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Andika Isma
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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 17 Documents
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Development of Project-Based Electronic Circuit Learning Modules in the Department of Informatics and Computer Engineering Satria Gunawan Zain; Ninik Rahayu Ashadi; Nur Alifiah
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 increased the need for structured and standardized instructional materials in Electronic Circuits courses within Computer Engineering programs. Existing modules have not systematically integrated circuit simulations, laboratory activities, and project-based learning, leading to inconsistencies across parallel classes and limited support for independent learning. Objective/Purpose: This study aimed to develop a project-based Electronic Circuits e-module that is valid and practical as a standardized digital learning resource for higher education. Method: The research applied a Research and Development approach using the four-D development model, consisting of Define, Design, Develop, and Disseminate stages. Validation was conducted by subject matter experts, media experts, and instrument experts. Product trials involved small-group and large-group testing with students who had taken the Electronic Circuits course. Results: The developed e-module achieved very high validity scores from both material and media experts. Student responses from small and large group trials indicated very positive perceptions regarding usability, clarity of content, and learning support, with overall results categorized as very good. Conclusion: The project-based Electronic Circuits e-module is feasible, practical, and well accepted as instructional material. It has strong potential to support structured, independent, and standardized learning across parallel classes in Computer Engineering education.
The Impact Of Excessive Smartphone Use On Productivity And Completion Of Academic Tasks Grecia Angelika Nainggolan
Journal of Smart Education and Emerging Technology Vol 1 No 2 (2026) : January
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jseet.v1i2.260

Abstract

Background/Context: The rapid development of digital technology has made smartphones an inseparable part of students' daily lives, both for academic and entertainment purposes, potentially leading to excessive use that may affect learning effectiveness and productivity. Objective/Purpose: This study aims to analyze the impact of excessive smartphone use on students' productivity and the completion of academic tasks. Method: This study employed a quantitative approach with a survey design, involving 33 respondents selected using a non-probability sampling technique. Data were collected through a Likert-scale questionnaire that had been tested for validity and reliability, and analyzed using descriptive statistics and simple linear regression. Results: The results indicate that excessive smartphone use does not have a statistically significant effect on students' productivity or the completion of academic tasks. Conclusion: Although no significant effect was found, effective and responsible smartphone use remains important to support optimal academic performance and minimize potential distractions.
Development of the Scratch: Coding for Kids Learning Module for Basic Programming Concepts in Elementary Schools Satria Gunawan Zain; Mustari Lamada; Alfi Arista
Journal of Smart Education and Emerging Technology Vol 2 No 1 (2026) : July
Publisher : PT. Global Research Collaboration

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Abstract

Background/Context: The development of digital technology has highlighted the importance of learning programming from elementary school age in order to foster children's computational thinking skills. Although Scratch offers an interactive and beginner-friendly visual learning approach, the limitations of learning modules that are still in English and have not been adapted to the age characteristics and cognitive abilities of children pose challenges in optimally understanding basic programming concepts. Objective/Purpose: This study aims to develop and assess the feasibility of Scratch modules tailored to the characteristics and cognitive abilities of elementary school children and to understand the basic concepts of programming. Method: This study used the Research and Development (R&D) method with a 4-D development model. Data were collected through a Likert scale questionnaire given to subject matter experts, media experts, and fifth-grade students at SD Inpres Kampus IKIP as test subjects. Data analysis was performed using quantitative descriptive statistics to assess the validity and feasibility of the developed Scratch module Results: : The Scratch learning module that was developed received very high validity scores from subject matter and media experts. Student feedback from pilot tests in small and large groups indicated a very positive level of practicality, with overall test results demonstrating that the module is highly effective in improving students' understanding of programming. Conclusion: The Scratch learning module that was developed has proven to be valid, practical, and effective as a teaching resource, and has the potential to support self-directed learning as well as structured and easy-to-understand coding instruction for elementary school students in introducing basic programming concepts across various schools.
The Role of Generative Artificial Intelligence in Supporting Student Learning Motivation Based on Self-Determination Theory Desy Maryani; Ridwan Daud Mahande; Wirawan Setialaksana; Hendra Jaya; Andi Akram Nur Risal
Journal of Smart Education and Emerging Technology Vol 2 No 1 (2026) : July
Publisher : PT. Global Research Collaboration

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Abstract

Background/Context: Generative Artificial Intelligence (AI) in higher education has transformed students’ learning practices through instant access to explanations, feedback, and academic support. However, its influence on learning motivation remains contradictory. While AI may enhance autonomy and competence, excessive reliance on it may reduce cognitive engagement and self-regulation. Therefore, the use of AI needs to be examined from the perspective of students’ psychological needs. Objective/Purpose: This study aimed to examine the effects of autonomy, learning competence, AI usage competence, and relatedness on students’ learning motivation in AI-assisted learning environments based on Self-Determination Theory. Method: This study employed a quantitative correlational design using PLS-SEM. Data were collected from 248 students of the Informatics and Computer Engineering Education Programme at Universitas Negeri Makassar through a validated questionnaire. Results: The findings revealed that autonomy, learning competence, and relatedness had positive and significant effects on learning motivation, with relatedness emerging as the strongest predictor. In contrast, AI usage competence did not significantly affect learning motivation, indicating that technical proficiency in operating AI tools alone is insufficient to foster meaningful academic engagement. The structural model explained 73% of the variance in learning motivation, demonstrating strong predictive power. Conclusion: This study confirms that students’ motivation in AI-assisted learning is influenced more by the fulfilment of psychological needs than by technological capability alone. The findings extend the application of Self-Determination Theory in the context of generative AI by distinguishing between academic competence and AI usage competence. Therefore, AI integration should emphasise human-centred pedagogical strategies that strengthen autonomy, competence, and social connectedness in order to foster meaningful and sustainable learning motivation  
The Use of the Spinner Educational Game to Improve English Learning Outcomes Among at Tonasa 2 Primary School Muhammad Syaiful; Jumadi M Parenreng; Shabrina Syntha Dewi
Journal of Smart Education and Emerging Technology Vol 2 No 1 (2026) : July
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jseet.v2i1.823

