Integration Of Technology In Learning Research Articles

QUALITATIVE STUDY OF THE CHALLENGES AND STRATEGIES OF HISTORY TEACHERS AT SMAN 2 MEDAN IN IMPLEMENTING THE INDEPENDENT CURRICULUM

This research aims to explore the challenges faced and the strategies used by history teachers at SMA Negeri 2 Medan in implementing the Independent Learning Curriculum. Qualitative research methods were used to collect data through in-depth interviews with eight experienced history teachers. Data analysis was carried out using a thematic approach to identify general patterns in the challenges faced and strategies implemented. The research results show that history teachers face a variety of challenges in implementing the Merdeka Belajar Curriculum, including a lack of resources, the need for additional training, and pressure to balance the curriculum. To overcome these challenges, teachers use a variety of strategies, including collaboration between teachers, integration of technology, and adjustments in teaching. The implications of these findings for developing teacher professionalism and improving the implementation of the Independent Learning Curriculum are discussed in the context of this research. The challenges of implementing the Independent Learning Curriculum, including limited resources, the need for additional training, and the pressure to balance the existing curriculum with new principles, are the main obstacles for history teachers. History teachers use various strategies, such as collaboration between teachers, integration of technology in learning, and adjustments in teaching, to overcome challenges and increase the effectiveness of history teaching. The implications of these findings include the need to provide adequate resources, collaborative support from various parties, and increase the integration of technology in history learning. By understanding and overcoming the challenges faced by history teachers, as well as implementing appropriate strategies, the implementation of the Independent Learning Curriculum at SMA Negeri 2 Medan can be improved, which in turn will bring benefits to the development of teacher professionalism and improve the quality of learning in the school. Therefore, concrete steps need to be designed and implemented to support history teachers in facing challenges and improving the implementation of the Independent Learning Curriculum at SMA Negeri 2 Medan.

Development of Game-Based Learning Applications to Increase Students’ Learning Motivation

In the continuously evolving digital era, education faces new challenges in maintaining students' interest and learning motivation. One approach that has been introduced to address this challenge is the use of technology in learning, specifically through game-based learning applications. The aim of this study is to develop an effective game-based learning application that enhances students' learning motivation. The research method employed is the Research & Development (R&D) method. The development stages include needs analysis, application design, implementation, evaluation, and revision. The application was developed with consideration to attractive game design principles that motivate and take into account curriculum needs. The research findings indicate that the development of the game-based learning application successfully increased students' learning motivation. Assessments of the application showed positive responses from students to the learning experience provided. Additionally, there was a significant increase in the level of student participation and engagement in the learning process. The conclusion of this study is that the development of game-based learning applications is an effective approach to enhancing students' learning motivation. This application transforms the learning experience into something more engaging and challenging for students, thereby increasing their interest and activity in the learning process. The implication of this study is that the integration of technology in learning can be an effective strategy to motivate students and enhance the overall quality of education.

Dampak Integrasi Teknologi dalam Pembelajaran Terhadap Prestasi Akademis Mahasiswa Perguruan Tinggi

This study aims to explore the impact of technology integration in learning on the academic achievement of students in higher education. Through a literature review, we investigate the relationship between the use of technology such as e-learning platforms, augmented reality, and virtual reality with student engagement and academic achievement. Findings from this research highlight the importance of adequate technological infrastructure, teacher training, relevant curriculum design, institutional support, and technology accessibility to enhance the effectiveness of technology use in learning. The implications of this study provide insights for education practitioners and policymakers to maximize the benefits of technology in improving student academic achievement in higher education.

