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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. 2 (2025): Journal on Smart Learning Technologies" : 5 Documents clear
Implementation of Jean Piaget's Cognitive Development Theory in Science Learning in Elementary Schools and Its Relevance to SDGs 4 Aini, Isna Qurrotun; Alim, Rafii Fathul; Firmansyah, Yusuf
Journal on Smart Learning Technologies Vol. 1 No. 2 (2025): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

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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 Dwi Andrian, Riski; Mey Widianti, Yessi; Ayu Rachma Wati, Desmita
Journal on Smart Learning Technologies Vol. 1 No. 2 (2025): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

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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 Nahrowi, Nazli; Santoso, Alivia Rizky Wulan; Anwariyah, Nabilah Kenza Putri
Journal on Smart Learning Technologies Vol. 1 No. 2 (2025): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

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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

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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 Nahrowi, Nazli; Aisiah, Intan Nur; Santoso, Alivia Rizky Wulan; Arzanti, Chelsa Maya
Journal on Smart Learning Technologies Vol. 1 No. 2 (2025): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

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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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