Garuda - Garba Rujukan Digital

Early Childhood Education in The Digital Era: A Systematic Review of Cognitive Development, Inclusive Pedagogy, Family Influence, and Child Well-Being Eko Risdianto; Mona Ardina; Mohammad Qais Rezvani; Hamed Barjesteh
Journal of Early Childhood Development and Education Vol. 3 No. 2 (2026): Journal of Early Childhood Development and Education (May)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/junior.v3i2.763

Background: Early Childhood Education (ECE) has undergone significant transformation in the digital era due to rapid technological advancement, evolving family dynamics, and increasing attention to inclusive education and child well-being. Despite these developments, existing studies remain fragmented and often fail to integrate cognitive development, digital learning, family influence, inclusive pedagogy, and child well-being within a unified framework. Objective: This study aims to systematically analyze research trends, identify existing research gaps, and explore future directions in ECE in the digital era, with a focus on cognitive development, inclusive pedagogy, family influence, and child well-being. Method: A Systematic Literature Review (SLR) combined with bibliometric analysis was employed using publications indexed in the Scopus database. Relevant articles were identified through a structured keyword search and screened based on predefined inclusion and exclusion criteria. Data cleaning was conducted using OpenRefine, while VOSviewer and Biblioshiny were utilized to perform network visualization, thematic mapping, and trend analysis. Results: The findings reveal a notable shift in ECE research from clinically oriented and fragmented approaches toward more integrative and multidisciplinary perspectives. The literature predominantly emphasizes child development, parental involvement, and early intervention. Recent studies increasingly focus on the role of digital technologies in learning environments, particularly in the post-pandemic period. However, technology integration remains insufficiently connected to pedagogical principles. Furthermore, gaps persist in incorporating inclusive education, cultural diversity, and child well-being into digital learning contexts. Conclusion: Advancing ECE in the digital era requires a holistic and integrated approach that combines cognitive and social development, technology-enhanced pedagogy, family and cultural engagement, and child well-being. Such integration is essential for developing adaptive, inclusive, and sustainable early childhood education systems while contributing to educational psychology and child development research.

Reclaiming Meaning in the Age of Intelligent Machines: Spiritual Intelligence and Human-Centered AI in English Language Teaching Hossein Isaee; Hamehnaz Gholipour; Hamed Barjesteh; Shaghayegh Shirzad
Indonesian Journal of Pedagogy and Teacher Education Vol. 4 No. 2 (2026): Indonesian Journal of Pedagogy and Teacher Education (Special Issue August 2026
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v4i2.745

Background: The rapid expansion of artificial intelligence (AI) in English language teaching (ELT) has increased opportunities for personalized learning, automated feedback, and instructional efficiency. However, growing reliance on AI raises concerns regarding meaning-making, ethical-responsibility, human-agency, and the preservation of educational purpose. Although research on AI-mediated ELT and spiritual intelligence (SI) has expanded, the relationship between these domains remains underexplored. Aims: This conceptual paper aims to 1) examine major theories of SI and their educational relevance, 2) analyze the ethical and human limitations of AI in ELT, and 3) propose a human-centered framework for spiritually intelligent AI-mediated language teaching. Methods: The study adopts a conceptual–integrative methodology drawing on interdisciplinary scholarship from SI, AI ethics, psychology, educational technology, and language education. Relevant literature was analyzed through concept extraction, thematic synthesis, and cross-disciplinary comparison to identify convergent themes and theoretical tensions. Results: The synthesis suggests that SI provides a valuable lens for understanding meaning-making, ethical sensitivity, self-awareness, reflective judgment, and learner agency in AI-supported learning environments. It indicates that while AI can simulate communication, it operates without subjective consciousness, lived experience, or autonomous moral accountability. The paper proposes a conceptual framework in which SI mediates the integration of AI into ELT through reflective pedagogy, ethical communication, teacher agency, and learner sense-making. Conclusion: The proposed framework highlights the importance of preserving human-centered values in AI-mediated language education. By connecting SI with AI-supported ELT, the study contributes a novel conceptual perspective for promoting responsible, ethical, and meaning-oriented uses of AI in educational contexts.

