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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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The Role of Artificial Intelligence (AI) and Learning Analytics (LA) in Personalizing Mathematics Learning: A Systematic Literature Review Maria Angela Christin Tefa; Yu Liang
Journal on Smart Learning Technologies Vol. 2 No. 1 (2026): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jslt.v2i1.51825

Abstract

The development of digital technology has opened up new opportunities in education, particularly in improving the effectiveness of mathematics learning through a more personalized approach. This article aims to examine the role of Artificial Intelligence and Learning Analytics in facilitating personalized mathematics learning at various levels of education. Using a Systematic Literature Review method, this article analyzes several studies published in the past five years related to the application of Artificial Intelligence and Learning Analytics in the context of mathematics learning. The results of the study indicate that Artificial Intelligence can provide materials and feedback tailored to students' abilities in real-time, while Learning Analytics allows teachers to monitor and evaluate students' learning progress more accurately and data-driven. The application of these two technologies has been shown to improve students' conceptual understanding, problem-solving skills, and learning motivation. However, challenges such as student dependence on technology, underutilization of feedback, and AI's limitations in addressing students' emotional aspects are important concerns. Therefore, more holistic technology development, adequate teacher training, and ethical policies related to data protection are needed. These findings emphasize the great potential of Artificial Intelligence and Learning Analytics in creating more adaptive, efficient, and meaningful mathematics learning experiences in the digital era.
Teacher Professional Development Strategy Based on Human Performance Technology (HPT) to Improve the Quality of Authentic Evaluation Krisna Murti Anugraha; Sabariah; Indah Zulaila Rahayu
Journal on Smart Learning Technologies Vol. 2 No. 1 (2026): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jslt.v2i1.51826

Abstract

The need to improve assessment quality in 21st-century learning highlights the importance of authentic assessment in developing students’ critical thinking, creativity, and problem-solving skills. However, many elementary school teachers still face difficulties in designing authentic assessment effectively. This study aims to analyze the performance gap of teachers in designing authentic assessment and to formulate intervention strategies based on Human Performance Technology (HPT) to improve assessment design quality. The research employed a quantitative descriptive approach using a performance gap analysis design. The participants were 11 teachers from SDN Plemehan 2 Sumobito, Jombang Regency, selected purposively. Data were collected through a questionnaire based on five HPT components and analyzed using descriptive statistics with SPSS version 26. The results show that the overall average score falls into the good category, with the highest score in the motivation component (mean = 4.09; 81.8%) and the lowest in knowledge and skills (mean = 3.07; 61.4%). These findings indicate that teachers have strong motivation to implement authentic assessment but still require improvement in conceptual understanding and technical skills in assessment design. Based on the identified performance gaps, several intervention strategies are recommended, including practice-based micro training, strengthening data-driven feedback systems, developing Professional Learning Communities (PLC), and optimizing school technological resources. The study proposes an HPT-based teacher professional development framework that is contextual, measurable, and sustainable, which can serve as a strategic model to improve the quality of authentic assessment implementation in elementary schools.
Implementation of Hypercontent-Based Web Media in Indonesian Language Learning for Poetry Writing Material in Elementary Schools Iswahyuni Listyowati; Sabariah Sabariah
Journal on Smart Learning Technologies Vol. 2 No. 1 (2026): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jslt.v2i1.51859

