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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 868 Documents
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Infusion of Artificial Intelligence for Teaching Chemistry: Perceptions of Chemistry Educators in Secondary Schools AHMED, Abiola Tawa; IBRAHIM Abdulmuhsin
Journal of Education Technology Vol. 10 No. 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v10i01.101619

Abstract

Artificial intelligence (AI) has gained increasing attention in science education because of its potential to support personalized learning, intelligent tutoring, and interactive instructional environments. Teacher readiness nevertheless remains a critical factor influencing successful AI integration in classroom practice. The present study investigated secondary school Chemistry teachers’ awareness, perceptions, and utilization of AI technologies in Kwara State, Nigeria. A quantitative descriptive survey design was employed involving 207 purposively selected Chemistry teachers. Data were collected using a validated questionnaire measuring awareness of AI applications, perceptions toward AI-supported instruction, and utilization of AI in Chemistry learning. Reliability analysis produced a Cronbach’s alpha coefficient of 0.74, indicating acceptable internal consistency. Descriptive statistics were analyzed using percentages, means, and standard deviations. Findings revealed that teachers demonstrated moderate awareness and generally positive perceptions toward AI integration, particularly regarding instructional effectiveness, interactive learning, and simplification of abstract Chemistry concepts. Practical utilization of AI technologies in classroom instruction nevertheless remained relatively low, especially for automated assessment, learner monitoring, and virtual simulations. The study highlights a significant gap between teachers’ positive perceptions and actual AI implementation. Strengthened AI-oriented pedagogical training, institutional support, and educational infrastructure are therefore essential to promote effective, inclusive, and sustainable AI integration in Chemistry education.
Contributions of Numerical Methods Understanding, ChatGPT Use, and AI Learning Attitudes to MATLAB Skills Syaharuddin
Journal of Education Technology Vol. 9 No. 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i4.101768

Abstract

Students continue to experience difficulties in operating computational software such as MATLAB, despite its critical role in solving numerical problems in science and engineering. Amid the rapid integration of artificial intelligence in higher education, there is still limited empirical evidence explaining how conceptual understanding, the use of AI tools, and students’ attitudes toward AI-based learning contribute to their technical skills. This study aims to analyze the contributions of numerical methods conceptual understanding, the use of ChatGPT, and attitudes toward AI-based learning to students’ ability to operate MATLAB. The study employed a quantitative approach with a correlational research design. The participants consisted of 45 students selected through purposive sampling. Data were collected using Likert-scale questionnaires and analyzed using descriptive statistics and multiple linear regression with the assistance of JASP software. The results indicate that conceptual understanding of numerical methods and positive attitudes toward AI-based learning have a significant positive effect on students’ MATLAB operational skills, with significance values of p < 0.001 and p = 0.024, respectively. In contrast, the use of ChatGPT did not show a significant effect (p = 0.914). The regression model yielded a coefficient of determination of 0.782, indicating that 78.2% of the variance in students’ MATLAB skills is explained by the three independent variables. This study concludes that mastery of numerical concepts and positive attitudes toward AI are the primary factors in improving MATLAB skills, while ChatGPT functions as a complementary learning tool rather than a direct determinant of technical competence.
Interactive Shielded Metal Arc Welding Technique E-Module for Vocational High Schools Setuju; Erix Satria Yoga; Sigit Purnomo
Journal of Education Technology Vol. 9 No. 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i4.102438