Abstract

Background/Context: English is an important subject that needs to be taught effectively at the elementary school level. However, the learning process at SDS Tonasa 2 Pangkep was still dominated by lecture methods, resulting in low student interest and learning outcomes in English subjects. Objective/Purpose: This study aimed to improve the English learning outcomes of fourth-grade students at SDS Tonasa 2 Pangkep through the implementation of Game Spinner as a learning media. Method: This study used Classroom Action Research (CAR) based on the Kemmis and McTaggart model, which consists of planning, action, observation, and reflection stages. The research was conducted in two cycles involving 24 fourth-grade students. Data were collected through observation, tests, and documentation, then analyzed descriptively. Results: The results showed that the implementation of Game Spinner improved students’ English learning outcomes. In the pretest stage, only 9 students (37%) achieved the minimum mastery criteria. After the implementation of Game Spinner in Cycle I, the number of students who achieved mastery increased to 16 students (67%). In Cycle II, all students achieved mastery learning with a percentage of 100%. The average score also increased from 70 in the pretest to 77 in Cycle I and 84 in Cycle II. In addition, students became more active and motivated during the learning process. Conclusion: The use of Game Spinner as a learning media was effective in improving students’ English learning outcomes, motivation, and classroom participation among fourth-grade students at SDS Tonasa 2 Pangkep.
The Application Of Youtube-Based Scaffolding Learning to Improve Student Learning Outcomes in Graphic Design Subjects at SMKN 4 Barru Inar; Muhammad Yusuf Mappeasse; Mustari S Lamada
Journal of Smart Education and Emerging Technology Vol 2 No 1 (2026) : July
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jseet.v2i1.824

Abstract

Background/Context: The rapid development of digital technology necessitates the adoption of innovative instructional strategies in vocational education, particularly in practice-oriented subjects such as Graphic Design. Conventional teaching approaches often result in low student engagement and suboptimal learning outcomes, indicating the need to integrate digital media with appropriate pedagogical support to enhance the effectiveness of the learning process. Objective/Purpose: This study aims to enhance student engagement and learning outcomes through the implementation of YouTube-based instructional videos combined with a scaffolding approach in a Graphic Design course at a vocational high school. Method: This study employed a Classroom Action Research design involving Grade X students enrolled in the Computer and Network Engineering programme. The research was conducted in two cycles, each comprising the stages of planning, action, observation, and reflection. Data were collected through observations, documentation, and learning outcome tests, and were analysed using descriptive analysis. Results: The results indicate that the implementation of YouTube-based instructional videos integrated with a scaffolding approach improved the overall quality of the learning process. Student engagement and participation increased across the instructional cycles, with learners demonstrating greater independence and confidence in completing learning tasks. The approach also contributed positively to the improvement of students’ learning outcomes at the class level. Conclusion: The findings indicate that integrating YouTube-based instructional videos with a structured scaffolding approach effectively enhances student engagement and learning outcomes in Graphic Design, offering an adaptive instructional strategy for vocational education.
Development of a Coding for Kids Thunkable Module: A Learning Guide to Create Games Using Code Blocks at Algoland Academy Amelia Uswatun Khasanah; Dyah Darma Andayani; Satria Gunawan Zain
Journal of Smart Education and Emerging Technology Vol 2 No 1 (2026) : July
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jseet.v2i1.862

Abstract

Background/Context: The accelerating pace of digital transformation has intensified the demand for digital literacy, with coding increasingly recognized as a foundational competency essential for success in the 21st century. Algoland Academy faces a critical instructional challenge stemming from the absence of a structured, curriculum-aligned learning module based on the Thunkable platform, despite a demonstrable and growing interest in this platform among its network of partner schools in Makassar City. Objective/Purpose: This study aimed to develop a Thunkable-based Coding for Kids module designed as an instructional guide for creating educational games using code blocks, and to evaluate the module's validity, practicality, and learner responses. Method: This study employed the Four-D (4D) instructional development model, encompassing the Define, Design, Develop, and Disseminate stages. Data were collected through interviews, literature reviews, documentation, and questionnaires, and subsequently analyzed using a descriptive quantitative approach. Results: The module achieved a “Very Valid” classification, with a content validity score of 97.20% and a media validity score of 96.94%. Practicality assessments yielded progressive results across three trial stages: 79.17% in the individual trial “Practical”, 87.73% in the small group trial “Very Practical”, and 85.24% in the large group trial “Very Practical”. The learner response assessment, administered to 30 student participants, produced an overall mean score of 88.16%, classified as “Positive”, with the motivation and benefits dimension achieving the highest score at 88.93%, reflecting strong learner engagement and enthusiasm throughout the instructional process Conclusion: The Thunkable-based Coding for Kids module was determined to be valid, practical, and suitable for implementation as a digital literacy-based coding instructional resource for elementary-aged learners. The module's game-based learning approach, child-friendly design, and structured content organization collectively support independent learning, learner engagement, and coding competency development. These findings carry meaningful practical significance, as the module holds strong potential to serve as a replicable instructional reference for non-formal educational institutions and formal elementary schools alike, particularly in light of Indonesia's recent policy mandating coding as an elective subject beginning in the 2025/2026 academic year.

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