Journal of Educational Technology and Learning Creativity
The Journal of Educational Technology and Learning Creativity publishes research integrating diverse disciplines to address challenges in science, technology, health, and education. It focuses on innovative applications of technology to enhance learning, including online education, intelligent systems, and learning analytics. The journal emphasizes multidisciplinary approaches, exploring intersections of science, technology, and education to solve complex issues. It also highlights innovations in media technology, such as digital communication tools and their societal impacts. Original research, literature reviews, and brief communications in these areas are welcomed. Frequency: 2/year ( June, and December)
Authors who publish with this journal agree to the following terms: Authors retain copyright and acknowledge that the Journal of Educational Technology and Learning Creativity is the first publisher licensed under a Creative Commons Attribution 4.0 International License. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges and earlier and greater citation of published work.
Assessing Pre-Service Teachers’ Analytical Thinking in Science Fundamentals through a Moodle-Based Online Test
Purpose of the study: This study aims to assess the analytical thinking skills of second-year pre-service teachers in the Concepts of Science course using a Moodle-based online assessment, emphasizing higher-order cognitive skills in Bloom’s taxonomy. Methodology: A descriptive quantitative design was employed involving 58 students from the Primary School Teacher Education (PGSD) program. Data were collected through a Moodle-based online test consisting of 20 items measuring analytical thinking at the analyzing level (C4), focusing on differentiating, organizing, and attributing in fundamental science topics. Descriptive statistics were used to analyze students’ performance levels. Main Findings: The findings show that approximately 62% of students achieved a moderate level of analytical thinking. Students performed better in identifying relationships between variables and interpreting experimental results, while difficulties were observed in organizing and evaluating scientific information. This indicates that Moodle-based assessments are effective in measuring analytical thinking but require instructional reinforcement to strengthen higher-order cognitive processes.. Novelty/Originality of this study: This study provides empirical evidence on the effectiveness of Moodle-based assessments in evaluating analytical thinking skills aligned with Bloom’s taxonomy in science teacher education. It highlights the potential of digital assessment platforms to support valid, efficient, and scalable measurement of pre-service teachers’ analytical competencies.
Copyright (c) 2026 Andista Candra Yusro, Punaji Setyosari, I Nyoman Sudana Degeng, Made Duananda Kartika Degeng
Developing a Technology-Enhanced Digital Counseling Model to Improve Students' Learning Comfort and Happiness
Purpose of the study: This study aims to develop and test a digital counseling model that integrates Mindfulness Cognitive Behavioral Harmony (MCBH) with digital tools to enhance students’ learning comfort and happiness in educational contexts. Methodology: A Research and Development design using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was employed. Data were collected through questionnaires assessing model validity, practicality, learning comfort, and learning happiness from 280 elementary school students in Bali, Indonesia. The data were analyzed using descriptive and inferential statistics to determine the effectiveness of the model. Main Findings: The study found that the MCBH digital counseling model significantly enhanced students’ emotional regulation, learning comfort, and happiness. The digital tools used, including mobile applications and online platforms for mindfulness exercises and cognitive behavioral therapy techniques, were highly effective in providing accessible, continuous emotional support. This technology not only complemented traditional counseling methods but also contributed to the learning process by fostering sustained engagement, improved focus, and enhanced academic performance, showing how digital platforms can serve a pedagogical function in education. Novelty/Originality of this study: This study introduces a digital counseling model integrating mindfulness, cognitive behavioral therapy, and local cultural wisdom (Tri Hita Karana). It demonstrates how digital tools enhance emotional regulation, student engagement, and learning outcomes through continuous support and real-time feedback. The model contributes to educational technology by offering a scalable, sustainable, and culturally responsive approach to student well-being and learning support.
Copyright (c) 2025 I Ketut Gading, I Komang Sudarma, Luh Putu Sri Lestari, Kade Sathya Gita Rismawan, Dewi ‎Arum Widhiyanti Metra Putri‎, Deshinta A Dewi, Dyah Lyesmaya
Immersive Technology: A Bibliometric Analysis of Extended Reality Research Trends in STEM Education
Purpose of the study: This study aims to conduct a comprehensive review of the development of research on the use of XR technology in STEM education and its current status. Methodology: A bibliometric review method was used in this study. Data related to research on the use of XR technology in STEM education during the period 2011-2025 was collected through the Scopus database. A total of 138 articles were selected for analysis. The dataset search was conducted from September 30, 2025, to October 1, 2025. Data analysis was performed using Biblioshiny software from Bibliometric RStudio and VOSviewer. Main Findings: The results show that there is long-term scientific interest in research on the use of XR technology in STEM education, with an average annual growth rate of 26.2 and an average number of citations per document of 32.55. In addition, keywords such as metaverse, gamification, and virtual environment have significant potential in terms of future research, assuming that these keywords will be developed and integrated into STEM curricula and pedagogy. Novelty/Originality of this study: This study offers an innovative contribution by integrating bibliometric analysis with an evaluation of XR implementation trends in STEM education, going beyond descriptive reviews. It identifies key research gaps, underexplored areas, and the potential impact of XR on learning effectiveness. The findings provide a practical foundation for educators, researchers, and policymakers to design measurable, effective, and sustainable XR-based learning strategies, while strengthening both methodological and practical contributions to immersive STEM education research.
Copyright (c) 2025 Ahyani Radhiani, Farouk Abouseada
The Role of Digital Technology in the Design of Mathematics Teaching and Learning: A Systematic Literature Review
Purpose of the study: This study systematically reviews the role of digital technologies in the design of mathematics teaching and learning over the past decade. It aims to evaluate how digital tools have been integrated into task and lesson design, identifying emerging trends, challenges, and innovations. Methodology: A systematic literature review (SLR) following the PRISMA framework was conducted, analyzing studies published between 2014 and 2023. A total of 32 studies were included, sourced from various academic databases. These studies were examined to explore the use of digital technologies such as GeoGebra, Dynamic Geometry Environments (DGE), mobile apps, and others in mathematics instruction. Main Findings: The review found that digital technologies, particularly GeoGebra and DGE, were frequently used to enhance mathematical exploration and conjecturing. Other tools, including mobile applications, augmented reality (AR), and AI, have contributed to innovative teaching strategies, increasing student engagement and understanding. However, challenges such as unequal access to technology and the need for teacher training in tool integration were identified. Novelty/Originality of this study: This study provides a unique contribution by focusing not only on the use of digital tools but also on their role within the broader teaching design context. It offers insights into how these technologies shape pedagogical strategies, helping educators design more effective and inclusive mathematics education environments.
