Jurnal Inovasi dan Teknologi Pembelajaran

Analysis of the utilization of the SIDIGS platform in enhancing the quality of academic services

Wed, 25 Mar 2026 00:00:00 +0000

The development of information technology has encouraged schools to transform toward digital-based management. SMP Muhammadiyah 3 Depok (Mugadeta) faces challenges in improving the quality of academic services and has implemented SIDIGS (School Integrated Digital System) as an innovative solution. This study aims to analyze the utilization of SIDIGS in academic activities, its impact on service efficiency, and the challenges encountered in implementation. A qualitative approach with a single case study was employed, collecting data through in-depth interviews, observation, and documentation, then analyzed using Miles and Huberman’s interactive model with source and technique triangulation. The results indicate that SIDIGS supports learning management via the Learning Management System (LMS), digital attendance, school–parent communication, and financial administration. The system improves efficiency, accelerates access to information, strengthens digital work culture, and establishes a paperless school management ecosystem. Challenges include system disruptions, limited internet access, and varying digital literacy among users, addressed through regular training and evaluations. The study implies that effective digital transformation in schools depends on human resource readiness, adaptive leadership, and a responsive digital work culture.

Contextual problem-based project-based learning as an effective strategy to improve science process skills and science achievement

Nyoman Maesha Bramanda, I Gusti Ngurah Pujawan, I Dewa Ayu Made Budhyani — Thu, 26 Mar 2026 00:00:00 +0000

This study examines the effect of a contextual problem-based Project Based Learning (PjBL) model assisted by E-LKPD on science process skills and science learning achievement of fifth-grade elementary school students. This research employed a quasi-experimental method with a posttest-only control group design involving two intact classes in the Diponegoro Cluster, West Denpasar. Data were collected using a science achievement test and an observation sheet of science process skills and analyzed using MANOVA. The results indicate that students taught through contextual problem-based PjBL assisted by E-LKPD achieved significantly higher science process skills and science learning achievement than those taught using conventional instruction, both partially and simultaneously. Practically, this learning model supports the implementation of the current competency-based curriculum by promoting student-centered learning, strengthening scientific inquiry skills, and facilitating meaningful science learning through contextual project activities in elementary schools.

Planetaria: Augmented reality-based learning media on solar system lessons for elementary school students

Alief Ya Nur Latifah, Dinn Wahyudin, Effy Mulyasari — Wed, 08 Apr 2026 00:00:00 +0000

This study aimed to develop Augmented Reality (AR)-based learning media that can assist students in understanding the material on the solar system, specifically the characteristics of the planets within it. This learning media is developed in the form of cards that can be scanned using a smartphone device, with each card displaying a three-dimensional (3D) planet object along with an audio explanation. The research method was Design and Development (D&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The results of the study show that the development of the PlanetARia media was validated by system and content experts, with average percentages of 96% and 98%, respectively. The implementation of the PlanetARia media showed positive responses from students regarding visualisation, content, and ease of use. As many as 87% of the students gave very good responses to the media’s visualisation, 73% rated the content aspect as very good, and 83% of the students stated that PlanetARia was easy to use. These results indicate that PlanetARia is visually appealing, content-relevant, and provides ease for students in understanding solar system material.

Analysis of mobile learning philosophy based on ontological, epistemological, and axiological aspects

Mon, 27 Apr 2026 00:00:00 +0000

This study aims to analysis the philosophical foundation of Mobile Learning (M-Learning) through ontological, epistemological, and axiological perspectives using the Narrative Literature Review method on 11 indexed scientific articles. The data showed that the focus of the study was dominated by the axiological aspect with the frequency of occurrence of 7 articles (45.5%), followed by the epistemological aspect as many as 6 articles (36.4%), and the ontological aspect as many as 4 articles (18.2%). The results of the ontological analysis show that M-Learning is understood as a flexible, transformative, and ubiquitous learning reality, opening up the possibility of learning across space and time. Epistemologically, the findings confirm that M-Learning reinforces contextual, collaborative, and experiential knowledge constructions, although most implementations are still at the substitution stage and have not yet reached a full epistemic transformation. The axiological aspect appears as the biggest contribution, highlighting the value of inclusivity, equal access, learning motivation, and character formation as the main impact of M-Learning. The discussion shows that the three aspects interact with each other hierarchically, where ontological reality becomes the basis for epistemological processes, while axiological values function to direct and evaluate the ethical application of M-Learning. The conclusion M-Learning has a strong philosophical dimension, particularly in its axiological aspects, which emphasise value, access, and inclusivity, supported by epistemological and ontological aspects that demonstrate active and flexible learning. However, because it is based on only 11 studies, these findings cannot be generalised globally.

Experiential psychological mechanisms in immersive learning: Presence, embodiment, and engagement as mediator in learning outcomes

Dona Mustika, Dedi Kustandi, Ika Andrini Farida, Iden Rainal Ihsan — Wed, 20 May 2026 00:00:00 +0000

Emerging immersive technologies such as Virtual Reality (VR) and Augmented Reality (AR) have driven a transformation in experience-based learning. However, the psychological mechanisms that bridge immersive experiences to learning outcomes have not yet been systematically defined. This study aims to examine and synthesise the roles of presence, embodiment, and engagement as psychological mediators in immersive learning from the perspective of experiential psychology. The method used in this study is a systematic conceptual review, with articles identified using Google Scholar as the data source. The results of the theoretical mapping indicate that direct sensory experience serves as a sensorimotor foundation for evoking a sense of presence. That sense of presence, in turn, supports cognitive and affective engagement. Together, these three components form a mutually reinforcing psychological construct with learning outcomes. Therefore, this study makes a significant conceptual contribution by presenting a more structured and evidence-based framework for designing and evaluating immersive technology-based learning environments.

Trustworthy generative AI for computing systems: A review of safety, evaluation, and governance mechanisms

Saif Safaa Shakir, Hasan Fadhil Qasim, Huda Najim Abdulwahed — Wed, 20 May 2026 00:00:00 +0000

More and more generative AI systems which includes large language models, diffusion models, and multimodal foundations are being integrated into crucial computing infrastructure, including cloud orchestration, code synthesis pipeline, healthcare decision support, and financial risk assessment. Consequently, there is greater demand for frameworks that can evaluate, guarantee, and regulate the trustworthiness of these systems. This article reviewed the development of trustworthy AI research from 2015 to 2025, and the evidence generated across four primary areas: safety and alignment, robustness and reliability, evaluation, and governance. We delivered distinctive comparative assessments of safety benchmarks, alignment methodologies (RLHF, RLAIF, DPO, Constitutional AI), and formal governance frameworks worldwide, pinpointing the critical discrepancies between regulated objectives and actual technical capability. A key finding is the Evaluation Paradox: The benchmarks most commonly relied on to certify systems as “AI safe” are, in fact, the systems least robust to distributional shift and adversarial manipulation. There is an institutional misalignment between the speed of generative AI deployment and the maturity of the governance mechanisms proposed to regulate it. We documented seven priority research challenges for the field. Researchers, system engineers, policymakers, and practitioners pursuing an evidence-based understanding of the current state-of-trustworthiness will benefit from this review.