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Psychology, Evaluation, and Technology in Educational Research
Published by Research and Social Study Institute
ISSN : -     EISSN : 26225506     DOI : -
Core Subject : Science, Education, Social,
Computer Science & IT Education Social Sciences
Psychology, Evaluation, and Technology in Educational Research is a peer reviewed open-access journal which publishes educational research articles in psychology, evaluation, and technology. Every submitted manuscript will be reviewed by at least two peer-reviewers using double blind review method.
Arjuna Subject : -
Articles 7 Documents
 1 
Search results for , issue "Vol. 8 No. 1 (2025)" : 7 Documents clear
Quranic mushaf use and religious character: A meta-analysis Anwas, Ence Oos M.; Arlinwibowo, Janu; Nur, Ismail; Susanto, Juli; Shah, Imam; Miswanto, Miswanto; Aziz , Asep Rifqi Abdul; Anwas, Ihsan Maulana
Psychology, Evaluation, and Technology in Educational Research Vol. 8 No. 1 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v8i1.292

Abstract

This meta-analysis examines the association between use of the Qur’anic mushaf and the development of religious character and Qur’anic literacy. Studies were identified through Google searches and screened against a priori inclusion criteria. Following data extraction, pooled effects were estimated with a random-effects model. The analytic workflow comprised tests of heterogeneity, calculation of the summary effect size, assessment of publication bias, and moderator analyses. Across 33 studies (N = 2,209), the pooled correlation was r = 0.53, indicating a moderate-to-strong association between mushaf reading intensity (including memorization and habitual practice) and positive religious character outcomes—namely religiosity, student character traits, emotional intelligence, and learning behavior. These findings suggest that character-education initiatives should integrate structured Qur’anic literacy within both formal and non-formal settings, supported by equitable access to printed and digital mushaf and sustained guidance from teachers, religious instructors, and parents.
Differentiated learning in inclusive educational activities in junior high school Khumaira, Anisa Firda; Wahyono, Sugeng Bayu
Psychology, Evaluation, and Technology in Educational Research Vol. 8 No. 1 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v8i1.293

Abstract

This study aims to analyze teacher and student activities in differentiated learning within inclusive education at SMPN 1 Yogyakarta. The research focuses on: (1) how differentiated learning is facilitated in inclusive education for students with disabilities, and (2) the role of teachers in implementing differentiated learning for students with disabilities. This study employed a qualitative case study approach, collecting data through observation, in-depth interviews, and documentation. Data validity was tested through triangulation of techniques and data sources, while analysis was conducted through reduction, presentation, and conclusion drawing stages. The findings indicate that differentiated learning facilitation has been applied through modifications of curriculum, processes, products/assessments, and learning environments. Teachers adapt materials, apply the pull-out model, implement heterogeneous group learning, and conduct individual assessments based on students' abilities. Teachers' roles in implementing differentiation include upholding ethical principles of equal educational rights, providing developmental opportunities for students with disabilities, fostering empathy among regular students, and enhancing self-confidence in students with disabilities. In conclusion, differentiated learning serves as an effective strategy in inclusive education, although its implementation remains limited to the product aspect and relies heavily on Inclusion Support Teachers.
Integrating generative pre-trained transformer into a differentiated learning management system for counselor education Setiyowati, Arbin Janu; Prihatiningsih, Riskiyana; Bariyyah, Khairul; Hidayatullah, Hengki Tri
Psychology, Evaluation, and Technology in Educational Research Vol. 8 No. 1 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v8i1.286

Abstract

Differentiated learning has become a critical approach in counselor education, as it allows instructional processes to be tailored to individual learner needs. However, most existing Learning Management Systems (LMS) have yet to fully support this pedagogical principle. With the rapid advancement of artificial intelligence, particularly Generative Pre-trained Transformer (GPT) models, new opportunities have emerged to develop more adaptive and personalized LMS platforms. This study aims to identify the initial design needs of a differentiated learning LMS in counselor education and explore the potential integration of GPT as a supportive technology. Employing an exploratory qualitative approach, data were collected from 34 pre-service teachers in a Guidance and Counseling Teacher Professional Education Program using a combination of open- and closed-ended questionnaires and semi-structured interviews. The analysis revealed eight key areas of student need within the LMS, including media variation, contextualization, interactivity, accessibility, and automated feedback. GPT’s features were found to align with these needs, particularly its ability to deliver case-based simulations, personalized content recommendations, and adaptive feedback. These findings provide a conceptual foundation for the development of LMS platforms that are more contextualized, human-centered, and capable of supporting differentiated learning in counselor education.
Cultivating global diversity character through culturally responsive and differentiated learning in heterogeneous elementary schools Kasanah, Uswantun; Suastika, I Nengah; Parmiti, Desak Putu
Psychology, Evaluation, and Technology in Educational Research Vol. 8 No. 1 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v8i1.302

