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INDONESIA
Emerging Science Journal
Published by Ital Publication
ISSN : 26109182     EISSN : -     DOI : -
Core Subject : Social,
Environmental Science
Emerging Science Journal is not limited to a specific aspect of science and engineering but is instead devoted to a wide range of subfields in the engineering and sciences. While it encourages a broad spectrum of contribution in the engineering and sciences. Articles of interdisciplinary nature are particularly welcome.
Arjuna Subject : -
Articles 15 Documents
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Search results for , issue "Vol. 9 (2025): Special Issue " : 15 Documents clear
The Impact of Higher Secondary ICT Education on University STEM Student Performance Biplob, Khalid Been Badruzzaman; Hashim, Mohd Azman; Hossain, Mohamed Emran; Bitto, Abu Kowshir; Hassan, Syed Najihuddin Syed; Sultana, Most.Nahida
Emerging Science Journal Vol. 9 (2025): Special Issue "Emerging Trends, Challenges, and Innovative Practices in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2025-SIED1-014

Abstract

This study investigates the significant impact of ICT education from the Higher Secondary Certificate (HSC) on Bangladeshi students' progress in tertiary STEM fields. Through utilizing a comprehensive examination of demographic profiles, proficiency assessments, facility rating systems, and satisfaction measures, this study determines the complex relationships between HSC-level ICT education as well as success in STEM areas at the university level. Data were collected through an online survey from 244 students enrolled in Computer Science and Engineering (CSE), Software Engineering (SWE), and Information Technology Management (ITM) departments. The results highlight how many different factors have significant effects on students' first-semester SGPA. Several variables, including prior ICT knowledge on data handling from college, quality of instruction provided by the college ICT teacher, and HSC-level ICT course grade, have strong relationships with student performance at the university level. This study illustrates the positive impact of improved instructional materials and teacher-led projects on strong skill development, a phenomenon that will increase overall satisfaction among learners. Although geographical location, gender, and college type have been explored, it does not appear that they have significantly affected ICT course grades directly. Instead, instructional components and techniques for improving skills become important factors in determining students' academic performance. The study not only finds significant relationships but also promotes curriculum improvements with a focus towards ICT education technique optimization. With an aim of improving instructional methods and curriculum design, these observations provide governments and other individuals within education with suggestions that are applicable. The study highlights how important it is to effectively utilize ICT education in order to encourage overall STEM development in Bangladesh's educational system.
Project-Based Learning With TikTok: A Digital Strategy for OHS Regulatory Training Lluguay-Quispillo, Danny Javier; Guaya, Diana E.
Emerging Science Journal Vol. 9 (2025): Special Issue "Emerging Trends, Challenges, and Innovative Practices in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2025-SIED1-017

Abstract

This study examines the pedagogical integration of TikTok within a Project-Based Learning (PBL) framework to enhance the teaching and internalization of Occupational Health and Safety (OHS) regulations in higher education, specifically Executive Decree 255. The primary aim was to evaluate the effectiveness of student-created TikTok videos in fostering active learning, regulatory comprehension, and the development of key academic and professional competencies. Seventy-three undergraduate students from the Practicum III course in the OHS program at Universidad Técnica Particular de Loja participated in the initiative. The structured methodology comprised five phases: topic assignment, digital training, guided video production, public dissemination, and multidimensional evaluation. Student outcomes were assessed through rubric-based evaluation, TikTok engagement analytics, and a validated satisfaction questionnaire addressing eight pedagogical constructs (Cronbach’s α=0.989; KMO=0.934). Results indicate enhanced conceptual understanding, increased motivation, and the strengthening of transversal competencies such as digital communication and learner autonomy. The novelty of this approach lies in the purposeful use of a widely adopted social media platform as both a pedagogical tool and a dissemination medium, offering a replicable model for other STEM disciplines that require the translation of complex regulatory or technical content into engaging and accessible formats.
Predicting EFL Students’ Use of Artificial Intelligence Tool in Advancing Their Writing Skills Alrishan, Amal Mohammad Husein
Emerging Science Journal Vol. 9 (2025): Special Issue "Emerging Trends, Challenges, and Innovative Practices in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2025-SIED1-018