Abstract

Learning Shielded Metal Arc Welding techniques in vocational high schools still faces various challenges, including students’ low level of understanding, high rates of practical errors, and the limitations of conventional learning media that are static and lack interactivity. This study aims to develop and examine the feasibility of a Shielded Metal Arc Welding Technique E-Module as an interactive learning medium to improve students’ understanding and learning outcomes. The study employed a Research and Development (R&D) method using the Four-D model (Define, Design, Develop, and Disseminate). The research subjects consisted of one subject-matter expert, one media expert, and 29 tenth-grade vocational high school students. Data were collected through observations and questionnaires and then analyzed using descriptive statistics with a Likert scale. The validation results showed that the E-Module obtained a feasibility score of 89% from the subject-matter expert and 90% from the media expert, both categorized as very feasible. Student responses indicated a feasibility level of 93%, suggesting that the E-Module is easy to use and engaging. The effectiveness test using a pretest–posttest design revealed an increase in the average score from 65 to 85, with 85% of students exceeding the Minimum Mastery Criteria and a 35% reduction in practical errors. In conclusion, the interactive Shielded Metal Arc Welding Technique E-Module is considered highly feasible and effective, and it is capable of enhancing students’ motivation, learning independence, and learning outcomes in welding instruction.
TPACK Proficiency among Vocational High School Teachers: Comparative Insights from Public and Private Institutions Rifana S. S. Inggrid Kawet; I Gede Budi Mahendra; Benyamin Limbong Tampang; Viverdy F.C. Memah
Journal of Education Technology Vol. 9 No. 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i4.102632

Abstract

Rapid technological advancement and the demands of Industry 4.0 and Society 5.0 require vocational high school teachers to effectively integrate technology, pedagogy, and content knowledge. However, the implementation of Technological Pedagogical Content Knowledge (TPACK) among vocational teachers in Indonesia remains constrained, particularly due to disparities in institutional support between public and private schools. This study aims to examine the level of TPACK competence among vocational high school teachers and to compare TPACK profiles between public and private institutions. A descriptive quantitative approach was employed involving 62 teachers from eight public and private vocational high schools in Bali and North Sulawesi provinces. Data were collected through Likert-scale questionnaires and interviews, and analyzed using descriptive statistics, multiple linear regression, and independent-samples t-tests. The findings indicate that teachers’ overall TPACK competence falls within a moderate category. Regression analysis reveals that Technological Knowledge (TK) and Content Knowledge (CK) have significant effects on TPACK, while other components do not show partial significance. In addition, a significant difference was found between public and private vocational schools, with teachers in public schools demonstrating higher TPACK competence. This study concludes that sustained professional development and stronger institutional support are essential to enhance vocational teachers’ capacity to integrate technology effectively, particularly in private schools. These findings provide empirical evidence to inform policy and targeted interventions for strengthening TPACK in vocational education contexts.
Fostering Student Satisfaction in Higher Education: Is it Possible to Enhance the Quality of Learning through Wordwall? Enny Kartini; Syarifah
Journal of Education Technology Vol. 9 No. 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i4.102762

Abstract

The integration of digital technology in higher education presents both opportunities and challenges in ensuring learning quality that meets students’ expectations. One of the main issues is the gap between students’ perceptions of the performance of digital learning media and their perceived importance, which affects learning satisfaction. This study aims to evaluate the quality of Wordwall-based learning in enhancing students’ satisfaction using the Importance-Performance Analysis (IPA) approach. The study employed a descriptive quantitative method involving 81 students from the Economics Education Study Program who were enrolled in a microeconomics course. Data were collected through an online questionnaire consisting of 10 performance items and 10 importance items based on the five SERVQUAL dimensions, namely tangibles, reliability, responsiveness, assurance, and empathy. Data analysis was conducted using IPA and a paired sample t-test. The results indicate a significant difference between students perceived performance and expectations regarding the use of Wordwall (p < 0.05). Attributes located in Quadrant I, including Wordwall interface, content consistency, and learning flexibility, were considered highly important but did not meet students’ expectations and therefore require improvement. Meanwhile, accessibility, ease of use, and immediate feedback were located in Quadrant II and should be maintained, as they have met students’ expectations. This study concludes that Wordwall has considerable potential to support interactive learning in higher education; however, its effectiveness largely depends on implementation strategies, feature selection, and institutional support to enhance students’ learning satisfaction.
Does Technology Reduce or Amplify Financial Stress? A Cognitive-Behavioral Perspective on Nigerian Postgraduate Students Jamila Yusuf; Hameed Olalekan Bolaji; Mustapha Shina Ahmed; Habibat Bolanle Abdulkareem
Journal of Education Technology Vol. 9 No. 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i4.103004

