Publication Search

This study explores the integration of digital technology in English language learning in primary schools, focusing on the trends, challenges, and opportunities it presents. The primary objective is to identify the current trends in the use of digital technology in English language instruction, examine the challenges faced by educators and students in its implementation, and assess the potential opportunities for enhancing the quality of learning. A Systematic Literature Review (SLR) method was used to gather and analyze relevant studies published over the last decade. The findings reveal that digital technology has significantly impacted teaching and learning by providing broader access to educational resources and enabling more interactive, engaging, and student-centered learning experiences. However, challenges such as infrastructure limitations, access gaps, and technical skills remain barriers to effective implementation. The study also identifies key opportunities for improving teacher training, expanding access to materials, and leveraging interactive platforms to enhance English language acquisition. The implications of these findings suggest that digital technology, when appropriately integrated, can greatly improve the quality of English education in primary schools. Future research should focus on addressing the identified challenges and exploring more inclusive technological solutions.

The use of technology in education has become an essential need in modern learning. This study aims to analyze the utilization of Kahoot and Quizizz as interactive learning tools to enhance student learning quality at SMAN 1 Parittiga. The research employs a qualitative approach with observation and interview techniques to explore student and teacher experiences in using these platforms. The findings indicate that Kahoot and Quizizz significantly improve students' motivation, engagement, and comprehension of learning materials. Kahoot is more effective in creating a competitive learning atmosphere, while Quizizz provides flexibility for students to learn at their own pace. However, some challenges arise, such as reliance on a stable internet connection and the need for teacher training to optimize platform features. Therefore, it is recommended that schools improve digital infrastructure and provide training for teachers to support the optimal implementation of technology-based learning.

This study explores the reinforcement of monotheism (tauhid) education through interactive digital content for fifth-grade students at SDIT Insan Kamil in the social media era. Using a qualitative case study approach, data were collected via classroom observations, interviews with Islamic education teachers, and analysis of digital learning materials. Findings indicate that interactive digital content, including videos, animations, and educational games, enhanced students' understanding of tauhid, increased engagement, and facilitated self-directed learning beyond school hours. Students demonstrated improved participation in discussions and greater confidence in expressing religious inquiries. However, challenges such as unequal access to technology among students were identified. Recommendations include developing tailored digital content aligned with tauhid principles, providing teacher training in technology integration, and addressing technological disparities through collaborative school-parent efforts. This study highlights the potential of digital tools to make Islamic education more relevant and engaging for digitally immersed students, emphasizing balanced collaboration between technology and teacher guidance.  

In the current digital era, learning videos have become a popular alternative for delivering information and teaching materials. Therefore, it is important to analyze the effectiveness of speech acts, especially directive speech acts used in educational videos. The purpose of this study is to analyze and realize the number of speech acts, namely in directive speech acts in the Playlist of Taman Edukasi: Kenalan sama Animasi in the youtube channel Kok Bisa?. The approach used in this research is pragmatic theoretical approach and descriptive qualitative. Researchers used listening and recording techniques on the Taman Edukasi: Kenalan sama Animasi in the youtube channel Kok Bisa?. The researcher used descriptive qualitative method of research based on postpositive philosophy which is used to study natural things to collect data, agih method and pairing method used to analyze this data. From the data analysis conducted, it was found that there were 152 directive speech acts, there were 5 types of directive speech acts namely invitation, command, prohibition, advice, advice. The results of the analysis in this article can provide further understanding of the role of directive speech acts in the context of video-based learning and material development by paying attention to directive speech acts.

In the current digital era, learning videos have become a popular alternative for delivering information and teaching materials. Therefore, it is important to analyze the effectiveness of speech acts, especially directive speech acts used in educational videos. The purpose of this study is to analyze and realize the number of speech acts, namely in directive speech acts in the Playlist of Taman Edukasi: Kenalan sama Animasi in the youtube channel Kok Bisa?. The approach used in this research is pragmatic theoretical approach and descriptive qualitative. Researchers used listening and recording techniques on the Taman Edukasi: Kenalan sama Animasi in the youtube channel Kok Bisa?. The researcher used descriptive qualitative method of research based on postpositive philosophy which is used to study natural things to collect data, agih method and pairing method used to analyze this data. From the data analysis conducted, it was found that there were 152 directive speech acts, there were 5 types of directive speech acts namely invitation, command, prohibition, advice, advice. The results of the analysis in this article can provide further understanding of the role of directive speech acts in the context of video-based learning and material development by paying attention to directive speech acts.

