and Transformation
Publisher : SEAMEO SEAMOLEC

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Abstract

This article critically analyzes the digital transformation of education in Japan through the lens of educational sociology. Using literature-based qualitative analysis, the study focuses on the GIGA School Program as a national policy intended to enhance equity through digital infrastructure. Despite universal device distribution and high-speed internet development, the study reveals significant disparities in implementation, especially concerning teacher readiness, household digital literacy, and regional differences. The findings indicate that digital education tends to reinforce social stratification through unequal access to cultural capital, which is consistent with Bourdieu's theory of symbolic violence. Moreover, the growing influence of EdTech companies has led to the marketization of learning, shifting students into passive consumers of standardized content. This phenomenon also erodes the humanistic and dialogical dimensions of education emphasized by thinkers such as Freire and Durkheim. The article concludes that technological reform must be grounded in social equity and educational philosophy to ensure just and meaningful learning. Recommendations include reforming teacher training, strengthening local educational support, and safeguarding education from commercial domination. Keywords:digital education, cultural capital, educational inequality, symbolic violence, EdTech
Evaluating the Effectiveness of SEAMOLEC's Online Training Using the Kirkpatrick’s Model Rumita Sihole; Beatriks Lasamahu; Esther Ida Krisanti; Arie Susanty; Zahrani Balqis
Southeast Asian Journal on Open and Distance Learning Vol. 3 No. 02 (2025): Empowering Learning in the Digital Era: Innovation, Equity, and Transformation
Publisher : SEAMEO SEAMOLEC

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Abstract

Training evaluation stands as a critical phase in the training process, dedicated to investigating and providing feedback for the conducted training over a certain period. This research aims to conduct online training evaluation level 3 and 4 using Kirkpatrick analysis framework for continuous improvement.      The research investigates the effectiveness of SEAMOLEC's online training program using a comprehensive mixed-methods approach both quantitative and qualitative methodologies. The research findings aim to offer a thorough understanding of the training's impact on participants' behavior (level 3) and organizational results (level 4). The research utilizes questionnaires and interviews with alumni and the head of the organization as instruments. The analysis of the effectiveness of SEAMOLEC's online training programs revealed positive outcomes at both the individual and organizational levels. At the behavior level (level 3), parameters such as support (3.74), application of acquired knowledge (3.63), productivity improvement (3.68), relevance of the training (3.67), and knowledge-sharing practices (3.52) demonstrate favorable results. For organizational results (level 4), participants exhibit significant skill improvement (3.71), commendable job-related assistance (3.57), substantial collaboration success (3.71), and goal achievement (3.57). Through this holistic evaluation, the research seeks to offer valuable insights and recommendations for enhancing the quality and outcomes of SEAMOLEC's online training initiatives.

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