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Journal on Smart Learning Technologies
Published by Universitas Negeri Surabaya
ISSN : -     EISSN : 31099122     DOI : -
Core Subject : Science, Education,
Computer Science & IT Education Languange, Linguistic, Communication & Media Other
Journal on Smart Learning Technologies is a peer-reviewed academic journal that publishes high-quality research articles on innovative topics in education, advancing educational development through scholarly dialogue that bridges theory, practice, and technology. It serves as a platform for interdisciplinary research, exploring the dynamic intersections of pedagogy, curriculum, media, assessment, and Artificial Intelligence (AI). The journal emphasizes AI’s integration to facilitate personalized, adaptive, and inclusive learning experiences, encouraging data-driven strategies and equitable educational solutions. It welcomes critical insights and forward-thinking approaches from diverse global perspectives to transform teaching and learning. Focus and Scope : Educational technology integration and digital transformation in learning Instructional design and learning system development Curriculum innovation and media-based instruction Online, blended, and mobile learning environments Learning analytics, assessment, and evaluation in education Cross-disciplinary studies linking education with emerging fields Global and comparative studies in educational innovation Artificial Intelligence (AI) integration for personalized, adaptive, and inclusive learning
Arjuna Subject : Ilmu Komputer (semua kategori) - Kecerdasan Buatan
Articles 20 Documents
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Merit and Demerit of Generative Text AI for Indonesian Teachers’ Administration Load: Primary Teachers’ Perspective David Ginola; Adhitya Amarulloh
Journal on Smart Learning Technologies Vol. 1 No. 1 (2025): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jslt.v1i1.42723

Abstract

In the Indonesian educational system, teachers function as both educators and administrators; managing a large number of occupational processes critical for the functioning of the school, as well as meeting policy compliance mandates. This situation is particularly pronounced in public and rural schools which tend to be understaffed and under resourced. This leads to heightened levels of teacher stress, burnout, and poor quality of education. The recent emergence of generative text Artificial Intelligence (AI) provides new opportunities for alleviating the administrative burdens of teachers. Modern AI writing tools can perform report writing, lesson outline creation, and data entry due to their ability to human-equivalent compose. Such tools are likely to increase teachers’ productivity, reduce burnout, and improve the amount of time geared towards teaching interacting with students rather than monotonous work. Furthermore, the ability of AI to personalize instruction to vernaculars and the local curriculum strengthens its case for the diverse educational context of Indonesia. Research reveals that trust issues with AI content generators, cultural relevance of the material, concerns regarding data privacy, security, inequitable digital competences among staff members, as well as infrastructural gaps create formidable challenges towards effective AI integration. Additionally, the challenge concerning the potential impact of excessive dependence on AI systems on the professional evaluative skills of teachers also needs attention. This study provides an Indonesian perspective to inform diverse stakeholders policymakers, educators, and technology designers regarding the literature and case studies examining the advantages and disadvantages of generative text AI on the administrative burden of Indonesian teachers. The study advocates for the use of AI technologies that are secure, culturally relevant, inclusive, as well as sensitive and accessible to empower teachers for improved functionality beyond mere administration, to enhance the quality of education in Indonesia.
The analysis of inquiry-based learning needs at the Radya Pustaka Museum for strengthening historical literacy among secondary school students Tyasanti Kusumo Dewanti; Arsyananda Rabbani
Journal on Smart Learning Technologies Vol. 1 No. 1 (2025): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jslt.v1i1.42724

Abstract

This study explores the role of inquiry-based learning (IBL) in enhancing historical literacy among secondary school students at the Radya Pustaka Museum. Historical literacy is a critical aspect of secondary education, as it equips students with the analytical skills needed to understand the complexities of historical events and their impact on contemporary society. However, traditional history education often relies on passive learning, focusing primarily on memorization rather than critical engagement with historical narratives. This study identifies key learning needs of students, such as the need for greater engagement with historical content, the development of critical thinking, research skills, and historical empathy. The research emphasizes the potential of inquiry-based learning, which encourages students to actively explore, question, and analyze historical sources, as a means of fostering deeper understanding and critical thinking. The Radya Pustaka Museum provides a unique opportunity for implementing inquiry-based learning, as it offers a wealth of primary sources and artifacts that can facilitate active, hands-on learning. This study examines the benefits of integrating IBL into the museum context, highlighting the museum's role in helping students develop critical research skills, engage with historical material, and foster historical empathy. It also addresses the challenges of implementing inquiry-based learning, such as time constraints, teacher training, and curriculum integration. Despite these challenges, the study demonstrates that inquiry-based learning in the museum setting can significantly enhance students' historical literacy, providing a more dynamic and engaging approach to history education. The findings suggest that inquiry-based learning, when effectively integrated into museum education, can improve historical literacy and help students become more informed, critical, and empathetic individuals.
Opportunities for STEM-based Learning Models in Elementary Schools Rima Yunika Pratiwi; Budi Rachman
Journal on Smart Learning Technologies Vol. 1 No. 1 (2025): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jslt.v1i1.42726

