cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
jslt@unesa.ac.id
Phone
+6282244477718
Journal Mail Official
jslt@unesa.ac.id
Editorial Address
Undergraduate Department of Educational Technology, Campus 5, Surabaya State University, Barat Street, Maospati District, Magetan Regency, East Java.
Location
Kota surabaya,
Jawa timur
INDONESIA
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 15 Documents
 1   2 
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

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

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

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

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

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.

Page 2 of 2 | Total Record : 15

 1   2 

Filter by Year

2025 2026


Reset
Filter By Issues
All Issue Vol. 2 No. 1 (2026): Journal on Smart Learning Technologies Vol. 1 No. 2 (2025): Journal on Smart Learning Technologies Vol. 1 No. 1 (2025): Journal on Smart Learning Technologies