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This Author published in this journals
All Journal Jurnal Genesis Indonesia Journal of Educational Technology Innovation and Applications
Zelio da Conceicao Freitas
Instituto Superior Cristal
Humanities Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Digital Ethics and the Future of Education: An Urgent Dialogue Augusto da Costa; Zelio da Conceicao Freitas
Journal of Educational Technology Innovation and Applications Vol. 1 No. 01 (2025): Journal of Educational Technology Innovation and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jetia.v1i01.981

Abstract

The rapid integration of digital technologies in educational environments has sparked critical debates on the ethical implications of such changes. While digital transformation offers unprecedented opportunities, it simultaneously raises concerns about privacy, equity, algorithmic bias, and the dehumanization of learning. This opinion article, grounded in current literature, explores the urgency of addressing digital ethics in education. It presents a conceptual framework that links ethical principles to digital educational practices and analyzes pressing ethical challenges. Through a structured discussion supported by data and literature, the paper highlights the necessity for a proactive and inclusive dialogue among stakeholders to ensure a morally responsible future for education.
Enhancing Eighth-Grade Students’ Plane Geometry Problem-Solving Skills through Realistic Mathematics Education : A Case Study at São José Operário Balide, Timor-Leste Zelio da Conceicao Freitas; João Helio da Costa Alves; Meliana Yanti Mali
Jurnal Genesis Indonesia Vol. 4 No. 03 (2025): Jurnal Genesis Indonesia
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jgi.v4i03.1779

Abstract

This study examines the influence of the Realistic Mathematics Education (RME) approach on eighth-grade students’ ability to solve plane geometry problems at Ensino Básico 3° Ciclo São José Operário Balide during the 2025 academic year. The research followed a quantitative pre-experimental design using a one-group pre-test and post-test structure. Prior to data collection, a try-out test consisting of 15 items was administered to 10 non-sample students to determine the validity and reliability of the research instrument. The results indicated that 10 items met the validity criteria, while 5 items were invalid. All 10 valid items demonstrated acceptable reliability, allowing their use as the main instrument for measuring students’ problem-solving ability. After administering the pre-test and post-test to the sample class, normality testing using the Lilliefors method showed that both pre-test (Lmax = 0.3707 > Ltabel = 0.14) and post-test data (Lmax = 0.4562 > Ltabel = 0.14) were normally distributed. Linearity testing further revealed that Fcount < Ftable (−28.18 < 2.78), indicating a linear relationship between the two sets of scores. Given the conditions of normality and linearity, the paired-sample t-test was conducted to determine the effect of the RME approach. The results showed a significant difference between the pre-test and post-test mean scores, demonstrating that RME positively influenced students’ geometry problem-solving abilities. These findings support the view that RME, grounded in constructivist principles, effectively encourages active student participation and enhances conceptual understanding in mathematics learning.
Co-Authors Augusto Da Costa João Helio da Costa Alves Meliana Yanti Mali