Abstract

Enhancing STEM literacy in elementary education is becoming increasingly imperative to address global challenges and technology advancements that require critical, creative, and collaborative thinking skills from a young age. The theme and project-based learning (PjBL) approach employed in elementary classrooms demonstrates promise for the integration of STEM elements. Nevertheless, educators' comprehension of this methodology is constrained, and institutional support is suboptimal. This study seeks to examine the perspectives of educators and administrators concerning the opportunities for applying STEM-based learning models in primary schools, while also identifying existing educational practices that may facilitate STEM integration. The research employed an exploratory qualitative methodology, utilizing in-depth interviews and participant observation across various public and private primary schools. The findings indicate that educators possess favorable views of the STEM methodology and have adopted thematic learning approaches that implicitly incorporate STEM components, albeit in an unstructured manner. The primary supporting variables consist of teacher inventiveness and student excitement, whereas the principal impediments are inadequate training, facilities, and curriculum guidelines. The findings underscore the necessity of creating a contextual, adaptable STEM paradigm tailored to the peculiarities of elementary school kids, supported by teacher training and collaboration among educational partners.
Improving Critical Thinking and Problem-Solving Skills Through PBL: Evidence from Secondary Education Rico Eko Andrianto; Taufiq Subhanul Qodr
Journal on Smart Learning Technologies Vol. 1 No. 1 (2025): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jslt.v1i1.42727

Abstract

Critical thinking and problem-solving abilities are vital competencies of the 21st century; nevertheless, they have not yet been fully cultivated by traditional education methods. This study seeks to evaluate the impact of the Problem-Based Learning (PBL) model on the critical thinking skills and problem-solving abilities of junior high school students, while also comparing the outcomes with traditional instructional methods. The methodology employed was a quasi-experimental design featuring a non-equivalent control group, comprising 64 eighth-grade pupils allocated into experimental and control groups. The assessment tool was created utilizing Ennis indicators and Polya stages. The study results indicated that the experimental group exhibited substantial enhancements in both skills, evidenced by a modest N-Gain value (≈0.39) and a large effect size (Cohen's d > 1.0). Conversely, the control group exhibited merely a little increase. These findings reinforce the efficacy of PBL as a constructivist learning methodology that promotes active, collaborative, and reflective participation. The implication is that the systematic implementation of PBL can serve as an effective educational technique to enhance learning quality and prepare students with 21st-century competencies.
Utilization of Augmented Reality in Facilitating Geography Learning to Improve Spatial Ability of Junior High School Students Hilmawan Wibawanto; Iwan Maulana
Journal on Smart Learning Technologies Vol. 1 No. 1 (2025): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jslt.v1i1.43569

Abstract

Spatial ability is a crucial skill in geography education at the junior high school level; nevertheless, some pupils struggle to comprehend abstract spatial concepts due to the constraints of traditional learning medium. Augmented Reality (AR) serves as a novel solution by offering immersive and contextually interactive 3D visuals. This study seeks to elucidate the application of augmented reality media in geography education and evaluate its impact on enhancing students' spatial skills. The employed research methodology is descriptive qualitative, utilizing a case study approach in two private junior high schools located in Surakarta. Data were gathered via classroom observations, comprehensive interviews with educators and students, and documentation, thereafter analyzed employing the Miles and Huberman framework. The findings indicated that augmented reality was executed in three phases: conceptual inquiry, interactive dialogue, and spatial contemplation. Students demonstrated significant enthusiasm and advancements in spatial orientation, cognitive representation, and comprehension of inter-regional relationships. The challenges encountered comprised insufficient devices, unreliable internet connectivity, and pupils' inadequate early digital literacy. This study suggests that augmented reality is not merely a visual-assistance, but also a potent transformative learning medium for enhancing students' spatial skills. The implication is that the incorporation of AR must be supported by teacher training and infrastructure to ensure its best application in geography education.
Implementation of Jean Piaget's Cognitive Development Theory in Science Learning in Elementary Schools and Its Relevance to SDGs 4 Isna Qurrotun Aini; Rafii Fathul Alim; Yusuf Firmansyah
Journal on Smart Learning Technologies Vol. 1 No. 2 (2025): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jslt.v1i2.46866

