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Analyzing the Mathematical Literacy of Indonesian Students: Characteristics, Challenges, and Technology-Enhanced Solutions Muhaimin, Lukman Hakim; Vrapi, Asllan; Anggareni, Peni; Abadi, Ma'ulfi Kharis; Kholid, Muhammad Noor; Dewi, Deshinta A
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2494

Purpose of the study: This study aims to uncover the characteristics of Indonesian students' mathematical literacy, the challenges they face in solving mathematical problems, and to propose effective solutions, including technology-enhanced interventions, for improvement. Methodology: This study uses a qualitative phenomenological approach to explore students’ experiences in mathematical literacy. Data were collected through AKM-based algebra tasks, interviews, and observations involving three purposively selected middle school students. Method triangulation ensured validity, while digital tools, including audio recording and NVivo software, supported systematic qualitative data coding and analysis. Main Findings: The findings indicate that students’ incorrect answers often arise from difficulties in identifying key problem elements. This misidentification triggers cascading errors across subsequent problem-solving steps, creating a domino effect. Analysis revealed distinct patterns in communication, mathematization, representation, problem-solving strategies, symbolic operations, and reasoning. These patterned error trajectories align well with digital logging, automated analysis, and real-time feedback, enabling direct application in designing digital assessment platforms, intelligent tutoring systems, and learning analytics dashboards to diagnose learning breakdowns. Novelty/Originality of this study: This study uniquely bridges qualitative phenomenological analysis with concrete technological design, systematically translating error patterns into detection algorithms, scaffolding rules, and dashboard specifications. Unlike prior research that either describes difficulties or proposes technology, we explicitly operationalize how intelligent systems can detect and respond to cascading error patterns in real time. The result is a contextually grounded framework for AKM-aligned technology implementation tailored to Indonesian educational realities, including infrastructure constraints and teacher capacity.

Artificial Intelligence and the Ethics of Tafsir: Integrating Digital Technologies and Islamic Humanities in Automating Interpretative Processes Umar, Ahmad; Haqqi, Abdul; Rojihisawal, Faisal; Fitrah AR, Muhammad Dzul; Dewi, Deshinta A; Adnan, Abdulkareem
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2496

Purpose of the study: This study examines the multidisciplinary integration of Artificial Intelligence (AI), ethics, and interpretive studies in the context of Qur'anic exegesis (Tafsir). Methodology: A systematic literature review and critical analysis mapped the intersection of AI technologies and Tafsir studies. Data were collected from Scopus and ProQuest using relevant keywords. Selected literature was thematically analyzed to identify opportunities, challenges, and ethical issues. Comparative insights from other religious traditions contextualized findings within broader humanities and digital ethics perspectives and emerging interdisciplinary scholarship across academic contexts. Main Findings: AI techniques, particularly Natural Language Processing (NLP) and machine learning, hold considerable potential to enhance the efficiency, scalability, and accessibility of Qur'anic exegesis by processing large corpora of Tafsir, detecting patterns, and suggesting new interpretive pathways. At the same time, the study identifies critical risks, including data and model bias, reduction of interpretive depth, and the reconfiguration of scholarly authority and interpretive legitimacy. Key ethical concerns involve transparency, accountability, and safeguards against decontextualized or misleading interpretations that may conflict with established Islamic scholarly norms. Novelty/Originality of this study: This article proposes a cross-disciplinary framework integrating AI, Islamic studies, and ethics to conceptualize algorithmic Tafsir within digital Islamic humanities. It aligns AI’s technical capacities with Islamic ethical and hermeneutical principles, emphasizing collaborative governance among scholars. The study contributes to debates on responsible AI use and provides a structured foundation for future interdisciplinary research in Islamic digital scholarship.

Developing a Technology-Enhanced Digital Counseling Model to Improve Students' Learning Comfort and Happiness Gading, I Ketut; Sudarma, I Komang; Lestari, Luh Putu Sri; Rismawan, Kade Sathya Gita; Putri‎, Dewi ‎Arum Widhiyanti Metra; Dewi, Deshinta A; Lyesmaya, Dyah
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2538

Purpose of the study: This study aims to develop and test a digital counseling model that integrates Mindfulness Cognitive Behavioral Harmony (MCBH) with digital tools to enhance students’ learning comfort and happiness in educational contexts. Methodology: A Research and Development design using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was employed. Data were collected through questionnaires assessing model validity, practicality, learning comfort, and learning happiness from 280 elementary school students in Bali, Indonesia. The data were analyzed using descriptive and inferential statistics to determine the effectiveness of the model. Main Findings: The study found that the MCBH digital counseling model significantly enhanced students’ emotional regulation, learning comfort, and happiness. The digital tools used, including mobile applications and online platforms for mindfulness exercises and cognitive behavioral therapy techniques, were highly effective in providing accessible, continuous emotional support. This technology not only complemented traditional counseling methods but also contributed to the learning process by fostering sustained engagement, improved focus, and enhanced academic performance, showing how digital platforms can serve a pedagogical function in education. Novelty/Originality of this study: This study introduces a digital counseling model integrating mindfulness, cognitive behavioral therapy, and local cultural wisdom (Tri Hita Karana). It demonstrates how digital tools enhance emotional regulation, student engagement, and learning outcomes through continuous support and real-time feedback. The model contributes to educational technology by offering a scalable, sustainable, and culturally responsive approach to student well-being and learning support.

