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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 5 Documents
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Search results for , issue "Vol. 1 No. 1 (2025): Journal on Smart Learning Technologies" : 5 Documents clear
Merit and Demerit of Generative Text AI for Indonesian Teachers’ Administration Load: Primary Teachers’ Perspective Ginola, David; Amarulloh, Adhitya
Journal on Smart Learning Technologies Vol. 1 No. 1 (2025): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

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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 Dewanti, Tyasanti Kusumo; Rabbani , Arsyananda
Journal on Smart Learning Technologies Vol. 1 No. 1 (2025): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

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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 Pratiwi, Rima Yunika; Rachman, Budi
Journal on Smart Learning Technologies Vol. 1 No. 1 (2025): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

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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 Andrianto, Rico Eko; Qodr, Taufiq Subhanul
Journal on Smart Learning Technologies Vol. 1 No. 1 (2025): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

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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 Wibawanto, Hilmawan; Maulana, Iwan
Journal on Smart Learning Technologies Vol. 1 No. 1 (2025): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

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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.

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