Development of a Leachate Processing Practicum Module Using the 4D Model to Support Scientific Literacy in Junior High School Students Rendra Cipta; Eko Risdianto; Arsela Eko Listiono; Henny Johan; Bhakti Karyadi; Deni Parlindungan; Mehdi Manoochehrzadeh; Hamed Barjesteh
FINGER : Jurnal Ilmiah Teknologi Pendidikan Vol. 5 No. 2 (2026): Finger : Jurnal Ilmiah Teknologi Pendidikan
Publisher : CV. Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/finger.v5i2.688

Background: The integration of environmental issues into junior high school science learning remains limited, reducing opportunities for students to develop scientific literacy through contextual, practical activities. Although science literacy-oriented modules have been developed, practicum modules that focus on converting leachate into liquid organic fertilizer as a contextual learning resource for scientific literacy are still rarely reported.Aim: This investigation sought to create and assess the practicability of a leachate-processing practicum module intended to support scientific literacy among students in junior high school. Methods: The investigation utilized a research and development methodology employing the 4D model, which encompasses the Define, Design, and Develop phases. A restricted implementation was carried out utilizing a one-group pretest–posttest framework. Validation involved four experts. Participants were Grade IX students: 27 completed the response questionnaire and 24 the scientific literacy test, reflecting attendance during the respective data collection sessions. Data were examined utilizing Aiken’s V, descriptive statistics, N-gain, and a paired-sample t-test.Results: The module demonstrated high validity with an Aiken’s V score of 0.961. Student responses exceeded 90%, indicating very positive perceptions of the module. Scientific literacy scores demonstrated an increase from a mean pretest score of 59.17 to a mean posttest score of 89.58, accompanied by an average N-gain of 0.79, which is classified within the high category. Significant differences were found between pretest and posttest scores (p < 0.001).Conclusion: The developed practicum module is feasible for use in contextual science learning and demonstrates promising effects on students’ scientific literacy in a limited implementation setting.

Traditional Rulers, Families, and Waqf: Their Roles in Promoting Early Childhood Literacy and Numeracy Skills in Gombe and Adamawa States, Nigeria Adamu Abubakar Muhammad; Fadimatu Ahmed Jika; Ibrahim Abubakar Muhammad; Shafa’at Ahmad Aliyu; Human Khan; Hamed Barjesteh; Abdul Jamal; Mansoor Ali Darazi
Journal of Early Childhood Development and Education Vol. 3 No. 1 (2026): Journal of Early Childhood Development and Education (January)
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/junior.v3i1.509

Background: Early childhood literacy and numeracy are essential foundations for social cohesion, lifelong learning, and sustainable development. In Northern Nigeria, these skills are shaped not only by formal education systems but also by families, traditional leaders, and religious-based support institutions such as waqf. However, empirical evidence on the specific roles and interactions of these actors remains limited. Objective: This study examines the contributions of families, traditional leaders, and waqf institutions to early childhood literacy and numeracy development in Gombe and Adamawa States, Nigeria, and identifies key challenges affecting their effectiveness. Methods: A mixed-methods design was employed, integrating survey data, structured interviews, and documentary analysis to explore institutional, cultural, and religious influences on early childhood education. Results: The findings indicate that families are the primary source of early cognitive development and value formation. Traditional leaders act as cultural custodians and intermediaries who mobilize community support for educational initiatives. Waqf institutions provide sustained financial support for community learning centres and Qur’anic schools. Nevertheless, these contributions are constrained by poverty, weak waqf institutionalization, and declining family involvement. Conclusion: The study concludes that early childhood literacy and numeracy outcomes in Northern Nigeria can be improved through a coordinated approach that strengthens collaboration among families, traditional leaders, and waqf institutions to ensure sustainable early childhood education initiatives.

Artificial Intelligence in Project-Based Learning: A Systematic Review of Its Role in English Language Acquisition and Pedagogical Innovation Mehdi Manoocherzadeh; Hossein Isaee; Hamed Barjesteh
Indonesian Journal of Pedagogy and Teacher Education Vol. 3 No. 3 (2025): Indonesian Journal of Pedagogy and Teacher Education
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v3i3.502

