Journal of Educational Studies in Science, Technology, Engineering, Arts and Humanities
STEM Education: Curriculum and pedagogical innovations in science, technology, engineering, and mathematics across formal and informal settings. STEAM Integration: Approaches that incorporate arts and humanities to enrich STEM learning and enhance creativity, communication, and critical reflection. Educational Technology & Design Thinking: Engineering design, maker culture, and technology-enhanced learning in classrooms, workshops, and community environments. Equity, Inclusion, and Access: Research addressing inclusive practices in STEM, arts, and humanities, including learners with special needs and under-represented groups. Methodological Advances: Quantitative, qualitative, mixed-methods, design-based research, and action research in multidisciplinary educational studies. Humanities & Cultural Dimensions: Ethics in engineering education, socio-cultural factors in technology learning, and history/philosophy of science education. Project-Based & Experiential Learning: Maker spaces, innovation labs, and capstone projects, including implementation and evaluation in schools, higher education, and lifelong learning. Policy, Leadership, and Institutional Change: Governance and strategic initiatives that connect STEM, arts, and humanities to address societal challenges (e.g., sustainability, digital transformation, globalization).
Articles
17 Documents
<![CDATA[Analisis Pengaruh Faktor Keamanan Informasi dan Privasi terhadap Niat Berkelanjutan Penggunaan Asisten Kecerdasan Buatan ]]>
<![CDATA[Muhammad Agung Darmawan]]>;
<![CDATA[Jalaluddin Basir]]>;
<![CDATA[Andi Dio Nurul Awalia]]>
<![CDATA[ Journal of Educational Studies in Science, Technology, Engineering, Arts and Humanities Vol.1 No.1 (2025): September 2025 ]]>
Publisher : <![CDATA[PT. Global Research Collaboration ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengkaji pengaruh keamanan informasi dan privasi terhadap niat mahasiswa dalam menggunakan asisten Artificial Inteligence (AI) secara berkelanjutan. Fokus utama penelitian ini adalah kekhawatiran pengguna terhadap perlindungan data pribadi serta tingkat kepercayaan mereka terhadap sistem AI, yang dianggap berperan penting dalam menentukan keberlanjutan penggunaan teknologi ini. Dengan menggunakan metode kuantitatif berdesain deskriptif, data diperoleh melalui survei daring menggunakan kuesioner skala likert 5 poin, yang mencakup 20 pernyataan terkait empat aspek utama: penilaian penggunaan, kekhawatiran privasi terhadap AI, kepercayaan, dan kekhawatiran privasi di lingkungan sekitar. Sebanyak 90 mahasiswa aktif menjadi responden, dipilih melalui teknik purposive sampling. Hasil penelitian menunjukkan bahwa kekhawatiran privasi, terutama yang terkait dengan ruang publik, memiliki pengaruh signifikan terhadap niat pengguna, sementara pengaruh kepercayaan dan keamanan informasi cenderung lebih rendah. Penelitian ini menyimpulkan bahwa perlindungan privasi merupakan prioritas utama pengguna, sekaligus tantangan yang perlu diatasi oleh pengembang teknologi. Rekomendasi yang diberikan meliputi peningkatan transparansi pengelolaan data dan edukasi terkait keamanan informasi untuk memperkuat kepercayaan pengguna. Langkah-langkah tersebut diharapkan dapat mendorong penggunaan asisten AI yang lebih luas dan berkelanjutan di masa mendatang.]]>
<![CDATA[Penggunaan ChatGPT sebagai Media Pembelajaran Interaktif dalam Dunia Pendidikan: Analisis Pengaruh Kualitas Sistem Pendidikan dan Prestasi Akademik Peserta Didik ]]>
<![CDATA[M Nur Eqhy Putra Pratama]]>;
<![CDATA[Aqil Ananda]]>;
<![CDATA[Andi Dio Nurul Awalia]]>;
<![CDATA[Rosidah]]>
<![CDATA[ Journal of Educational Studies in Science, Technology, Engineering, Arts and Humanities Vol.1 No.1 (2025): September 2025 ]]>
Publisher : <![CDATA[PT. Global Research Collaboration ]]>
