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Journal of Education Technology
Published by Universitas Pendidikan Ganesha
ISSN : 25494856     EISSN : 25498290     DOI : -
Core Subject : Science, Education,
Computer Science & IT Education
Journal of Education Technology p-ISSN : 2549-4856, e-ISSN : 2549-8290 is a publication of research results and scientific thoughts in the fields of education, learning, evaluation, innovation including the development and implementation of new technologies in education and learning.
Arjuna Subject : -
Articles 828 Documents
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Reflections on the Impact of Generative AI in Educational Assessment Singh, Vidya; Singh, Balram
Journal of Education Technology Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i2.96909

Abstract

This study is based on the characteristics of the artificial intelligence era and the current status of school education development. This paper presents the latest developments in generative artificial intelligence (GenAI) technology, along with an analysis of its definition, specifications, and key characteristics. Furthermore, it explores the application of GenAI in language understanding, text production, and other fields. By promoting the improvement of intelligent educational environments, transforming educational relationships, creatively distributing educational resources, and reshaping intelligent teaching techniques, this study also emphasizes how the widespread adoption of generative artificial intelligence in education will contribute to the reshaping of educational paradigms and human learning. The primary goal of education reform in the intelligent era is to provide guidance for successful implementation and promote steady improvement in classroom teaching within the context of AI. This study utilizes a variety of research tools to efficiently collect and analyze data. Initially, for data collection, we developed a comprehensive questionnaire survey covering a wide range of topics, including understanding, real-world applications, efficacy assessment, and current challenges related to GenAI technology. The results demonstrate trends from the data by utilizing robust data processing and statistical analysis software capabilities, which can perform descriptive and inferential statistical analyses on the questionnaire data. In addition to ensuring data security and accurate information, GenAI technology can also improve access and equality while increasing the effectiveness of teaching and learning processes.
Digital Shift: Optimizing Sika LMS in Digital Communication Technology Education to Encourage Students' Discipline and Productivity in Reaching Goals Wulan, Rayung; Sunarto, Sunarto; Kholil, Kholil
Journal of Education Technology Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i2.97014

Abstract

The shift towards digitalization in higher education learning is marked by developments in communication technology and the transition from computer-mediated communication (CMC) to digital technology-based learning. This change has had a significant impact on improving student achievement and timely graduation. The study aims to analyze and explain the variables that are problems in the digital shift in digital technology-based learning patterns in SIKA LMS media and efforts to encourage Unindra informatics engineering students to achieve timely graduation by adopting the CMC (Computer Mediated Communication) theory. The method uses a comparative analysis approach by comparing and contrasting data based on categories and variables. Data collection involves interviews with students, blended learning managers, and lecturers. The interview results were processed with Computer-Assisted Qualitative Data Analysis Software (CAQDAS), Maxqda Analytics application, by identifying metadata, tabulation factor collection, coding system, and frequency of relations. The results of this study indicate that the Code model tendency obtained by a digital shift in the discipline of using digital technology has a very significant role in the change of learning patterns to achieve student graduation productivity; these results are input for higher education institutions in the current digitalization.
Reconfiguring Outward-Oriented Internationalization Management in Higher Education: Institutional Logics and Stakeholder Dynamics Guijun Zhang; Muhammad Faizal
Journal of Education Technology Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i2.98556

