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IJIE (Indonesian Journal of Informatics Education)
Published by Universitas Sebelas Maret
ISSN : -     EISSN : 25490389     DOI : -
Core Subject : Science, Education, Engineering,
Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering
IJIE (Indonesian Journal of Informatics Education) is is a scientific journal promoting the study of, and interest in, informatics education. The journal publishes empirical papers on information systems, informatics, the use of technology learning, and distance learning. It is an international journal published by the Informatics Education Department, Faculty of Teacher Training and Education, Universitas Sebelas Maret, Indonesia bi-annually on June and December (ISSN: 2549-0389 (Online))
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Articles 104 Documents
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Navigating the Grey Area: Students' Ethical Dilemmas in Using AI Tools for Coding Assignments Mutanga, Bethel Murimo; Lecheko, Matthews; Revesai, Zvinodaishe
IJIE (Indonesian Journal of Informatics Education) Vol 8, No 1 (2024): IJIE (Indonesian Journal of Informatics Education) - July
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijie.v8i1.90385

Abstract

Integrating artificial intelligence (AI) in higher education, particularly in coding assignments for Information Technology (IT) students, represents a rapidly evolving research area with significant implications for academic practices and integrity. This study focuses on the ethical challenges faced by IT students when using AI tools like ChatGPT for coding assignments. Despite the growing use of AI in education, there is a notable gap in understanding how students perceive and navigate the ethical dilemmas associated with these technologies. To address this gap, this study employed a thematic analysis of qualitative data collected from interviews with IT students. The results reveal a complex landscape of ethical considerations, including issues of originality, academic integrity, and the potential for misuse of AI tools. Students reported challenges in balancing the benefits of AI assistance with the need to maintain independent learning and adhere to ethical standards. The implications of this research are significant for educators, institutions, and policymakers. Understanding the ethical challenges students face can inform the development of more effective teaching strategies, assessment methods, and institutional policies. This study contributes to the ongoing dialogue about AI ethics in academia, providing valuable insights for creating an educational environment that leverages the power of AI while upholding the principles of academic integrity and meaningful learning.
Digital Empowerment in Social Work: Leveraging AI to Enhance Educational Access in Developing Nations Revesai, Zvinodashe; Tungwa, Benjamin; Chisosa, Telson Anesu; Meki, Vanessa Runyararo
IJIE (Indonesian Journal of Informatics Education) Vol 8, No 2 (2024): (IJIE) Indonesian Journal of Informatics Education - December
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijie.v8i2.92951

Abstract

Social work education in developing countries faces significant challenges, including limited resources, restricted access to current knowledge, and inadequate training opportunities. This study aims to examine the potential of emerging Artificial Intelligence (AI) technologies in empowering social work students by enhancing access to information through machine translation and intelligent search tools, improving resource availability via virtual simulations and adaptive learning platforms, and integrating AI-powered self-help tools into the curriculum. A qualitative research design was employed, utilizing in-depth interviews with 16 educators and 8 field training officers, along with focus group discussions involving 24 social work students across selected institutions in Zimbabwe. All interviews were audio-recorded with participant consent, with translators assisting where necessary for local languages. Additional data were collected from documents, public reports, learning platforms, and policy papers to provide context on AI adoption strategies. Data were analyzed using thematic analysis, examining cases and models where AI has expanded access to scholarly materials through automated translation services, enabled localized resources through virtual training simulations, and facilitated the incorporation of culturally aligned self-help tools such as AI chatbots and wellness applications. The findings show that, with careful implementation and consideration of the context, artificial intelligence can reduce inequalities in education and enhance students' abilities through personalized learning paths, virtual environments for practice, and automated feedback systems. However, this research points out the need for addressing the digital divide and ethical issues associated with artificial intelligence, including problems of privacy and algorithmic bias. The study concludes by making a call for further research into models of safe and equitable AI integration in social work education.
Secure Remote (Home) Electronic Exam Systems: Features, Challenges, and Development of an Offline Model Keyamo, Clement Amone; Adebukola, Onashoga Saidat; Baale, Abimbola Adebisi
IJIE (Indonesian Journal of Informatics Education) Vol 8, No 1 (2024): IJIE (Indonesian Journal of Informatics Education) - July
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijie.v8i1.87162

