Journal International Inspire Education Technology (JIIET)
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.
Articles
78 Documents
<![CDATA[The Effect of Video Intervention on Sensitivity in Early Childhood Teachers ]]>
<![CDATA[Sappaile, Baso Intang]]>;
<![CDATA[Kathryn, Morse]]>;
<![CDATA[Cale, Woolnough]]>
<![CDATA[ Journal International Inspire Education Technology Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiiet.v3i1.630
<![CDATA[At this time the world is experiencing rapid developments in science and technology, one of the factors that influences the world of education is an educator, especially early childhood teachers. Therefore, early childhood educators are required to be able to apply video media during learning. Educators in this era pay less attention to empowering learning videos in increasing teacher sensitivity. This research aims to find out how optimal the use of technology is. The method used in this research is quantitative research, data obtained from interviews with research objects. Based on the analysis carried out, research results were found which contained an increase in the effectiveness of early childhood teachers in carrying out the learning process by paying attention to video interventions. The conclusion of this research is that there is an increase in sensitivity by implementing video learning interventions for early childhood teachers. The limitation of this research is that it only focuses on video interventions, whereas there are many other learning media that function as alternatives for teaching and learning in the classroom. The researcher hopes that future researchers can conduct research related to teacher sensitivity using video intervention. This research also recommends that future researchers use the research as a reference in conducting research on video interventions.]]>
<![CDATA[The Utilization of Cake Application in Strengthening English Speaking Skills: Students’ Experience ]]>
<![CDATA[Budiyanto, Darmawan]]>;
<![CDATA[Manisah, Manisah]]>;
<![CDATA[Ridho, M. Rasyid]]>
<![CDATA[ Journal International Inspire Education Technology Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiiet.v3i1.640
<![CDATA[English is widely used as a tool to communicate people from different countries. In fulfilling this, skills in using language are needed. The purpose of this study is to find the use of the Cake application in strengthening English speaking skills of students majoring in Tadris English, semester 6, Universitas Islam Negeri Yunus Batusangkar. This research approach is to use quantitative with research design using surveys. The data collection technique was carried out using questionnaires given to each person in each class. The number of statements made in the questionnaire was 18 statements. The population used is Universitas Islam Negeri Mahmud Yunus Batusangkar students, majoring in Tadris English, semester 6. The samples used were 40 samples. The results of the assessment show that the use of the Cake application can help students improve their speaking skills. This is because of the many kinds of features available in the application, the selection of levels ranging from beginner to advanced in accordance with learning interests, equipped with assessments that can find out or correct the location of mistakes made, and are effectively used because they use the internet network and mobile phones or laptops that are already owned by students.]]>
<![CDATA[A Responsive Internship Program from the Viewpoint of Beginning Teachers ]]>
<![CDATA[Boholano, Helen B.]]>;
<![CDATA[Jamon, Bernard Evangelicom V.]]>;
<![CDATA[Corpuz, Brenda B.]]>;
<![CDATA[Bacaltos, Richel N.]]>
<![CDATA[ Journal International Inspire Education Technology Vol. 3 No. 2 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiiet.v3i2.641
<![CDATA[The final semester of a four-year education course involves a student teaching or internship period that poses a number of challenges to cooperating teachers, college supervisors, student teachers, and school administrators, among other stakeholders. This stage connects the theoretical and practical in real-world learning environments, acting as a pillar in the professional development of future educators. A seamless transition from theory to practice is made possible by responsive internship programs that integrate classroom experiences with pre-service training in response to evolving educational demands. This study explores the perspectives and experiences of pre-service teachers in internship programs using a qualitative phenomenological approach. Semi-structured interviews with stakeholders in Visayas, Philippines provide priceless information about program effectiveness and areas for improvement. Important issues come to light, highlighting the need of preparing teacher interns with flexible abilities, incorporating technology, learner-centered approaches, encouraging cooperation between organizations and educational institutions, and professionalism. Experiential learning and exposure to a range of student populations are essential for refining instructional strategies and fostering professional development. The study provides valuable information that may be utilized to improve internship programs, which in turn helps to foster the professional growth of new teachers and improves students’ educational achievement.]]>
<![CDATA[Developing Interactive Learning with PowerPoint via the Canva Application" ]]>
<![CDATA[Zebua, Warisman]]>;
<![CDATA[Gulo, Sesiwarniwati]]>;
<![CDATA[Bawamenewi, Arozatulo]]>;
<![CDATA[Gulo, Misi Kristiani]]>
<![CDATA[ Journal International Inspire Education Technology Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiiet.v3i1.654