Abstract

This study examines the factors influencing the adoption and use of artificial intelligence (AI) tools to enhance writing skills among English as a Foreign Language (EFL) learners in Oman, guided by the Unified Theory of Acceptance and Use of Technology (UTAUT). The objectives were to assess the impact of performance expectancy, effort expectancy, social influence, and facilitating conditions on students’ behavioral intention and actual AI usage, and to test the moderating role of prior AI experience. A cross-sectional quantitative design was employed, with data collected from 255 undergraduate female EFL students through a validated questionnaire. Structural equation modeling (SEM) and confirmatory factor analysis were used to validate the measurement model and test hypothesized relationships. Findings indicate that behavioral intention and facilitating conditions significantly predicted actual AI tool use, while performance expectancy, effort expectancy, and social influence strongly shaped behavioral intention. Mediation tests confirmed that behavioral intention served as a key pathway linking UTAUT constructs to actual adoption, and moderation analysis showed that prior AI experience strengthened the intention–usage relationship. This research contributes to a context-specific, evidence-based framework for AI adoption in EFL writing, offering novel insights for educators, institutions, and technology designers to integrate AI ethically and effectively in language learning.
Predicting Dropout in MENA STEM Higher Education Using Explainable AI: A Machine Learning Approach Al Hashmi, Reem A. M.; D. Zervopoulos, Panagiotis; M. Elmehdi, Hussein; Ozturk, Ilhan
Emerging Science Journal Vol. 9 (2025): Special Issue "Emerging Trends, Challenges, and Innovative Practices in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2025-SIED1-016

Abstract

This study aims to develop an explainable machine learning–based early warning system to predict dropout risk among Science, Technology, Engineering, and Mathematics (STEM) students in the MENA region. Using longitudinal data from 6,798 undergraduate STEM students enrolled at a major UAE university, we evaluated six supervised classifiers: XGBoost, Gradient Boosting Machine (GBM), Random Forest, CART, Logistic Regression, and K-Nearest Neighbors. Models were trained on institutional student information system (SIS) data spanning ten cohorts (2010–2019), with class imbalance addressed through ROSE sampling. The top-performing models (XGBoost, GBM, and Random Forest) achieved AUC-ROC scores exceeding 0.91 and F1-scores above 0.84, significantly outperforming baseline models. Key predictors of dropout included the number of withdrawn semesters, second-term credit load, academic probation history, and performance in mathematics and physics. To improve interpretability, we applied SHapley Additive exPlanations (SHAP) analysis, enabling both global and individual-level feature attribution. The system offers scalable, real-time predictive capabilities using only routinely available SIS data, with no need for external surveys or learning management system inputs. The novelty of this research lies in its integration of explainable AI into a regional context, enabling early, transparent, and actionable interventions to reduce dropout. These findings contribute to data-driven retention strategies in higher education systems where predictive tools remain underutilized.
Integrating Social Intelligence Into Character-Based Education: A Contextual Learning Model in Modern Boarding Schools Sabaruddin; Rusli Yusuf; Misri A. Muchsin; Masrizal
Emerging Science Journal Vol. 9 (2025): Special Issue "Emerging Trends, Challenges, and Innovative Practices in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2025-SIED1-015