Background of Study: The integration of artificial intelligence (AI) into project-based learning (PBL) is increasingly explored as a means to enhance English language acquisition. Emerging AI technologies such as natural language processing, machine learning, and generative AI show potential to support language learning in dynamic, learner-centered environments. Aims and Scope of Paper: This review investigates how AI has been applied in PBL contexts to support English language learning, highlighting both benefits and challenges. Methods: Following the PRISMA framework, a systematic review was conducted of 12 studies published between 2020 and 2024 across six major databases. Results: Seven key elements of AI-enhanced PBL were identified: (1) real-time feedback and automated assessment, (2) adaptive learning pathways, (3) contextualized language use, (4) continuous AI language support, (5) structured project guidance, (6) collaborative learning, and (7) intelligent content customization. These elements were found to improve learner motivation, engagement, and language proficiency while promoting transferable academic and professional skills. However, challenges include overdependence on AI, reduced teacher-student interaction, insufficient training in AI tools, and biases in AI-generated content. The review’s scope is limited by the small number of studies and methodological diversity. Conclusion: AI-enhanced PBL offers promising opportunities for advancing English language education by fostering motivation, proficiency, and transferable skills. To ensure sustainable implementation, future efforts must address challenges related to pedagogy, teacher training, and ethical AI use. This review provides practical insights for educators and policymakers seeking to balance technological innovation with human-centered teaching.

Loving Pedagogy and Second Language Learning: The Role of Teacherly Care, Motivation, and Anxiety in EFL Classrooms Hossein Isaee; Hamed Barjesteh; Mehdi Manoochehrzadeh
Indonesian Journal of Pedagogy and Teacher Education Vol. 3 No. 3 (2025): Indonesian Journal of Pedagogy and Teacher Education
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v3i3.538

Background: Loving Pedagogy has gained increasing attention in English as a Foreign Language (EFL) education as a relational and affective orientation emphasizing teacher care, empathy, and emotional responsiveness. Grounded in Positive Psychology, this perspective highlights how emotionally supportive teaching environments are associated with learners’ motivation, self-beliefs, and language development. Aims: This study examined the relationships between perceived Loving Pedagogy and EFL learners’ language learning outcomes, focusing on the mediating roles of intrinsic motivation and self-efficacy, and the moderating role of foreign language anxiety. Methods: A quantitative, correlational design was employed with 210 Iranian undergraduate EFL learners. Participants completed validated measures of Loving Pedagogy, intrinsic motivation, self-efficacy, and foreign language anxiety. Language learning outcomes were operationalized using proficiency gain scores derived from pre-/post-administration of a standardized placement test. Data were analyzed using correlational analysis, hierarchical regression, and bootstrapped mediation and moderation procedures. Results: Perceived Loving Pedagogy was positively associated with learners’ motivation, self-efficacy, and language gain scores, and negatively with foreign language anxiety. Mediation analyses indicated that intrinsic motivation and self-efficacy partially mediated the relationship between Loving Pedagogy and language learning outcomes. Moderation analysis showed that higher levels of anxiety weakened these positive associations. Conclusion: Findings suggest that Loving Pedagogy is meaningfully associated with EFL learners’ motivational and affective experiences, resulting in language development. The study extends relational and positive psychology perspectives in SLA by empirically modeling how teacher care is linked to learning outcomes through affective–motivational pathways, while highlighting the importance of learner anxiety in emotionally responsive classrooms.

From Skill Acquisition to Professional Agency: Rethinking EFL Teachers’ Professional Development in the Age of AI Hamed Barjesteh; Hossein Isaee; Mehdi Manoochehrzadeh
Indonesian Journal of Pedagogy and Teacher Education Vol. 4 No. 1 (2026): Indonesian Journal of Pedagogy and Teacher Education
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijopate.v4i1.598

Background: The rapid emergence of artificial intelligence (AI)–assisted tools has begun to reshape English as a Foreign Language (EFL) teaching practices, raising new questions about teachers’ roles, autonomy, and professional growth. While previous research has addressed professional development (PD) needs in traditional and online contexts, limited attention has been given to AI-mediated teaching environments. Aims: This study aims to explore EFL teachers’ perceptions and lived experiences of AI-assisted language teaching, particularly in relation to professional agency, identity, and emerging professional development needs. Methods: This study adopted a qualitative interpretive phenomenological approach. Data were collected through in-depth semi-structured interviews with 10 experienced EFL teachers who had engaged with AI tools in instructional, assessment, or material development practices. The data were analyzed using reflexive thematic analysis. Results: The findings reveal that teachers perceive AI as both a pedagogical support and a source of professional tension. While AI enhances efficiency, feedback provision, and instructional design, it also raises concerns related to loss of control, ethical responsibility, assessment validity, and role ambiguity. Teachers continuously negotiate their professional agency and identity when integrating AI into their practices. Furthermore, traditional PD frameworks are found to be insufficient in addressing these challenges. Conclusion: The study highlights the need to reconceptualize EFL teacher professional development by emphasizing critical AI literacy, ethical awareness, and agency-oriented pedagogical decision-making. Professional development should move beyond technical training to support teachers as reflective and autonomous professionals in AI-mediated educational environments.