Abstract

Financial stress among postgraduate students has become an increasing concern in the digital era, particularly with the rapid adoption of digital financial tools that may both alleviate and intensify psychological distress. This study aims to examine whether technology reduces or amplifies financial stress among Nigerian postgraduate students through a cognitive-behavioral perspective. The study employed a conceptual and analytical research design using a qualitative, theory-driven approach grounded in Cognitive-Behavioral Theory (CBT). Data were collected from secondary sources, including approximately 70 peer-reviewed journal articles, policy documents, and empirical studies published between 2015 and 2024, retrieved from Scopus, Web of Science, Google Scholar, and JSTOR. Data analysis was conducted using thematic and comparative analysis, followed by theory-driven interpretation based on CBT principles. The findings indicate that digital financial technologies play a dual role. On one hand, tools such as budgeting applications, mobile banking, and online savings platforms enhance financial awareness, self-efficacy, and emotional regulation. On the other hand, misuse of fintech services, impulsive digital borrowing, exposure to fraud, and information overload trigger cognitive distortions that exacerbate anxiety and maladaptive financial behaviors. The results highlight that financial stress is shaped more by students’ cognitive interpretations and coping strategies than by technology itself. It is concluded that digital financial tools can reduce financial stress only when accompanied by adequate cognitive-behavioral skills and financial literacy.
Adaptive Speaking Performance Training: Enhancing Communication Readiness of Hospitality Students in the Industry 4.0 Era Muhammad Bambang Purwanto; Issy Yuliasri; Widhiyanto; Fahrur Rozi
Journal of Education Technology Vol. 9 No. 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i4.103113

Abstract

The rapid digital transformation of the hospitality industry requires graduates who are not only linguistically competent but also confident and adaptive in digital communication. However, many students remain insufficiently prepared to meet communication demands in professional contexts. This study aims to evaluate the effectiveness of Adaptive Speaking Performance Training in enhancing hospitality students’ communication readiness. Employing a quasi-experimental one-group pretest–posttest design, the study involved 35 sixth-semester students from the English for Business and Professional Communication program. Data were collected using a validated speaking performance rubric (α = 0.87; inter-rater reliability r > 0.85), a digital communication readiness questionnaire, and semi-structured interviews. Quantitative data were analyzed using paired-sample t-tests, while qualitative data were examined through thematic analysis. The results reveal statistically significant improvements (p < 0.001) across all speaking performance dimensions, with the greatest gains observed in self-confidence (+2.77) and interactive communication (+2.26). Students also reported substantially higher levels of readiness to engage in digital professional environments. The study concludes that simulation-based and contextual training effectively bridges the gap between academic learning and industry demands. These findings support the integration of task-based, digitally supported speaking training into vocational curricula as a scalable model for preparing the future hospitality workforce in the Industry 4.0 era.
Artificial Intelligence and the Future of Learning: Personalization for Equity and Engagement Zhao Feng; I Gde Wawan Sudatha; I Komang Sudarma
Journal of Education Technology Vol. 9 No. 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i4.103236