Abstract

The integration of digital learning media has become increasingly important in improving students’ literacy and creative writing skills in elementary education. However, the use of innovative digital media such as hypercontent-based learning is still limited, while conventional methods continue to dominate classroom practices. This study aims to analyze the effect of hypercontent-based web media compared to conventional methods and the role of gender in influencing the poetry writing ability of sixth-grade students at SDN Bareng 5 Jombang. The research employed a quantitative approach using a 2 × 2 factorial experimental design, with learning media (hypercontent-based web media vs. conventional method) as the first factor and gender (male vs. female) as the second factor. The research subjects consisted of 64 sixth-grade students who were equally divided into experimental and control groups. Data were collected using a validated and reliable poetry writing test supported by observation sheets. Data analysis was conducted using SPSS version 27 through a two-way ANOVA test. The results showed that learning media had a significant effect on students’ poetry writing ability (F = 79.686; p < 0.001), with students using hypercontent media achieving higher scores than those using conventional methods. Gender also had a significant effect (F = 24.784; p < 0.001), with female students demonstrating better poetry writing ability than male students. Furthermore, a significant interaction between learning media and gender was found (F = 24.273; p < 0.001), indicating that the effectiveness of hypercontent media differed by gender, with female students showing greater improvement. These findings indicate that hypercontent-based web media is more effective in enhancing students’ poetry writing skills and highlight the importance of integrating interactive digital media and gender-responsive strategies in creative writing instruction.
Artificial Intelligence in Learning Transformation: Opportunities and Challenges for Educational Technology Dewi Nurmalasari; Yatim Riyanto; Lamijan Hadi Susarno
Journal on Smart Learning Technologies Vol. 2 No. 1 (2026): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jslt.v2i1.51860

Abstract

The development of digital technology has significantly transformed the learning paradigm, particularly with the emergence of Artificial Intelligence (AI), which plays an important role in transforming educational systems. AI offers opportunities to create adaptive, personalized, collaborative, and data-driven learning environments that place students at the center of the learning process. This study aims to analyze the role, opportunities, and challenges of implementing Artificial Intelligence in the field of educational technology as an effort to support the transformation of 21st-century learning. This research employs a qualitative approach using a library research method by examining various academic sources such as reputable journals, scientific books, and other relevant literature. The analysis was conducted through thematic synthesis of previous research findings to identify patterns of AI implementation in learning design, processes, and evaluation, as well as its implications for the development of educational technology. The results indicate that AI has great potential to improve learning effectiveness through adaptive learning systems, learning data analytics, and automated assessments that provide fast and accurate feedback. In addition, AI enables more personalized learning experiences based on students’ needs and learning characteristics. However, the implementation of AI in education still faces several challenges, including data privacy issues, algorithmic bias, human resource readiness, and the digital divide across regions. Overall, Artificial Intelligence functions as a catalyst for educational transformation that requires a balance between technological advancement and human values. The successful implementation of AI depends on educators’ digital literacy, ethical data governance, and cross-sector collaboration in building an intelligent, inclusive, and sustainable learning ecosystem.
Exploration of Teachers' Perceptions and Challenges in Using Artificial Intelligence in Learning Alivia Rizky Wulan Santoso; Rafii Fathul Alim; Dewi Maharani
Journal on Smart Learning Technologies Vol. 2 No. 1 (2026): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jslt.v2i1.52407

Abstract

The rapid development of Artificial Intelligence (AI) in education has created significant opportunities to improve teaching and learning processes; however, teacher readiness and perceptions remain diverse, particularly at the elementary school level. This study aims to explore teachers' perceptions and challenges in using AI in classroom learning. The research employed a qualitative descriptive-exploratory design involving eight elementary school teachers selected through purposive sampling in Magetan Regency. Data were collected through semi-structured interviews and non-participant observation, and analyzed using thematic analysis techniques. The findings indicate that teachers generally have positive perceptions of AI, viewing it as a supportive tool to increase efficiency, creativity, and access to learning resources. However, understanding and practical use of AI are still in their infancy, with limited direct integration into classroom practice. The study also identified several challenges, including limited digital competency, lack of institutional training and support, inadequate infrastructure, and concerns about AI accuracy and student dependability. These findings suggest that while AI has strong potential to improve pedagogical practice, its effective implementation depends on improving teacher competency and providing systematic support. This study contributes to the theoretical understanding of teacher-AI interactions in primary education and highlights the need for professional development programs, policy support, and ethical guidance to ensure the responsible and effective integration of AI in education.
Development and Implementation of Information Technology-Based Learning Media in Project-Based Animation Learning at State Vocational School 4 Madiun Isna Qurrotun Aini; Novi Leny Rahmadhani; Farel Ramadani; Adelia Sherlyna; Narelia Rizky Oktadivani; Muhammad Akmal Bahauddin
Journal on Smart Learning Technologies Vol. 2 No. 2 (2026): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jslt.v2i2.53207

