Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal Journal of Innovation in Education and Learning
Haguchi, Monoko
Unknown Affiliation
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other

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Cultivating Digital Fluency in Schools: Challenges and Sustainable Solutions Dzikrullah, Anwar; Ramadhani, Fatimah; Efendi, Prastio; Haguchi, Monoko
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.v1i2.12

Abstract

This study examines the integration of digital fluency in educational systems through an integrative model combining technical, pedagogical, and equitable access dimensions. Using a narrative literature review of interdisciplinary sources (2020–2025), the research identifies key challenges: infrastructure gaps, pedagogical misconceptions (e.g., the "digital native" myth), and policy fragmentation. Findings highlight successful global practices, including 1:1 device program with offline capabilities (Uruguay), TPACK-based teacher training (South Korea), and community partnerships (Portugal). The proposed model emphasizes aligning DigComp 2.2 frameworks with localized strategies to address disparities, particularly in resource-constrained settings. Results demonstrate that holistic approaches, combining infrastructure investment, transformative pedagogy, and inclusive policies are essential for developing ethical, critical, and creative digital competencies. The study contributes actionable insights for policymakers and educators to bridge the digital fluency gap in diverse contexts.
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 Dzikrullah, Anwar Efendi, Prastio Fatqurhohman Fatqurhohman Irawijayanti, Fitri Ramadhani, Fatimah Wachidah, Nur Chalim