Abstract

Quality education (SDGs 4) demands a paradigm shift from passive learning to active knowledge construction, particularly at the Elementary School (SD) level as the foundation for scientific literacy. In reality, Science (IPA) learning in elementary schools is still dominated by abstract lecture methods, which conflict with the cognitive needs of students, the majority of whom are in the concrete operational stage (ages 7–11). This study aims to analyze and synthesize the practical implementation of Jean Piaget's cognitive development theory in elementary school science learning and its relevance in supporting the achievement of SDGs 4 targets. The research employs a literature review method with a descriptive-analytical approach, examining various scientific studies related to the application of Piaget's constructivist principles within the science context. The synthesis results identify three pillars of effective implementation: 1) The Shift in the Teacher's Role, which involves the teacher transitioning into a facilitator who designs cognitive disequilibrium; 2) The Centrality of Concrete Media, which mandates the use of hands-on media (traditional and digital, such as interactive simulations) to bridge abstract concepts into observable (concrete) thinking; and 3) Relevant Learning Models, specifically the application of constructivist models like Inquiry-Based Learning and Discovery Learning that directly train students' logical skills. The conclusion indicates that science learning aligned with the concrete operational principles significantly improves students' concept comprehension, critical thinking skills, and scientific literacy, which are central to achieving Quality Education targets (SDGs 4.1 and 4.7). Therefore, a mandatory transition from textbook-centered instruction to activity-centered instruction in elementary schools is recommended.
The Role of Artificial Intelligence in Enhancing Critical Thinking Skills of Educational Technology Students: The Moderating Influence of Digital Literacy and Usage Regulation Riski Dwi Andrian; Yessi Mey Widianti; Desmita Ayu Rachma Wati
Journal on Smart Learning Technologies Vol. 1 No. 2 (2025): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jslt.v1i2.46867

Abstract

This research examines the role of artificial intelligence (AI) in developing the critical thinking skills of students in the Educational Technology program. In the digital age, critical thinking is essential for objectively evaluating information, solving problems, and making rational decisions. However, much of the learning in higher education is still one-way, limiting the development of these skills. Thru literature review, this study examines the relationship between AI usage and critical thinking skills, specifically in the context of higher education. The results show that AI can trigger students' analysis, evaluation, and reflection processes thru adaptive and interactive learning, with immediate feedback and personalized learning. Nevertheless, the successful implementation of AI depends on students' digital literacy, pedagogical design, and policies regarding AI use on campus. Other challenges such as technology dependence, algorithmic bias, and faculty readiness also need to be considered. A key novelty of this study is the identification of cognitive off-loading as a central risk, highlighting that AI’s impact is not merely supportive but can potentially weaken students’ independent reasoning if not regulated properly. This novelty underscores the urgent need for clear usage guidelines to ensure that AI strengthens rather than replaces students’ critical thinking processes. Overall, this research indicates that integrating AI into learning can enhance students' critical thinking abilities, provided it is used to support independent thinking and reflection, with a planned and ethical approach, making AI an intellectual partner in active, creative, and meaningful learning.
Contribute of Behaviorism: Optimizing Skinner's Principles for Prosocial Character and SDG 16 in Primary Education Nazli Nahrowi; Alivia Rizky Wulan Santoso; Nabilah Kenza Putri Anwariyah
Journal on Smart Learning Technologies Vol. 1 No. 2 (2025): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jslt.v1i2.46899