Abstract

The transformation of education in the digital era necessitates the integration of information technology into learning processes to enhance the quality and relevance of education, particularly in vocational education. This study aims to analyze the development and implementation of information technology-based instructional media in project-based animation learning at SMK Negeri 4 Madiun. The study employed a qualitative approach using a case study design. Data were collected through observations, in-depth interviews, and documentation and were subsequently analyzed using an interactive analysis model consisting of data reduction, data display, and conclusion drawing. The findings reveal that information technology-based instructional media have been adaptively implemented and effectively integrated with industry demands through the Project-Based Learning (PjBL) model. Digital technologies function as the primary instructional medium throughout the learning process, ranging from concept visualization to animation production, and are supported by project-based assessment involving industry practitioners. The implementation of these technologies has contributed to increased student engagement, creativity, and technical competencies relevant to workplace requirements. However, several challenges were identified, including limitations in facilities and infrastructure, particularly the availability of devices with adequate specifications, as well as constraints related to instructional time and students’ digital competencies.
Leveraging Artificial Intelligence (AI) to Enhance Learning Motivation Among Educational Technology Students at UNESA Campus 5 Magetan in the Digital Era Riski Dwi Andrian; Hilmawan Wibawanto
Journal on Smart Learning Technologies Vol. 2 No. 2 (2026): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jslt.v2i2.53209

Abstract

The rapid development of Artificial Intelligence (AI) has brought significant changes to the learning process in higher education, particularly in enhancing students' learning motivation. This study aims to analyze the level of AI utilization in students’ learning activities and its influence on learning motivation and critical thinking skills. The study employed a quantitative approach with a descriptive-exploratory design supported by simple qualitative data. Data were collected through Likert-scale questionnaires and open-ended questions from students of the Educational Technology Study Program at Universitas Negeri Surabaya Magetan Campus 5. The results showed that AI utilization is in the high category and has become an integral part of students’ learning process. AI serves as a reference source, a tool to understand complex materials, and a support for task completion, thereby increasing learning effectiveness and efficiency. The use of AI also proved to enhance students’ learning motivation, activeness, and self-confidence. However, a tendency of over-reliance on AI was found, which has the potential to reduce critical thinking skills due to the cognitive offloading phenomenon. The study concludes that AI has an ambivalent role as both a supporter and a potential risk in learning. Therefore, the utilization of AI must be balanced with critical AI literacy and appropriate pedagogical strategies so that the technology functions as a supporter of the thinking process rather than a substitute.
Exploration of Learning Media for Visual Communication Design Expertise Programs in Vocational High Schools: Operational Challenges and the Need for Industry-Based Interactive Media Wanda Ani Nizar Auliya; Bahrul Dwi Kurniawan; Maraftul Afdilia; Havi Ayuning Tyas; Genta Aldi Saputra
Journal on Smart Learning Technologies Vol. 2 No. 2 (2026): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jslt.v2i2.53211

