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Journal of Applied Science, Engineering, Technology, and Education
Published by PT. Mattawang Mediatama Solution
ISSN : -     EISSN : 26850591     DOI : https://doi.org/10.35877/454RI.asci1116
Core Subject : Science, Education, Engineering,
Civil Engineering, Building, Construction & Architecture Computer Science & IT Electrical & Electronics Engineering Industrial & Manufacturing Engineering Other
Journal of Applied Science, Engineering, Technology, and Education (ASCI) is an international wide scope, peer-reviewed open access journal for the publication of original papers concerned with diverse aspects of science application, technology and engineering.
Arjuna Subject : Umum - Umum
Articles 299 Documents
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A Quantitative Model of Instructional Leadership and Job Satisfaction: Regression-Based Evidence from Private Primary Schools in China Xiaohan Liu; Aida Hanim A. Hamid; Mohamed Yusoff Mohd Nor
Journal of Applied Science, Engineering, Technology, and Education Vol. 7 No. 3 (2025)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.asci4199

Abstract

Teacher job satisfaction is essential for ensuring high-quality education. While instructional leadership and teacher professional development are widely recognized as influential factors, their interaction remains insufficiently examined, particularly in the context of private primary schools in China. This study investigates how headteachers’ instructional leadership and teachers’ professional development contribute to job satisfaction, using data collected from 350 teachers in private primary schools in Zhengzhou, China. Regression and mediation analyses were conducted with SPSS and PROCESS to assess the direct and indirect relationships among the variables. The findings reveal that both instructional leadership and professional development positively influence teacher satisfaction. Furthermore, teacher professional development partially mediates the effect of instructional leadership on job satisfaction, indicating a dual pathway through which school leaders can enhance outcomes for teachers. These results underscore the importance of supportive leadership and continuous professional opportunities in fostering a satisfied and motivated teaching workforce. The study contributes to the growing body of applied educational research in non-Western contexts and offers practical implications for improving teacher retention and development practices in private education settings.
Optimization Student Learning Outcomes Through Hyflex Learning Based On Student Engagement Ni Nyoman Parwati; I Gusti Putu Suharta; I Gde Wawan Sudatha; Putu Buddhi Prameswara; Siti Hajar Halili
Journal of Applied Science, Engineering, Technology, and Education Vol. 7 No. 3 (2025)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.asci4134

Abstract

Student engagement is an important factor in determining learning outcomes, but in online learning in particular, many obstacles are still faced. On the other hand, studies on the implementation of effective online learning are still limited. This study aims to: 1) produce an empirical mapping of the implementation of online learning based on student engagement and its impact on their learning outcomes, 2) describe the characteristics of HyFlex learning based on student engagement and 3) describe respondents' opinions about student engagement in HyFlex learning. The research instruments used were observation sheets, document recording sheets, questionnaires and interview guides. Data were analyzed using a meta-analysis method by calculating the effect size of selected articles, complemented by qualitative descriptive analysis. The results of the study are: 1) student engagement is significantly positively correlated with student learning outcomes, indicating a strong influence in the high category. 2) identification of valid HyFlex learning characteristics based on student engagement to optimize their learning outcomes, and 3) respondents' opinions about student engagement in HyFlex learning are very positive, with an average of 73% good responses in both synchronous and asynchronous modes. Future researchers can further develop and apply the HyFlex Model in different environments.
Mathematical Creativity: A Systematic Review of Current Research on Eye-Tracking Technology Farman; Tatag Yuli Eko Siswono; Agung Lukito; Ratna Sari Dewi; Oscar Ndayizeye; Fitriyani Hali
Journal of Applied Science, Engineering, Technology, and Education Vol. 7 No. 3 (2025)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.asci4167

Abstract

Recent empirical research on mathematical creativity using eye-tracking (ET) technology has faced challenges in developing comprehensive overviews due to the diversity of tools, task types, ET metrics, and identification methods. Thus, this systematic review attempts to examine studies that focus on mathematical creativity and incorporate ET technology. Guided by Newman and Gough’s seven-step approach, a Scopus database search covering publications up to 2024 identified five eligible empirical studies collected for this study. The review reveals that researchers employed two primary types of eye trackers: screen-based trackers, which are affordable and unobtrusive, and eye-tracking glasses, which enable participants to engage in paper-and-pencil tasks while moving naturally. To stimulate creative thinking, the studies utilized open-ended mathematical tasks—particularly geometry-based multiple solution tasks (MST) and visual modeling tasks—that encourage divergent exploration. In analyzing creative processes, researchers combined ET metrics such as fixation duration, fixation count, and scan paths with gaze-overlaid videos, offering complementary insights into visual attention patterns and idea development. Additionally, several studies integrated ET with stimulated recall interviews (SRI), allowing participants to reflect on their strategies and deepening the interpretation of cognitive processes. This methodological combination effectively captures both visual behaviors and participants’ reflections, highlighting the complexity of creative thinking in mathematics and offering guidance for future research and instructional practice.
Instructional Leadership in the Age of AI: Guiding Effective Use of AI Tools in University English Speaking Practice Ping He; Aida Hanim A Hamid; Mohamed Yusoff Mohd Nor
Journal of Applied Science, Engineering, Technology, and Education Vol. 7 No. 3 (2025)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.asci4270