Copyright (c) 2025 Laila Fitriana, Agus Hendriyanto, Sani Sahara, Lukman Hakim Muhaimin, Atik Wintarti, Tomi Listiawan, Anip Dwi Saputro, Deshinta A Dewi
Blended Learning for Character Education: Integrating Tri Hita Karana Wisdom to Develop Graduate Competencies Aligned with SDGs
Purpose of the study: This study examines the effectiveness of a technology-enhanced character education model based on the Balinese Tri Hita Karana philosophy in developing primary students’ competencies aligned with SDG 4. Using blended learning, it addresses gaps in research on culturally grounded technology integration in character education. Methodology: This quasi-experimental study involved 92 fifth-grade students from four primary schools in Karangasem, Bali, comparing a Technology-Enhanced Tri Hita Karana Character Education Model with conventional instruction. Using LMS, digital portfolios, gamification, and learning analytics, competencies were assessed through questionnaires, portfolios, and observations, with data analyzed using t-tests, ANCOVA, and thematic analysis. Main Findings: The experimental group demonstrated significantly higher graduate competency scores (M=81.89, SD=9.78) compared to the control group (M=70.02, SD=10.02), t(90)=5.98, p<.001, Cohen's d=1.25, indicating a large effect size. Analysis of digital portfolio data revealed enhanced self-regulated learning behaviors and deeper engagement with character development activities. Qualitative analysis showed that students appreciated the gamification elements and found the LMS-mediated learning more engaging and meaningful. Learning analytics data indicated consistent progress tracking and timely teacher interventions. Novelty/Originality of this study: The technology-enhanced Tri Hita Karana character education model effectively develops primary students’ competencies through culturally grounded digital pedagogy. This study strengthens evidence on technology-mediated character education and shows how local wisdom supports global educational goals. It highlights the need for teacher professional development and policy support to implement culturally responsive, technology-enhanced, and sustainable blended learning in primary education.
Copyright (c) 2025 I Gede Astawan, I Dewa Gede Budi Utama, Wayan Eka Paramartha, Ayi Abdurahman, Siti Sarah Maidin
IoT-VR Integrated Framework for Precision Prebiotic Dosing in Intensive Aquaculture: A Technology-Based Approach to Sustainable Fish Production
Purpose of the study: This study aimed to develop and validate an integrated precision aquaculture framework that combines IoT-controlled multi-prebiotic dosing, centralized environmental monitoring, and virtual reality-based operator training to improve water quality, fish growth performance, and operational competency in intensive multi-pond fish farming systems. Methodology: A closed-loop precision aquaculture system was implemented for 30 days in 40 homogeneous circular ponds. The system used centralized sensors (dissolved oxygen, pH, temperature), IoT-actuated solenoid valves with inline flow sensors for four prebiotic formulations, Water Quality Index computation, VR-based operator training, and statistical analysis using one-way ANOVA, multiple linear regression, and paired t-tests. Main Findings: IoT-based management significantly improved Water Quality Index, survival rate, and specific growth rate compared with manual management. Automated prebiotic dosing was volumetrically accurate and consistently on time. Higher water quality strongly correlated with better growth and survival. VR training substantially reduced operator task completion time and operational errors, enhancing overall system efficiency and reliability. Novelty/Originality of this study: This study presents a fully integrated multidisciplinary precision aquaculture framework that uniquely combines IoT-driven multi-prebiotic automated dosing, centralized environmental monitoring for homogeneous pond networks, and VR-based immersive training as an active human–system interaction layer. It advances current knowledge by demonstrating a scalable, technology-mediated model that unites automation, water quality management, and skill development in intensive aquaculture.
Copyright (c) 2025 Anggy Pradiftha Junfithrana, Anang Suryana, Utamy Sukmayu Saputri, Dasep Hasbullah, Muhammad Labib Langlangbuana, Abd Kadir Mahamad, Wahyu Mulyo Utomo, Choo Wou Onn, Hatice Betul Korkmaz
Artificial Intelligence and the Ethics of Tafsir: Integrating Digital Technologies and Islamic Humanities in Automating Interpretative Processes
Purpose of the study: This study examines the multidisciplinary integration of Artificial Intelligence (AI), ethics, and interpretive studies in the context of Qur'anic exegesis (Tafsir). Methodology: A systematic literature review and critical analysis mapped the intersection of AI technologies and Tafsir studies. Data were collected from Scopus and ProQuest using relevant keywords. Selected literature was thematically analyzed to identify opportunities, challenges, and ethical issues. Comparative insights from other religious traditions contextualized findings within broader humanities and digital ethics perspectives and emerging interdisciplinary scholarship across academic contexts. Main Findings: AI techniques, particularly Natural Language Processing (NLP) and machine learning, hold considerable potential to enhance the efficiency, scalability, and accessibility of Qur'anic exegesis by processing large corpora of Tafsir, detecting patterns, and suggesting new interpretive pathways. At the same time, the study identifies critical risks, including data and model bias, reduction of interpretive depth, and the reconfiguration of scholarly authority and interpretive legitimacy. Key ethical concerns involve transparency, accountability, and safeguards against decontextualized or misleading interpretations that may conflict with established Islamic scholarly norms. Novelty/Originality of this study: This article proposes a cross-disciplinary framework integrating AI, Islamic studies, and ethics to conceptualize algorithmic Tafsir within digital Islamic humanities. It aligns AI’s technical capacities with Islamic ethical and hermeneutical principles, emphasizing collaborative governance among scholars. The study contributes to debates on responsible AI use and provides a structured foundation for future interdisciplinary research in Islamic digital scholarship.