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<![CDATA[Kemajuan teknologi informasi, khususnya Artificial Intelligence (AI), telah membuka jalan baru untuk pendidikan. Studi ini menyelidiki cara ChatGPT, sebuah media pembelajaran interaktif, dapat meningkatkan sistem pendidikan dan meningkatkan prestasi akademik siswa. Dalam penelitian ini, data dikumpulkan dari 86 siswa melalui kuesioner online yang mengukur tiga variabel utama: kualitas media pembelajaran, pengaruh terhadap prestasi akademik, dan kualitas sistem pendidikan. Penelitian ini menggunakan analisis statistik deskriptif untuk menunjukkan tren dalam data yang dikumpulkan. Setiap variabel dihitung distribusi mean dan sumnya. Hasil penelitian menunjukkan bahwa ChatGPT meningkatkan kualitas media pembelajaran dan sistem pendidikan, tetapi dampak pada prestasi akademik tidak sebesar dua variabel lainnya. Studi ini menunjukkan bahwa ChatGPT adalah alat bantu pembelajaran yang efektif; namun, untuk memasukkannya ke dalam kurikulum, pelatihan dan pengembangan personal diperlukan. Hasil ini memberikan wawasan penting tentang penggunaan Artificial Intelligence (AI) dalam pendidikan dan rekomendasi tentang cara memanfaatkannya di masa depan. Penelitian ini membantu mendapatkan pemahaman yang lebih dalam tentang potensi ChatGPT untuk mendukung pembelajaran dan menemukan komponen yang mempengaruhi penerimaannya dan seberapa efektifnya dalam pendidikan.]]>
<![CDATA[Analisis Penerimaan Masyarakat berbasis EXT TAM terhadap Aplikasi Kesehatan Digital untuk Konsultasi Jarak Jauh ]]>
<![CDATA[Rachmat Ramadhan]]>;
<![CDATA[Muh. Syarif Hidayatullah]]>;
<![CDATA[Dewelia Irien Pasa]]>;
<![CDATA[Putri Nirmala]]>
<![CDATA[ Journal of Educational Studies in Science, Technology, Engineering, Arts and Humanities Vol.1 No.1 (2025): September 2025 ]]>
Publisher : <![CDATA[PT. Global Research Collaboration ]]>
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<![CDATA[Penelitian ini membahas implementasi layanan telemedicine di Pakistan, khususnya di daerah pedesaan, yang dihadapkan pada tantangan aksesibilitas terhadap layanan kesehatan. Dengan latar belakang kurangnya fasilitas kesehatan dasar di pedesaan dan tingginya angka kematian bayi dan ibu, layanan telemedicine menjadi solusi yang menjanjikan. Penelitian ini mencoba menganalisis faktor-faktor yang mempengaruhi kesediaan pasien untuk mengadopsi layanan telemedicine. Literatur terkait menunjukkan bahwa telemedicine dapat meningkatkan aksesibilitas fasilitas perawatan kesehatan, terutama di lingkungan pedesaan. Namun, resistensi pengguna masih menjadi hambatan utama yang perlu diatasi. Penelitian sebelumnya menyoroti peran faktor sosial dalam mengubah perilaku pengguna terhadap penerimaan teknologi baru. Penelitian ini mencoba menjawab pertanyaan-pertanyaan yang masih belum terjawab, seperti hambatan apa yang mempengaruhi niat pasien untuk menggunakan layanan telemedicine di negara berkembang seperti Pakistan dan sejauh mana masyarakat telah menerima dan memahami layanan tersebut. Penelitian ini dianggap penting untuk memahami resistensi pengguna dan mengelola faktor-faktor yang mempengaruhi penerimaan teknologi baru. Metodologi penelitian menggunakan model penerimaan layanan Telemedicine berdasarkan Technology Acceptance Model (TAM). Instrumen penelitian berupa kuesioner dengan skala Likert digunakan untuk mengumpulkan data dari pasien di rumah sakit dan perawatan rawat jalan. Analisis data menggunakan Partial Least Squares (PLS) untuk menguji dan memvalidasi model. Hasil dari penelitian ini diharapkan dapat memberikan wawasan baru dalam pengembangan literasi kecerdasan buatan, khususnya dalam konteks layanan telemedicine di Pakistan. Diharapkan juga dapat memberikan manfaat bagi pemerintah, pembuat kebijakan, dan penyedia layanan kesehatan dalam memahami faktor-faktor yang mempengaruhi kesuksesan implementasi layanan telemedicine di daerah pedesaan Pakistan.]]>
<![CDATA[Mengukur Kompetensi Pengguna Dalam Menggunakan Kecerdasan Buatan: Validasi dan Reliabilitas Skala Literasi Kecerdasan Buatan ]]>
<![CDATA[Andi Sarifa Safitri Bachmid]]>;
<![CDATA[Annisa Syah Shadira]]>;
<![CDATA[Andhika Dwi iswanto]]>;
<![CDATA[Pramudya Asoka Syukur]]>
<![CDATA[ Journal of Educational Studies in Science, Technology, Engineering, Arts and Humanities Vol.1 No.1 (2025): September 2025 ]]>
