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Journal of Smart Education and Emerging Technology
Published by PT. Global Research Collaboration
ISSN : -     EISSN : 31106900     DOI : https://doi.org/10.66314/jseet
Core Subject : Science, Education,
Computer Science & IT Education
Artificial Intelligence in Education (AIED), exploring intelligent and adaptive educational applications that support learning and teaching. Machine Learning in Education, focusing on predictive and adaptive models for learning support, personalization, and educational decision-making. Deep Learning Pedagogy in Education, examining deep learning methods and their pedagogical integration in educational contexts. Educational Data Mining & Learning Analytics, investigating data-driven analysis of learner behaviors, prediction of learning outcomes, and optimization of instructional strategies. Intelligent Tutoring & Intelligent Learning Systems, designing adaptive systems that personalize instruction based on learner characteristics and performance. Immersive Technologies in Education, including augmented reality (AR), virtual reality (VR), and other immersive learning experiences to support engagement and skill development. IoT and Smart Classrooms, leveraging Internet of Things (IoT) technologies for connected learning environments and smart educational infrastructure. Gamification and Game-Based Learning with AI, integrating intelligent mechanisms into games and gamified systems for motivation, feedback, and learning outcomes. Digital Citizenship, Literacy & AI Ethics in Education, addressing responsible technology use, digital literacy, fairness, transparency, accountability, and ethical governance in educational settings.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 11 Documents
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Cyberbullying Patterns Psychological Impacts and Coping Strategies on Social Media among Adolescents Andi Siti Aulia Akbar; Muh Fuad; Saif Mohammed
Journal of Smart Education and Emerging Technology Vol 1 No 1 (2025) : July
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jseet.v1i1.158

Abstract

Background/Context: The rapid expansion of social media has transformed patterns of interaction among adolescents, creating opportunities for communication but also posing serious challenges such as cyberbullying. This phenomenon has become a significant concern due to its potential to harm victims’ self-confidence, social relationships, academic performance, and mental health.Objective/Purpose: This study aims to analyze patterns, impacts, preventive efforts, and personal attitudes toward cyberbullying on social media, as perceived by adolescents.Method: A quantitative descriptive approach with a cross-sectional design was employed. Data were collected from 71 respondents through a Likert-scale questionnaire covering four aspects: cyberbullying patterns, impacts, preventive measures, and personal attitudes.Results: The findings indicate that respondents strongly acknowledged the presence of cyberbullying patterns on social media, recognized its negative impacts on victims, emphasized the importance of preventive measures, and expressed firm personal attitudes against such behavior. The responses consistently reflected a shared recognition that cyberbullying is a serious issue in digital interactions.Conclusion: The study concludes that cyberbullying is a pervasive problem in adolescent social media use, requiring structured prevention strategies, legal reinforcement, digital literacy education, and collective participation. Collaborative efforts among individuals, communities, educators, and technology platforms are crucial to create safer and healthier online environments for young people.
Examining Digital Security Awareness and Psychological Factors in Predicting Digital Technology Use Among Generation Z Muh. Alief Rezky Anisar; Siti Fatimah Azzahro
Journal of Smart Education and Emerging Technology Vol 1 No 1 (2025) : July
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jseet.v1i1.159

Abstract

Background/Context: The rapid growth of information technology has shaped the behavior and mental health of Generation Z, a group deeply connected to digital platforms. This development provides many opportunities for communication and learning but also introduces significant risks such as identity theft, online fraud, and cyberbullying, which may increase their psychological vulnerability.Objective/Purpose: The purpose of this study is to analyze the influence of digital security awareness and psychological factors on technology use among Generation Z, as well as its implications for their mental well-being.Method: A quantitative research method was applied with 106 respondents from Universitas Negeri Makassar. Data were collected through questionnaires covering aspects of personal data protection, safe online interaction, and healthy internet use.Results: The results show that although Generation Z exhibits a relatively high awareness of digital security, excessive use of technology, particularly during the pandemic period, has led to increased levels of anxiety and feelings of insecurity.Conclusion: This study concludes that digital self-regulation is a key factor in maintaining mental health when engaging with technology. Support from parents, educators, and policymakers is essential to guide young generations in managing digital risks effectively and ensuring that technological benefits are maximized without compromising psychological well-being.
Artificial Intelligence and Social Media on Academic Performance and Mental Wellbeing: Students' Perceptions of the Impact of the Era of Smart Learning Andi Azzahfira Putri Suhaoping; Eunike Patricia
Journal of Smart Education and Emerging Technology Vol 1 No 1 (2025) : July
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jseet.v1i1.160