Copyright (c) 2025 Ahmad Umar, Abdul Haqqi, Faisal Rojihisawal, Muhammad Dzul Fitrah AR, Deshinta A Dewi, Abdulkareem Adnan
Enhancing Scientific Conceptualization and Responsibility in Deaf Learners Through Technology-Enhanced Learning: Development and Validation of a Digital Fun Thinkers Tool
Purpose of the study: This study aims to design, develop, and validate a culturally adapted Digital Fun Thinkers learning tool to enhance scientific conceptualization and learning responsibility among deaf and hard-of-hearing elementary students in Bengkala Village, Bali, Indonesia. Methodology: This study employed the ADDIE instructional design model and a one-group pretest–posttest quasi-experimental design. The Digital Fun Thinkers tool was developed as an interactive multimedia application. Data were analyzed using Aiken’s V, paired-sample t-test, and normalized gain (N-Gain). Main Findings: Expert validation indicated high validity (media experts: V = 0.9583; material experts: V = 0.9350) and very practical use (user satisfaction = 81.39%). Students’ scientific conceptualization improved significantly (t = -37.997, p < 0.001; N-Gain = 0.7338, large effect). Learning responsibility averaged 66.28 (very high category). Novelty/Originality of this study: This study introduces a culturally grounded digital learning tool integrating Kata Kolok sign language, gamified features, and local scientific contexts for deaf learners. It advances inclusive science education by providing empirically validated, technology-enhanced resources tailored to marginalized DHH communities in rural settings.
Copyright (c) 2025 I Gusti Ayu Tri Agustiana, I Nyoman Tika, Adrianus I Wayan Ilia Yuda Sukmana, I Gede Astawan, Samsul Pahmi, Luhur Bayuaji
Analyzing the Mathematical Literacy of Indonesian Students: Characteristics, Challenges, and Technology-Enhanced Solutions
Purpose of the study: This study aims to uncover the characteristics of Indonesian students' mathematical literacy, the challenges they face in solving mathematical problems, and to propose effective solutions, including technology-enhanced interventions, for improvement. Methodology: This study uses a qualitative phenomenological approach to explore students’ experiences in mathematical literacy. Data were collected through AKM-based algebra tasks, interviews, and observations involving three purposively selected middle school students. Method triangulation ensured validity, while digital tools, including audio recording and NVivo software, supported systematic qualitative data coding and analysis. Main Findings: The findings indicate that students’ incorrect answers often arise from difficulties in identifying key problem elements. This misidentification triggers cascading errors across subsequent problem-solving steps, creating a domino effect. Analysis revealed distinct patterns in communication, mathematization, representation, problem-solving strategies, symbolic operations, and reasoning. These patterned error trajectories align well with digital logging, automated analysis, and real-time feedback, enabling direct application in designing digital assessment platforms, intelligent tutoring systems, and learning analytics dashboards to diagnose learning breakdowns. Novelty/Originality of this study: This study uniquely bridges qualitative phenomenological analysis with concrete technological design, systematically translating error patterns into detection algorithms, scaffolding rules, and dashboard specifications. Unlike prior research that either describes difficulties or proposes technology, we explicitly operationalize how intelligent systems can detect and respond to cascading error patterns in real time. The result is a contextually grounded framework for AKM-aligned technology implementation tailored to Indonesian educational realities, including infrastructure constraints and teacher capacity.
Copyright (c) 2025 Lukman Hakim Muhaimin, Asslan Verapi, Peni Anggareni, Ma'ulfi Kharis Abadi, Muhammad Noor Kholid, Deshinta Arova Dewi
Integrating Realistic Mathematics Education (RME) in E-Comic Media: A Novel Approach to Foster Mathematical Creativity
Purpose of the study: This study aims to examine the effectiveness of integrating Realistic Mathematics Education (RME) into e-comic media for junior high school students in Jakarta in order to foster mathematical creativity and improve students’ ability to connect mathematical concepts with real-life situations. Methodology: This study employed a Research and Development (R&D) design using the ADDIE instructional model to develop RME-based e-comic media. The product was implemented with junior high school students in Jakarta, and data on mathematical creativity and learning responses were collected using creativity tests, questionnaires, classroom observations, and analyzed using descriptive and inferential statistics. Main Findings: The results indicate that RME-based e-comic media significantly improved students’ mathematical creativity across all indicators, including fluency, flexibility, originality, elaboration, and insight. Students showed higher learning motivation, more active engagement in discussions, and an increased ability to relate mathematical concepts to daily life, while teachers reported more dynamic classroom interactions, participation, and collaboration. Novelty/Originality of this study: This study introduces an innovative integration of Realistic Mathematics Education with interactive e-comic media to foster mathematical creativity in junior high school students. It advances mathematics education by demonstrating how context-rich, visually engaging digital narratives can transform conventional instruction into student-centered, creativity-oriented learning experiences and provides a scalable model for technology-enhanced, creativity-focused mathematics instruction.
Copyright (c) 2025 Rizki Dwi Siswanto, Yaya S Kusumah, Dadan Dasari, Dadang Juandi, Agus Hendriyanto, Luhur Bayuaji
Digital Transformation in Teacher Performance Assessment: Development and Implementation of E-PKG System for Enhancing Vocational Education Quality and Industry Alignment
Purpose of the study: This study aims to develop and evaluate the Electronic Teacher Performance Assessment System (E-PKG) as a digital platform to transform teacher evaluation in vocational education from administrative compliance into strategic professional development to better align vocational graduate competencies with industry requirements. Methodology: This study employs a Research and Development (R&D) design through four stages: needs analysis via stakeholder consultation, prototype development using user-centered design, iterative field testing in vocational schools and industry partnerships, and refinement from empirical feedback. Data were collected from 34 respondents using questionnaires, structured observations, and interviews, and analyzed with descriptive statistics and thematic analysis. Main Findings: The E-PKG system reduced assessment completion time by 67%, eliminated data entry errors, and improved inter-rater reliability from 0.62 to 0.89. Real-time analytics supported evidence-based professional development planning. User satisfaction ranged from 3.88 to 4.26 (5-point scale), with highest scores for system stability and navigation ease, though challenges remained in interface clarity for non-technical users and indicator comprehension. Novelty/Originality of this study: This study introduces a comprehensive digital teacher assessment system specifically tailored to vocational education, directly linking evaluation results to industry competency frameworks. It advances knowledge by demonstrating how technology-mediated assessment can strategically connect quality improvement and workforce development in economically disadvantaged settings, while emphasizing the importance of pedagogical alignment, stakeholder inclusivity, and contextual adaptation.
