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Journal International Inspire Education Technology (JIIET)
Published by Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar
ISSN : 28301021     EISSN : 28301013     DOI : https://doi.org/10.55849/jiiet
Core Subject : Science, Education, Social,
Computer Science & IT Education Social Sciences
Journal International Inspire Education Technology (JIIET) is an international peer-reviewed open-access journal dedicated to interchange for the results of high-quality research in all aspect of Educational Technology (Learning). The scope of Journal International Inspire Education Technology is not only in the form of study, research, or development, but also book review on education technology. But also focused on: Distant and Open Learning, Information and Communication Technology (ICT) for Education, Learning Strategy, Learning Media, Innovative Learning System or Model, Development of Digital Learning Content, Utilization of ICT and other media for Education (Learning). The journal publishes state-of-art papers in fundamental theory, experiments, and simulation, as well as applications, with a systematic proposed method, sufficient review on previous works, expanded discussion, and concise conclusion. As our commitment to the advancement of science and technology, the JIIET follows the open access policy that allows the published articles freely available online without any subscription. Submitted papers must be written in English for initial review stage by editors and further review process by minimum two international reviewers.
Arjuna Subject : Umum - Umum
Articles 3 Documents
 1 
Search results for , issue "vol. 5 no. 2 (2026)" : 3 Documents clear
THE USE OF MOBILE APPLICATIONS FOR LANGUAGE LEARNING: A STUDY ON EFFECTIVENESS AND STUDENT PERCEPTIONS Nyak Mustakim; Syafiq Amir; Rashid Rahman
Journal International Inspire Education Technology Vol. 5 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v5i2.1248

Abstract

The integration of mobile applications in language learning has gained significant attention due to their potential to enhance educational experiences. While several studies have explored their effectiveness, the relationship between mobile app usage and language proficiency improvements remains unclear. This research aims to evaluate the effectiveness of mobile applications for language learning and to explore students’ perceptions of these tools. A mixed-methods approach was employed, combining quantitative assessments of language proficiency (pre- and post-test scores) and qualitative student feedback through perception questionnaires and interviews. The sample consisted of 200 undergraduate students from a university, with 100 students using mobile applications and 100 using traditional methods. The findings revealed that the experimental group showed significant improvements in language proficiency, particularly in vocabulary and grammar, compared to the control group. Moreover, students in the experimental group reported higher satisfaction and engagement levels. These results suggest that mobile applications can significantly enhance language learning outcomes while offering an engaging, flexible learning experience. The study contributes to the growing body of research on mobile learning by providing a comprehensive evaluation of both objective outcomes and subjective experiences. Further research is needed to explore long-term impacts and the effectiveness of specific app features on language acquisition.
ASSESSING THE IMPACT OF ONLINE LEARNING COMMUNITIES ON COLLABORATIVE LEARNING AND KNOWLEDGE SHARING Roni Subhan; Vann Sok; Sokha Dara
Journal International Inspire Education Technology Vol. 5 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v5i2.1249

Abstract

The increasing integration of online learning communities into educational settings has sparked interest in their potential to enhance collaborative learning and knowledge sharing. While these communities are widely recognized for fostering peer interaction and engagement, their specific impact on learning outcomes remains underexplored. This study aims to assess the impact of online learning communities on collaborative learning and knowledge sharing among university students. A mixed-methods approach was employed, combining quantitative surveys to measure collaboration and knowledge sharing, alongside qualitative interviews to capture student experiences. The experimental group, which participated in online learning communities, showed significant improvements in both perceived collaboration and knowledge sharing compared to the control group, which engaged in traditional learning methods. The post-survey results indicated higher levels of interaction, peer support, and knowledge exchange within the experimental group. These findings suggest that online learning communities foster an environment conducive to collaborative learning, enhancing students' engagement and their ability to share knowledge. The study contributes to the growing body of research on online education by providing empirical evidence of the benefits of these communities. Future research should explore the long-term effects of online learning communities and examine how specific platform features can further enhance collaborative learning.
THE ROLE OF DIGITAL LITERACY IN THE DEVELOPMENT OF 21ST-CENTURY SKILLS IN STUDENTS Ummi Rasyidah; Ethan Tan; Nong Chai
Journal International Inspire Education Technology Vol. 5 No. 2 (2026)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v5i2.1260

Abstract

The integration of digital technologies in education has become a critical factor in shaping the skills required for success in the 21st century. Digital literacy, defined as the ability to effectively navigate, evaluate, and create information using digital tools, is increasingly seen as an essential skill in fostering cognitive and social competencies. This study explores the role of digital literacy in the development of 21st-century skills, including critical thinking, creativity, communication, and collaboration, in students. The research aims to investigate how digital literacy influences students' ability to develop these competencies and identify specific digital tools that facilitate this process. A mixed-methods approach was employed, combining surveys, digital literacy assessments, and interviews with educators and students. The results indicate that students with higher digital literacy levels demonstrate significantly better performance in creativity (75%) and critical thinking (68%), as well as improved collaboration and communication skills. The study concludes that digital literacy plays a pivotal role in equipping students with the necessary skills to navigate complex problems, communicate effectively, and collaborate in diverse environments. The research suggests that integrating digital literacy into educational curricula is crucial for preparing students for future challenges and opportunities.

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