Publisher : <![CDATA[PT. Global Research Collaboration ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengembangkan dan memvalidasi sebuah skala literasi kecerdasan buatan (AI) yang dapat digunakan untuk mengukur kompetensi pengguna dalam menggunakan teknologi AI. Skala ini dirancang untuk membantu menilai sejauh mana individu dapat memahami, mengintegrasikan, dan mengoptimalkan kecerdasan buatan dalam berbagai konteks. Metode penelitian dilakukan melalui serangkaian tahapan yang mencakup pengembangan item skala, uji coba awal, uji validitas konten, dan analisis faktor eksploratori. Hasil dari penelitian ini menunjukkan bahwa skala literasi kecerdasan buatan ini memiliki validitas dan reliabilitas yang tinggi. Skala ini dapat digunakan untuk mengukur pemahaman dan keterampilan pengguna dalam berinteraksi dengan AI, serta memberikan dasar yang kuat untuk mengidentifikasi area pengembangan potensial. Temuan ini memiliki implikasi penting dalam pengembangan pendidikan dan pelatihan terkait kecerdasan buatan, serta dalam pengukuran kemampuan pengguna dalam mengadopsi teknologi AI dalam berbagai aspek kehidupan mereka. Skala literasi kecerdasan buatan ini dapat menjadi alat yang berharga dalam mengukur tingkat kesiapan dan kompetensi individu dalam menghadapi era AI yang semakin berkembang pesat.]]>
<![CDATA[ChatGPT Menantang Metodologi Pembelajaran Campuran dalam Pendidikan Teknik: Studi Kasus dalam Matematika ]]>
<![CDATA[Muh Amirul Mukmi]]>;
<![CDATA[Muh Andhka Maharsaka Suaib]]>;
<![CDATA[Andi Muhammad Faruq]]>;
<![CDATA[Nurrahmah Agusnaya]]>
<![CDATA[ Journal of Educational Studies in Science, Technology, Engineering, Arts and Humanities Vol.1 No.1 (2025): September 2025 ]]>
Publisher : <![CDATA[PT. Global Research Collaboration ]]>
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<![CDATA[Penelitian ini mengusulkan penerapan ChatGPT sebagai instrumen inovatif dalam konteks pembelajaran matematika di pendidikan teknik. Dengan fokus pada metode pembelajaran campuran, kami menginvestigasi bagaimana integrasi teknologi model bahasa yang canggih seperti ChatGPT dapat memperkaya pengalaman belajar siswa. Studi kasus dilakukan untuk mengevaluasi dampak penerapan ChatGPT terhadap pemahaman materi matematika dan keterlibatan siswa. Hasil eksperimen menunjukkan bahwa penggunaan ChatGPT secara signifikan meningkatkan keterlibatan siswa dan memfasilitasi pemahaman konsep matematika yang kompleks. Temuan ini mendukung argumen untuk mengintegrasikan kecerdasan buatan dalam konteks pendidikan teknik, menantang paradigma tradisional pembelajaran campuran, dan membuka jalan untuk pengembangan lebih lanjut dalam meningkatkan efektivitas pembelajaran teknis menggunakan teknologi mutakhir.]]>
<![CDATA[Implementation of Independent Teaching in Network System Administration Teaching Materials at SMK Negeri 2 Makassar ]]>
<![CDATA[Haldi Alfaisal]]>;
<![CDATA[Riana Tangkin Mangesa]]>;
<![CDATA[Sanatang]]>
<![CDATA[ Journal of Educational Studies in Science, Technology, Engineering, Arts and Humanities Vol.1 No.2 (2026): March 2026 ]]>
Publisher : <![CDATA[PT. Global Research Collaboration ]]>
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DOI: 10.66314/jesteah.v1i2.81
<![CDATA[This article discusses the implementation of Merdeka Mengajar (Independent Teaching) in the Network System Administration teaching material at SMK Negeri 2 Makassar. This study aimed to describe the implementation of Merdeka Mengajar-based network system administration learning at SMK Negeri 2 Makassar, as well as student creativity in the applying Merdeka Mengajar. This was a qualitative descriptive study. Data collection techniques were obtained using observation and interview methods from various sources, namely network system administration teachers and students at SMK Negeri 2 Makassar. Documentation was in the form of photographs of the interview process, school profiles, and learning activities. The results of the study indicate that the implementation of Merdeka Mengajar in network system administration learning at SMK Negeri 2 Makassar has been carried out quite well, although it requires many improvements because various related parties are still in the process of adjustment. This can be seen from the planning stage, implementation stage, and evaluation stage. Supporting factors for the implementation of Merdeka Mengajar-based network learning administration system include: (1) Adequate facilities and infrastructure. (2) Teachers who always strive to improve their competence. As for student creativity in the application of Merdeka Mengajar, the effectiveness of Merdeka Mengajar learning lies in the readiness and learning methods of the students themselves, whether done independently or in groups. Creativity is a key aspect that needs to be considered to develop creative thinking skills, so that students can turn their ideas into real actions that are beneficial.]]>