Integration of digital technology in fiqh learning is an important aspect in the fast-paced information era, where access to educational materials is increasingly easy and diverse. This study aims to analyze the challenges faced in the application of digital technology in fiqh learning and identify effective strategies to overcome them. The research method used is a qualitative approach with literature studies and direct observation as the main data collection techniques. This study analyzes various academic sources, educational policy documents, and reports on fiqh learning practices that have implemented digital technology. In addition, observations were conducted at several fiqh educational institutions in Indonesia to understand the real context of technology application in learning. The results of the study indicate that the main challenges faced include lack of adequate training for teachers, inadequate technological infrastructure, and resistance to change from some parties. Nevertheless, the integration of digital technology has great potential in increasing student engagement and the effectiveness of fiqh learning. The proposed strategies include increasing ongoing training for teachers to improve digital skills, developing adaptive and responsive curricula to technological developments, and collaborating with third parties to provide necessary resources, such as learning software and applications. The conclusion of this study confirms that with the right approach, the integration of digital technology can enrich the experience of learning fiqh, improve understanding, and make fiqh materials more accessible. This study is expected to contribute to the development of more relevant and effective fiqh education in the digital era, as well as being a reference for educational policies that support technology integration.

This study aims to explore the impact of the Covid-19 pandemic on the literacy levels of Indonesian students, with a focus on changes in reading habits and the application of literacy in daily life. The methodology used in this research is a descriptive approach combining both quantitative and qualitative methods. Data were collected through questionnaires and interviews, which were analyzed to measure students' literacy interest levels and to understand their views on literacy. The results show that the pandemic has led to a significant decline in students' reading habits, caused by factors such as online learning, digital fatigue, limited access to reading materials, and increased use of social media. To address this, it is recommended to provide broader access to reading materials and create an environment that supports literacy, both at school and at home.

The purpose of this study was to analyze the feasibility of developing digital teaching materials for Introduction to Administrative and Management Science based on Case Study and student responses to the development of digital teaching materials for Introduction to Administrative and Management Science based on Case Study. The development of digital textbooks for Introduction to Administrative and Management Science based on case study was developed using the 4-D development model by Thiagarajan, which includes four stages, namely the definition, design, development, and dissemination stages. However, this dissemination stage was not carried out because this study did not measure the effectiveness of the product or student learning outcomes. The feasibility of the developed textbook was determined based on an assessment by material, language, and graphic validation experts. From the overall assessment of the validation experts, the average result of the textbook's feasibility was 87.33% with a very feasible category. Based on this percentage, it can be stated that the digital textbook for Introduction to Administrative and Management Science based on case study is feasible to be used in the teaching and learning process of the Introduction to Administrative and Management Science course. Student responses were carried out with a limited trial on 20 students of the Office Administration Education Study Program. The student response sheet consists of 6 components of eligibility, namely the format, relevance, attention, satisfaction, understanding of the material, and confidence in learning outcomes, where the overall assessment of students obtained an average eligibility result of 86.66% which can be interpreted that the digital textbook Introduction to Administrative Science and Management based on case studies is feasible and interesting to use in the learning process of the Introduction to Administrative Science and Management course.

This research was conducted with the aim of analyzing the need for the development of a chemistry e-module combined with the KingDraw application on isomer material at SMA Al Islam 1 Surakarta. This study uses a survey methodology with a qualitative approach. Data were obtained from interviews with chemistry teachers and the results of filling out questionnaires by 84 students. The results of this study indicate that teachers have not developed technology-based teaching materials that can help students in learning chemistry. The teaching materials used are in the form of textbooks containing writings and several two-dimensional images. Thus, it can be said that learning is still conventional and has not followed the development of the digitalization era. This is indicated by the minimal use of technology in learning activities. In learning, teachers only rely on lecture and discussion methods. Therefore, it can be concluded that the development of a chemistry e-module collaborated with the KingDraw application needs to be implemented to motivate students to learn and improve their understanding of chemical concepts independently. This module can also be used anytime and anywhere.