<![CDATA[Research with the title "Development of Descriptive Text Learning Media with the Canva Application for Class X Students of SMK Negeri 1 Hiliduho". The problem of this research can be formulated, namely about how students use the Power Point application using the Canva application, as well as how attractive the Power Point learning media using the Canva application is for students, about the suitability of Power Point learning media for students and the effectiveness of Power Point learning media. . The aim of this research is to develop interactive learning with PowerPoint using the Canva application. This research uses a qualitative research method with a descriptive approach: the research subjects are students and teachers. The Research Object is the Development of Power Point Learning Media using the Canva Application, the Research Assessment Instrument is a Test Instrument, and an Assessment Rubric which consists of several assessment aspects, namely: appropriateness of material content, media display content, appropriateness of learning support processes, and appropriateness of material presentation. Method It collects data through observations and interviews to describe how students learn to write descriptive text with the help of the Canva application. The data analysis technique used in the research is firstly data reduction, secondly data presentation and thirdly drawing conclusions and identifying the suitability of the material as well as presenting the material using Power Point media, and describing the suitability of supporting the learning media used. The implementation of Canva media in Indonesian language learning went well, was conducive and interactive. Before entering the learning process, of course there are steps to make Canva media. In the implementation of the learning process there are several weaknesses that arise when learning takes place. However, the advantages of Canva's media implementation are more impactful than its weaknesses.]]>
<![CDATA[E-Learning is Effectively Used for Management for IT Service Courses ]]>
<![CDATA[Maulana, Ilham Tri]]>;
<![CDATA[Ambiyar, Ambiyar]]>;
<![CDATA[Rizal, Fahmi]]>;
<![CDATA[Suhaedin, Enjang]]>
<![CDATA[ Journal International Inspire Education Technology Vol. 3 No. 2 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiiet.v3i2.689
<![CDATA[This development research ailems to develop learning media (E-Learning) for employee class in management for IT service courses at Metamedia University. E-Learning is designed to improve student learning outcomes, so students can fully understand the material provided. This study uses the Instructional Development Institute development method. IDI procedures are defining, developing, and evaluating. The type of data is primary data where the data obtained from media experts, lecturers and students. Data were analysed using Descriptive Data Analysis Techniques which describe the validity, practicality, and effectiveness of using E-Learning. The results obtained from this research and development are as follows; (1) The validity of E-Learning is stated to be very valid in terms of content and interest with a total validity value of 84%, while the design aspect is stated to be valid with a total value of 85% (2) The practicality of E-Learning is based on the lecturer's response after through validation is stated to be practical with a total score of 87.5%, while the practicality of E-learning based on student responses after going through validation is stated to be practical with a total score of 80% (3) The results obtained from this study are E-Learning is effectively used by employee class students with a graduation rate of 48 student or 89% of 54 students. Based on the findings of this study, it was concluded that E-Learning is valid, practical and effective for use as a learning medium.]]>
<![CDATA[Challenges in Implementing ICT Solutions in Low-Income Schools ]]>
<![CDATA[Sucipto, Purwo Agus]]>;
<![CDATA[Zaki, Amin]]>;
<![CDATA[Lima, Lucas]]>
<![CDATA[ Journal International Inspire Education Technology Vol. 3 No. 3 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiiet.v3i3.718
<![CDATA[The integration of Information and Communication Technology (ICT) in education has been widely recognized for its potential to improve teaching and learning outcomes. However, low-income schools face unique challenges in implementing ICT solutions, which can hinder their effectiveness. This research explores the barriers and opportunities associated with the implementation of ICT in low-income schools. The study aims to identify the key factors influencing the adoption and integration of ICT, including infrastructure limitations, teacher preparedness, and access to resources. A mixed-methods approach was employed, involving both qualitative and quantitative data collection. Surveys were distributed to teachers and administrators from low-income schools, while interviews provided deeper insights into the contextual challenges faced by these institutions. Data analysis was conducted using SPSS to identify statistical trends, while thematic analysis was applied to the qualitative data. The findings revealed that inadequate infrastructure, such as a lack of reliable internet access and outdated equipment, is a significant barrier to ICT adoption. Furthermore, limited training for teachers in the effective use of ICT tools hampers their integration into the curriculum. Despite these challenges, the study identified potential opportunities for overcoming these barriers, including government support and community partnerships. In conclusion, the successful implementation of ICT in low-income schools requires addressing infrastructure gaps and enhancing teacher training programs. Strategic partnerships and policy interventions are crucial in ensuring that these schools can leverage the benefits of ICT to improve educational outcomes.]]>
<![CDATA[Designing a Hybrid Learning Model for Diverse Educational Needs ]]>
<![CDATA[Mustofa, Muhammad]]>;
<![CDATA[Costa, Tiago]]>;
<![CDATA[Silva, Pedro]]>
<![CDATA[ Journal International Inspire Education Technology Vol. 3 No. 3 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiiet.v3i3.719