Abstract

Objectives: This study designs and evaluates a social intelligence-based learning model for social studies in modern Islamic boarding schools (pesantren) in Indonesia, addressing the lack of social-emotional integration in faith-based curricula. Methods/Analysis: A mixed-methods approach involved 150 participants from five pesantren, including students, teachers, and school leaders. Qualitative data were gathered via interviews, observations, documentation, and FGDs, while quantitative data were collected using a validated 25-item Social Skills Questionnaire. Descriptive statistics, paired-sample t-tests, and Cohen’s d assessed effectiveness, with methodological and theoretical triangulation ensuring qualitative validity. Findings: The model—integrating social values, interactive strategies, contextual materials, authentic assessment, and teacher facilitation produced significant gains in social intelligence. Problem-solving and tolerance improved most (+1.7 points each), and student participation rose from 42% to 88%. Both students and teachers reported high satisfaction with the collaborative, contextually relevant approach. The questionnaire demonstrated high reliability (Cronbach’s α = 0.87). Novelty/Improvement: This study introduces a culturally grounded, faith-based pedagogical framework embedding social intelligence into character-based education. By aligning Islamic values and Acehnese wisdom with 21st-century social competencies it provides a replicable model for enhancing social-emotional learning in similar educational contexts.
E-Service Quality and Loyalty Driving E-Satisfaction and E-WOM in Higher Education Nguyen, Vi T. T.; Truong, Tue G.; Nguyen, Thanh D.
Emerging Science Journal Vol. 9 (2025): Special Issue "Emerging Trends, Challenges, and Innovative Practices in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2025-SIED1-019

Abstract

This study examines the influence of core e-service quality dimensions, information quality, website performance, and website confidentiality, on perceived emotional value, e-satisfaction, student loyalty, and electronic word-of-mouth (e-WOM) within the digital delivery of higher education services in Vietnam. Drawing upon the Stimulus–Organism–Response (SOR) framework, the Expectation–Confirmation Theory (ECT), and the Value-Based Adoption Model (VAM), this research investigates behavioral outcomes through psychological mediators. Data were collected from 311 university students with prior experience in using their universities’ electronic service platforms, including learning and academic management systems. Measurement scales were adapted from established studies, and data were analyzed using Partial Least Squares Structural Equation Modeling (PLS–SEM). The results reveal that e-service quality positively influences perceived emotional value, which subsequently drives e-satisfaction, student loyalty, and e-WOM. Furthermore, student loyalty reinforces e-WOM, underscoring the critical role of digital engagement in higher education. This study contributes to existing theory by integrating service quality dimensions, emotional responses, and behavioral intentions into a unified model. It also offers practical insights for enhancing student engagement, optimizing digital learning environments, and strengthening institutional reputation in today’s increasingly competitive digital education landscape.
Cognitive and Affective Analysis in Water Education and Literacy Through Educational Robotics in Elementary School De la Hoz Serrano, Alejandro; Melo Niño, Lina Viviana; Piedade, Joào; Cañada Cañada, Florentina; Cubero Juánez, Javier
Emerging Science Journal Vol. 9 (2025): Special Issue "Emerging Trends, Challenges, and Innovative Practices in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2025-SIED1-020

Abstract

The aim of this study was to examine the impact of Educational Robotics on the cognitive and affective development of primary school students in the context of water education and literacy, with a specific focus on learning the water cycle and healthy hydration habits. A quasi-experimental design with a mixed-methods approach was adopted, involving a sample of 158 students (83 girls and 75 boys). The educational intervention consisted of 12 sessions incorporating interactive activities supported by robotics, and data were collected through pre- and post-intervention questionnaires. The findings revealed significant improvements in scientific knowledge, with students reaching an Excellent level in understanding the water cycle and a Sufficient level in hydration-related content. From an affective perspective, positive emotions such as Joy and Enjoyment (81.82%) were predominant, especially in relation to methodological and content aspects, whereas negative emotions were primarily linked to challenges in teamwork and oral communication. The novelty of this study lies in highlighting the value of Educational Robotics not merely as a motivational tool but as a meaningful technological support for learning scientific content. These results emphasize the importance of further research into Educational Robotics potential and the need to address affective barriers to optimize learning outcomes.
Student Perspective on Employability Skills in Business Education Madi, Hisham Kamil; Abdelfattah, Fadi; Al-Washahi, Maryam; Abdel Qader, Ahmad
Emerging Science Journal Vol. 9 (2025): Special Issue "Emerging Trends, Challenges, and Innovative Practices in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2025-SIED1-023