Analyzing the Mathematical Literacy of Indonesian Students: Characteristics, Challenges, and Technology-Enhanced Solutions Muhaimin, Lukman Hakim; Vrapi, Asllan; Anggareni, Peni; Abadi, Ma'ulfi Kharis; Kholid, Muhammad Noor; Dewi, Deshinta A
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2494

Purpose of the study: This study aims to uncover the characteristics of Indonesian students' mathematical literacy, the challenges they face in solving mathematical problems, and to propose effective solutions, including technology-enhanced interventions, for improvement. Methodology: This study uses a qualitative phenomenological approach to explore students’ experiences in mathematical literacy. Data were collected through AKM-based algebra tasks, interviews, and observations involving three purposively selected middle school students. Method triangulation ensured validity, while digital tools, including audio recording and NVivo software, supported systematic qualitative data coding and analysis. Main Findings: The findings indicate that students’ incorrect answers often arise from difficulties in identifying key problem elements. This misidentification triggers cascading errors across subsequent problem-solving steps, creating a domino effect. Analysis revealed distinct patterns in communication, mathematization, representation, problem-solving strategies, symbolic operations, and reasoning. These patterned error trajectories align well with digital logging, automated analysis, and real-time feedback, enabling direct application in designing digital assessment platforms, intelligent tutoring systems, and learning analytics dashboards to diagnose learning breakdowns. Novelty/Originality of this study: This study uniquely bridges qualitative phenomenological analysis with concrete technological design, systematically translating error patterns into detection algorithms, scaffolding rules, and dashboard specifications. Unlike prior research that either describes difficulties or proposes technology, we explicitly operationalize how intelligent systems can detect and respond to cascading error patterns in real time. The result is a contextually grounded framework for AKM-aligned technology implementation tailored to Indonesian educational realities, including infrastructure constraints and teacher capacity.

Artificial Intelligence and the Ethics of Tafsir: Integrating Digital Technologies and Islamic Humanities in Automating Interpretative Processes Umar, Ahmad; Haqqi, Abdul; Rojihisawal, Faisal; Fitrah AR, Muhammad Dzul; Dewi, Deshinta A; Adnan, Abdulkareem
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2496

Purpose of the study: This study examines the multidisciplinary integration of Artificial Intelligence (AI), ethics, and interpretive studies in the context of Qur'anic exegesis (Tafsir). Methodology: A systematic literature review and critical analysis mapped the intersection of AI technologies and Tafsir studies. Data were collected from Scopus and ProQuest using relevant keywords. Selected literature was thematically analyzed to identify opportunities, challenges, and ethical issues. Comparative insights from other religious traditions contextualized findings within broader humanities and digital ethics perspectives and emerging interdisciplinary scholarship across academic contexts. Main Findings: AI techniques, particularly Natural Language Processing (NLP) and machine learning, hold considerable potential to enhance the efficiency, scalability, and accessibility of Qur'anic exegesis by processing large corpora of Tafsir, detecting patterns, and suggesting new interpretive pathways. At the same time, the study identifies critical risks, including data and model bias, reduction of interpretive depth, and the reconfiguration of scholarly authority and interpretive legitimacy. Key ethical concerns involve transparency, accountability, and safeguards against decontextualized or misleading interpretations that may conflict with established Islamic scholarly norms. Novelty/Originality of this study: This article proposes a cross-disciplinary framework integrating AI, Islamic studies, and ethics to conceptualize algorithmic Tafsir within digital Islamic humanities. It aligns AI’s technical capacities with Islamic ethical and hermeneutical principles, emphasizing collaborative governance among scholars. The study contributes to debates on responsible AI use and provides a structured foundation for future interdisciplinary research in Islamic digital scholarship.

Developing a Technology-Enhanced Digital Counseling Model to Improve Students' Learning Comfort and Happiness Gading, I Ketut; Sudarma, I Komang; Lestari, Luh Putu Sri; Rismawan, Kade Sathya Gita; Putri‎, Dewi ‎Arum Widhiyanti Metra; Dewi, Deshinta A; Lyesmaya, Dyah
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2538

Purpose of the study: This study aims to develop and test a digital counseling model that integrates Mindfulness Cognitive Behavioral Harmony (MCBH) with digital tools to enhance students’ learning comfort and happiness in educational contexts. Methodology: A Research and Development design using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was employed. Data were collected through questionnaires assessing model validity, practicality, learning comfort, and learning happiness from 280 elementary school students in Bali, Indonesia. The data were analyzed using descriptive and inferential statistics to determine the effectiveness of the model. Main Findings: The study found that the MCBH digital counseling model significantly enhanced students’ emotional regulation, learning comfort, and happiness. The digital tools used, including mobile applications and online platforms for mindfulness exercises and cognitive behavioral therapy techniques, were highly effective in providing accessible, continuous emotional support. This technology not only complemented traditional counseling methods but also contributed to the learning process by fostering sustained engagement, improved focus, and enhanced academic performance, showing how digital platforms can serve a pedagogical function in education. Novelty/Originality of this study: This study introduces a digital counseling model integrating mindfulness, cognitive behavioral therapy, and local cultural wisdom (Tri Hita Karana). It demonstrates how digital tools enhance emotional regulation, student engagement, and learning outcomes through continuous support and real-time feedback. The model contributes to educational technology by offering a scalable, sustainable, and culturally responsive approach to student well-being and learning support.

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