Abstract

The development of e-assessment systems that can meet acceptable standards in the education industry is a present focus of researchers in the distance learning area. Cheating  and impersonation in online examinations are two common challenges that  have spawned diverse solutions that are usually based on continuous authentication and monitoring principles and technologies. Most of the solutions are focused on centralized e-proctoring schemes that depend massively on state-of the-art internet connectivity. However, many users of these systems, especially in the developing countries, have limited internet services. This is a major barrier to effective remote e-assessment of learners as many of these solutions fail with failing internet services.  To resolve this challenge, this paper describes a Secure Offline  Continuous  Authentication and Monitoring(SOCAM) model for remote e-assessment. 
The Dark Side of Social Media: Analysing Dark Pattern Combinations and Their Impacts Ukgoda, Hansika
IJIE (Indonesian Journal of Informatics Education) Vol 8, No 2 (2024): (IJIE) Indonesian Journal of Informatics Education - December
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijie.v8i2.91666

Abstract

In today’s digital era, technology is essential in daily life, transforming interactions and activities. However, the rise of “Dark Patterns - deceptive design practices in websites and apps raises significant ethical concerns. Originally defined by User Experience Designer Harry Bringull, dark patterns manipulate users into actions like involuntary purchases and subscriptions. This study explored dark patterns on social media networking sites (SNSs), focusing on two key questions: Do platforms use specific dark patterns in combination, and how do these combinations impact user interaction and experience?Utilizing cognitive walkthroughs with UI/UX experts, this research examined dark patterns on YouTube, LinkedIn, Telegram, and WhatsApp. Researchers conducted platform-specific evaluations to examine and understand the various combinations of manipulative design elements. The findings revealed prevalent combinations of dark patterns and evaluated their effect, addressing a critical gap concerning social media's ethical implications in the Human-Computer Interaction (HCI) field. The findings contribute to disclosing ethical design practices and promoting a more user-friendly approach to UI design that enhances user well-being and trust in digital environments.
Enhancing Education through Leveraging Spatial Computing: A Conceptual Framework Maguraushe, Kudakwashe; Dube, Pride; Ndlovu, Belinda
IJIE (Indonesian Journal of Informatics Education) Vol 9, No 2 (2025): (IJIE) Indonesian Journal of Informatics Education - December
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijie.v9i2.103669

Abstract

Traditional teaching practices are often characterized by passive learning, limited interactivity, and a lack of real-time contextual feedback, which struggle to meet the evolving expectations of 21st-century learners. These limitations hinder learner engagement, knowledge retention, and the development of critical thinking skills. In response to these shortcomings, educators have increasingly explored innovative technologies. Among them, Spatial Computing stands out for its ability to merge physical and digital environments, enabling immersive, hands-on learning that traditional tools like video lectures or slide-based content cannot provide. This systematic literature review analyses 16 peer-reviewed studies published between 2020 and 2025, selected from Google Scholar, IEEE Xplore, ScienceDirect, and Springer. It investigates Spatial Computing's educational applications, benefits, challenges, and the technologies supporting its use. The findings reveal that Spatial Computing bridges virtual and reality, thus making learning content multidimensional. This leads to higher retention, active learning, and critical thinking. The findings report on both the great challenge and opportunity of making Spatial Computing available for learning environments. On one hand, it enables interactive simulation learning environments, real-time visualizations of information, and in-the-sim empirical manipulation of objects. On the other hand, it is limited by challenges associated with prohibitively expensive development costs, technical sophistication, and calls for comprehensive evaluation methodologies, inhibiting wide uptake.Additionally, this research highlights the necessity of close interdisciplinarity and the application of sound design methodologies to effectively leverage Spatial Computing. Overall, the review substantiates that Spatial Computing has the promise of radically overhauling conventional education through interactive, immersive, and personalized learning experiences. Future research needs should focus on simplifying the complexities of technology implementation, optimizing the system's design, and developing benchmarked standards for evaluating the learning effects of Spatial Computing.
Integration of Ubiquitous Technology in Universal Design for Learning (UDL) to Support Inclusive Education Firmansyah, Ricky; Aljauhari, Moh Ali
IJIE (Indonesian Journal of Informatics Education) Vol 9, No 1 (2025): (IJIE) Indonesian Journal of Informatics Education - July
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijie.v9i1.95397