Copyright (c) 2025 Surryanto Djoko Waluyo, Agung Edi Rustanto, Yunea Kusuma Winanti, Choo Wou Onn, Muhammad Sufian, James Ronald Mesina
Improving Transparency and Efficiency of Administrative and Organizational Governance Through Smart Digital Technology and Cloning Systems
Purpose of the study: This study aims to improve the transparency and efficiency of administrative and organizational governance in mosque management through the development of Smart Mosque Digital Technology (SMDT) and a cloning system, enhancing financial administration and operational processes. Methodology: The study employs a mixed-methods approach, including literature review, interviews, surveys, and observational data collection. The SMDT application was developed using the Waterfall model of the System Development Life Cycle (SDLC). User satisfaction was measured through a questionnaire based on the End-User Computing Satisfaction (EUCS) model and analyzed using descriptive statistics with a sample of direct users from Nurul Jihad Mosque in Jakarta. Main Findings: The implementation of SMDT significantly improved transparency, accuracy, and efficiency in financial and administrative governance. User satisfaction levels were categorized as "very satisfied" across all measured dimensions, with scores ranging from 50% to 76.5% in the highest satisfaction category. The system enhanced data management, financial reporting, governance transparency, and operational efficiency in mosque operations. Novelty/Originality of this study: This study presents a novel approach to mosque administration by introducing a fully integrated digital system that streamlines operational processes, improves transparency, and provides a replicable model that can be cloned across other mosques. The integration of digital technology into mosque governance represents a significant advancement in the field of religious organizational management, addressing the gap between traditional administration methods and contemporary digital transformation requirements.
Copyright (c) 2025 Caniago Aspizain, Syamsurizal Syamsurizal, Masria Masria, Agung Edi Rustanto, Kushieva Nodira Khabibjonovna , Goh Khang Wen
Digital HR, Employee Empowerment, Internal Mobility, Career Development on ‎Knowledge Innovation, and Employee Engagement in Technology Firms in Indonesia
Purpose of the study: This study aims to explore the relationships between Digital Human Resource Management, Employee Empowerment, Internal Mobility, Career Development, Knowledge Innovation, and Employee Engagement in Indonesian technology companies. Methodology: A quantitative approach was used, collecting data from 675 employees via a structured questionnaire with a five-point Likert scale. The data were analyzed using Structural Equation Modeling with Partial Least Squares (SEM-PLS 3.0). Main Findings: Digital HR directly influences Employee Empowerment and Internal Mobility, which positively affect Career Development. Career Development impacts Knowledge Innovation and Employee Engagement, with Knowledge Innovation serving as a mediator between Career Development and Engagement. Novelty/Originality of this study: This study integrates Resource-Based View (RBV) and Social Exchange Theory (SET), demonstrating how Digital HR competencies and employee reciprocity drive innovation and engagement, providing insights for HR managers in technology firms to enhance talent development and competitiveness.
Rakotoarisoa Maminiaina Heritiana Sedera
Copyright (c) 2025 Hesri Mintawati, Agung Maulana, Intan Deanida Pratiwi, Rakotoarisoa Maminiaina Heritiana Sedera, Goh Khang Wen, Muhammad Aridan
Data-Based Curriculum Evaluation and Teacher Performance: Quantitative Evidence of Strengthening Digital Systems in Learning Management
Purpose of the study: This study investigates the influence of curriculum management practices on teacher performance in primary and secondary schools across Bengkulu Province, Indonesia. With the nationwide implementation of the Independent Curriculum (Kurikulum Merdeka) demanding stronger instructional quality, empirical evidence on how curriculum management contributes to teacher performance in local contexts remains limited. Methodology: A quantitative survey design was employed, involving 327 teachers selected through proportional stratified random sampling. Curriculum management was measured through three dimensions: planning, implementation, and evaluation. Teacher performance was assessed using indicators of pedagogical competence, instructional delivery, and classroom assessment practices. Data were analyzed using structural equation modeling (SEM). Main Findings: The findings reveal that curriculum management practices have a significant positive effect on teacher performance, with curriculum evaluation emerging as the strongest predictor. Novelty/Originality of this study: The study highlights the need for strengthening data-driven curriculum monitoring and professional development. These findings contribute to the literature on curriculum governance in developing regions by providing empirical evidence from a non-metropolitan Indonesian context. They also offer evidence-based recommendations for policymakers and school leaders in optimizing curriculum implementation within decentralized education systems.
Copyright (c) 2025 Irwan Fathurrochman, Hamengkubuwono Hamengkubuwono, M Ramadani
Enhancing Cognitive Independence and Creativity in Higher Education Through Neuroeducation: An Empirical Study
Purpose of the study: The research aims to empirically examine the effectiveness of integrating neuroeducation into higher education by analyzing how an integrated neurodidactic model enhances students’ cognitive independence and creativity within technology-enhanced learning environments. Methodology: The methodological underpinning was the system-activity approach. A quasi-experimental pre-test/post-test control group design was employed to assess the effectiveness of the neurodidactic intervention.Among the employed methodologies were questionnaires utilizing the MSLQ scale, creativity assessments developed by D. Johnson, S. Mednick, and E. Torrance, the expert evaluation method, as well as statistical analysis, including the Mann–Whitney U-test and Spearman’s coefficient. Main Findings: A total of 294 students participated in the pedagogical experiment, with 147 assigned to the control group and 147 to the experimental group. The findings revealed that the expert assessment of creativity in the experimental group (EG) averaged 26.32 points, compared to 22.60 points in the control group (CG); regarding the motivational criterion, the EG scored 4.1, while the CG scored 3.4. A marked enhancement in the measures of independence and creativity was observed within the experimental group. These improvements were statistically significant and confirmed the effectiveness of the neurodidactic intervention compared with traditional instruction. Novelty/Originality of this study: The scientific novelty of the study lies in the empirical validation of an integrated neurodidactic model that systematically combines multiple cognitively grounded strategies within higher education. Unlike previous studies focusing on isolated neuroeducational techniques, this research demonstrates simultaneous improvements in cognitive independence and creativity through a technology-enhanced learning framework.