Abstract

The transformation of vocational education in the digital era necessitates the integration of instructional media capable of bridging industry demands with learning processes in schools. This study aims to describe the current use of instructional media in the Visual Communication Design (VCD) program at SMKN 2 Jiwan, identify the challenges encountered in its implementation, and analyze the need for the development of industry-based interactive learning media. The study employed a descriptive qualitative approach with a case study design. Data were collected through observations, interviews, and documentation, and subsequently analyzed using the interactive analysis model, which consists of data reduction, data display, and conclusion drawing. The findings indicate that the instructional media currently utilized are still predominantly conventional, including direct demonstrations and static media, which have not fully supported self-paced learning and project-based learning approaches. In addition, limitations in educational facilities and infrastructure, particularly the shortage of practical equipment, constitute a major challenge in the learning process. Existing media are also unable to comprehensively represent industry workflows, especially during the pre-production, production, and post-production stages. On the other hand, students expressed a strong need for interactive, visually rich learning media that can be accessed through mobile devices. The study concludes that the development of digital interactive learning media integrating industry workflows represents a relevant solution for enhancing the effectiveness of vocational learning. Such media are expected to foster students’ learning autonomy, address limitations in practical learning facilities, and improve students’ work readiness through the implementation of the Teaching Factory approach.
Navigating Digital Learning in the Infrastructure Gap: Adaptive PjBL Strategy in the RPL Department of Vocational High Schools Nazli Nahrowi; Aura Adhy Cahyaningsih; Imroatus Sholihah; Maghfira Ulil Azizah; Zaenal Abdul Rahmandani
Journal on Smart Learning Technologies Vol. 2 No. 2 (2026): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jslt.v2i2.53522

Abstract

Digital transformation in vocational education often encounters systemic barriers, particularly in resource-constrained settings where infrastructure gaps significantly contrast with industry demands. This study aims to analyze the navigation of Project-Based Learning (PjBL) strategies and technological adaptation in a Software Engineering (RPL) program facing extreme device scarcity. A qualitative descriptive case study was conducted at SMKN Takeran, Indonesia, involving one productive teacher and 36 students. Data were gathered through participatory observation, semi-structured interviews, and document analysis, subsequently processed using thematic analysis. The findings reveal that a device ratio of 1:12 does not halt digital transformation but instead triggers "adaptive collaboration" and "pedagogical resilience." Students developed organic resource-sharing mechanisms, while teachers innovated through self-developed digital media to compensate for laboratory limitations. However, a "competency paradox" emerges where local resilience creates a transition gap towards industry standards that prioritize individual technical autonomy. This research suggests that digital transformation in vocational settings should be redefined as a pedagogical-driven process rather than a hardware-centric one. It provides a strategic framework for policymakers to implement more inclusive digital initiatives in low-resource environments.
Artificial Intelligence for Personalized, Adaptive, and Inclusive Learning: A Systematic Literature Review (2022–2026) Farah Nur Dianita; Dannia Dwi Agustina; Septi Rakhmah Insani; Ayyula Az Zuhroh; Fatimah Azzahrah; Ernita Vika Aulia; Siti Nurul Hidayati
Journal on Smart Learning Technologies Vol. 2 No. 2 (2026): Journal on Smart Learning Technologies
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jslt.v2i2.54534

Abstract

Artificial Intelligence (AI) has been advancing rapidly and accelerating the transformation of education toward more personalized, adaptive, and inclusive learning environments. Despite the growing body of research, few studies have examined these three learning approaches in an integrated and holistic manner. This study analyzes the development and application of AI in education and its contribution to personalized, adaptive, and inclusive learning between 2022–2026. A Systematic Literature Review (SLR) based on the PRISMA framework was employed. Data were collected from Scopus, Google Scholar, ERIC, and ScienceDirect. Following screening and eligibility procedures, 312 records were identified, and 25 peer-reviewed articles were selected for analysis. In SLR studies, representativeness depends on the relevance and methodological quality of the selected studies rather than the number of publications. The selected articles covered the review period and captured dominant themes and emerging trends in AI-supported learning. Thematic saturation was achieved, indicating that additional studies did not provide new insights and confirming the adequacy of the sample for synthesizing developments over the five-year period. Data were analyzed using narrative synthesis, research trend analysis, article classification, and thematic analysis. The findings reveal increasing interest in AI-powered chatbots, adaptive learning platforms, Intelligent Tutoring Systems, and learning analytics. AI enhances learning effectiveness, student engagement, academic achievement, accessibility, and personalized instruction. However, challenges remain regarding infrastructure, teacher readiness, data privacy, ethical concerns, and algorithmic bias. The review proposes a holistic framework integrating personalized, adaptive, and inclusive learning and offers theoretical and practical implications for effective, equitable, and responsible AI-supported education.

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