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Muhammad Syafiq
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INDONESIA
EDUTECH
Published by PT Penelitian dan Pengembangan Ilmu
ISSN : -     EISSN : 30464552     DOI : https://doi.org/10.62207
Core Subject : Education,
Education
Primary education, secondary education, higher education, teacher education, special education, adult education, non-formal education, and any new development and advancement in the field education.
Arjuna Subject : Umum - Umum
Articles 88 Documents
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The Role of Game-Based Learning in Enhancing Economic Learning: A Systematic Literature Review Imam Prawiranegara Gani
Education Studies and Teaching Journal (EDUTECH) Vol. 1 No. 2 (2024): Education Studies and Teaching Journal (EDUTECH)
Publisher : Penelitian dan Pengembangan Ilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62207/be81xj60

Abstract

Game-based learning has gained significant attention in modern education, especially in the context of economics education, due to its ability to increase students' engagement and understanding of complex economic concepts. This systematic literature review aims to evaluate the effectiveness of the method using the PRISMA approach, involving the selection and analysis of relevant academic articles. The results show that game-based learning has a significant positive impact on students' understanding, increases engagement and practical application of economic theory and develops critical and analytical thinking skills. However, challenges such as suboptimal game design and the need for curriculum integration still exist. In conclusion, although game-based learning offers great potential to revolutionize economics education, further research is needed to address the challenges and optimize educational game design and implementation strategies in economics education environments.
Effectiveness of Flipped Classroom Models in Different Educational Settings: A Systematic Synthesis St. Fatmah Hiola; Abd Muis
Education Studies and Teaching Journal (EDUTECH) Vol. 1 No. 2 (2024): Education Studies and Teaching Journal (EDUTECH)
Publisher : Penelitian dan Pengembangan Ilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62207/pss1dj54

Abstract

The flipped classroom model, which moves the delivery of material outside the classroom and utilizes class time for interactive activities, has been widely applied at various levels of education. This research aims to evaluate the effectiveness of the flipped classroom model in increasing student engagement at the elementary school (SD), junior high school (SMP), senior high school (SMA), and tertiary levels, as well as in formal and informal education contexts. The systematic literature review (SLR) method was used to synthesize the existing literature, with a focus on studies that address the impact of this model on student engagement in various educational settings. Findings from this study indicate that the flipped classroom can significantly increase student engagement, with differences in effectiveness depending on educational level and educational context. This research concludes that the flipped classroom model has the potential to be an effective method in increasing student engagement, but needs to be adjusted based on the educational context to maximize its benefits.
Reimagining Education in the Post-COVID-19 Era: Embracing Technology, Promoting Resilience, and Fostering Equity Ani Nafisah; Cittra Juniarni; Almujahid Almujahid; Hesta Rafmana; Mona Novita
Education Studies and Teaching Journal (EDUTECH) Vol. 1 No. 3 (2024): Education Studies and Teaching Journal (EDUTECH)
Publisher : Penelitian dan Pengembangan Ilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62207/fjs2ax37

Abstract

This research aims to explore the effectiveness of distance learning (PJJ) strategies in overcoming the digital divide and promoting educational equality in rural areas post-COVID-19 pandemic. Using a systematic literature review approach, this study analyzes various relevant literature, including peer-reviewed articles, research reports, and case studies. The findings show that although PJJ can improve access to education, significant challenges related to digital infrastructure, technology skills, and inclusive education policies still need to be addressed. This research emphasizes the importance of investing in digital infrastructure, training for educators and students, and developing fair policies to support the success of PJJ in rural areas. The results of this research make a significant contribution to the existing literature and offer valuable insights for policy makers, educators, and school administrators in creating equitable learning environments.
Transforming Teaching and Learning with Artificial Intelligence (AI): Personalized Education, Adaptive Learning, and Intelligent Tutoring Systems Cittra Juniarni; Akhyar Akhyar; M.Ali Sodikin; Hesta Rafmana; Bashori Bashori
Education Studies and Teaching Journal (EDUTECH) Vol. 1 No. 3 (2024): Education Studies and Teaching Journal (EDUTECH)
Publisher : Penelitian dan Pengembangan Ilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62207/c97e7356

Abstract

This research aims to explore the influence of an adaptive learning system based on Artificial Intelligence (AI) on the development of critical thinking skills (CTS) in various educational contexts. Using a systematic literature review (SLR) approach, this research identifies and analyzes relevant studies published in the last ten years. The analysis results show that the integration of adaptive learning systems supported by AI can improve students' critical thinking skills, with impacts varying depending on factors such as system design, teacher involvement, and educational context. These findings provide valuable insights for educational practitioners and educational technology developers, and recommend future research directions to explore the long-term effects and different cultural contexts on the use of AI technologies for learning.
The Role of Gamification in Enhancing Student Engagement in Grades 4-6: A Systematic Literature Review Setria Utama Rizal; Muhammad Syabrina
Education Studies and Teaching Journal (EDUTECH) Vol. 1 No. 3 (2024): Education Studies and Teaching Journal (EDUTECH)
Publisher : Penelitian dan Pengembangan Ilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62207/wnxqwt06