Abstract

This study explores the critical role of ubiquitous technology in supporting the implementation of Universal Design for Learning (UDL) in inclusive education. Ubiquitous technologies, including real-time applications, metaverse technologies, and UDL-based learning modules, offer flexible, adaptive methods for presenting information, engaging students, and evaluating learning outcomes tailored to individual needs. Within the UDL framework, these technologies contribute to creating inclusive learning environments, enhancing accessibility for students with special needs. Despite their significant potential, challenges remain in their implementation, such as infrastructure limitations, inadequate teacher training, and the digital divide. To overcome these barriers, strong policy support, collaboration among stakeholders, and investments in educational infrastructure are essential. Additionally, teacher training programs focused on the integration of technology into inclusive education are crucial for ensuring effective adoption. The findings suggest that the integration of ubiquitous technologies can make education more inclusive, providing equitable learning opportunities for all students, particularly those with special needs. Furthermore, the research emphasizes the importance of addressing challenges related to technological accessibility, infrastructure, and teacher readiness to maximize the impact of ubiquitous technologies in fostering inclusive educational practices. This study offers key recommendations, including increased collaboration between governments, educational institutions, and private sectors, as well as the need for further research on overcoming implementation challenges and evaluating the impact of ubiquitous technologies on the learning outcomes of students with special needs.
Knowledge Discovery Based on Sentiment Analysis of Public Perceptions About Generative AI on X Maulizidan, Muammar Ramadhani; Tania, Ken Ditha
IJIE (Indonesian Journal of Informatics Education) Vol 9, No 2 (2025): (IJIE) Indonesian Journal of Informatics Education - December
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijie.v9i2.107758

Abstract

Public discourse surrounding Generative Artificial Intelligence (GenAI) reflects diverse attitudes ranging from optimism to ethical concern, particularly as these technologies become increasingly discussed in educational contexts. This study examines public perceptions of GenAI on the social media platform X using a knowledge discovery approach that integrates multiple topic modeling techniques and Aspect-Based Sentiment Analysis (ABSA). A total of 111,675 English-language tweets collected between June 23, 2024, and June 23, 2025, were analyzed using five topic modeling methods BERTopic, Top2Vec, LDA, LSA, and NMF to identify dominant discussion themes and evaluate topic coherence. Sentiment toward specific GenAI aspects was subsequently examined using ABSA to capture fine-grained public attitudes. The results indicate that topics related to ethics and creativity are predominantly associated with negative sentiment, while innovation and cloud-related discussions show higher levels of positive sentiment. Education-related topics are largely characterized by neutral sentiment, suggesting exploratory and informational discourse. These findings highlight the importance of addressing ethical awareness, trust, and AI literacy in informatics education. By combining multi-model topic analysis with aspect-level sentiment interpretation, this study provides methodological insights and empirical evidence to support responsible GenAI integration in educational contexts.
Enablers of the Use of Virtual Assistants by Students at a Nigerian University Omotayo, Funmilola Olubunmi; Tosan, Faith Eloho
IJIE (Indonesian Journal of Informatics Education) Vol 9, No 1 (2025): (IJIE) Indonesian Journal of Informatics Education - July
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijie.v9i1.97541

