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Journal of Sustainable Educational Technology and Innovation
Published by CV Media Inti Teknologi
ISSN : -     EISSN : 31240747     DOI : https://doi.org/10.58723/jseti.v2i1.225
Core Subject :
The design and development of environmentally-friendly learning technologies. The application of artificial intelligence (AI), virtual reality (VR), and augmented reality (AR) for sustainable education. Scalable and accessible online learning models. The use of learning analytics and data to continuously improve educational quality. Policies and strategies for implementing educational technology that support the Sustainable Development Goals (SDGs).
Arjuna Subject : -
Articles 10 Documents
 1 
Curriculum Innovation for Future Workforce Preparation in Higher Education: A Systematic Literature Review Using Text Mining Rudi Susilana; Gema Rullyana
Journal of Sustainable Educational Technology and Innovation Vol. 1 No. 1 (2025): Journal of Sustainable Educational Technology and Innovation
Publisher : APS-TPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/jseti.v1i1.1

Abstract

Background of study: The rapid growth of Industry 4.0 and global labor market shifts push higher education to redesign curricula toward innovation, digitalization, and sustainability. Equipping graduates with 21st-century skills, employability, and adaptability is essential to prepare them for an increasingly complex workforce.Aims and scope of paper: This study aims to identify global trends in curriculum innovation for future workforce preparation in higher education (2020–2024). It examines dominant research clusters, the alignment of curriculum reforms with SDGs, and highlights areas that remain underexplored.Methods: A systematic literature review (SLR) combined with text mining was conducted using Scopus as the primary database. A total of 247 peer-reviewed documents were analyzed through bibliometric mapping, keyword co-occurrence, topic modeling using Latent Dirichlet Allocation (LDA), and semantic mapping via multidimensional scaling (MDS).Result: The findings show substantial publication growth, dominated by four key clusters: curriculum design and pedagogy, technology integration, sustainable curriculum, and blended/online learning. Emerging but less explored topics include curriculum decolonisation, problem-based learning, methodological literacy, and digital assessment. International collaboration is moderate (17.81%), though Southeast Asia and Africa show growing potential. Highly cited studies focus on digital transformation during COVID-19, online assessment integrity, and AI integration into curriculum frameworks.Conclusion: This study shows that curriculum innovation is mainly driven by digitalization and sustainability, while areas like decolonisation and methodological innovation are still lacking. The results provide theoretical, practical, and policy implications for designing adaptive, future-oriented curricula and open avenues for global collaboration and longitudinal studies in the field.
Interpretation of Student Data in Web-based 21st Century Learning in Junior High School Dodi Herdiana; Imas Nurmawati; Helmi Hidayati Lestari
Journal of Sustainable Educational Technology and Innovation Vol. 1 No. 1 (2025): Journal of Sustainable Educational Technology and Innovation
Publisher : APS-TPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/jseti.v1i1.2

Abstract

Background of Study: Education is an important component in sustaining a nation or state. Preparing superior human resources is one of the country's ideals, including Indonesia, especially with the development of the current era of the Industrial Revolution 4.0 in the 21st century. Education, especially learning, is a fundamental thing that must be strengthened to achieve the desired goals.Aims and Scope of Paper: This study aims to see the extent of student data interpretation related to web-based online learning (web-learning). The prepared data includes students in State Junior High Schools in Garut from grade 7 to grade 9.Methods: The sample in this data is as many as 500 students from various junior high school classes. The results collected by the researcher are data obtained from several questionnaire questions related to online learning (web learning).Result: The findings from the data taken show that approximately of students agree or even strongly agree with online learning. The response of students to learning using web-learning was very positive, with around 52.80% stating that they strongly agreed and agreed. Web learning can increase students towards improving their learning, as shown by the survey results, which is 55.4% of students who answered yes and strongly agree. The response of students to teachers who use web learning is very good, which can be seen from the results of survey number 15 around 61.4%.Conclusion: In conclusion, web-based online learning receives positive responses from students and supports the learning process. The use of web learning helps students adapt to technology-based learning and supports competence development in the 21st century.
Bibliometric Analysis of the Trend of Virtual Reality Use in Physics Learning: Focusing on the Kuula Platform and Its Impact on the Learning Outcomes of Fluid Material Rince Aida Rostika; Bodi Gunawan
Journal of Sustainable Educational Technology and Innovation Vol. 1 No. 1 (2025): Journal of Sustainable Educational Technology and Innovation
Publisher : APS-TPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/jseti.v1i1.3

