Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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All Journal International Journal of Technology and Education Research
Muhamad Yani
Universitas Islam Negeri Mataram
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Other

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Relevance of the Educational Evaluation System to Strengthening Students’ Digital Literacy and Character Muhamad Yani; Abdul Fattah; Suhirman Suhirman; Fatturahamn Muhtar
International Journal of Technology and Education Research Vol. 4 No. 02 (2026): International Journal of Technology and Education Research (IJETER)
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v4i02.3750

Abstract

This study aims to analyze the relevance of educational evaluation systems to strengthening students’ digital literacy and character in the context of contemporary education. The study is motivated by educational transformation in the digital era, which requires evaluation systems to focus not only on academic achievement but also on strengthening 21st-century competencies and students’ character development. The research employed a qualitative approach using the library research method. Data were collected through documentation studies of national and international scientific articles, academic books, and relevant educational documents published between 2021 and 2026. Data collection techniques included literature review, data reduction, theme classification, and content analysis. Data analysis employed the interactive model of Miles and Huberman as well as thematic analysis to identify major research patterns and themes. The findings reveal that digital- and authentic-based educational evaluation significantly contributes to strengthening digital literacy, critical thinking abilities, social responsibility, and students’ character development. Evaluations based on projects, digital portfolios, and self-reflection are capable of fostering digital ethical awareness and increasing students’ active participation in learning. However, the implementation of contemporary educational evaluation still faces challenges related to limited teacher digital competence, technological infrastructure, and evaluation cultures that remain focused primarily on academic achievement. This study contributes to the development of competency-based educational evaluation concepts that are more holistic, adaptive, and humanistic.
Adaptive Curriculum Development Model Based On Outcome-Based Education In The Digital Transformation Era Muhamad Yani; Akhmad Syahri; Mustain
International Journal of Technology and Education Research Vol. 4 No. 02 (2026): International Journal of Technology and Education Research (IJETER)
Publisher : International journal of technology and education research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijeter.v4i02.3751

Abstract

This study aims to analyze the model of adaptive curriculum development based on Outcome-Based Education (OBE) in the era of digital transformation and to identify the challenges and implementation strategies relevant to modern education. The study employed a qualitative approach using a library research method through the analysis of scientific articles, educational policy documents, academic books, and previous studies related to curriculum development, digital transformation, and OBE published between 2020 and 2025. Data were collected through documentation and literature review techniques and analyzed using the interactive model of Miles and Huberman, including data reduction, data presentation, and conclusion drawing. The findings reveal that adaptive curriculum development based on OBE emphasizes strengthening 21st-century competencies, integrating digital technology, project-based learning, and flexibility in learning outcomes. The study also found that digital transformation in curriculum development still faces several obstacles, including limited digital competence among educators, resistance within academic culture, and unequal technological infrastructure in educational institutions. The findings contribute theoretically to the development of adaptive curriculum concepts integrated with the perspectives of society 5.0 and digital transformation. Practically, the study may serve as a reference for educational institutions and policymakers in designing innovative, flexible, and globally relevant education systems.
Co-Authors Abdul Fattah Akhmad Syahri Fatturahamn Muhtar Mustain Suhirman Suhirman