Abstract

Virtual assistants are emerging technologies that are gaining prominence with the advancement in Artificial Intelligence and Human-Computer Interaction. The widespread acceptance and use of technology depend on the willingness of users to use the technology and on several other factors. This study was designed to investigate the enablers of the use of virtual assistants (VAs) by students at a Nigerian University. The study was anchored on three theories - Uses and Gratifications Theory, the Media Richness Theory and the Extended Unified Theory of Acceptance and Use of Technology (UTAUT2). A structured questionnaire was used to collect data from 368 students who used VAs. Findings showed that the enablers (utilitarian benefits, hedonic motivation, multiple cues, personal focus, use of natural language and hedonic motivation) have a strong positive correlation (r = 0.754, 0.681, 0.614, 0.667, 0.581 and 0.686 respectively) and significant relationship (p=0.00< 0.05) with the use of VAs. There was a joint influence of the enablers on the use of VAs (F = 209.861, R2 = 0.773, p= 0.000< 0.005), showing that these enablers accounted for 77.3% of the variance in the use of VAs. The findings provide a better understanding of the determinants of VA adoption and use for educational purposes and which enablers need to be promoted to increase adoption and use.
Exploring AI Literacy Levels Among University Students Through the Lens of Self-Efficacy: A Case Study From a Historically Disadvantaged University Funda, Vusumzi
IJIE (Indonesian Journal of Informatics Education) Vol 9, No 2 (2025): (IJIE) Indonesian Journal of Informatics Education - December
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijie.v9i2.108138

Abstract

Artificial intelligence (AI) is increasingly embedded in higher education, yet the role of psychological factors such as self-efficacy in shaping students’ readiness to use AI remains underexplored. This study examines how self-efficacy influences AI literacy levels, defined as students’ ability to understand, apply, and critically evaluate AI tools, among university students at a historically disadvantaged South African institution. Guided by Bandura’s self-efficacy theory, a quantitative survey was conducted with 153 students using a structured questionnaire measuring mastery experiences, vicarious experiences, social persuasion, and emotional states. Results show that more than 70% of students expressed confidence in understanding AI concepts, while 78% reported being able to learn new AI tools with ease. Patterns in the descriptive statistics further suggest that students who reported prior experience with AI, encouragement from peers and lecturers, and low levels of anxiety tended to express higher confidence in using AI. These findings indicate that self-efficacy is a critical enabler of AI literacy, with psychological readiness complementing technical competence. The unique contribution of this study lies in its focus on students from a resource-constrained, historically disadvantaged university and its integration of Bandura’s four self-efficacy dimensions into the study of AI literacy. The results suggest that interventions such as peer mentoring programs, hands-on AI workshops, and structured feedback sessions can enhance both confidence and competence, thereby supporting equitable AI adoption in higher education..
Integrating AI in STEM Education in Africa: A Systematic Review of Best Practices and Perspectives Tshibangu, Rogerant; Thembane, Nokukhanya
IJIE (Indonesian Journal of Informatics Education) Vol 9, No 1 (2025): (IJIE) Indonesian Journal of Informatics Education - July
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijie.v9i1.98421

Abstract

The integration of Artificial Intelligence (AI) in higher education is gaining global momentum, particularly within STEM (Science, Technology, Engineering, and Mathematics) disciplines. In Africa, however, the adoption of AI in STEM education remains fragmented and underexplored. This systematic review offers a novel and comprehensive synthesis of 46 peer-reviewed studies to assess how AI is being integrated into STEM education across African higher education institutions. Using the PRISMA framework, the review applies both thematic analysis and a PESTEL (Political, Economic, Social, Technological, Environmental, and Legal) lens to discover patterns, regional disparities, and systemic barriers. The study reveals three key innovations: first, it integrates a wide range of theoretical perspectives including Diffusion of Innovations, Constructivist Learning Theory, Cognitive Load Theory, and Postcolonial Theory to interpret the socio-technical and pedagogical dynamics of AI adoption. Second, it develops a strategic, context-sensitive framework to guide the equitable and sustainable implementation of AI in STEM education, aligned with the UN Sustainable Development Goals (SDGs 4 and 9). Third, it critiques Eurocentric approaches to AI adoption and calls for a decolonized, locally adaptive model of AI integration. Major findings include infrastructure deficits, insufficient lecturer training, ethical and policy gaps, and the digital divide all of which hinder AI’s transformative potential in African STEM education. Yet, the increasing use of AI tools like ChatGPT, Intelligent Tutoring Systems, and LMS platforms post-2020 signals a turning point. This review advances a nuanced, Africa-centered roadmap for AI in STEM education and contributes original theoretical and strategic insights to the global discourse on educational innovation.

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