Abstract

Background of Study: Fluid material in physics is often difficult to understand due to its abstract nature and the need for dynamic visualization. VR technology is considered capable of providing an immersive and interactive learning experience, thereby supporting student understanding and engagement more effectively.Aims and Scope of Paper: This research aims to analyze the potential development of VR(Virtual Reality) based learning media in physics education, focusing on the use of the Kuula platform to improve student learning outcomes on fluid material in 11th-grade high school.Methods: In this study, a bibliometric analysis was conducted to explore publication trends and scientific findings related to the application of VR in physics learning, especially those relevant to the Kuula platform and fluid topics. Data were obtained from 145 Scopus-indexed articles from 2020 to 2025 and analyzed using software Biblioshiny and VOSviewer.Result: The analysis shows an increase in publications related to VR in education, with a primary focus on enhancing student engagement, learning motivation, and understanding of abstract concepts. Bibliometric visualization indicates a strong connection between VR and the fields of education, technology, and health, with China and the United States emerging as dominant contributors. However, the decline in average citations per article suggests the need to improve the quality and depth of research in this area.Conclusion: Overall, these findings affirm that VR-based physics learning media have significant potential in improving student learning outcomes on fluid topics, as well as highlighting the importance of developing a curriculum responsive to advancements in educational technology.
Utilizing of Augmented Reality (AR)-Based Flashcards Media on Increasing Vocabulary and Language Understanding in Early Children Eges Triwahyuni; Pascalian Hadi Pradana
Journal of Sustainable Educational Technology and Innovation Vol. 1 No. 1 (2025): Journal of Sustainable Educational Technology and Innovation
Publisher : APS-TPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/jseti.v1i1.9

Abstract

Background of study: Utilizing contemporary technology in the classroom has many advantages in the field of early childhood education. The usage of Flashcards based on Augmented Reality (AR) is one of the most recent breakthroughs. this approach can significantly enhance learning engagingly and enjoyably.Aims and scope of paper: The purpose of this study is to investigate an effect after applying AR based flashcards on language development in early childhood.Methods: Participants This study was conducted as a quantitative experimental method one group pretest–posttest design, and 14 children were included in the analysis. Data analysis was performed with one-sample t-tests.Result: The result show that the avarege pre-test (Before treatment) language ability of 11.21 was statistically much lower than the test score (20), t value = -27.664, P value=0.000. The item mean score at posttest was 22.21, which was significantly higher than the test score (t = 4.387, p-value = 0.001). There was a significant difference before and after therapy, according to the 95% confidence interval (CI). These findings suggest that using flashcards based on augmented reality can effectively enhance children's language abilities. This notable distinction suggests that flashcards based on augmented reality successfully enhance kids' vocabulary acquisition.Conclusion: Thus, this study comes to the conclusion that flashcards based on augmented reality (AR) have a beneficial effect on the vocabulary acquisition of young children, making them a promising new learning aid for enhancing language proficiency. According to the study's findings, early childhood vocabulary and language understanding are greatly enhanced by augmented reality (AR)-based flashcards.
Integration of Gamification and Adaptive Learning in Augmented Reality Applications to Improve Elementary School Students' Mathematical Problem-Solving Creativity Ita Fitriati; I Kadek Suartama; Muhammad Ghazali
Journal of Sustainable Educational Technology and Innovation Vol. 1 No. 1 (2025): Journal of Sustainable Educational Technology and Innovation
Publisher : APS-TPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/jseti.v1i1.22

Abstract

Background of study: Mathematics learning in elementary schools still faces challenges in developing students' problem-solving creativity due to the dominance of procedural approaches and the limitations of contextual and personalized media. The integration of innovative learning technologies such as Augmented Reality (AR), gamification, and adaptive learning has the potential to create visual, engaging, and individualized learning experiences that encourage the exploration of creative strategies and solutions in mathematical problem-solving.Aims and scope of paper: This study aims to analyze the effectiveness of integrating gamification and adaptive learning concepts in the implementation of AR applications on improving elementary school students' creativity in solving math problems. The scope of the study focused on teaching math material on spatial figures to sixth-grade students at SDN Inpres Pali.Methods: The study used a quasi-experimental method with a pretest–posttest control group design. The research subjects consisted of two groups, namely the experimental group that used an adaptive gamification-based AR application and the control group that followed conventional learning. The research instruments included a mathematical problem-solving creativity test, an initial ability test, and a learning motivation questionnaire.Result: The results showed that students who learned using AR applications integrated with gamification and adaptive learning experienced a significantly higher increase in mathematical problem-solving creativity compared to the control group.Conclusion: The integration of gamification and adaptive learning in AR applications was effective in increasing the mathematical problem-solving creativity of elementary school students and had the potential to become an innovative digital learning model in elementary education.
Advancing Scientific Literacy through Digital Learning Media and Learning Management Systems in Online Learning: A Systematic Review wersi handayani; Mohammad Qais Rezvani; Amel Zulfukar Hassan Adlan
Journal of Sustainable Educational Technology and Innovation Vol. 2 No. 1 (2026): Journal of Sustainable Educational Technology and Innovation
Publisher : APS-TPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/jseti.v2i1.221