<![CDATA[The Effect of Internet Use on the Academic Achievement of Students at SMPN 37 Satap Bentenge in the Remote Village of Benteng ]]>
<![CDATA[Annisa Amaliah Mulia]]>;
<![CDATA[Iwan Suhardi]]>;
<![CDATA[Dwi Rezky Anandari Sulaiman]]>
<![CDATA[ Journal of Educational Studies in Science, Technology, Engineering, Arts and Humanities Vol.2 No.1 (2026): September 2026 ]]>
Publisher : <![CDATA[PT. Global Research Collaboration ]]>
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<![CDATA[This study aimed to determine the effect of internet use on the academic achievement of students at SMPN 37 Satap Bentenge. This study use a quantitative descriptive research design. The data collection techniques used were are interviews, questionnaires, and documentation. The independent variable in this study is internet use, and the dependent variable is academic achievement. This study was conducted in Benteng Village, Camba Subdistrict, Maros Regency, South Sulawesi Province, Indonesia, from August to September 2023. The sample consisted of 30 students from grades VIII and IX of SMPN 37 Satap Bentenge, selected using purposive sampling method. Data analysis was performed using descriptive analysis and the T-test . The results of the study show that based on all of these results, it can be concluded that the use of the internet among students at SMPN 37 Satap Bentenge is in the high category with a percentage value of 36.7% and there is an increase in the average score of students before and after the internet was available, from 79.54 before the internet was available to 80.310 after the internet was available. Based on the results of the Paired Sample T Test, there is a difference in the average scores before and after the introduction of the internet, with a significance value of 0.000. This significance value is <0.05, which means that there is a significant difference between the average scores of students before and after the introduction of the internet. This difference means that internet usage has an effect on learning achievement because the students' scores are significantly different before and after the introduction of the internet.]]>
<![CDATA[The Effect of Using the Internet as a Learning Resource on Student Learning Independence and Learning Outcomes ]]>
<![CDATA[Citra Rahmadhani Suwandi]]>;
<![CDATA[Udin Sidik Sidin]]>;
<![CDATA[Mustari S. Lamada]]>
<![CDATA[ Journal of Educational Studies in Science, Technology, Engineering, Arts and Humanities Vol.2 No.1 (2026): September 2026 ]]>
Publisher : <![CDATA[PT. Global Research Collaboration ]]>
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<![CDATA[This study aims to determine how the use of the internet (X) as a learning resource affects learning independence (Y1) and learning outcomes (Y2) of grade XI students at SMKN 10 Makassar using an ex post facto research method with correlation analysis and a quantitative approach by collecting data through questionnaires distributed to students. The results of the homogeneity test on the variable of internet use (X) showed that the Levene statistical value was 0.375 with the first degree of freedom of 1 and the second degree of freedom of 64, and a significance of 0.543. From these results, it can be concluded that there was no significant difference in variability between the groups tested. Then, the results of the homogeneity test on the learning independence variable (Y1) The results of the homogeneity test show that the Levene statistical value is 2.085 with the first degree of freedom of 1 and the second degree of freedom of 64, and a significance of 0.154. From these results, it can be concluded that there is no significant difference in variability between the groups tested, because the significance value (sig.) is greater than the predetermined significance level (0.05). The results of the simple linear regression test on the variable of internet use as a learning resource (X) on learning independence (Y1) Based on the significance value in the coefficients table, a significance value of 0.000 < 0.005 was obtained, so it can be said that the variable X has a significant effect on the variable of learning independence (Y1). Then, based on the results of the simple linear regression test on the variable of internet use as a learning resource (X) on learning outcomes (Y2), based on the significance value in the coefficients table, a significance value of 0.208 > 0.005 was obtained, so it can be said that variable X does not have a significant effect on the variable of learning outcomes (Y2). Based on the t-value of -1.273 < t-table of 1.998, it can be concluded that variable X does not affect the learning outcome variable (Y).]]>
