Siti Chodijah, Muhamad Firman Al-Fahad, Ainiyah Ekowati, Ariq Fauzan Risyana

Utilization of ICT-based Learning Media: Differentiated learning in SDGs

Introduction

Utilization of ict-based learning media: differentiated learning in sdgs. Explore the utilization of ICT-based learning media for differentiated learning aligned with SDGs. Discover how technology enhances student engagement & optimizes learning outcomes for quality education.

Abstract

This research is motivated by the need for ICT (Information and Communication Technology) based learning media that should be taken seriously in learning. In addition, it is sustainable with the orientation of the SDGs (Sustainable Development Goals) in education, namely Goal 4: Quality education - Ensure appropriate and inclusive quality education and encourage lifelong learning opportunities for all people, and promote education for sustainable development. The purpose of this research is to analyze how the utilization of media in learning, the fulfilment of learning media according to the needs of students with differentiated SDGs (Sustainable Development Goals) with ICT-based learning media (Information and Communication Technology), and analysis of problem solving that will be met by alternative solutions in learning media literature. This research uses a qualitative approach with descriptive methods. Data collection was conducted using purposive sampling technique by determining the sample based on certain considerations. The sample in this study was 144 students from various levels spread across Greater Bogor. Based on the results of the research that has been conducted, it can be described that Information and communication technology in learning has not been fully utilized by teachers. This has an impact on the work produced by students through media utilization. The utilization of learning media based on information and communication technology (ICT) fosters the active role of students in working on learning. It can be concluded that using ICT-based learning media could lead the students to optimize their learning outcome, skills through differentiated learning pertaining to SDGs.

Review

This research addresses a highly pertinent topic concerning the integration of Information and Communication Technology (ICT) into learning environments, directly aligning with the United Nations Sustainable Development Goal 4 (SDG 4) on Quality Education. The authors are commendably motivated by the imperative to seriously consider ICT-based learning media and its potential to foster inclusive and lifelong learning opportunities. The paper aims to analyze current media utilization, assess the fulfillment of student needs through ICT in the context of "differentiated SDGs," and identify problem-solving strategies from existing literature. This focus on leveraging technology to enhance educational outcomes and promote sustainable development is timely and critical for modern pedagogy. The study adopts a qualitative approach with descriptive methods, drawing data from 144 students across various educational levels in Greater Bogor, utilizing a purposive sampling technique. While the qualitative descriptive approach is suitable for understanding perceptions and experiences, the large sample size for a purely qualitative study might prompt further inquiry into the specific data collection instruments (e.g., detailed open-ended surveys, focus groups, or observations that generated qualitative insights from such a population). The key findings reveal a significant gap: ICT in learning is not yet fully leveraged by teachers, which consequently impacts the quality of student output. Conversely, when ICT-based media *is* utilized, it demonstrably fosters a more active role for students in their learning processes. In conclusion, the research effectively underscores the untapped potential of ICT-based learning media to optimize student learning outcomes and enhance skills, particularly when integrated into differentiated learning experiences pertaining to the SDGs. The findings provide valuable insights into the current state of ICT integration and its impact on student engagement. This work offers a compelling argument for increased investment in teacher training and resource provision for ICT utilization. Future research could further elaborate on the specific types of ICT tools that yield the most significant benefits, explore the pedagogical strategies associated with effective differentiated learning for SDGs, and investigate the barriers preventing teachers from fully adopting these technologies.

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