Abstract

Background: The rapid development of digital technology has transformed online learning, making digital learning media and Learning Management Systems (LMS) important components in supporting scientific literacy. However, previous studies have reported fragmented findings regarding the effectiveness of integrating digital learning media and LMS in enhancing students' scientific literacy.Aims: This study aims to systematically review the current literature on the integration of digital learning media and Learning Management Systems in online learning and to identify research trends, implementation strategies, and their contributions to improving scientific literacy.Methods: This study employed a Systematic Literature Review (SLR) following the PRISMAguidelines. Relevant publications from 2020–2026 were retrieved from the Scopus database using keywords related to scientific literacy, online learning, digital learning, and technology/media/platform. The retrieved data were refined using OpenRefine, analyzed bibliometrically through Biblioshiny and  VOSviewer, and synthesized using Elicit AI. After applying the inclusion and exclusion criteria, eight eligible articles were included in the final review.Results: The review indicates that integrating digital learning media with LMS positively contributes to scientific literacy by improving conceptual understanding, learning outcomes, scientific data interpretation, and student engagement in online learning. Most studies employed Research and Development (50%), followed by quantitative (25%), qualitative (12.5%), and mixed-methods (12.5%) approaches.Conclusion: Integrating digital learning media and Learning Management Systems has significant potential to enhance scientific literacy in online learning. Future research should expand implementation across diverse educational contexts and strengthen methodological rigor to support sustainable digital learning innovations.
Digital Literacy and E-Module Integration in Online Learning: A Systematic Literature Review Using PRISMA Framework yeliza; Mehdi Manoocherzadeh; Hamed Barjesteh
Journal of Sustainable Educational Technology and Innovation Vol. 2 No. 1 (2026): Journal of Sustainable Educational Technology and Innovation
Publisher : APS-TPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/jseti.v2i1.222

Abstract

Background:Digital transformation has accelerated the adoption of online learning, making digital literacy and e-modules essential for effective learning. However, research trends on their integration remain insufficiently explored.Aims:This study analyzes research trends, intellectual structures, and the role of digital literacy and e-module integration in online learning through bibliometric analysis and a systematic literature review (PRISMA)Methods:A bibliometric analysis and PRISMA-based SLR were conducted using articles from Scopus and Google Scholar. Data were screened, cleaned with OpenRefine, and analyzed using Biblioshiny and VOSviewer to examine publication trends, collaborations, citations, and research themes.Results:Publications increased during 2024-2026, with digital literacy, e-learning, online learning, and e-modules as dominant themes. The findings show that digital literacy improves online learning effectiveness, while e-modules enhance engagement, independent learning, and critical thinking. Artificial intelligence and adaptive learning emerged as promising future research topics.Conclusion:Digital literacy and e-module integration are key factors in improving online learning. This study highlights current research trends, identifies research gaps, and provides recommendations for future technology-enhanced education
Needs Analysis for the Development of Problem-Posing Multimedia Package for Enhancing Students’ Understanding of Organic Chemistry Concepts: A Document Analysis Tukur Ibrahim; Abdulmalik Sabitu; Nura Sani Usman
Journal of Sustainable Educational Technology and Innovation Vol. 2 No. 1 (2026): Journal of Sustainable Educational Technology and Innovation
Publisher : APS-TPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/jseti.v2i1.223

