Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Journal of Innovation in Education and Learning Review of Education, Science, and Technology
Irawijayanti, Fitri
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Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Languange, Linguistic, Communication & Media Mathematics Other

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Digital Learning 5.0: Leveraging Adaptive, Immersive, and Inclusive Technologies to Overcome Educational Inequity Sidik, Duwi Purnama; Irawijayanti, Fitri; Baihaqi, Abdullah
JINEA: Journal of Innovation in Education and Learning Vol. 1 No. 2 (2025): JUNE 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v1i2.11

Abstract

Digital Learning 5.0, emphasizing adaptability, immersion, and inclusivity, offers a promising approach to reducing educational inequities. This study aims to examine how these technologies are conceptualized and implemented to enhance equitable learning opportunities. A qualitative case study was conducted through an integrative literature review, analyzing peer-reviewed articles, conference proceedings, and authoritative reports from major databases. Data were synthesized to identify key strategies, frameworks, and outcomes of Digital Learning 5.0 across diverse educational contexts. Findings reveal that combining adaptive learning platforms with immersive and inclusive features creates an engaging, personalized, and accessible learning ecosystem. This approach improves learner motivation, knowledge retention, academic performance, and equitable access for students, including those with disabilities and from underrepresented backgrounds. The study underscores the importance of strategic investment, professional development, and inclusive design in education, providing practical and policy implications for implementing Digital Learning 5.0 to achieve high-quality and equitable learning outcomes.
The Role of Artificial Intelligence in Enhancing Digital and Data Literacy among Secondary School Students: A Systematic Literature Review Sidik, Duwi Purnama; Irawijayanti, Fitri; Fatqurhohman, Fatqurhohman
JINEA: Journal of Innovation in Education and Learning Vol. 1 No. 3 (2025): OCTOBER 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.132025.38

Abstract

The advancement of artificial intelligence (AI) has brought significant changes to the learning paradigm in secondary schools, particularly in the development of digital literacy, data literacy, and 21st-century skills. This study aims to systematically review the role of AI in enhancing these competencies through a Systematic Literature Review (SLR), analyzing scholarly articles published between 2020 and 2025 from various international databases. The findings indicate that AI implementation can foster adaptive and personalized learning, while also improving students’ critical thinking, collaboration, and creativity skills. However, several challenges remain, including limited technological infrastructure, teacher readiness to utilize AI, and ethical and data privacy concerns that need careful consideration. Overall, AI has great potential as a catalyst for inclusive, effective, and sustainable educational transformation, provided it is supported by appropriate policies and enhanced educator competencies to optimize the use of technology.
A Literature Review of the Knisley Learning Model in Mathematical Ability Irawijayanti, Fitri; Fatkurochman; Afrianti, Siti; Rosid, Iqbal
Review of Education, Science, and Technology Vol 1 No 1 (2025): September 2025
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/reset.v1i1.17

Abstract

Mathematics education requires innovative strategies that foster higher-order thinking skills while enhancing student engagement. The Knisley Learning Model (KLM), grounded in Kolb’s experiential learning theory, offers a student-centered approach through the stages of concrete experience, reflection, abstract conceptualization, and active application. This study aims to examine the effectiveness of KLM in improving students’ mathematical abilities, particularly in conceptual understanding, communication, creative thinking, and problem-solving. A literature review method was employed, analyzing relevant prior research findings. The analysis indicates that implementing KLM significantly enhances learning outcomes, strengthens motivation, and connects abstract concepts to real-life contexts. However, limitations include extended time requirements, group discussion dynamics that demand teacher facilitation skills, and dependency on adequate learning resources. The study implies the necessity of strengthening teachers’ pedagogical capacity through training, creativity in designing contextual materials, and utilizing digital technologies to support model implementation. Consequently, KLM has the potential to serve as a relevant and sustainable learning strategy, while opening opportunities for future research to develop innovative teaching materials and explore its integration with other instructional approaches.
The Effect of Artificial Intelligence–Based Learning on Students’ Mathematical Thinking in Secondary Education Haguchi, Monoko; Wachidah, Nur Chalim; Adi, Gandha Satria; Irawijayanti, Fitri; Fatqurhohman, Fatqurhohman
JINEA: Journal of Innovation in Education and Learning Vol. 2 No. 1 (2026): FEBRUARY 2026
Publisher : Ihsan Cahaya Pustaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66031/jinea.v2i1.160

Abstract

The rapid integration of artificial intelligence (AI) in secondary education has transformed mathematics learning through adaptive and personalized instructional support. This study investigates the effect of AI-based learning on students’ mathematical thinking by comparing AI performance with student performance across different mathematical problem types. A quantitative experimental–comparative design with a pretest–posttest control group approach was employed, involving 120 secondary school students assigned to experimental and control groups. The experimental group engaged in AI-assisted learning using ChatGPT, while the control group received conventional instruction. Mathematical thinking was assessed using accuracy, response time, and consistency across multiple-choice, short-answer, and essay tasks, with digital literacy examined as a mediating variable. The results reveal significant performance differences, with AI demonstrating higher accuracy, faster response times, and greater consistency, particularly on essay-based problems requiring higher-order reasoning. Mediation analysis further indicates that digital literacy significantly influences students’ mathematical thinking and partially mediates the relationship between AI interaction and learning outcomes. These findings suggest that AI-based learning can effectively enhance mathematical thinking when integrated with strong digital literacy development, highlighting implications for adaptive pedagogy and future longitudinal research.
Co-Authors Adi, Gandha Satria Afrianti, Siti Baihaqi, Abdullah Fatkurochman Fatqurhohman Fatqurhohman Haguchi, Monoko Rosid, Iqbal Sidik, Duwi Purnama Wachidah, Nur Chalim