Abstract

This study aims to examine how academic motivation and perceived relevance of curriculum influence career readiness and perceived employability skills among business students in Omani higher education institutions. It further investigates the mediating roles of skill development perception and learning engagement, and the moderating role of internship opportunities in these relationships. A quantitative survey-based approach was employed, collecting data from 386 business students using stratified random sampling to ensure representation across academic programs. Data were analyzed using SmartPLS-based Structural Equation Modeling (SEM), incorporating Confirmatory Factor Analysis, mediation, and moderation analyses. The findings reveal that both academic motivation and perceived curriculum relevance significantly enhance career readiness and employability skills, with skill development perception and learning engagement serving as significant mediators. Internship opportunities strengthen these effects, demonstrating their role as a key moderator. The novelty of this research lies in integrating motivational, curricular, and experiential factors within a single empirical framework for the Omani higher education context. The study contributes practical recommendations for curriculum design, teaching practices, and industry-academia collaboration, while providing policymakers with evidence-based insights to bridge the skills gap and better prepare graduates for the evolving labor market.
Neuroleadership in Twenty-First-Century Education: A Systematic Review Revilla-Briceño, Yuli T.; Cieza-Mostacero, Segundo E.; Hidalgo-Lama, Jenry A.
Emerging Science Journal Vol. 9 (2025): Special Issue "Emerging Trends, Challenges, and Innovative Practices in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2025-SIED1-022

Abstract

In today’s volatile and interconnected world, characterized by economic uncertainty, competitiveness, and constant demands for transformation, organizations are challenged to adapt effectively to new requirements. This study presents a systematic review of 31 peer-reviewed articles published between 2014 and 2025 that examine neuroleadership in both managerial and educational contexts. The review offers a comprehensive framework that links leadership challenges with organizational strategies designed to transform work and academic practices. Findings highlight the benefits of neuroleadership in enhancing emotional well-being, engagement, decision-making, organizational resilience, and the development of both cognitive and emotional skills, as well as sustainability. The evidence further underscores the need to cultivate leaders who are capable of managing teams with empathy and strategic insight, thereby fostering more adaptive and human-centered workplace cultures. Overall, neuroleadership emerges as an innovative and essential paradigm for twenty-first-century leadership, rooted in cognitive processes and focused on the holistic development of human talent. Its successful implementation requires strategic vision, specialized training, and organizational commitment to address emerging challenges.
Enhancing Math Skills in Children with Learning Difficulties Using Smartphone Apps Al-Barakat, Ali A.; AlAli, Rommel M.; Al-Hassan, Omayya M.; Alakashee, Bushra A.; Aboud, Yusra Z.; Abdullatif, Ali K.
Emerging Science Journal Vol. 9 (2025): Special Issue "Emerging Trends, Challenges, and Innovative Practices in Education"
Publisher : Ital Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28991/ESJ-2025-SIED1-021

Abstract

This study aimed to examine the effectiveness of smartphone applications in enhancing the acquisition of mathematical concepts among children with learning difficulties. The research involved 80 students from private schools in northern Jordan, randomly assigned to an experimental group, which received instruction through smartphone and tablet applications, and a control group, which followed conventional teaching methods. Pre- and post-intervention cognitive assessments were conducted over a 12-week instructional period to measure mathematical understanding. The results revealed that students in the experimental group showed a significant improvement in mathematical performance compared to the control group. Furthermore, no statistically significant differences were found between male and female students, and no interaction effect between gender and instructional method was observed, indicating equitable outcomes across genders. The study highlights that smartphone-based educational applications provide an interactive, adaptive, and supportive learning environment that caters to the specific needs of students with learning difficulties. The novelty of this research lies in demonstrating the practical benefits of integrating digital tools into mathematics instruction, supporting constructivist and inclusive learning approaches, and offering evidence-based strategies to enhance student engagement and conceptual understanding. These findings suggest that technology-enhanced learning can effectively supplement traditional methods, promoting improved academic performance and inclusive educational practices.

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