Adaptation of the Learning Process for Students in the Post New Normal Era: Learning Management System (LMS) Innovation Efforts in Indonesia

This study aims to explore the condition of Arabic learning at UIN Syarif Hidayatullah Jakarta after the New Normal Era and the response of the academic community of UIN Syarif Hidayatullah Jakarta to the post-New Normal situation through the development of a Learning Management System (LMS). The descriptive method is used by utilizing qualitative data from interviews and quantitative data from surveys using questionnaires. The findings show that students' response to adaptation after the COVID-19 pandemic has increased, especially in motivation to learn Arabic. The use of LMS elicits a positive response from students and faculty, enabling variety in teaching, increasing learning motivation, and facilitating assessment. Nonetheless, challenges related to access and conventional learning preferences must be overcome. The majority of lecturers see benefits in using LMS, but differences of opinion regarding the need for a face-to-face approach emphasize the importance of adapting and integrating learning technology with traditional approaches to improve the effectiveness of Arabic language learning. These findings support Gerald Gleason's concept of Educational Technology and John Dewey's The Philosophy of Education. Overall, the study highlights the importance of adaptation in Arabic language learning in the post-pandemic era, with the majority of students and lecturers responding positively to the use of learning technologies such as LMS despite the need for adjustments and improvements to improve overall learning effectiveness.

MODEL TECHNOLOGY LEARNING CYCLE (TLC): SUCCESS IN LEARNING

The current 21st century development has had a major effect on educational reforms that must adapt to technological developments. There have been many developments in the learning process by integrating technology in order to realize educational reform, one of which is the technology-integrated learning model, TLC. The TLC model was developed to enable future educators to use technology for learning. The TLC model has shown its effectiveness in integrating technology into learning. This has been seen from several studies that show a positive impact on the use of TCL on student learning outcomes. Therefore, the purpose of this article is to explain what an integrated model of technology, TLC, and its application in the learning process is based on the findings of several researchers. Literature study was used in writing this article. The study of journals and books was carried out to enrich the study of the model of integrating TLC technology in learning as well as the study of research results according to several researchers. This article shows that TLC has five phases, namely awareness, exploration and filtration, learning, application, and sharing and reflection which are built to support the use of technology by educators. Educators will have the ability to use new technology and use technology applications in the learning process

Insights into the Dynamic Relationship between Technology and Task-Based Language Teaching: A Critical Review

The advent of new technologies and educational tools, while undoubtedly exciting, can often lead their being a mere source of entertainment unless their design, deployment and assessment are grounded in the principles of educational and language development. The task-based language teaching approach, along with its theoretical premises in task-based language learning, offers an excellent opportunity to leverage the potential of technological advancements to create an engaging and effective language-learning process. This approach not only produces high-quality results but also instills a sense of validity and importance that extends beyond the confines of the classroom. Task-based language teaching has garnered significant attention from academicians in language education and second language acquisition from the 1980s. Current literature on task-based language teaching highlights its theoretical concepts and real-world application in foreign and second language teaching, which is continually growing. The integration of learning technology into task-based language teaching has the potential to instill confidence and motivation in learners and open a path for them to use their second language skills effectively in real-world situations, which is crucial in the twenty-first century. This analysis aims to examine the relationship between technology and task-based language teaching. It explores how technology affects task-based language teaching and vice versa, while also addressing the difficulties that arise when using task-based language teaching in technology-based contexts. Furthermore, this review illustrates a range of crucial aspects that require attention to further the development of technology-enhanced task-based language teaching.

Exploring the Efficacy of HyFlex Learning for Enhancing Reading Comprehension Skills of Secondary School Students: A Research and Development Study

This study examined the effectiveness of a HyFlex learning management plan for developing the reading comprehension skills of secondary school students. The research investigated the needs and challenges of secondary school students regarding reading problems in the context of applying HyFlex, the development of a learning management model that incorporates HyFlex, and the effect of the learning management plan on enhancing students' reading comprehension. The study employed a research and development method consisting of three phases: a needs analysis, the development of the learning management plan, and its implementation with participants. The study involved three distinct groups of participants. The first group consisted of 19 stakeholders involved in reading management, who took part in the needs analysis phase. The second group comprised five experts and 30 students who participated in the development process of the learning management plan. Finally, the third group consisted of 50 students who were involved in the implementation process of the learning management plan. The instruments were an interview form, a learning management evaluation form, the HyFlex learning management tool, a reading comprehension test, and a satisfaction interview. The findings reveal the presence of reading difficulties as part of broader language problems in Thailand, thereby emphasizing the need for targeted interventions. The results also indicate that Thailand is prepared for technology integration in learning, which aligns with other research. Moreover, the study demonstrates the effectiveness of the HyFlex learning approach, which combines face-to-face and online environments, to develop students’ reading comprehension. These findings contribute to the understanding of effective instructional approaches for enhancing reading comprehension skills, and inform the implementation of evidence-based practices in reading instruction.