Abstract

Despite national-level efforts to enhance China’s higher education global standing, limited research has examined how outward-oriented internationalization is interpreted and enacted at the institutional level. Misalignments often persist between policy directives and localized implementation in semi-peripheral context.This study aims to critically examine the institutional factors and stakeholder dynamics that shape the management of outward-oriented internationalization in Chinese higher education. Drawing on a qualitative multiple-case study approach, the research synthesizes insights from 12 semi-structured interviews, observational data, and institutional documents across three diverse universities. Thematic analysis using NVivo software identified three major findings: (1) varied institutional translations of centralized mandates, (2) performance-driven internationalization logics influenced by incentive structures, and (3) intercultural tensions reflected in the lived experiences of faculty and international students. The findings reveal systemic tensions between global competitiveness goals and local cultural practices, underscoring the limits of top-down strategies. This study contributes theoretically by integrating world-systems, soft power, and Confucian institutionalism, and practically by offering actionable strategies to enhance sustainable and inclusive internationalization in higher education.
Parental Involvement in Mathematics Achievement and Motivation: Male vs Female Students Sumantri, Astri Wiliastri; Sri Subanti; Budi Usodo; Getut Pramesti
Journal of Education Technology Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i2.98619

Abstract

This study seeks to evaluate how these two independent variables, both individually and interactively, influence students’ academic outcomes. This study aims to analyze the interaction between parental involvement and gender in shaping students’ mathematics achievement and learning motivation at the junior secondary level. A 2×2 factorial non-experimental design was employed involving 261 Indonesian middle school students, which was selected via proportional stratified sampling. Data were collected using three instruments: the Student-Rated Parental School Involvement Questionnaire, the Mathematics Motivation Questionnaire, and students’ midterm exam scores. The dataset was analyzed using MANOVA. The results revealed three key findings. First, a significant interaction effect was found between gender and parental involvement on mathematics achievement (F = 5.476; Sig. = 0.020), with boys receiving partial support performing the lowest. Second, gender had a significant main effect (F = 7.644; Sig. = 0.006), with girls outperforming boys. Third, parental involvement significantly improved students’ motivation (F = 27.037; Sig. = 0.000). These findings highlight the importance of responsive family engagement and suggest the need for gender-sensitive collaboration between families and schools to foster equitable and sustained learning in mathematics.
Biology Teachers’ Academic Qualifications as a Predictor of ICT Skill Level on Pedagogical Approaches in North-Central, Nigeria Akanbi Jimoh Abdulraheem; Hameed Olalekan Bolaji; Abdulmuhsin Ibrahim; Kafayat Ibironke Owolarafe; Mukhtar Dutsinma Lawal
Journal of Education Technology Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i2.98730

Abstract

Despite the growing demand for digital competence in education, many biology teachers still face challenges in effectively integrating ICT into pedagogical practices. This study investigated biology teachers’ academic qualifications as a predictor of ICT skill levels in pedagogical approaches in north-central Nigeria. This research adopted a descriptive cross-sectional survey design to examine the influence of Biology teachers’ academic qualifications and ICT competencies on their instructional strategies within North-Central Nigeria. The study involved 696 Biology teachers from public secondary schools across six states and the Federal Capital Territory (FCT). A multi-stage sampling approach was employed, combining random and stratified techniques based on school type and teachers’ academic backgrounds. Data were gathered using a reliable and validated questionnaire that measured teachers’ ICT literacy, skill proficiency, and instructional practices. Responses were scored using a four-point Likert scale, and data analysis was conducted using descriptive statistics, independent samples t-tests, and ANOVA at a 0.05 significance threshold. The analysis revealed that professionally qualified biology teachers demonstrated significantly higher ICT competence compared to their less qualified peers, as shown by ANOVA results F(2, 692) = 11.14, p = 0.00. Therefore, it can be concluded that higher academic qualifications contribute to stronger ICT proficiency and the adoption of more student-centered teaching approaches. The study recommends targeted ICT training, continuous professional development, and high academic standards to improve biology education quality and inclusivity.
Systematic Sabotage in Educational Reforms: Analysing the JAMB Incident in the Context of CBT Expansion Moses Adeleke Adeoye; Sabina Nwakaego Obi; Hakeem Nafiu; Kabir Olajide Soliu
Journal of Education Technology Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i2.98731