The development of digital technology has a major impact on Arabic language learning, both in terms of opportunities and obstacles. This journal aims to identify opportunities and obstacles in Arabic language learning from the perspective of teachers and students. This research approach uses qualitative methods with interviews and literature studies to obtain a comprehensive picture of how digital technology can improve or hinder the Arabic language learning process. The results of the study indicate that the existence of digital technology provides many great opportunities for Arabic language learning, including: First, access to learning materials becomes wider. Second, there is global interaction. Third. Learning becomes more innovative and interesting. Fourth. Efficiency of time and place of learning. Fifth. The existence of digital technology can help advance educational institutions to the international level. However, there are also significant challenges from the existence of digital technology in Arabic language learning, including: First, the lack of maturity of teachers and students in using and utilizing digital technology. Second, there is digital distraction. Third, there is a technological gap and others.

Social media has become an integral part of students’ lives and is increasingly being used as a means of interactive learning. This study aims to analyze the effectiveness of social media use in supporting students’ learning process, by highlighting the benefits, challenges, and solutions that can be applied. The research method used is a qualitative approach with case studies, in-depth interviews, and thematic analysis. The results of the study indicate that social media provides flexibility in accessing learning materials, increases academic engagement, and facilitates discussion and collaboration between students and lecturers. However, there are several challenges, such as distraction, unguaranteed validity of information, lack of structure in learning, and gaps in access to technology. To overcome these challenges, strategies are needed such as good time management, increasing digital literacy, active roles of lecturers in directing learning, and institutional support in increasing access to technology. With the implementation of the right strategy, social media can be an effective tool in supporting interactive learning, improving students’ academic quality, and encouraging educational transformation in the digital era.    

In increasingly advanced digital era, the professionalism of Christian Religious Education (CRE) teachers has become extremely important. CRE teachers must not only possess strong academic abilities but also be prepared to face new challenges in the implementation of technology in the teaching and learning process. The Society 5.0 era demands integration between the virtual and real worlds, where advancements in information and communication technology have transformed the way education is delivered, including in CRE practices. The professionalism of CRE teachers in this era is determined by their mastery of 21st-century competencies, which include critical thinking, creativity, innovation, collaboration, and digital literacy. Therefore, CRE teachers must be able to develop innovative and engaging learning materials. This can be achieved by utilizing video tutorials, virtual simulations, and technology-based interactive games to enhance student engagement and the quality of learning. Thus, strengthening the professionalism of CRE teachers not only focuses on academic aspects but also on the application of Christian ethical values within a dynamic and digital learning environment.

The rapid advancement of technology in the digital era has emphasized the need for optimizing learning processes through digital media, particularly in elementary education. Despite the proven benefits of digital tools in enhancing student engagement and comprehension, many educators, including those at SDIT AUM, face challenges due to limited understanding and skills in utilizing such technologies. Specific issues include low proficiency in using digital platforms, minimal creativity in designing interactive learning materials, and inadequate adoption of Artificial Intelligence (AI)-based tools. Previous studies have highlighted the effectiveness of practical training programs in improving teachers' competencies in using digital media, emphasizing the importance of integrating theoretical knowledge, hands-on practice, and continuous evaluation. This community engagement program addressed these challenges through a structured approach, including training on digital platforms like Canva, Gamma, and Zoom, combined with direct practice and interactive discussions. The results revealed significant improvements, with educators demonstrating increased understanding of digital media (from 45% to 85%), enhanced skills in creating interactive materials (from 40% to 80%), and greater motivation to adopt AI-based tools (from 50% to 90%). These findings affirm the effectiveness of the program in empowering teachers to create innovative and engaging learning experiences, with the potential to serve as a replicable model for other schools striving to bridge the gap between traditional teaching methods and digital transformation.

The background of this community service focuses on the increasing need for data literacy in the digital age, particularly at SMKN 2 Kraksaan. The school faces challenges in improving students' understanding of data science, which is crucial for preparing them for Industry 4.0. The service aims to enhance students' data literacy through data science training, including understanding basic concepts, data processing techniques, and data analysis. The method involves delivering material, practical sessions using Python programming, and evaluation through pre-tests and post-tests. The training aims to help students understand and apply data science in practical contexts. Evaluation results show that the training is effective in improving students' understanding, with most participants showing significant improvement in their ability to read, process, and analyze data. Although the training facilities are adequate, it is recommended to enhance learning materials and additional resources for future training to ensure even better success.