Copyright (c) 2025 Albina Volkotrubova, Jie Liu, Oleksandr Andrusenko, Yevheniia Provorova, Оlga Vnukova
Smart Supervision: Leveraging ELISTA to Strengthen Student Motivation and Thesis Completion
Purpose of the study: This study aims to examine how lecturer–student interactions within the ELISTA learning management system influence students’ motivation to complete their final research project, focusing specifically on how feedback quality, clarity, and communication frequency contribute to strengthening their academic persistence. Methodology: This study employed an explanatory sequential mixed-methods design using an ex post facto survey with Google Forms (Google LLC) and a Likert-scale questionnaire. Quantitative analysis used SPSS v.26 (IBM Corp.), while qualitative thematic analysis used NVivo 12 Plus (QSR International). Instruments included online surveys, ELISTA activity logs, and semi-structured interviews recorded using Zoom Cloud Meetings. Main Findings: The study found that lecturer–student interaction via ELISTA was high (mean = 4.12), with clarity of instructions and feedback quality as dominant factors. Student motivation for thesis completion was also high (mean = 4.08), driven by intrinsic motivation and extrinsic factors such as degree achievement and career prospects. Regression analysis showed interactions significantly predicted motivation (R² = 0.236), with clarity of instructions (β = 0.341) and feedback quality (β = 0.268) contributing substantially. Novelty/Originality of this study: This study uniquely integrates ELISTA-based thesis supervision with a mixed-methods approach, combining quantitative analysis of interaction metrics and qualitative NVivo analysis of student motivation. Unlike previous LMS studies focused on course engagement, it specifically examines how clarity of instructions and feedback quality influence both intrinsic and extrinsic motivation, providing new empirical insights for designing effective, technology-mediated academic supervision.
Copyright (c) 2025 Dwi Agus Kurniawan, Astalini Astalini, Darmaji Darmaji, Yusnidar Yusnidar
Technology-Enhanced STEM-PjBL: A Pathway to Strengthen Students’ Critical Thinking in Understanding the Nature of Science through Social Phenomena
Purpose of the study: This study aims to analyze the influence of STEM-PjBL learning integrated with technology media on students' critical thinking skills on the material of the Nature of Science and Scientific Methods in the context of social phenomena, and to see the effectiveness of this approach in improving students' scientific reasoning. Methodology: The study used a mixed methods sequential explanatory design. Quantitative data were obtained through critical thinking tests and questionnaires, while qualitative data were obtained through interviews and observations. Analysis included normality, homogeneity, t-tests, ANOVA, and effect size tests using SPSS. Learning was supported by digital simulations, virtual experiment applications, and technological devices in the implementation of STEM-PjBL.. Main Findings: The results showed a significant increase in critical thinking skills in the experimental class compared to the control class. Posttest scores, gain scores, and effect size (d = 1.58) indicated a significant effect. Qualitative findings revealed increased student engagement, ability to interpret data through digital media, self-reflection, and more effective application of scientific methods during the project compared to conventional learning. Novelty/Originality of this study: This research offers novelty through the simultaneous integration of STEM-PjBL, interactive technology media, and basic material on the Nature of Science within the context of social phenomena, which has rarely been studied before. This study also simultaneously assesses critical thinking and science process skills, thus providing a new contribution to the development of technology-based science learning to strengthen students' scientific abilities.
Copyright (c) 2025 Sukarno Sukarno, Elza Triani, Miftahul Zannah Azzahra, Ahmad Mansur Nawahdani
Technology-Based Video Analysis for Evaluating Pedagogical Competence of Prospective Elementary School Teachers Using Gagné’s Conditions of Learning
Purpose of the study: This study aims to examine the use of digital learning videos as a technology-based assessment tool to evaluate the pedagogical competence of prospective elementary school teachers using Gagné’s Conditions of Learning framework. Methodology: A qualitative descriptive method supported by simple quantitative analysis was employed by analyzing 20 digitally recorded learning videos from a Teacher Professional Education program. A structured video analysis rubric was applied as a form of technology-mediated observation to identify pedagogical indicators, including responding, reinforcement, retrieval, and generalization. Main Findings: The findings indicate that digital video analysis effectively captures pedagogical practices, with responding (43.5%) and reinforcement (29.0%) dominating classroom interactions, while retrieval (14.5%) and generalization (13.0%) appear less frequently. The use of video as a digital medium enables detailed, repeatable, and objective observation of instructional practices across different teaching contexts. Novelty/Originality of this study: This study contributes to educational technology research by integrating classical learning theory with video-based digital assessment, offering a scalable and evidence-based approach for evaluating teacher pedagogical competence in professional education programs.