Academics' continuance intention to use learning technologies during COVID-19 and beyond.

The COVID-19 pandemic has revolutionized the teaching pedagogy in higher education as universities are forecasted to increase investments in learning technology infrastructure to transition away from traditional teaching methods. Therefore, it is crucial to investigate whether academics intend to continually integrate learning technologies as part of a permanent pedagogical change beyond the COVID-19 pandemic. Drawing upon the Unified Theory of Acceptance and Use of Technology (UTAUT), and Expectation Confirmation Model (ECM), this study examines the salient determinants influencing the continuance intention of academics to use learning technologies in their teaching pedagogy during and after COVID-19. Primary data collected from a private university was analyzed using the partial least squares structural equation modelling technique (PLS-SEM). The findings revealed two sequential mediating relationships which serve as the mechanism linking the relationship between facilitating conditions and their continuance intention to use learning technologies during and beyond the COVID-19 pandemic.

Needs Analysis Of Cognitive Conflict Teaching Materials Integrated with Augmented Reality Global Warming Material


 The development of the 21st century is marked by the increasing quality of human resources, especially in the field of science and technology. Conceptual understanding is very important to be improved in the 21st century, this is supported by the goal of an independent curriculum, namely students are able to deepen concepts and strengthen competence. In the independent curriculum, the available teaching materials are still limited, one alternative solution is to develop teaching materials based on cognitive conflict models integrated with Augmented Reality technology on global warming material in order to increase students' conceptual understanding and remediate student misconceptions. This type of research is preliminary research. The instrument used was a questionnaire which was given to 3 teachers at Padang City High School to analyze the implementation of physics learning at school. Then the questionnaire instrument was also given to 130 class X students in two different high schools in Padang City, the aim was to analyze the needs of physics learning devices at school. In addition to the questionnaire, journal analysis was also carried out to analyze high school students' conceptual understanding of global warming material. Data were analyzed quantitatively and qualitatively. Students' conceptual understanding is still low and there are misconceptions about global warming material, which is the result of an analysis of several published journals. In addition, learning in schools is still teacher-centered, teaching materials are still limited, and technology-integrated learning media is also limited. Therefore, from the results of preliminary research it is necessary to develop cognitive conflict-based physics teaching materials that are integrated with augmented reality technology.

Penguatan Literasi Digital Guru dan Siswa Sanggar Bimbingan Kampung Baru dan Kepong melalui Pembelajaran Holistik Berdiferensiasi Konten Digital

The changing role of teachers as creative and innovative facilitators in solving problems in learning is a challenge for teachers who don't yet have good digital skills. Moreover, it is a challenging problem for the teachers who must dedicate to educate students in non-formal educational institutions that have limited digital learning facilities that support learning, such as the Tutoring Studio in Kuala Lumpur, Malaysia. Students' conditions are very diverse with complex socio-cultural problems. This has implications for the lack of technology integration in learning. Therefore, the aim of the community service activities carried out at the Kampung Baru and Kepong Tutoring Studio is to strengthen the digital literacy of teachers and students through the use of technology in content-differentiated holistic learning. The methods for implementing service activities consist of measuring teacher competency and student abilities, socialization of learning technology, training in the preparation and digitization of electronic learning devices, content-based holistic learning with digital teacher teaching materials, as well as evaluation regarding the impact of activities on the digital literacy abilities of teachers and students. The evaluation results show that there has been an increase in the digital literacy skills of teachers and students after implementing the results of teacher training in student learning. Teachers' ability to apply their functional skills to digital devices can be seen in the preparation of several learning tools such as simple worksheets. Likewise, students already have good technical skills in accessing, understanding, and using information from various digital sources. Beside that, students can also choose important and more critical information when using their smartphones to support their learning process because the teacher's digital teaching materials are presented in a more interesting way.