Abstract

This research addresses the pressing issue of examination malpractice in Nigeria and its implications for implementing computer-based testing (CBT). The research investigates whether the recent technical failure of the Joint Admissions and Matriculation Board (JAMB) reflects systematic sabotage by stakeholders resistant to educational reform. This study employing a qualitative research design, the research utilizes a systematic literature review to analyses existing scholarship on trust, credibility, and economic motivations surrounding examination processes. The findings reveal that JAMB's failure has significantly eroded public confidence in examination bodies, creating skepticism that impedes the acceptance of CBT. Furthermore, entrenched economic interests, particularly those benefiting from traditional malpractice practices, actively resist changes threatening financial stability. The analysis emphasizes the need for a comprehensive approach to reform that addresses both technological and socio-economic dimensions. In conclusion, the research highlights that successful CBT implementation requires fostering stakeholder engagement, enhancing transparency, and addressing economic incentives linked to examination malpractice. The research contributes to the existing body of knowledge by providing a nuanced understanding of the interplay between technology, trust, and economic factors in educational reform. By identifying the challenges and proposing actionable recommendations, this research is a valuable resource for policymakers and education stakeholders seeking to navigate the complexities of implementing effective assessment practices in Nigeria.
Transforming Vocal Education through the Implementation of Score Creator and Cloud-Based E-Learning within the TTIE Framework A, Heryanto; Wadiyo, Wadiyo; Cahyono, Agus; Suharto
Journal of Education Technology Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i2.99061

Abstract

The limited effectiveness of vocal instruction in digital learning contexts presents a challenge in 21st-century arts education. This study aims to explore the effectiveness of integrating the TTIE pedagogical framework (Transfer, Translation, Imitation, Evaluation) in digital-based vocal learning. Employing a qualitative case study approach, the research involved participants from three active vocal communities engaged in online training programs. Data were collected through observation, documentation, and in-depth interviews, and analyzed thematically. The digital platforms used Score Creator and Score Cloud served as visual-auditory tools to support vocal transposition activities and track learner progress. The findings reveal that the TTIE framework significantly enhances pitch accuracy, learner autonomy, and peer collaboration by combining solfeggio-based approaches with digital innovation. The digital tools facilitated formative assessment, peer feedback, and self-reflection, while fostering ethical responsibility in learning. The media also demonstrated adaptability across various learning needs and contexts, making it a scalable model for modern music education. This study concludes that the integration of TTIE within digital platforms improves pedagogical effectiveness and aligns with the demands of personalized, flexible, and technology-driven instruction. The findings contribute to the advancement of digital arts education and offer opportunities for future innovation in music pedagogy.
The Influence of YouTube Media Use on the Ability to Write Narratives About My Vacation in 3rd Grade Elementary School Students Agustin, Nita; Juliana, Aat; Tesa Al khusaimah; Mascita, Dede Endang; Rosmaya, Elin
Journal of Education Technology Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i2.99411

Abstract

The narrative writing skills of elementary school students remain a significant challenge, as evidenced by difficulties in developing ideas, limited vocabulary, and a low interest in writing activities. This condition negatively affects the quality of students’ written work, particularly in terms of structure, language use, and paragraph coherence. This study aims to analyze the effect of using YouTube media on narrative writing skills with the theme “My Holiday” among third-grade elementary school students. The research employed a quasi-experimental method with a pretest-posttest control group design. The subjects involved 27 students divided into experimental and control groups. Data were collected through narrative writing tests administered before and after the treatment, using a narrative writing test sheet as the instrument. Data analysis was conducted using paired sample t-tests and Cohen's d effect size calculation. The results indicated a significant improvement in students' narrative writing abilities after learning with YouTube media, with a significance value of p = 0.000 and a large effect size (Cohen’s d = -1.564). Conceptually, YouTube media proved effective in enhancing students' ability to develop ideas, enrich vocabulary, and improve narrative structure. These findings recommend YouTube media as an alternative, relevant, and contextual literacy tool for writing instruction in elementary schools.

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