Copyright (c) 2025 Syahrial Syahrial, Asrial Asrial, Haryanto Haryanto
Local Food-Based Local Content Learning: Utilizing Avocado Seed Flour as a Substitute for Wheat Flour in Making Cookies for Elementary School Students
Purpose of the study: This study aims to integrate local food resources into Local Content (Muatan Lokal) learning for elementary school students by utilizing avocado seed flour as a substitute for wheat flour in cookie production. Methodology: The research was conducted using a Completely Randomized Design (CRD) with six treatment levels of avocado seed flour substitution and five replications. The procedures included the preparation of avocado seed flour following food science standards, cookie production using a standardized baking method, and evaluation of physical properties consisting of moisture content, water activity, hardness, and color. Data were analyzed using Analysis of Variance (ANOVA) followed by Duncan’s Multiple Range Test (DMRT) at a 5% significance level. Main Findings: The findings show that increasing the proportion of avocado seed flour significantly affected the physical properties of cookies, particularly reducing moisture content and increasing hardness, while also influencing color parameters (L, a, b*). Novelty/Originality of this study: The novelty of this study lies in the integration of multidisciplinary food science methods with elementary education through the development of a local food–based learning model that promotes contextual, hands-on learning using local resources. This approach strengthens food literacy and supports character development related to sustainability and the appreciation of local biodiversity.
Copyright (c) 2025 Guri Guri, Wanada Siti Salsabilah, Rahmat Perdana, Nabila Nur Rizqiyah, Sri Wina Oktavia
Leveraging Educational Technology to Connect Mathematics, Digital Design, and Entrepreneurship in CLC Students’ Souvenir Production
Purpose of the study: This study aims to investigate how mathematics, digital technology, and entrepreneurship are integrated through the digital printing workflow in the production of souvenir keychains by CLC students, with a particular focus on how these activities support the development of creative thinking skills. Methodology: This research employed a qualitative case study using classroom observations, semi-structured interviews, document analysis, and design file reviews. Canva (web-based design platform), Heat Gun KOVA 2000W, and shrink-film materials were used during production, supported by thematic analysis of learning artifacts and performance documentation. Main Findings: The findings show that students developed applied mathematical competencies particularly measurement, proportion, and spatial reasoning while engaging in iterative digital design using Canva. Students demonstrated significant growth in digital literacy, creativity, and product refinement, and successfully produced approximately ninety keychains, all of which were sold during an exhibition, indicating emerging entrepreneurial capability. Novelty/Originality of this study: This study offers originality by demonstrating how a low-cost digital design and fabrication workflow can bridge technological learning gaps in non-formal CLC environments. Unlike prior research conducted in well-resourced settings, this study shows how accessible tools enable learners with limited technological exposure to integrate mathematics, digital production, and entrepreneurship within an authentic, technology-enhanced learning model.
Copyright (c) 2025 Noor Fajriah, Elli Kusumawati, M. Zainul Arifin, Selfina Soraya
From Pedagogy to Digital Cultural Literacy: Examining the Correlation between Teachers’ Knowledge of Bloom’s Taxonomy, Character Education, and Digital-Based Interpretation of Javanese Philosophy
Purpose of the study: This study aims to analyze the relationship between teacher’s knowledge of Bloom’s Taxonomy and character education with their digital-based understanding of the Javanese philosophy Sura Dira Jayaningrat Lebur Dening Pangastuti within technology-integrated cultural education enviroments. Methodology: A quantitative correlational method was implemented using a digital Likerts-scale questionnaire administered through an online platform. Data were analysed with SPSS using validity and reliability test, Pearson product-moment correlation, and multiple regression analysis to measure relationships among Bloon’s Taxonomy knowledge, character education knowledge, and digital-based philosophical understanding. Main Findings: The study reveals significant positive correlations between teachers’ knowledge of Bloom’s Taxonomy and their digital-based understanding of Javanese philosophy. Teachers’ knowledge of Indonesian character education also shows a strong and significant relationship. Combined, both variables explain 92,8% of the variance in teacher’s ability to interpret and internalize philosophical values within technology-supportes cultural learning. Novelty/Originality of this study: This study offers a new framework linking pedagogical knowledge with digital cultural interpretation, demonstrating how technology enhances teachers’ ability to translate Bloom’s Taxonomy and character education technology by integrating local wisdom, digital media, and oedagogical theory into a coherent model for cultural preservation.
Copyright (c) 2025 Sulton Sulton, Yudan Hermawan, Ardhana Januar Mahardhani, Nurtina Irsad Rusdiani, Betty Yulia Wulansari, Restu Mufanti
Embedding Ethno-Parenting into 21st Century Education Policy: A Technology-Driven Approach to Cultural Sustainability
Purpose of the study: This study aims to analyze how cultural identity is reproduced through ethno-parenting, education, and cultural policy in contemporary Indonesia with a specific focus on how digital tools and technology-enhanced learning environments supports this procces. Methodology: This research employs a qualitative ethnographic approach using participant observation, in depth interviews, and document analysis in family settings, schools, art studios, and government agencies. Digital content bservation, including online cultural archives, social media materials, and technology-supported learning platforms, was also incorporated to examine technology-driven cultural transmission. Main Findings: Ethno-parenting serves as the primary mechanism for intilling cultural values through storytelling, rutuals, and performance practices. Formal and non-formal education strenghthens cultural internalization by combining theory and practice. Government policy supports cultural sustainability through festivals, regulations, and training subsides. Technology enhances this ecosystem by enabling digital storytelling, online cultural learning, hybrid participation, and increased youth engagement with cultural content through digital media. Novelty/Originality of this study: This study offers a new perspective by embedding ethno-parenting within 21st century education policy and examining its integration with technology-based learning. It advances existing knowledge by proposing a technology-driven cultural sustainability model that connects family-based cultural transmission, digital learning ecosystems, and contemporary education policy.