Sustainable education plays a crucial role in enhancing independent learning among rural communities in the digital era. This article discusses the importance of sustainable education models in empowering rural populations to adapt to technological advancements. With limited access to formal education, many rural communities benefit from continuous education programs that equip them with relevant skills and knowledge. The implementation of digital-based education models facilitates flexible learning and encourages self-directed learning, allowing individuals to access educational resources from their homes. Furthermore, developing digital literacy skills is essential for rural residents to effectively utilize technology for learning purposes. This article also explores strategies for technology-based teaching that enhance the learning experience and ensure that educational materials are accessible and engaging. Ultimately, the findings indicate that sustainable digital education can significantly improve the skills and knowledge of rural communities, fostering a culture of lifelong learning and independence.

This study aims to examine the impact of self-efficacy on the success of web-based learning in the digital era. Self-efficacy, which refers to an individual's belief in their ability to overcome challenges, is believed to play a crucial role in achieving learning outcomes. In the rapidly evolving digital era, web-based learning has become an effective method for delivering materials flexibly and interactively. This research uses a quantitative approach with a survey method involving students from various universities. The results show that self-efficacy has a significant impact on the success of web-based learning. Students with higher self-efficacy tend to be more successful in completing tasks and understanding the learning material delivered through online platforms. This study recommends the importance of developing students' self-efficacy to enhance the effectiveness of web-based learning, especially in the context of education in the digital era.

The use of technology in learning has become an increasingly important phenomenon in the world of education, especially in today's digital era. Technology not only improves accessibility and flexibility in learning, but also enriches the learning experience by presenting more interactive and engaging materials. This research aims to analyze the application of technology in learning and explore the benefits, challenges, and opportunities that exist. Based on the results of research conducted in several educational institutions, it was found that the use of online learning platforms, educational applications, and multimedia-based media is able to increase student engagement, provide wider access to learning resources, and create a more personalized learning experience. However, challenges such as the digital divide, limited infrastructure, and low digital literacy among educators are still obstacles that need to be overcome. In conclusion, while technology offers a variety of advantages, its use must be done wisely taking into account the local context and efforts to improve digital access and skills for all parties involved.

This article discusses the urgency of effective multimedia-based teaching materials in improving students' learning experience as a solution to the challenges of the times. By looking at the challenges of stagnant traditional education and the lack of utilization of technology in developing teaching materials. By utilizing various multimedia elements such as text, images, audio, and video, this research explores the use of multimedia on student motivation and understanding in the learning process. This article uses the Systematic Literature Review (SLR) method to explore various studies related to the use of Multimedia in the preparation of teaching materials. The results show that the use of multimedia-based teaching materials not only increases students' interest in learning but also significantly improves learning outcomes. Feedback from users shows that interactive and visual elements in learning materials are very helpful in understanding complex concepts. This study concludes that the integration of multimedia in education can be an effective strategy to improve the quality of learning in the digital era.

The use of digital learning media in Social Studies subjects in elementary schools has become an important innovation in improving the quality of learning. Digital media not only enriches the learning experience, but also contributes to improving students' literacy, which includes the ability to seek, analyze and utilize information critically. However, the implementation of these media faces various challenges, such as infrastructure limitations, lack of teacher skills, content compatibility with the curriculum, and digital security issues. This research discusses digital learning media development strategies that include collaboration between educators and technology developers, intensive training for teachers, provision of adequate infrastructure, and content design tailored to the characteristics of elementary school students. Visual-based and interactive digital media is considered effective to improve students' understanding of social studies materials that are often abstract. In addition, the integration of digital learning with conventional methods provides a balanced and contextualized learning experience. By addressing the existing challenges, digital learning media can be an effective tool to strengthen students' literacy and equip them with 21st century skills. This research is expected to contribute to the development of innovative learning practices that are relevant to students' needs in the digital era. 

Mastering technology is essential in the digital age, particularly for building programming skills. However, a lack of access to good learning materials and adaptable learning systems remains a major challenge. This research intends to create a digital-based coding course platform that effectively and efficiently supports technical learning. To provide the best learning experience, the platform includes different features such as organized learning materials, hands-on exercises, and automated evaluations. The development methods used include analyzing user needs and implementing modern web technologies. Testing results indicate that the platform can enhance users' grasp of coding concepts and encourage them to keep learning. The platform is anticipated to offer innovative solutions for technology education for various groups, from students to professionals.