Abstract

The fast-evolving artificial intelligence (AI) has revolutionized the higher sectors of education particularly the messaging segments of English speaking. The opportunities brought by AI tools include chatbots, speech recognition, and 24/7 virtual tutoring that are all available at more individual utilized levels with direct feedback, though need to be supported by a strong leadership in instruction to be effective. The systematic review (SLR) of literature applied in this paper as the PRISMA technique to cover the role of leadership to enhance the contribution to adoption and integration of AI tools in the English-speaking practice at the university level. The review identified three main themes that should be factored in to inform how AI should be used in the academic world. The outcomes indicate that a successful implementation factor occurs because of the well-considered strategy in a leadership domain, teacher training and materials, and organizational integrity and inclusion policies. The results indicate that AI implementation is a non-technological problem but an initiative of the executives who have to implement such strategies as tactical thinking, groupwork, and the ethical duty to improve the performance of language learning even further.
Cyberlearning Model with Microlearning Strategies to Enhance Edutechpreneurship Skills for University Students Nurhikmah H.; Abdul Muis Mappalotteng; Abdul Hakim; Laksmi Dewi; Abna Hidayanti; Utari Dewi
Journal of Applied Science, Engineering, Technology, and Education Vol. 7 No. 3 (2025)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.asci4363

Abstract

The rapid growth of the education technology (edutech) sector demands the development of entrepreneurial skills among university students to foster innovation and address educational challenges. This study employed the 4D instructional design model—Define, Design, Develop, and Disseminate—by creating an online platform that features personalized learning paths, interactive modules, collaborative tools, and real-time analytics. This research design was employed with 100 university students specializing in education and technology. Over eight weeks, participants engaged with microlearning modules focused on key entrepreneurial concepts and collaborated on projects simulating real-world Edutech scenarios. The findings show that online microlearning models prioritize technological accessibility, quality content, engagement, and flexibility, which are in high demand. Microlearning with short modules and interactive videos improves comprehension and engagement. Task and Concept Analyses frame learning and deepen understanding of key concepts, enabling students to apply learning outcomes. The cyberlearning model used criterion-referenced exams, evaluation tools, and interactive media like short movies, infographics, and gamification to increase edutechpreneurship. A Wilcoxon Signed Rank Test analysis revealed a significant difference between pre-test and post-test scores (p-value < 0.05). The cyber learning model boosted students' Edutechpreneurship skills. Edutechpreneurship, which combines educational technology and entrepreneurship, improves online learning and promotes entrepreneurship. This model requires entrepreneurship education in online learning platforms. This research offers valuable insights into innovative educational practices that prepare students to lead and innovate in the evolving EdTech industry. The model is effective and relevant to augment depth, readability, and personalization for an optimal learning experience
Statistical Dashboards and Business Intelligence in Campus Information Systems: A Bibliometric Review of Implementation Trends Ansari Saleh Ahmar; Agung Triutomo
Journal of Applied Science, Engineering, Technology, and Education Vol. 7 No. 3 (2025)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.asci2969

Abstract

Campus academic information systems have become mission-critical infrastructure in higher education, yet a significant paradox persists. Many universities operate monolithic architectures that consolidate student data and administrative functions within unified platforms—offering inherent security advantages including centralized authentication, unified access control, and simplified vulnerability monitoring. However, scholarly discourse examining how these secure integrated systems can simultaneously achieve advanced business intelligence capabilities remains remarkably thin. This bibliometric study analyzes 749 publications from Scopus (2010-2025) to map the intellectual landscape of campus information systems research, with particular attention to security frameworks and statistical dashboard implementations. The methodology combines linear regression trend analysis (? = 2.54, p = 0.00135, R² = 0.5317), Bradford's Law, Lotka's Law, and k-means clustering (k = 9). Results reveal statistically significant publication growth (CAGR = 1.46%), accumulating 6,039 citations (mean = 8.06) across 1,945 authors from 86 countries. Indonesia dominates contributions (26.1%), followed by China (10.3%) and the United States (8.1%). Thematic analysis identifies nine research clusters, with security-focused studies employing PTES and OWASP methodologies achieving 83% intrusion detection accuracy, while governance evaluations using COBIT and ISO 27001 reveal system maturity gaps. Critically, fewer than 10% of publications address real-time analytics or decision support visualization within secure monolithic architectures. The collaboration index (3.03 authors/document) and degree of collaboration (83.2%) indicate robust interdisciplinary practices. Findings suggest that while security research has matured, significant gaps persist in integrating business intelligence dashboards with secure monolithic systems—highlighting urgent need for research bridging data protection frameworks with analytical capabilities.
Investigation Readiness of teachers and students in online learning: A Study Quantitative method Abdul Muis Mappalotteng; Nurhikmah H.; Hengki Wijaya; Ivan Th. J. Weismann; Istar Al Fatih Malik Nur
Journal of Applied Science, Engineering, Technology, and Education Vol. 7 No. 3 (2025)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.asci4212