Abstract

This qualitative study explores the understanding and challenges of instilling global diversity character through the integration of Culturally Responsive Teaching (CRT) in highly heterogeneous elementary schools. A qualitative approach was employed, with a focus on grade IV students from several private schools in Bali, Indonesia, known for their diverse student demographics. The findings indicate that while students possess a commendable foundation of local tolerance, their internalization of a broader global diversity is largely superficial. This gap is attributed to the lack of pedagogical strategies that explicitly link local understanding to a global context, compounded by the significant internal diversity of students in terms of readiness, interests, and learning profiles. The research reveals that although teachers have attempted to implement CRT, they face challenges primarily due to limited time and resources in comprehensively differentiating content, process, and product to meet these varied needs. This study argues that a synergistic integration of CRT and differentiated learning is crucial to bridge this gap, fostering tolerance and also a genuine and profound understanding, or deep learning, of global diversity that prepares students to be empathetic and adaptable global citizens.
Etnoscience-based PBL using Subak Bali to shape elementary students' contextual science understanding Yasa, I Wayan Dresti; Jampel, I Nyoman; Candiasa, I Nyoman
Psychology, Evaluation, and Technology in Educational Research Vol. 8 No. 1 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v8i1.308

Abstract

This study explores the implementation and challenges of the Etnoscience-Based Problem Based Learning (PBL) model using the Subak Bali Context in shaping science understanding (Force Material) in fourth-grade students at elementary school. Subak is analyzed as an etnoscience-rich irrigation system, providing an authentic context for Deep Learning according to the Merdeka Curriculum. This qualitative study uses a case study design. Data was collected through observation, interviews, and document analysis, including motivation questionnaire response patterns based on Uno's indicators and C4-C5 tests. Strict credibility procedures especially Source Triangulation and Member Checking were used for validation. The results show Etnoscience PBL is effective as a Deep Learning catalyst, evidenced by the C4-C5 narrative quality integrating the concept of Force. The implementation also fosters intrinsic motivation by fulfilling the students' Sense of Belonging. The main challenges found were cognitive focus management and cultural value sensitivity (Member Checking). Mitigation solutions include the Subak Miniature Model (low-cost) and C5 project revision for sustained motivation and HOTS.
Exploring and analyzing mathematics learning activities through a constructivist approach: A case study Permatasari, Dwi; Tahir, Tahir; Chairuddin, Chairuddin
Psychology, Evaluation, and Technology in Educational Research Vol. 8 No. 1 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v8i1.310

Abstract

This study aims to explore and analyze the application of a constructivist approach in mathematics learning at SMA Negeri 1 Lalolae. The research employed a descriptive qualitative method with data triangulation through classroom observations, teacher interviews, and student questionnaires. The findings indicate that constructivist elements have been partially implemented, as reflected in classroom discussions, opportunities for students to express arguments, and activities that encourage independent problem solving. Students showed positive responses in terms of increased motivation and learning engagement, although some students remained passive and experienced difficulties in constructing concepts independently. In conclusion, the implementation of a constructivist approach in mathematics learning at SMA Negeri 1 Lalolae has not yet been optimal and requires support in the form of improved learning facilities and teacher training to enhance its effectiveness and sustainability.
The effectiveness of AI-assisted instruction for primary school students with mathematics learning disabilities Fangping, Wang; Ratna sari, Nuraeni; Wang, Bingli
Psychology, Evaluation, and Technology in Educational Research Vol. 8 No. 1 (2025)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/petier.v8i1.311

Abstract

Despite the increasing application of artificial intelligence technology in education, research on the effectiveness of AI-assisted instruction systems for primary school students with mathematics learning disabilities remains limited. This study investigated the effects of a customized AI-assisted instruction system on improving academic performance and learning motivation among primary school students with mathematics learning disabilities. Using a quasi-experimental design, 42 third-to-fifth grade students diagnosed with mathematics learning disabilities from three primary schools in Jiangsu Province participated in a 12-week intervention study. The experimental group (n=21) received AI-assisted instruction intervention, while the control group (n=21) received traditional remedial instruction. The study collected data using standardized mathematics tests, learning motivation scales, and classroom observation records. Results showed that students in the experimental group demonstrated significant improvements in both mathematics achievement (Cohen's d=0.89) and learning motivation (Cohen's d=0.76). This article discusses strategies for effectively implementing AI-assisted instruction systems in special education settings.

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