Abstract

Background/Context: The integration of artificial intelligence (AI) and social media has significantly transformed how university students learn in the digital era. AI supports personalized learning, improves material comprehension, and enhances productivity, while social media facilitates academic collaboration. However, both also present challenges, such as decreased learning independence, social pressure, and mental health concerns.Objective/Purpose: This study aims to analyze the impact of AI and social media use on students’ academic performance and mental well-being.Method: A quantitative cross-sectional design was employed. Data were collected using a Likert-scale questionnaire completed by 91 active university students. Descriptive statistics (mean, median, mode, standard deviation) and correlational analysis using Pearson’s test, along with linear regression, were conducted with the support of Jamovi software.Results:The findings reveal that AI positively contributes to learning effectiveness, motivation, and personalized content, while also reducing academic stress. However, excessive use may lower students’ learning independence. Meanwhile, social media promotes academic and emotional interaction, but high-intensity use tends to increase anxiety, social pressure, and decreased concentration in learning.Conclusion:AI plays a strategic role in improving educational quality, whereas social media requires mindful management to prevent negative effects on students’ mental well-being. The study recommends digital literacy and time management strategies to maintain a healthy balance of technology use in higher education. well-being.
Influence of Artificial Intelligence and Social Media Use on Academic Performance and Mental Health in the Smart Learning Environments Nur Cahyani; Muh. Rayfan Alfatir Asfian
Journal of Smart Education and Emerging Technology Vol 1 No 1 (2025) : July
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jseet.v1i1.161

Abstract

Background/Context: The era of smart learning has significantly transformed the way students interact with technology, particularly through artificial intelligence (AI) and social media. While these technologies provide opportunities for innovation in education, they also present challenges related to academic performance and mental well-being.Objective/Purpose: This study aims to analyze the influence of AI and social media use on the academic performance and mental health of students at State University of Makassar.Method: A quantitative descriptive approach was applied, using a Likert-scale questionnaire distributed to university students. Data were analyzed to identify patterns and relationships between technology use, academic achievement, and psychological conditions.Results: The findings indicate that AI use has a generally positive impact, particularly in supporting the effectiveness of learning and enhancing academic outcomes. In contrast, the influence of social media is more diverse. While moderate use can provide social and emotional support, excessive engagement is linked to anxiety, stress, and reduced focus, negatively affecting mental well-being.Conclusion: The study highlights the dual role of technology in higher education. AI contributes to more effective and personalized learning, whereas social media requires careful management to prevent adverse effects on students’ mental health. These results provide insights for developing strategies that promote a balanced integration of technology in education, ensuring both academic success and psychological well-being in the smart learning era.
The Effect of Digital Literacy on Social Comparison-Related Insecurity on Instagram among University Students Emma Triadelina Hutabarat
Journal of Smart Education and Emerging Technology Vol 1 No 1 (2025) : July
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jseet.v1i1.162