Copyright (c) 2025 Ardhana Januar Mahardhani, Sulton Sulton, Sri Katoningsih, Muhammad Azam Muttaqin, Ika Devy Pramudiana, Gregorius Aquino Dhika
The Implications of Using E-Modules For Improving Teachers' Pedagogic Competence In The International Border of Indonesia-Malaysia
Purpose of the study: The purpose of this study is to describe the application and implications of the use of PjBL-based teaching modules on the pedagogic competence of the trainee teachers. Methodology: The research method used is a qualitative approach in descriptive form. The research data was obtained by interviewing informants, namely teachers who participated in the training from State High Schools in Beduai, Sekayam and Entikong Districts. Data processing techniques are data reduction, data presentation and conclusion drawn. Main Findings: The results show that the implementation of the use of e-modules in learning in several schools in border areas can provide benefits in improving the quality of learning processes and outcomes, although there are still some challenges in its implementation. The use of e-modules in learning makes a real contribution to efforts to improve teachers' pedagogic competence, especially in the use of technology and the internet in supporting the learning process in the classroom. Novelty/Originality of this study: The researcher intends to test the implications on the pedagogic aspects of teachers who use e-modules as a learning medium in Border Area High Schools in Beduai District, Sekayam District and Entikong District, Sanggau Regency. This sub-district was chosen because it is the outermost sub-district in West Kalimantan, the western region which is directly adjacent to Malaysia.
Copyright (c) 2025 Jumardi Budiman, Okianna Okianna, Eka Hendry Abdurrahman
A Circular Economy Approach: Total Elimination of Extreme Swelling in Expansive Clay Using Pyrolytic Carbon Black and Fly Ash
Purpose of the study: To rigorously investigate and quantify the effectiveness of a novel, synergistic stabilizer composed of Pyrolytic Carbon Black (PCB) and Fly Ash in totally eliminating extreme swelling potential in highly problematic expansive clay soil. Methodology: The comprehensive methodology included initial characterization, Modified Proctor compaction, One-Dimensional Swelling tests, Unconfined Compressive Strength (UCS) tests, and California Bearing Ratio (CBR) tests. Expansive clay was treated with a combined stabilizer dosage up to 25% (15% PCB and 10% Fly Ash) and cured for 28 days. Main Findings: The stabilizer significantly enhanced compaction characteristics, increasing the Maximum Dry Density (MDD) from 1.62 g/cm3 to 2.18 g/cm3. Crucially, the extreme Free Swell Index (FSI) of 120.23% was totally eliminated (swelling reduced to 0%). Mechanical strength improved dramatically: UCS increased from 0.12 kg/cm2 to 1.98 kg/cm2 , and unsoaked CBR enhanced from 2.48% to 10.18%. Novelty/Originality of this study: This research provides the first conclusive quantitative evidence of total swelling elimination in expansive clay using this specific PCB and Fly Ash sustainable blend. It advances knowledge by bridging geotechnical science, green engineering, and the circular economy, demonstrating a viable, cost-effective solution utilizing two major waste streams (tires and coal ash) for critical infrastructure subgrades.
Copyright (c) 2025 Hasrullah Hasrullah, Achmad Zultan Mansur
Comprehensive Sensory Integration in Corrective Work with Children with Autism Spectrum Disorders Using the Senspace Method
Purpose of the study: The aim of this study was to investigate the effectiveness of the Senspace comprehensive sensory integration method as a community-applied intervention, utilizing standardized health technology tools for assessment Methodology: The research employed a quasi-experimental design in a community rehabilitation setting involving 50 children with ASD aged 4-7 years. The experimental group (n=25) received the 10-week Senspace program. Standardized health technology instruments (Sensory Profile, Vineland-3) and observational scales were used for evaluation. Main Findings: Statistically significant improvements were observed across all evaluated indicators within the experimental group. Notable reductions in sensory hypersensitivity were recorded: tactile sensitivity decreased by 16.5%, vestibular sensitivity by 19.1%, and proprioceptive processing by 19.7%. Indicators of social-communicative skills exhibited marked improvement: contact initiation increased by 83.3%, and joint attention improved by 84.6%. The overall adaptive score on the Vineland-3 demonstrated a rise of 13.4%. Correlation analysis revealed strong links between the alleviation of sensory disorders and advancements in adaptive functioning (r ranging from -0.745 to -0.668, p<.001). Novelty/Originality of this study: The scientific novelty of this work resides in the formulation and empirical validation of a therapeutic intervention program that combined structured play practices with elements of behavioral therapy, specifically designed to cultivate communicative and cognitive functions.
The Use of Interactive Teaching Methods in the Professional Military Training of Future Reserve Officers in Higher Education Institutions
Purpose of the study: The article examines improving professional military training for future reserve officers in higher education through interactive teaching methods. It analyzes their use across courses, evaluates effectiveness from students’ perspectives, and identifies organizational, content, and resource barriers. Particular attention is given to instructional design, emphasizing learner engagement, decision-making, feedback quality, and learning outcomes supported by digital simulations within contemporary technology-enhanced educational environments. Methodology: The study employed regulatory document analysis, classroom observation, and an empirical survey conducted at the Department of Military Training of Ivan Chernyakhovsky National Defence University of Ukraine. The sample included 92 respondents, comprising 44 teachers and 48 students. Main Findings: The results show that only 43% of classes applied interactive methods, while most relied on traditional lectures. Situational modelling (83%) and role-playing (71%) were most frequently used and rated highly effective by students. In contrast, multimedia simulations and self-management methods were least applied due to technical and methodological limitations. Key barriers included limited preparation time, restricted digital access, formalized assessment, and insufficient readiness. Findings reveal a gap between method frequency and learning impact, with simulation-based approaches most effective for developing flexible thinking, teamwork, cognitive load regulation, and situational adaptability. Novelty of this study: The study provides a systematic analysis of interactive training practices in Ukrainian military education focused on reserve officer preparation. It contributes to understanding how interactive and simulation-supported methods can enhance instructional design and offers practical recommendations for course restructuring, methodological support, and institutional development.