Abstract

The problems of deviant behavior and low discipline among elementary school students remain a challenge in creating a conducive learning environment. Most previous studies have focused more on cognitive aspects, while the dimension of prosocial character and its contribution to Sustainable Development Goals (SDGs) 16 has not been widely studied. This study aims to analyze the application of reinforcement principles (positive and negative reinforcement) and shaping behavior in shaping the discipline and prosocial behavior of elementary school students, as well as to explain its contribution to the achievement of SDG 16 through peaceful and inclusive education. This study uses a qualitative approach with a library research method. Data were obtained from various academic literature such as reputable journals, books, and research reports relevant to B.F. Skinner's operant conditioning theory. Data analysis was conducted using descriptive qualitative methods through the stages of reduction, categorization, and interpretation of literature to find patterns of correlation between behavioral reinforcement and character building in students. The results showed that consistent reinforcement increased students' intrinsic motivation, self-discipline, and social responsibility, while shaping behavior played a role in gradually forming prosocial behavior. The new findings from this study produced a conceptual model of Behaviorism-Contributive, which is the integration of Skinner's theory with social-emotional values relevant to the context of Indonesian primary education. Theoretically, this model broadens the neo-behavioristic perspective in education, while practically, it can be used as a reference for teachers and educational institutions to create a peaceful, inclusive, and equitable learning ecosystem in line with SDG 16.
Generative AI Adoption in Indonesian Secondary Education: A Case Study of SMP Negeri 1 Dawuan Majalengka Regency Tio Fanky Kresnandya; Ahmad Andi Rizaldi
Journal on Smart Learning Technologies Vol. 1 No. 2 (2025): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jslt.v1i2.47340

Abstract

The rapid proliferation of Generative Artificial Intelligence (GenAI) tools, such as ChatGPT, Deepseek, and Gemini, has introduced new paradigms in global education. While the impact of these tools on higher education is increasingly documented, there is a paucity of research regarding their penetration and usage patterns at the junior high school level (Sekolah Menengah Pertama) in Indonesia. This study aims to fill this gap by investigating the frequency, nature, and academic implications of GenAI usage among students at SMP Negeri 1 Dawuan. Utilizing a quantitative descriptive survey, the study assesses how frequently students engage with these technologies and for what specific academic purposes, such as writing assistance, problem-solving, or information retrieval. The findings reveal that while students are highly aware of these tools, they primarily use them for instant answer retrieval rather than deep learning. Furthermore, the study identifies a tension between the benefits of enhanced learning efficiency and the risks of cognitive over-reliance. These results suggest that while GenAI holds significant potential for supporting digital natives, there is an urgent need for a firm policy and fixed regulation regarding AI usage in the school to ensure these tools are used ethically and constructively in the Indonesian secondary school context.
Bridging Vocation 4.0 Readiness: Needs Assessment of Interactive Simulation Media in Manufacturing-Focused Vocational High Schools Nazli Nahrowi; Intan Nur Aisiah; Alivia Rizky Wulan Santoso; Chelsa Maya Arzanti
Journal on Smart Learning Technologies Vol. 1 No. 2 (2025): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jslt.v1i2.47919

Abstract

Digital transformation is essential for Vocational Education (SMK) to produce competitive graduates in the Industry 4.0 era, but there is a significant gap between the demands for practical skills and the dominant static teaching practices. This study aims to analyze the specific needs of digital learning media in Magetan Vocational High Schools (SMK) based on teacher and student perceptions. This study adopted a descriptive mixed-methods approach with a convergent triangulation design, chosen to validate and elaborate quantitative findings (student perceptions) with qualitative data (teacher context and barriers) in depth. Data were collected through a TPACK-based Media Needs Questionnaire (N=43 students) analyzed with percentages and averages, as well as semi-structured interviews (N=3 teachers) and observations of the learning environment, which were analyzed thematically. The results showed a sharp discrepancy: static media (PDF/PowerPoint) were rated the least effective (23.3%), while students collectively highly demanded Interactive Simulations/Virtual Laboratories (88.4%) and Project-Based Video Tutorials (81.4%). The implementation of these demands is hampered by systemic factors, particularly unstable infrastructure (internet/hardware), uneven distribution of teachers' pedagogical-technological competencies, and limited time for media development. This study concludes that the primary output of the needs analysis is the need to develop interactive simulation media oriented toward vocational practice. These findings provide an empirical basis for strategic policy revisions that focus on improving digital infrastructure and targeted teacher competency training to ensure effective and sustainable media adoption.

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