Abstract

Background/Context: The widespread use of Instagram among university students has intensified exposure to curated online content, increasing the likelihood of upward social comparison. Such comparisons may contribute to feelings of insecurity and negatively affect students’ psychological well-being. Although digital literacy is often considered a protective factor in navigating social media content, its direct influence on insecurity remains unclear.Objective/Purpose: This study aims to examine the effect of digital literacy on students’ insecurity resulting from social comparison on Instagram.Method: The research employed a quantitative explanatory design. Data were collected from active Instagram-using university students through an online Likert-scale questionnaire. Data analysis included normality testing using the Kolmogorov–Smirnov and Shapiro–Wilk tests, followed by simple linear regression analysis.Results: Normality testing indicated that the insecurity variable was not normally distributed (Kolmogorov–Smirnov, p = 0.003; Shapiro–Wilk, p = 0.005). Regression analysis revealed a very weak and non-significant relationship between digital literacy and insecurity (R = 0.192; R² = 0.037; B = 0.361; p = 0.292). These findings suggest that digital literacy does not significantly predict students’ insecurity related to social comparison on Instagram.Conclusion: The study concludes that digital literacy alone is insufficient to significantly reduce insecurity arising from social comparison on Instagram. Other psychological or contextual factors may play a more substantial role. However, digital literacy remains essential for fostering critical evaluation of social media content and supporting healthier emotional regulation in digital environments
University Students’ Perceptions, Knowledge, and Behavioral Responses Toward Cyberbullying in Higher Education Maikel Basten
Journal of Smart Education and Emerging Technology Vol 1 No 1 (2025) : July
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jseet.v1i1.169

Abstract

Background/Context: Cyberbullying has become a serious threat to student mental health in the digital era, alongside rising internet penetration. While psychological impacts such as stress, anxiety, and depression are well documented, its effects on academic performance, morality, and empathy remain less understood.Objective/Purpose: This study aims to examine the impact of cyberbullying on university students, focusing on knowledge, attitudes, behavioral responses, and factors shaping their perceptions and experiences.Method: A quantitative survey was conducted with 185 students using a validated questionnaire. The instrument measured knowledge, attitudes toward digital media, and experiences and behaviors in responding to cyberbullying. Data were analyzed with descriptive statistics.Results: Most students showed good knowledge and awareness of cyberbullying and ethical digital behavior. However, few had direct experience, indicating a gap between theoretical understanding and practical exposure. No direct link with academic performance was found, though psychological effects may influence focus and motivation.Conclusion: Students demonstrate strong theoretical awareness but limited real-life experience. The study highlights the need for further research on moral, empathetic, and cross-platform implications of cyberbullying
Implementing Digital-Based Differentiated Learning to Improve Digital Literacy and Learning Motivation in Informatics: A Classroom Action Research Study Zulhajji; Iwan Suhardi; Sari Wulandari
Journal of Smart Education and Emerging Technology Vol 1 No 2 (2026) : January
Publisher : PT. Global Research Collaboration

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Abstract

Background/Context: The integration of digital learning in secondary education requires instructional models that accommodate students’ diverse learning needs while enhancing essential competencies such as digital literacy and learning motivation. In Informatics subjects, conventional teaching approaches often limit students’ active engagement and effective use of digital resources. Objective/Purpose: This study aims to examine the implementation of a digital-based differentiated learning model and to analyze its effectiveness in improving digital literacy and learning motivation among Grade X TJKT students in Informatics at SMKN 3 Enrekang. Method: The study employed Classroom Action Research conducted in two cycles, each consisting of planning, action, observation, and reflection stages. The research subjects were Grade X TJKT students at SMKN 3 Enrekang. Data were collected through observations, questionnaires, tests, and documentation. Results: The findings indicate that the implementation of the digital-based differentiated learning model improved across cycles. Although several limitations were identified in Cycle I, targeted improvements in Cycle II resulted in optimal learning implementation. Students’ digital literacy and learning motivation showed significant improvement from the first to the second cycle, progressing from the adequate category to the excellent category. In addition, students’ learning outcomes demonstrated an increase in classical completeness from Cycle I to Cycle II. Conclusion: The study concludes that the digital-based differentiated learning model is effective in improving digital literacy, learning motivation, and learning outcomes of Grade X TJKT students in Informatics. This model contributes to more inclusive and engaging digital learning practices in vocational secondary education.
Multimedia-Based Learning Module Development for a Special Topics in Multimedia Course: A Four-D Research and Development Study Riska; Muhammad Yahya; Muhammad Riska
Journal of Smart Education and Emerging Technology Vol 1 No 2 (2026) : January
Publisher : PT. Global Research Collaboration