OPTIMIZING GEOSPATIAL LITERACY: A QUALITATIVE EXPLORATION OF GOOGLE EARTH AS AN EFFECTIVE LEARNING TOOL IN PRIMARY EDUCATION

The utilization of information technology in the field of education, particularly Google Earth, has become a significant breakthrough. This article examines the potential of Google Earth as a map learning tool at SDN Sidomulyo 02. The research focuses on students and teachers from grades 4-6, employing a qualitative approach with a case study. The research results indicate an improvement in student engagement, a better understanding of map concepts, and increased learning motivation. Google Earth provides a dynamic, visual, and interactive experience, allowing students to explore the world virtually. This advantage is evident in the identification of map symbols, understanding legends, and interpreting geographical information. A comparison with conventional methods emphasizes the superiority of Google Earth in the context of map learning, supporting a contextual learning approach. Despite the positive outcomes, challenges in implementation involve a learning curve for teachers. Therefore, advanced training and technical support are key to the effectiveness of Google Earth usage. This article contributes to a deeper understanding of the positive impact of Google Earth on students' geospatial literacy. Its implications include recommendations for teachers and policymakers to integrate learning technologies, especially Google Earth, into elementary education curricula. As a significant contribution, this research paves the way for the broader use of similar technologies in elementary education and serves as a foundation for further research in the development of learning methods that integrate technology.

The effectiveness of video-assisted asynchronous learning on students' learning outcomes in the subject of akidah akhlak

The role of technology in the education sector is increasing and has impacted the realm of learning activities. Technology-integrated learning is highly needed to facilitate both teachers and students in their activities. Using asynchronous learning models provides flexibility with easy and efficient access in terms of time. The research aims to describe the implementation of the asynchronous learning model assisted by videos in the subject of akidah akhlak, as well as the learning outcomes of the experimental and control groups, and the effectiveness of the asynchronous learning model assisted by videos in improving student learning outcomes. The research method used is quantitative with a proper experimental design. The experiment takes the form of a pretest-posttest control group design, with an experimental class receiving treatment in the form of asynchronous learning assisted by videos, and a control class implementing conventional methods. The research results show that the questionnaire on video implementation obtained a TCR score of 82.95% for variable X and 81.79% for variable Y, both falling within the 81-100% interval scale, indicating a "Very Good" category. The post-test results of the experimental class yielded a score of 86.43, while the control class scored 76.57. The paired sample t-test showed an average difference of 15.29 for the experimental class, while the control class had an average difference of 8.71, with a n-gain value of 0.27 for the control class, indicating a "low" category, whereas the experimental class had a n-gain value of 0.53, falling within the "middle" category. The implementation of engaging video learning media creates a non-monotonous learning atmosphere, and the questionnaire on video implementation received a "Very Good" rating. The use of the asynchronous learning model assisted by videos effectively improves student learning outcomes in Islamic creed and ethics, as evidenced by a larger difference in the experimental class compared to the control class.

Digital Platform-Based Learning Innovation in Elementary Schools in The Industry 4.0 Era: Systematic Literature Review

Information and communication technology advances have been utilized in many sectors of human life, including educational practices. This study aims to reveal the innovation practices of app-based digital application platforms. This research was conducted using a systematic literature review (SLR) approach. Data sources come from research journal articles and books by the theme of the discussion. The data analysis technique uses content analysis. The finding or result of this research is that learning can utilize digital platform features as part of learning innovation. Digital platforms that can be utilized are such as Microsoft Teams and Edmodo applications. Both applications have many services, such as video conferencing, presentations, assignments, and online assessments. The utilization of digital platforms in schools in the Industrial Age 4.0 aligns with the development and challenges of the rapidly changing times. Digital platforms are part of the innovations that can be used as alternative media and real solutions for technology-integrated learning. Learning with digital platform media can increase student participation and collaboration and provide new, in-depth learning experiences.