Abstract

Background: This systematic needs analysis forms the foundational phase in developing a problem-posing multimedia package to improve senior secondary students' understanding of organic chemistry, specifically hydrocarbons. Grounded in a phenomenological approach, the study captures students' authentic learning challenges to ensure that the intended package addresses the real educational needs of the targeted students.Aims: The paper aims to identify and analyze prevalent student misconceptions in hydrocarbon concepts, providing diagnostic insights to guide the pedagogical design of the multimedia tool so it directly targets learning gaps.Methods: A qualitative approach was used with a purposive sample of ten chemistry students. Thematic analysis of students’ written documents (tests and exercises) was conducted to identify recurring errors and underlying misconceptions regarding hydrocarbon nomenclature, structure, and properties.Results: Six major error categories emerged: incorrect compound naming; misidentification of functional groups; poor understanding of isomerism; inappropriate hybridization assignment; erroneous carbon chain numbering; and inaccurate structure drawing. These reflect deeper conceptual gaps, such as difficulty recognizing parent chains, differentiating bonding types, identifying homologous series, and applying IUPAC rules consistently.Conclusion: The findings confirm that students' difficulties are systematic and conceptual, underscoring the necessity for a tailored instructional intervention. Developing a problem-posing multimedia package designed to explicitly address these identified challenges is essential for enhancing student comprehension and mastery of hydrocarbon concepts.
Doing Knowledge Online Learning Model in Media Production-Based Subjects: High and Low Students’ Prior Knowledge Analysis Rezi Ulya Fauziah; Mujahidah Auliya Ihsani; Jakfar Shodiq
Journal of Sustainable Educational Technology and Innovation Vol. 2 No. 1 (2026): Journal of Sustainable Educational Technology and Innovation
Publisher : APS-TPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/jseti.v2i1.225

Abstract

Background: Technological innovations have transformed education by integrating digital tools and constructivist principles, fostering interactive and adaptive learning environments. Despite these advancements, challenges persist, particularly in hands-on subjects like media production, where traditional models often fail to bridge theory and practice.Aims: This study proposed the doing knowledge online learning model, designed to enhance media production education through active learning and social interaction. Methods: To evaluate the validity and effectiveness of the proposed model, the ADDIE Model was used as the instructional design framework, and a quasi-experimental design was employed for its implementation. A total of 80 students were assigned to two groups: the experimental group using the doing knowledge online learning model and the control group using the conventional learning model. Result: Results indicated that experts rated the model with a 93% agreement, classifying it as "very good," indicating its high suitability for educational use. Additionally, students who learned with the doing knowledge online learning model had significantly better learning performance than those who learned with the conventional learning model. Moreover, even when categorized by high and low prior knowledge, students in the doing knowledge online learning model consistently outperformed their peers in the conventional learning group.Conclusion: The doing knowledge online learning model is a valid and effective approach for improving students' learning outcomes in media production and has the potential to support more engaging and practice-oriented online learning.
Technological, Media, and Pedagogical Developments: Digital Transformation in the Era of Education 4.0 and 5.0 Ni Nyoman Ayu Pradnyawati Pradnyawati
Journal of Sustainable Educational Technology and Innovation Vol. 2 No. 1 (2026): Journal of Sustainable Educational Technology and Innovation
Publisher : APS-TPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/jseti.v2i1.226

Abstract

Background: The rapid development of information and communication technology (ICT) has fundamentally transformed the learning process in education. Digital integration enables learning to be flexible, interactive, and student-centered, aligning with the demands of 21st-century skills. This transformation has been further accelerated by the COVID-19 pandemic, which encouraged the widespread adoption of online learning, digital media, and innovative learning methods. However, the implementation of educational technology still faces various challenges related to human resources and infrastructure readiness.Aims: This study aims to comprehensively examine the recent development of learning technologies, learning media, and instructional methods, as well as their implications for the quality of the learning process within formal education contexts.Methods: The research employed a library research design using a qualitative descriptive approach. Data were collected from national accredited journals and reputable international journals published within the last 10–15 years. The data were analyzed using qualitative content analysis to identify patterns, trends, and key findings related to technology, media, and learning methods.Result: The results indicate an increasing use of Learning Management Systems (LMS), artificial intelligence, and virtual and augmented reality technologies to support flexible and personalized learning. Learning media have shifted toward interactive digital formats that enhance student motivation and engagement. Innovative instructional methods such as blended learning, flipped classroom, project-based learning, and problem-based learning are increasingly implemented to promote active and collaborative learning, although challenges related to access inequality and digital literacy persist.Conclusion: The integration of technology, learning media, and innovative instructional methods plays a crucial role in educational transformation. Effective implementation requires adequate pedagogical readiness, digital competence, and equitable infrastructure support to ensure meaningful and high-quality learning outcomes.

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