Abstract

This research aims to examine the role of gamification in increasing the cognitive engagement of elementary school students in grades 4-6 in general learning contexts. Using a systematic literature review approach, this research analyzes various studies from indexed journals that discuss the impact of gamification elements, such as points, leaderboards, and challenges, on student motivation and engagement. The review results show that gamification consistently increases cognitive engagement, primarily through increasing intrinsic motivation and adapting to students' learning styles. In addition, teachers play an important role in the successful implementation of gamification in the classroom. However, these findings also demonstrate the limitations of the Indonesian educational context and the lack of longitudinal research on the long-term effects of gamification. Therefore, further research is needed to assess the effectiveness of gamification in the long term and in national educational contexts. Practical implications of this research include the integration of gamification in curriculum and teacher training for more effective implementation. This research makes a significant contribution to the understanding of how gamification can be applied to improve the quality of learning at the primary school level.
The Impact of Artificial Intelligence on Personalized Learning: A Systematic Literature Review Salis Irvan Fuadi
Education Studies and Teaching Journal (EDUTECH) Vol. 1 No. 3 (2024): Education Studies and Teaching Journal (EDUTECH)
Publisher : Penelitian dan Pengembangan Ilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62207/3e9sxr40

Abstract

The use of artificial intelligence (AI) in higher education is increasing, but understanding of its impact on personalized learning remains limited. This research aims to systematically examine how AI influences personalized learning and to explore the challenges and opportunities that exist. Through a systematic literature review method, the results show that AI increases student effectiveness, engagement, and motivation, but also faces challenges related to data privacy and acceptance of the technology by educators. These findings have important implications for stakeholders in designing educational strategies that are more adaptive and responsive to individual needs.
TEACHER TRAINING AND PROFESSIONAL DEVELOPMENT IN ISLAMIC EDUCATION Sugito Sugito
Education Studies and Teaching Journal (EDUTECH) Vol. 1 No. 3 (2024): Education Studies and Teaching Journal (EDUTECH)
Publisher : Penelitian dan Pengembangan Ilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62207/5jm6bt39

Abstract

This research explores the importance of integrating Islamic values ​​in teacher training and its impact on professional identity and teaching effectiveness. The aim of this research is to analyze existing studies regarding the integration of Islamic values ​​in teacher training curricula and evaluate their impact. Using a systematic literature review approach, this research found that Islamic values ​​applied in teacher training contributed positively to the development of professional identity and increased teaching effectiveness. The implications of this research indicate that the teacher training curriculum needs to be revised to include Islamic values, in order to produce educators who are more ethical and responsive in the context of Islamic education.
THE IMPACT OF TECHNOLOGY INTEGRATION ON STUDENT ENGAGEMENT AND ACHIEVEMENT Dinar Ayu Mirunggan Sari
Education Studies and Teaching Journal (EDUTECH) Vol. 1 No. 3 (2024): Education Studies and Teaching Journal (EDUTECH)
Publisher : Penelitian dan Pengembangan Ilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62207/j2xhrr98

Abstract

Integration AI-driven adaptive learning systems has the potential to address the challenges of student engagement and achievement in primary education, especially in contexts of socio-economic inequality. This research aims to explore the impact of this technology through systematic literature review using the PRISMA framework. The results show that technologistsAI-based adaptive technology significantly increases student engagement and academic achievement, with the potential to reduce social inequality. The implications of this research include recommendations for educators and policy makers to maximize access and effectiveness of technology in basic education globally.
THE ROLE OF TEACHER BELIEFS IN IMPLEMENTING INNOVATIVE PEDAGOGIES Viviana Lisma Lestari; Suwarsito Suwarsito
Education Studies and Teaching Journal (EDUTECH) Vol. 1 No. 3 (2024): Education Studies and Teaching Journal (EDUTECH)
Publisher : Penelitian dan Pengembangan Ilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62207/89d9d987

Abstract

This research aims to explore the role of teachers' beliefs about technology in the integration of innovative pedagogy in the classroom. Using a systematic literature review approach, this research analyzes literature related to teachers' views about technology, the factors that influence their beliefs, and its impact on the implementation of technology-based pedagogy. The main findings indicate that teachers' positive beliefs towards technology encourage the adoption of innovative pedagogy, while negative beliefs limit the application of technology in teaching. The implications of this research point to the importance of training and supporting policies to optimize the use of technology in education.
ASSESSING THE INFLUENCE OF CROSS CULTURAL PRAGMATICS ON COMMUNICATION COMPETENCE IN MULTINATIONAL CONTEXTS Dian Lestari; Fini Widya Fransiska; Bayu Grendo Sigarete
Education Studies and Teaching Journal (EDUTECH) Vol. 1 No. 3 (2024): Education Studies and Teaching Journal (EDUTECH)
Publisher : Penelitian dan Pengembangan Ilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62207/wbrvby15

Abstract

Cross-cultural pragmatic differences often constitute a major challenge in the development of communication competencies of multinational teams, hindering global organizational collaboration and productivity. This research aims to identify theoretical frameworks and key models that are relevant in explaining cross-cultural pragmatics and its impact on communication competence. Using a systematic literature review (SLR) approach with the PRISMA protocol, this research analyzed 38 academic articles from various geographic and cultural contexts. The results show that the theory of Cross-Cultural Pragmatics, the Intercultural Communication Competency Model, and High-Context and Low-Context Communication provide significant contributions in understanding and optimizing cross-cultural communication. This research recommends theory-based training to increase communication effectiveness in multinational organizations.

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