Abstract

Online learning has become a reality in Indonesia in mid-2022. Conventional learning has experienced a suspended animation, and suddenly, online learning has become viral and a necessity for all schools, including high schools. This study aims to determine the relationship between teacher readiness and high school student’s readiness for online learning during the post pandemic. There were 407 teacher and high school student respondents, respectively. They used the correlation approach, F test, and regression equation to measure the correlation between each teacher's readiness and student readiness indicator. The findings show that the relationship between teacher and student readiness is insignificant. Readiness of online learning infrastructure has more influence than indicators of digital literacy and teacher self-efficacy, pedagogical abilities, teacher attitudes, and readiness for document management. The teacher’s attitude toward online learning does not influence student readiness for online learning.
Development of an Organic Agriculture Ontology for Young Agripreneurs Sumana Chiangnangam; Wirapong Chansanam; Malee Kabmala
Journal of Applied Science, Engineering, Technology, and Education Vol. 7 No. 3 (2025)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.asci4280

Abstract

This study develops an ontology of organic agriculture designed to support young agripreneurs in aligning their practices with standardized organic farming systems. The purpose was to structure and represent domain-specific knowledge systematically, enabling its application in decision support and information systems. The ontology construction followed a three-stage framework: defining the purpose, developing the ontology, and conducting evaluations. A knowledge engineering approach with seven steps was applied, and the Hozo Ontology Editor served as the development tool. The resulting ontology comprises 127 classes, including nine core categories—Young Agripreneurs, Organic Farming, Products, Business, Markets, Agriculture Processes, Agencies, Services, and Document—supported by 118 subclasses. Furthermore, 31 properties and interrelationships were defined to represent the conceptual linkages within the domain. Evaluation by domain experts, based on five criteria—definition and scope, class identification, property specification, instance creation, and applicability—confirmed a high level of appropriateness. The final ontology, delivered in OWL format, provides a robust knowledge model for organic agriculture. Its significance lies in facilitating knowledge-based recommender systems that enhance decision-making and planning for young agripreneurs, ultimately contributing to sustainable agricultural entrepreneurship.
The Impact of Digital Learning Technologies on Students’ English Learning Strategies in the New Normal Era Geminastiti Sakkir; Haryanto Atmowardoyo; Syarifuddin Dollah
Journal of Applied Science, Engineering, Technology, and Education Vol. 7 No. 3 (2025)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.asci4290

Abstract

This study examines the impact of digital learning technologies on English learning strategies among secondary and tertiary students in the New Normal era, combining quantitative and qualitative perspectives. Quantitative data were collected from 206 English education university students via a Likert-scale questionnaire assessing technology use frequency, perceived usefulness, and learning strategy adoption. Qualitative data were gathered from senior high school students in South Sulawesi through an open-ended questionnaire on strategies, media, and study habits. Findings indicate that digital tools, particularly YouTube, Google Translate, online dictionaries, and mobile apps, are extensively used and perceived as beneficial across educational levels. Quantitative results show significant positive correlations between technology use and metacognitive, cognitive, and social-affective strategies. Regression analysis confirms that technology use and perceived usefulness predict strategy adoption. Qualitative findings reveal diverse student strategies such as independent study, media consumption, vocabulary memorization, and the use of both online and offline resources. The study concludes that digital technologies facilitate self-regulated, interactive, and resource-rich learning, offering pedagogical implications for technology-integrated language instruction in the post-pandemic era.
Determining the most critical factors affecting E-learning in some Saudi universities by using statistical methods Hanaa Abu-Zinadah; Salwa AlKhayyat; Eman Alhawiti
Journal of Applied Science, Engineering, Technology, and Education Vol. 7 No. 3 (2025)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.asci4377

Abstract

The global COVID-19 pandemic accelerated the shift to e-learning in higher education, making faculty acceptance a key factor in its success. This study aims to identify factors influencing the orientations of faculty members in some Saudi universities toward e-learning (blended learning) as a viable alternative to traditional instruction. Statistical methods, including Decision Tree, Neural Network, and Logistic Regression analyzes, were used to determine these factors. The analysis revealed that the most influential factors shaping faculty attitudes toward e-learning were the suitability of teaching from home, the adherence to lecture schedules, the availability of lecture recordings, the need for additional time and the view of blended learning as a solution during crises. These findings suggest that technological readiness, time discipline, and positive perceptions of blended learning enhance faculty acceptance of e-learning (blended learning).

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