CONSERVATION SCIENCE Trends: A Systematic Literature Review of Publications Between 2012-2022

The purpose of the review article is to find out the research trends related to conservation science, which is very useful for developing teacher learning skills in line with the period of the Industrial Revolution 5.0, which uses a lot of technology integration in learning. In the Industrial Revolution 5.0, technology and humans will coexist to improve human life sustainably. This study is a systematic scientific literature review of the conservation of 500 Google Scholar-indexed journal articles published between 2012 and 2022, but only 17 journal articles that met the requirements were used. The findings show that the regions in Indonesia with the most scientific conservation research are Bandarlampung and North Lampung. Articles related to conservation-scientific research are primarily published in chemistry education and learning journals. Many science education research-based journals have published conservation science articles, but more chemistry coverage still needs to be provided. The most researched topics on the knowledge component in conservation science are colloids, salt hydrolysis, and mixture separation. The least studied are stoichiometry and thermochemistry, meaning these two topics have been of little interest to researchers in the last ten years. From some of the analyses in this literature review, we suggest sharing references and centers for conservation science in science education and formulating what topics need to be researched for further research.

Metacognition through an Iterative Anatomy AI Chatbot: An Innovative Playing Field for Educating the Future Generation of Medical Students

Medical educators face many challenges instructing future medical students, specifically in the integration of learning technologies. To overcome these challenges, educators must implement learner-centered and interactive teaching strategies. Anatomical sciences are the cornerstone of medical education and provide the bedrock to layer conceptual understanding of the human body. With the “medical knowledge boom”, most medical schools have reduced the curricular time for anatomy instruction, resulting in a paucity of knowledge and issues incorporating anatomical knowledge in clinical scenarios. Modern pedagogical techniques combining AI chatbots with concurrent metacognitive frameworks can foster a deeper understanding of anatomical knowledge and analysis of clinical cases. Student reflection on the learning process allows for monitoring their progress and tailoring of learning strategies to their specific capabilities and needs. A.I. technology can aid in scaffolding knowledge with practical applications via iterative and immediate feedback in case- or problem-based learning formats. The use of textual conversations actively engages students and simulates conversations with instructors. In this communication, we advocate for the incorporation of AI technologies fused with a metacognitive framework as a medium to foster increased critical thinking and skill development that enhances comprehension. These skills are important for medical students’ lifelong learning process.

Competencias docentes, tecnología y personalidad de los estudiantes del Máster de Secundaria

This study, carried out for predictive and diagnostic purposes, analyses the acquisition of teacher competencies and the integration of technology in learning, as related to personality, among students on the Master’s in Secondary Education at the University of Castilla-La Mancha (Spain). Methodology: 241 students (105 men and 136 women) from the 2019–2020 cohort took part. To evaluate the self-efficacy of teacher competencies, the scale of six competencies was used, taking into account the context of practice. To assess the impact of technology on learning, the bifactorial scale of learning and learning strategies was used, and the BFI-10 questionnaire was used to assess personality traits. A correlation analysis was carried out, 12 mediation models were calculated, and a bootstrap analysis was conducted to calculate the indirect effects of the mediations. The results show that the acquisition of all teacher competencies is significantly and positively correlated with technology learning, particularly subject knowledge, and methodological competence, where the traits of conscientiousness and openness are significant. Of the 12 mediation models, the model that showed partial mediation was competence for collaboration with tutors, predicted by technology learning, mediated by conscientiousness. The findings show an understanding of how to steer university training in the context of the current education system.

Pemanfaatan Museum Sumpah Pemuda sebagai Sumber Belajar melalui Teknologi Virtual Reality