Abstract

The increasing adoption of artificial intelligence (AI)-driven personalized learning technologies has reshaped educational practices toward more adaptive and learner-centered approaches. This study aims to analyze the integration and effectiveness of AI-based personalized learning within contemporary educational frameworks. Anchored in constructivist and cognitive theories, the study explores how intelligent tutoring systems, adaptive learning platforms, and natural language processing enabled feedback contribute to shifting the paradigm from teacher-centered to learner-centered learning. A mixed-method design was employed, involving interviews with educators and students, questionnaires, learning data analysis, and case studies across diverse educational contexts. Data were examined using statistical analysis, content analysis, and computational modeling to identify personalized learning pathways and evaluate their outcomes. Findings indicate that AI-driven personalization enhances student engagement, learning motivation, and academic achievement, while also supporting inclusive practices by reducing disparities in learning progress. Moreover, the results highlight the importance of algorithmic transparency and ethical considerations to ensure fairness in AI-supported education. The study concludes that rational and ethical use of AI technologies has significant potential to improve learning outcomes and equity in education. These findings imply the necessity of continuous research on algorithmic decision-making, pedagogy, and the ethical design of AI in education, providing valuable insights for the future development of personalized learning technologies.
Integrating TPACK and IoT to Enhance Learning Outcomes and Energy Efficiency in Transportation Vocational Education Dita Rama Insiyanda; Mohammad Obie Restianto; Ataline Muliasari; Yudi Karyanto; Budiharso Hidayat; Guntur Tri Indra Setiawan; Femmy Sofie Schouten; Edi Santosa
Journal of Education Technology Vol. 9 No. 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i4.103369

Abstract

Vocational education is expected not only to improve students’ academic achievement but also to contribute tangible solutions to societal challenges, particularly those related to energy efficiency and sustainability in transportation infrastructure. However, the integration of pedagogical innovation with applied technological implementation remains fragmented. This study aims to explore the integration of the Technological Pedagogical Content Knowledge (TPACK) framework with Internet of Things (IoT) technology using Smart WiFi Plugs in transportation vocational education and to evaluate its impact on students’ learning outcomes and public energy efficiency. The study employed a mixed-methods design using a convergent parallel approach. The qualitative component examined instructional innovation through Problem-Based Learning, Project-Based Learning, Service-Learning, and Experiential Learning, while the quantitative component measured electricity consumption before and after IoT implementation in public street lighting, security posts, and student dormitories. Data were analyzed descriptively and complemented by independent-samples t-tests and effect size calculations. The findings indicate improvements in students’ academic performance, reflected in increased mean scores and reduced variability in learning outcomes. In addition, the implementation of IoT-based Smart Plugs resulted in energy efficiency gains ranging from 14.2% to 33.3%, with substantial potential for operational cost savings. This study concludes that integrating TPACK and IoT in transportation vocational education effectively enhances instructional quality while generating meaningful social impact through improved energy efficiency and sustainable infrastructure practices.
GenAI, Human Design, and Academic Roles in the Department of Library and Information Science Rahmi; Aviazka Firdhaussi Azmir; Nina Mayesti
Journal of Education Technology Vol. 9 No. 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i4.103993

Abstract

The rapid development of Generative Artificial Intelligence (GenAI) in higher education has shifted the focus from mere technological access toward issues of trust and governance; however, empirical evidence regarding patterns of GenAI utilization remains limited. This study aims to analyze patterns of GenAI use, levels of trust in the technology, and to examine whether Human Design (HD) labels differentiate perceptions and practices of GenAI use in academic settings. The study employed a quantitative design using a cross-sectional survey approach. Data were collected through an online questionnaire administered to 213 respondents, consisting of students and lecturers from the Department of Library and Information Science. Data analysis was conducted using descriptive and inferential statistics, specifically one-way analysis of variance (ANOVA), across five main constructs: academic performance, prior experience, personal perceptions, technical knowledge, and trust in technology. The results indicate that GenAI has been routinely used at an early to intermediate stage of integration, primarily for ideation and academic drafting activities. Respondents demonstrated a “competent yet critical” attitude, with relatively low levels of trust in terms of accuracy and privacy. Furthermore, the HD labels did not reveal significant differences across all analyzed constructs. This study concludes that trust in technology is a key factor shaping the quality of academic engagement with GenAI; therefore, strengthening verification-centered literacies and inclusive privacy policies is essential to promote responsible GenAI adoption in higher education.

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