<![CDATA[Analysis of the Implementation of the Independent Curriculum on Student Learning Achievement ]]>
<![CDATA[Sanatang]]>;
<![CDATA[Mustari S. Lamada]]>;
<![CDATA[Agung Abdillah Syam]]>
<![CDATA[ Journal of Educational Studies in Science, Technology, Engineering, Arts and Humanities Vol.1 No.2 (2026): March 2026 ]]>
Publisher : <![CDATA[PT. Global Research Collaboration ]]>
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<![CDATA[This study aims to determine the effect of the independent curriculum on student learning achievement and student satisfaction with the independent curriculum using the ex post facto method and a quantitative approach. Statistical data analysis was used for simple linear regression and percentage tests from the questionnaire. The validity test results showed that the questionnaire related to the implementation of the independent curriculum and student satisfaction with the independent curriculum was valid. The percentage results show that student satisfaction with the independent curriculum varies, but after calculating the overall average, the score is 74.58%. The reliability test shows a high reliability level of 0.750 for the questionnaire on the implementation of the independent curriculum and 0.747 for the questionnaire on student satisfaction levels . The results of the simple linear regression test show that the constant value (a) is 81.115, while the value of the independent variable (X) is 0.010, resulting in the equation Y = 81.115 + 0.010X. This value means that the constant of 81.115 is a consistent value of the independent variable. Meanwhile, the regression coefficient Based on the significance value in the coefficients table, a significance value of 0.789 > 0.005 and a t_count value of 0.268 < t_table of 1.998 were obtained, so it can be said that the independent variable of curriculum implementation (X) does not have a significant effect on the dependent variable of learning achievement (Y). Based on the results, it can be concluded that the independent variable of independent curriculum implementation (X) does not affect the dependent variable of learning achievement (Y).]]>
<![CDATA[The Effect of the Teaching Campus Program on Students' Literacy and Numeracy Skills ]]>
<![CDATA[Fathul Rahman]]>;
<![CDATA[Fathahillah]]>;
<![CDATA[Nurul Mukhlisah Abdal]]>
<![CDATA[ Journal of Educational Studies in Science, Technology, Engineering, Arts and Humanities Vol.2 No.1 (2026): September 2026 ]]>
Publisher : <![CDATA[PT. Global Research Collaboration ]]>
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<![CDATA[The purpose of this study was to analyze the effect of the campus teaching program on literacy skills and to analyze the effect of the campus teaching program on the numeracy skills of students at SMP Negeri 52 Makassar. This study was a descriptive quantitative study. The data collection instruments used were tests consisting of pre-tests and post-tests, interviews, and documentation. The sample in this study consisted of 35 eighth-grade students at SMP Negeri 52 Makassar. The results obtained from this study are (1) The teaching campus program has a fairly effective influence (62%) on literacy skills. The t-test results show a sig p<0.001 value, which is smaller than sig p<0.05, meaning that there is an influence of the teaching campus program on the literacy skills of students at SMP Negeri 52 Makassar. (2) The teaching campus program had a fairly effective influence (53%) on numeracy skills. The t-test results showed a sig p<0.001 value, which is smaller than p<0.05, meaning that the teaching campus program had an influence on the numeracy skills of students at SMP Negeri 52 Makassar. Based on this data, it can be concluded that the campus teaching program has a positive effect on students' literacy and numeracy skills.]]>