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Abstract

Background/Context: The development of information and communication technology has promoted the use of multimedia-based learning in higher education to improve student engagement and independent learning. However, instructional materials for the Special Topics in Multimedia course were unsystematically organized, fragmented, and lacked structured learning modules, making it difficult for students to understand the content independently. Objective/Purpose: This study aimed to develop a systematically designed multimedia-based learning module for the Special Topics in Multimedia course to support structured learning and enhance student understanding. Method: This study employed a Research and Development approach using a four-D (4D) development model consisting of Define, Design, Develop, and Disseminate. The module was validated by material and media experts and tested through small and large group trials with students. Results: The developed module was evaluated as highly feasible by both material and media experts. Student trials indicated very positive responses, showing that the module was practical, easy to use, and supported effective independent learning. Conclusion: The multimedia-based learning module was proven to be valid, practical, and well-accepted by students. It successfully provides structured instructional materials and enhances independent learning, making it suitable for use in higher education.
Development and Evaluation of an Interactive E-Module for Virtualization and Cloud Technology Learning in Computer Engineering Education Rhesky Annisa Basri; Jumadi Mabe Parenreng; Mustari S. Lamada
Journal of Smart Education and Emerging Technology Vol 1 No 2 (2026) : January
Publisher : PT. Global Research Collaboration

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Abstract

Background/Context: The transformation of learning in higher education requires the availability of structured and interactive digital teaching materials that support independent and practice-based learning. In the Virtualisation and Cloud Technology course, the limited availability of standardised learning modules has resulted in suboptimal learning processes and inconsistencies in students’ learning outcomes. Objective/Purpose: his study aimed to develop an electronic module (e-module) for the Virtualisation and Cloud Technology course in the Computer Engineering Study Programme at Makassar State University to enhance learning effectiveness, conceptual understanding, and students practical skills. Method: This study employed a research and development approach using the 4D model, which consists of the define, design, develop, and disseminate stages. The e-module was validated by subject matter experts and media experts, followed by small-group and large-group trials. Its effectiveness was evaluated through pre-test and post-test assessments. Results: The validation results indicated that the e-module demonstrated very high quality in terms of content and media design. Student responses showed that the e-module was practical to use and supported the learning process. Furthermore, the implementation of the e-module significantly improved students’ learning outcomes and promoted independent learning as well as deeper conceptual understanding. Conclusion: The developed Virtualisation and Cloud Technology e-module was found to be valid, practical, and effective as a digital learning resource. Its use contributes positively to improving learning outcomes and the overall quality of instruction, making it suitable for implementation in higher education, particularly in technology- and practice-oriented courses.
Android-Based Instructional Multimedia for Food Ingredients Knowledge: A Development Study in Culinary Vocational Education Taswin Rahmat; Abdul Muis Mappalotteng; Muhammad Yusuf Mappeasse
Journal of Smart Education and Emerging Technology Vol 1 No 2 (2026) : January
Publisher : PT. Global Research Collaboration

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Abstract

Background/Context:.The rapid development of digital technology has expanded learning opportunities through interactive multimedia. However, learning practices in vocational schools are still dominated by conventional methods with limited use of innovative media, resulting in low student motivation and engagement, particularly in the Food Materials Knowledge subject. Objective/Purpose: This study aimed to develop Android-based multimedia learning media and examine its validity, practicality, effectiveness, and impact on students’ learning outcomes and motivation. Method: The research employed a Research and Development approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The product was validated by subject matter experts and media experts, followed by individual trials, small group trials, and field testing with Grade X Culinary Arts students. Data were collected through questionnaires, observations, and pre-test and post-test assessments. Results: Expert validation indicated that the developed multimedia was in the excellent category. Practicality testing showed very positive student responses, with a high feasibility score. Effectiveness testing revealed a significant improvement in learning outcomes, with the average post-test score increasing substantially compared to the pre-test and an N-gain value in the high category. Conclusion: The Android-based multimedia learning media is valid, practical, and effective in enhancing student engagement and learning outcomes in vocational food science education, and it can serve as an innovative learning tool to support interactive classroom instruction

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