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All Journal Erudio: Journal of Educational Innovation Community Development Journal: Jurnal Pengabdian Masyarakat JAPI: Jurnal Akses Pengabdian Indonesia Srawung: Journal of Social Sciences and Humanities Acitya Wisesa: Journal of Multidisciplinary Research Indonesian Research Journal on Education Ma'arif Journal of Education, Madrasah Innovation and Aswaja Studies ALSYSTECH Journal of Education Technology International Journal of Education, Management, and Technology International Journal of Humanities, Education, and Social Sciences Journal of Asian Islamic Educational Management
Aziz, Aulia Luqman
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Journal : Acitya Wisesa: Journal of Multidisciplinary Research

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EVALUATING THE IMPACT OF DIGITAL TRANSFORMATION ON PUBLIC SERVICE DELIVERY EFFICIENCY AND ACCOUNTABILITY Sain, Zohaib Hassan; Aziz, Aulia Luqman; Lawal, Uthman Shehu; Abdullah, Nurulannisa; Sain, Shazadi Hina
Acitya Wisesa: Journal of Multidisciplinary Research [IN PRESS] Vol. 4 Issue 4 (2025)
Publisher : jfpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/jmr.v4i4.868

Abstract

The digital revolution transforms public administration, notably service delivery efficiency and accountability. According to this study, the digital tools and platforms used by governments worldwide impact public service delivery efficiency and accountability. This study examines how digital technologies like e-governance and data analytics influence public sector operations and how organisational culture and leadership might offset these effects. A mixed-approaches design employing qualitative and quantitative methods achieved research aims. Semi-structured interviews and focus groups with public sector workers and others produced qualitative data, while surveys and secondary data analysis acquired quantitative data. Thematic analysis was done in NVivo for qualitative data, while descriptive statistics, correlation, and regression were done in SPSS for quantitative data. Quantitative analysis indicates that digital transformation strongly impacts service delivery efficiency (R² = 0.42, F (3, 246) = 15.67, p < 0.001) and accountability (R² = 0.36, F (3, 246) = 12.29, p < 0.001). Significant predictors of service delivery efficiency and accountability include digital transformation (β = 0.45, p < 0.001), organisational culture (β = 0.35, p < 0.01), and leadership (β = 0.32, p < 0.05). Qualitative studies revealed that automation, real-time data sharing, transparency, and public involvement improve efficiency and accountability. This research found that digital transformation boosts public administration efficiency and accountability. Implementation needs a supportive workplace and good leadership. This study argues that governments should encourage digital adoption, address data privacy concerns, and close the digital divide to provide inclusive and equitable digital services.
AN AI-DRIVEN TEACHING PROTOTYPE FOR EARLY CHILDHOOD EDUCATION: A DEVELOPMENTAL APPROACH TO EDUCATIONAL MANAGEMENT Oshinowo, Oluwakemi Racheal; Agoi, Moses Adeolu; Sain, Zohaib Hassan; Sain, Shazadi Hina; Aziz, Aulia Luqman
Acitya Wisesa: Journal of Multidisciplinary Research Vol. 4 Issue 2 (2025)
Publisher : jfpublisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56943/jmr.v4i2.867

Abstract

Early childhood represents a critical period for cognitive, social, and emotional development, where foundational skills in literacy, numeracy, attention, and social interaction are established. High-quality early childhood education (ECE), as underscored by research such as that of Roslan et al. (2022), is pivotal for preparing children for formal schooling and fostering long-term academic and social success. This study investigates the integration of an AI-driven teaching prototype, incorporating interactive, adaptive storytelling agents and gamified learning platforms, within the ECE environment. A mixed-methods approach was employed, involving 80 children and 16 educators. The research instruments demonstrated high reliability, with a Cronbach's α of 0.782. Quantitative findings revealed significant improvements in several domains: reading skills (22%), mathematical understanding (17%), attention span (19%), and teacher-reported instructional effectiveness (24%). Qualitatively, the AI prototype was found to enhance student engagement, acceptance, and personalised learning experiences, thereby enabling educators to dedicate more time to providing targeted social-emotional support and individualized instruction. However, the study also identified significant challenges, including disparities in technology access, the potential for over-reliance on AI tools, and insufficient teacher training for effective technology integration. These findings emphasize the necessity for a carefully managed, human-centric implementation strategy. We conclude that while AI-driven tools hold transformative potential for ECE by augmenting pedagogical capabilities and personalizing education, their efficacy is contingent upon equitable access, ethical application, and sustained teacher professional development. Recommendations are offered for policymakers, educational administrators, and teachers to guide the sustainable integration of AI in early learning environments.
Co-Authors Abdullah, Nurul Annisa Abdullah, Nurulannisa Agoi, Moses Adeolu Ahmad Imron Rozuli Ali Maskur Azzahra, Anisa Diva, Afifah Dwiajeng, Alfi Elbadiansyah, E. Elbadiansyah, Elbadiansyah Felicia, Stefania Arshanty Folaranmi, Bukola Abosede Heli Tistiana Hery Toiba Khoiruddin, Abd. Wahid Kirana, Nilla Chandra Lawal, Uthman Shehu Maura, Diva Nugroho, Tri Wahyu Oshinowo, Oluwakemi Racheal Riswan Septriayadi Sianturi Safira, Shifa Sain, Shahzadi Hina Sain, Shazadi Hina Sain, Zohaib Hassan Suyadi Suyadi Thelma, Chanda Chansa