Publication Search

The development of digital technology brings great opportunities in the world of education, especially in the health sector. Augmented Reality (AR) is one of the technological innovations that is able to integrate virtual objects into the real environment in real-time, providing a more immersive and interactive learning experience. This article aims to explore the integration of AR in anatomy learning based on literature studies from international journals. Using a qualitative approach based on literature studies, this study examines various findings from foreign scientific journals regarding the effectiveness, challenges, and potential of using AR in anatomy education. The results of the study show that AR is able to improve students' visual understanding, learning engagement, and information retention. However, there are also challenges in terms of development costs, technology access, and teacher readiness. AR has great potential as a medium for anatomy learning in the digital era, but its implementation requires adequate infrastructure and training support.

This study aims to analyze digital technology-based Islamic Religious Education (PAI) learning strategies in an effort to enhance religious literacy and strengthen Islamic values in the lives of modern students. Using a literature research method, this study collects and analyzes various literature sources, such as books, scientific journals, articles, and related documents, that discuss the integration of digital technology in PAI learning. The results indicate that digital technologies, such as e-learning, social media, mobile applications, gamification, and virtual reality, play a significant role in creating more interactive, engaging, and effective learning processes. This strategy not only improves students' understanding of religious materials but also helps them internalize Islamic values in their daily lives. Additionally, digital technology enables access to a wider range of learning resources, encourages personalized and adaptive learning, and opens opportunities for more participatory collaboration and discussion. However, the implementation of this strategy also faces challenges, such as the digital divide, infrastructure limitations, and a lack of digital competence among educators. Therefore, collaborative efforts are needed to address these challenges, including training for educators, improving access to technology, and curriculum adjustments. Overall, this study concludes that digital technology-based PAI learning strategies are an effective approach to enhancing religious literacy and strengthening Islamic values in the lives of modern students, while also preparing the younger generation to face global challenges while adhering to Islamic principles.

This study examines the digital transformation of the creative arts industry, focusing on how technologies such as Augmented Reality (AR), Virtual Reality (VR), and Non-Fungible Tokens (NFT) have altered the creation and marketing of artworks. Digital platforms have expanded market access for artists, opened new opportunities for more efficient business models with lower costs, and created greater possibilities for cross-disciplinary collaboration. In this context, digital technologies allow artists to reach a global audience and sell their works in more innovative and interactive formats, increasing audience participation in the creative process. However, these developments also face significant challenges, such as increasingly intense competition, rapidly shifting trends, and limitations in resources to optimally implement these technologies. Furthermore, while there are significant opportunities in the global market, some artists in Indonesia still face difficulties in accessing and utilizing the latest technologies. With the creative economy contributing 7.16% to Indonesia's GDP in 2018, this study aims to provide an overview of the dynamics of the arts industry in the digital era and explore potential strategies to support the development of a more adaptable creative ecosystem. These strategies include digital training, strengthening cross-sector collaboration, and enhancing digital infrastructure to facilitate the future growth of the creative arts industry.

The development of digital technology has brought significant changes in various aspects of life, including education. In biology learning, digital technology offers innovative solutions to overcome challenges in understanding abstract concepts, increase learning motivation, and develop 21st century skills. Interactive simulations, augmented reality (AR), virtual reality (VR) and online learning platforms allow students to visualize complex biological concepts, such as photosynthesis and DNA replication, more clearly and deeply. In addition, the integration of digital technology can improve students' critical thinking skills, creativity, collaboration and digital literacy. However, the implementation of digital technology in biology learning faces various challenges, including limited infrastructure, access gaps between urban and rural schools, and lack of training for educators. This study aims to explore the impact of digital technology on students' conceptual understanding and 21st century skills, and identify the main barriers to its implementation. The results of this study are expected to provide recommendations for the development of more effective and innovative biology learning strategies in the digital era

Augmented Reality (AR) applications are rapidly gaining popularity across various industries, including education and marketing. By integrating real-world environments with virtual objects, AR enhances user understanding and information display for products. This paper explores Diminished Reality (DR) techniques, which are used to visually remove real objects from AR environments. Despite growing interest, much of the DR research predominantly focuses on maintaining consistency between real and virtual elements, particularly in texture handling on marker areas. Our study addresses the preservation of depth consistency using edge detection and planar segmentation to construct a depth map, essential for developing effective DR methods. We introduce a two-stage process involving depth mask construction, each stage equipped with error measurement for iterative refinement. Our proposed techniques, Planarity and Boundary Depth, are evaluated on a dataset of high-quality RGB images captured by digital cameras. Experimental results validate the effectiveness of our methods across various performance metrics, confirming the practicality of our approach in enhancing AR experiences.

Education is the main foundation for the progress of society and individuals, Basic education is very important to build students' knowledge and skills, especially in the field of science. Conventional methods, such as the use of illustrations and textbooks, are often not interesting and interactive. Digital technology presents new opportunities in learning innovation, including by utilizing augmented reality (AR). This study aims to analyze and evaluate the use of interactive media based on augmented reality (AR) in learning the topic of animal classification based on their type of food. The method used is a literature study by reviewing various scientific sources, including journals, articles, and relevant research reports in the last five years. AR-based interactive media offers an innovative and immersive learning experience, allowing students to interact directly with virtual objects in the form of three-dimensional (3D) visualizations. The results of the study show that the use of AR can improve students' understanding of the material, increase engagement in learning, and provide a more interesting and contextual learning experience. In addition, AR media is considered effective in helping students identify animal characteristics based on eating habits, such as herbivores, carnivores, and omnivores. This study concludes that the integration of AR in science learning at the elementary school level has great potential to improve learning effectiveness.

Education is the main foundation for the progress of society and individuals, Basic education is very important to build students' knowledge and skills, especially in the field of science. Conventional methods, such as the use of illustrations and textbooks, are often not interesting and interactive. Digital technology presents new opportunities in learning innovation, including by utilizing augmented reality (AR). This study aims to analyze and evaluate the use of interactive media based on augmented reality (AR) in learning the topic of animal classification based on their type of food. The method used is a literature study by reviewing various scientific sources, including journals, articles, and relevant research reports in the last five years. AR-based interactive media offers an innovative and immersive learning experience, allowing students to interact directly with virtual objects in the form of three-dimensional (3D) visualizations. The results of the study show that the use of AR can improve students' understanding of the material, increase engagement in learning, and provide a more interesting and contextual learning experience. In addition, AR media is considered effective in helping students identify animal characteristics based on eating habits, such as herbivores, carnivores, and omnivores. This study concludes that the integration of AR in science learning at the elementary school level has great potential to improve learning effectiveness.