AbstractThis research aims to explore the utilization of the Youth Pledge Museum as a learning resource through Virtual Reality (VR) or Virtual Tour technology, and to understand the process of using VR in history education. The research adopts a qualitative method with a phenomenological approach. The focus of the study includes three main components: 1) Museum collections and their management, 2) The process of utilizing the Youth Pledge Museum collections as a source of historical learning through VR technology, and 3) The role of teachers in history education through VR technology. Data for the research were collected through observation, semi-structured interviews, and document analysis related to the Youth Pledge Museum and the use of VR in history education. This article describes the various collections held by the Youth Pledge Museum and the technologies that have been developed, including Virtual Reality (VR), which can be used in history education. The steps for using VR in history education include: 1) Selecting a relevant Virtual Reality museum for the learning material, 2) Preparing the necessary applications and equipment, 3) Setting up an Android phone, 4) Ensuring internet connectivity, 5) Finding the link to the Virtual Reality content of the Youth Pledge Museum, 6) Accessing the discovered link and starting the Virtual Tour. As a form of technology-integrated learning, the use of VR is expected to accommodate the development of 21st-century skills and encourage students to become active learners. This approach aligns with the student-centered learning concept applied in the independent curriculum, allowing students to construct their own knowledge.Keywords: museums, youth pledges, learning resources, Virtual Reality.

Digital Literacy of Junior High School Students in Jember as an Indicator of Readiness in Facing the Society 5.0 Era in Science Learning

In order to support educational needs, it is necessary to analyze student readiness in facing the era of society 5.0 by analyzing digital literacy. Digital literacy is a capability that needs to be analyzed before implementing digital technology-integrated learning. Science is a subject of learning that is closely related to the development of science and technology and need to be urged for its development in the society 5.0 era. This study uses a descriptive quantitative research method. The subjects in this study consisted of 75 junior high school students from two schools in Jember Regency who were selected by purposive sampling. The results of the study show that 4 aspects of digital literacy, namely functional skills, effective communication, critical thinking and evaluation, and e-safety are at an advanced level. While aspects of the ability to find and select information and aspects of cultural and social understanding are at the intermediate level. Another aspect that is at the basic level is creativity and collaboration. Referring to these results, students' digital literacy in Jember Regency is already good in various aspects, although there are some aspects that still need to be improved. Digital literacy has the opportunity to facilitate the learning process in the classroom in the era of society 5.0.

Teachers’ Professional Competence in Integrating Technology: A Case Study at English Teacher Forum in Majalengka

This article presents a case study at the English Teacher Forum in Majalengka, focusing on improving teachers' professional competence in integrating technology into their teaching practices. The study addresses teachers’ challenges in effectively incorporating technology and explores strategies to enhance their skills and abilities. The qualitative research methodology uses a case study approach using structured interview techniques and document analysis. The findings reveal that many teachers in the forum lack the confidence and skills to integrate technology effectively, hindering digital tools' educational potential. However, significant improvements were seen in the professional competence of English teachers, such as mastering teaching materials, being able to manage classes, being able to use media and learning resources, mastering educational foundations, being able to manage learning interactions, and being able to assess learning achievement for the benefit of learning through development programs professionalism, peer coaching, access to resources, and ongoing support. Students also demonstrated increased motivation and improved learning outcomes. The study highlights the importance of ongoing support and training for teachers and the need for technological infrastructure investment. The research findings and recommendations aim to guide educators and policymakers in promoting technology-integrated learning environments in Majalengka and similar contexts, ultimately enhancing student learning experiences and outcomes.

An open educational resource for doing netnography in the digital arts and humanities

As a part of the DiMPAH-project, the authors have developed an open educational resource (OER) on netnography. In this paper, the OER is presented and critically discussed as the broader problem identified during course-development is made explicit and explored through two research questions: 1) How can an OER be designed that positions netnography as a viable methodology for the digital humanities? 2) How can an OER be designed that theoretically and methodologically combines both quantitative and qualitative approaches for doing netnography? An up-to-date theoretical overview of netnography as a methodology for studying social experiences online is provided. Methodological considerations are presented, aimed for sensitizing students to nuances of active (participatory) and passive (non-participatory) netnography through two analytical concepts. The OER is presented through three case studies and a learning scenario offering flexible and authentic technology-integrated learning. Netnography is found to contribute to the digital humanities, overall characterized by method-driven and quantitative approaches, with reflexivity and a potential for critical research and pedagogy. The two analytical concepts community-based netnography and consociality-based netnography allow for a nuanced methodological understanding of how and when qualitative and quantitative approaches should be employed, and how they may complement each other.