Copyright (c) 2025 Vadym Shemchuk, Viktoriia Anishchenko, Pavlo Pentsak, Andrii Vakal, Volodymyr Musiichuk
Artificial Intelligence as an Integral Component of the Digital Culture within Contemporary Higher Education
Purpose of the study: Purpose of this study is to formalize a framework for the integration of AI into higher education, predicated on an analysis of cognitive transformations, subjective strategies, and regulatory frameworks for intervention. Methodology: The methods employed in this study encompass cognitive-discursive calibration, expert rubricative assessment, NLP analysis of academic texts, hybrid modeling of textogenesis, inter-iterative comparative analysis, a dispersion questionnaire of students, an expert scale survey of educators, ontological normative modeling. Main Findings: Through inter-iterative analysis, a notable increase in argumentative complexity (+14.1%), cognitive complexity (+21.2%), and syntactic complexity (+19.4%) was observed, alongside an enhancement in coherence (+14.6%). Conversely, there was a simultaneous decrease in subjectivity (−7.5%) and a significant increase in AI-discriminant weight (+180.2%). Instances of complete generation were recorded in 16% of cases, indicative of hyperdelegation and the erosion of intentionality; the survey revealed epistemological polarization regarding the AI perception. In response to these identified factors, a stratified framework has been developed, prioritizing cognitive non-delegation, semantic traceability, and subjective accountability, which aims to ensure the stabilization of cognitive sovereignty and digital autonomy. Novelty/Originality of this study: The scientific novelty of this study lies in developing a formalized framework for integrating artificial intelligence into higher education, emphasizing cognitive traceability, subjective accountability, and normative stratification. This framework systematically aligns AI-mediated educational processes with ethical standards and pedagogical imperatives, ensuring responsible technological integration that supports transparency, learner agency, and sustainable academic governance within digital learning environments.
Copyright (c) 2025 Oleksandr Horban, Mykola Stadnyk, Svitlana Vintoniv-Bakharieva, Leonid Panasiuk, Oksana Yatyshchuk
Emotional Resilience, Mood States, and Emotional Stability: Foundations for Digital Emotional Analytics and Technology-Enhanced Counseling in Swamp-Region Schools
Purpose of the study: This study examines the relationship between emotional resilience and emotional stability among high school students living in swamp ecological regions in Indonesia and evaluates the mediating role of mood states (Depression, Esteem-related Affect, Vigour). It also highlights implications for technology-enhanced student emotional monitoring. Methodology: This study employed a cross-sectional survey design with cluster sampling. Instruments included the Ecological Integrity Assessment (EIA) questionnaire, Profile of Mood States (POMS), and the Eysenck Personality Questionnaire Short Scale. Data were collected via paper-based surveys and analyzed using path analysis and SEM with maximum likelihood estimation in R and RStudio software. Main Findings: Emotional resilience was associated with lower depression and higher vigour. Mood states significantly mediated the resilience–stability relationship, with vigour showing the strongest mediating effect. Students in swamp areas demonstrated high resilience yet exhibited poorer mood conditions than national norms. Novelty/Originality of this study: Beyond psychological contributions, this study offers new insights for educational technology by identifying mood indicators that can be integrated into digital dashboards, LMS-based monitoring tools, and AI-driven counseling systems for geographically remote schools.
Copyright (c) 2025 Jarkawi Jarkawi, Sanjaya Sanjaya; Emilda Prasiska; Akhmad Ridhani
Evaluation of Fish Sausage Product using Striped Snakehead (Channa striata) Species at UNICA Enterprise, Phnom Penh
Purpose of the study: This study developed and evaluated a novel fish sausage utilizing the Striped Snakehead (Channa striata), an abundant yet underutilized species in Cambodia, to address the limited valorization of local fishery resources and the inconsistent quality of existing products. Methodology: Three formulations with varying concentrations of sugar, salt, and corn starch were systematically assessed through physicochemical, microbiological, and sensory analyses. Physicochemical parameters included pH, water activity, and nutritional composition (protein, fat, and caloric value). Microbiological safety was verified by testing for E. coli, Salmonella spp., and total aerobic counts, while sensory attributes were evaluated by 30 panelists using a 9-point hedonic scale. Main Findings: Results identified Treatment 3 as the optimal formulation, achieving the highest overall sensory acceptance (7.46) and significantly superior taste scores (p < 0.001). All formulations met international food safety standards, with pathogenic bacteria undetected. A central contribution of this research is the development and validation of a specific Hazard Analysis and Critical Control Points (HACCP) plan. Three Critical Control Points (CCPs) were identified: raw material reception, bone removal, and drying. Novelty/Originality of this study: This study addresses the "absence of a HACCP plan" that previously hindered consumer trust. This research provides a clear pathway for the industrialization of safe, high-quality fish sausage, contributing to the economic valorization of Cambodia’s aquatic resources and offering a practical model for local food processors to meet regulatory standards.
Copyright (c) 2025 Sopheap Touch, Chinda Chhe, Mardy Serey, Marnick Srun
Technology-Enhanced Action Research Training for Science Teachers: An Explanatory Sequential Mixed-Methods Needs Assessment
Purpose of the study: This study aimed to determine the training needs of science teachers in conducting action research and to examine the relationship between their prior research experience and confidence in performing research-related tasks. Methodology: An explanatory sequential mixed-methods design was used. Data were collected through a validated online survey of 24 science teachers in Cagayan de Oro City, Philippines, followed by semi-structured interviews with eight participants. Data were analyzed using descriptive statistics, Spearman’s rho correlation, and thematic analysis to examine teachers’ perceptions of digital tools and technology-enabled support in enhancing action research competence. Main Findings: Teachers showed high confidence in identifying research problems but low confidence in technical areas such as data analysis and research writing stages where digital tools could offer substantial support. Prior research experience significantly correlated with confidence in data analysis (ρ = 0.439, p < 0.05). Qualitative findings highlighted barriers such as limited mentoring, time constraints, and lack of institutional structures to support technology based research training. Teachers expressed strong interest in technology enhanced mentoring, online analytics workshops, and digital writing support tools. Novelty/Originality of this study: This study contributes a novel sequential explanatory framework for diagnosing science teachers’ research competencies while integrating technological considerations into professional development design. Unlike prior assessments relying solely on traditional surveys, this study foregrounds how digital platforms, online mentoring, and technology enhanced training models can address persistent skill gaps. The findings offer actionable insights for designing innovative, technology supported research capacity-building programs for science teachers.
Copyright (c) 2025 Angelo Mark P Walag, Jason M Madronero, Alyana Grace Q Tapay, Glea Mae G Sales, Naurah M Malawi