Rasch Model Analysis for IoT-based PJBL Hybrid Learning Design in MBKM Curriculum Eko Risdianto; Hamed Barjesteh; Mageswaran Sanmugam; M. Abdul Jamal
JENTIK : Jurnal Pendidikan Teknologi Informasi dan Komunikasi Vol. 4 No. 2 (2025): Jurnal Pendidikan Teknologi Informasi dan Komunikasi
Publisher : CV Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/jentik.v4i2.605

Background of study: Even though the use of Project-Based Learning (PjBL) and the Internet of Things (IoT) in education is still growing, the integration of these two technologies in high-level education is still being explored, particularly in the use of the Merdeka Belajar Kampus Merdeka (MBKM) curriculum and the Indikator Kinerja Utama (IKU). This kesenjangan highlights the need for innovative teaching methods that integrate pedagogy and technology to meet the challenges of the digital age.Aims: The purpose of this study is to analyze the need for developing collaborative hibrida learning designs that integrate PjBL and IoT technology in order to execute MBKM curricula and reach IKU pendidikan tinggi.Methods: This study employs a survey methodology in which data is collected by a survey consisting of eighteen questions posed to university professors. Model Rasch with Winstep lunak perangkat is used for data analysis to assess the validity and reliability of research instruments.Result: Results indicate a strong demand for a hybrid learning system that effectively combines PjBL with IoT to support collaborative and interactive learning. The instrument reliability achieved a Cronbach Alpha of 0.95, indicating excellent reliability, while the Person Reliability and Item Reliability were measured at 0.90 and 0.46, respectively. The findings suggest that all questionnaire items were fit for assessing the critical thinking capabilities of students across different institutions.Conclusion: These results highlight the necessity of developing hybrid learning models to address educational challenges in the digital era, ensuring curriculum alignment and facilitating the achievement of MBKM goals. This study contributes to advancing higher education by providing actionable insights into learning design development that integrates cutting-edge technologies.

Development of Virtual Reality Learning Media on Kinematics Material Based on the Kuula Platform Assisted by Google Classroom to Improve Conceptual Understanding of Grade X Students Deki Saputra; Eko Risdianto; Fitri April Yanti; Sultan Hammad Alshammari; Hamed Barjesteh; Andik Purwanto
IJOEM: Indonesian Journal of E-learning and Multimedia Vol. 5 No. 2 (2026): Indonesian Journal of E-learning and Multimedia
Publisher : CV. Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/ijoem.v5i2.619

Background: Physics learning, particularly in Kinematics material, often faces constraints due to the abstract nature of its concepts and limited laboratory facilities in schools. This potentially reduces students' conceptual understanding and learning engagement.Aims: To develop 360° video-based VR learning media utilizing the Kuula platform assisted by Google Classroom, and to analyze its feasibility, usefulness and efficiency in enhancing the conceptual understanding of Kinematics among Grade X students in their senior year of high school.Methods: This study employed the ADDIE paradigm (Analysis, Design, Development, Implementation, Evaluation) in conjunction with the Research and Development (R&D) technique. Techniques for gathering data included (1) expert validation sheets assessed by 2 physics lecturers and 1 physics teacher, (2) practicality response questionnaires filled out by 36 students, and (3) a conceptual understanding test in the form of pre-test and post-test. The test data were then analyzed by calculating the normalized N-Gain score to determine the effectiveness of the developed product.Results: Expert validation results showed a percentage of 89% (highly feasible category). Student responses regarding the practicality of the media obtained an average of 86% (very good). An N-Gain score of 85% indicated an improvement in conceptual understanding classified as "High".Conclusion: VR learning materials built on the Kuula platform and supported by Google Classroom have demonstrated viability, usefulness, and efficacy as a cutting-edge substitute for kinematics instruction, and they may be an option for educational institutions with inadequate lab space.

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