<![CDATA[The rapid shift towards digital learning has highlighted the need for flexible and inclusive educational models that address diverse learner needs. Hybrid learning, which combines traditional face-to-face instruction with online learning, offers a solution to bridge the gap between accessibility and personalized learning. This research aims to design a hybrid learning model tailored to meet the varying educational needs of students from different backgrounds, learning preferences, and technological capabilities. A qualitative approach was employed, utilizing case studies from schools and universities that have implemented hybrid learning. Interviews with educators, administrators, and students were conducted to gather insights into the strengths and challenges of hybrid learning environments. Data was also collected from surveys to analyze student engagement and learning outcomes in hybrid settings. The findings indicate that a well-designed hybrid learning model can increase student engagement, foster personalized learning experiences, and provide greater flexibility in accessing educational resources. However, challenges such as digital divide issues, technological limitations, and the need for teacher training were also identified. The study highlights the importance of integrating support mechanisms for students and educators to maximize the effectiveness of hybrid learning. In conclusion, the research underscores the potential of hybrid learning to meet diverse educational needs, provided that key challenges such as technology access and educator readiness are addressed. The findings provide valuable insights for educators and policymakers looking to implement or enhance hybrid learning models in various educational settings.]]>
<![CDATA[The Effectiveness of Mobile Learning in Remote and Rural Areas ]]>
<![CDATA[Wahyuni, Erna]]>;
<![CDATA[Khan, Omar]]>;
<![CDATA[Raza, Amir]]>
<![CDATA[ Journal International Inspire Education Technology Vol. 3 No. 3 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiiet.v3i3.720
<![CDATA[Access to quality education in remote and rural areas remains a global challenge due to geographical isolation, lack of infrastructure, and limited resources. Mobile learning (m-learning) has emerged as a potential solution to bridge this gap, offering flexible and accessible education through mobile devices. This study aims to evaluate the effectiveness of mobile learning in remote and rural areas, focusing on its impact on student engagement, learning outcomes, and the challenges associated with its implementation. A mixed-methods research design was employed, combining quantitative surveys and qualitative interviews with students and teachers from rural schools that have adopted mobile learning platforms. The study involved 250 students and 50 teachers across three regions. Quantitative data was analyzed to assess learning outcomes, while qualitative data provided insights into the user experience and challenges faced in implementing m-learning. The findings reveal that mobile learning significantly improves student engagement, with 70% of students reporting increased motivation to learn due to the flexibility and accessibility of m-learning. However, technical challenges such as poor internet connectivity and limited access to devices were noted as barriers to full adoption. Despite these challenges, 65% of teachers reported positive changes in student performance and participation. In conclusion, mobile learning offers a promising solution for enhancing education in remote and rural areas. While it significantly improves engagement and learning outcomes, addressing the technical and infrastructural barriers is crucial for maximizing its potential. The study suggests that with proper investment in infrastructure, m-learning can be an effective tool for bridging educational disparities in underserved regions.]]>
<![CDATA[The Role of MOOCs in Lifelong Learning and Professional Development ]]>
<![CDATA[Wardhani, Rizky]]>;
<![CDATA[Aziz, Safiullah]]>;
<![CDATA[Khan, Jamil]]>;
<![CDATA[Siswanty, Fitri]]>
<![CDATA[ Journal International Inspire Education Technology Vol. 3 No. 3 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiiet.v3i3.721
<![CDATA[Massive Open Online Courses (MOOCs) have emerged as a key tool for promoting lifelong learning and professional development in the digital age. As technology continues to evolve, individuals and professionals alike are seeking flexible, accessible educational opportunities to advance their skills and knowledge. MOOCs provide an affordable and scalable solution, allowing learners to engage with high-quality content from institutions worldwide. However, the effectiveness of MOOCs in supporting lifelong learning and professional growth remains underexplored. This study aims to evaluate the role of MOOCs in facilitating lifelong learning and enhancing professional development outcomes. A mixed-methods approach was employed, combining quantitative surveys and qualitative interviews with 300 participants who have completed MOOCs across various disciplines. The study focuses on participants’ motivations, experiences, and the perceived impact of MOOCs on their personal and professional growth. Data were analyzed using statistical techniques to identify patterns and thematic analysis to gain deeper insights into learner experiences. The results indicate that MOOCs play a significant role in promoting self-directed learning, with 80% of respondents reporting that MOOCs contributed to their personal knowledge and skill development. Additionally, 60% of participants highlighted that completing MOOCs led to career advancements or improved job performance. However, barriers such as completion rates and lack of personalized feedback remain challenges for maximizing the impact of MOOCs. In conclusion, MOOCs offer substantial benefits for lifelong learning and professional development, particularly in terms of accessibility and flexibility. To fully harness their potential, improvements in course design and support mechanisms are necessary to increase completion rates and learner engagement.]]>
<![CDATA[Effective Use of ICT in Enhancing Classroom Learning Experiences ]]>
<![CDATA[Angkur, Maria Fatima Mardina]]>;
<![CDATA[Khan, Razia]]>;
<![CDATA[Zaman, Khalil]]>;
<![CDATA[Walid, Abul]]>
<![CDATA[ Journal International Inspire Education Technology Vol. 3 No. 3 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiiet.v3i3.722
<![CDATA[The integration of Information and Communication Technology (ICT) in education has gained significant attention for its potential to transform traditional classroom learning. ICT tools offer new ways to enhance student engagement, provide access to diverse resources, and foster interactive learning environments. However, the effective use of ICT in the classroom requires a strategic approach to ensure that technology serves as a facilitator of learning rather than a distraction. This research aims to investigate how the effective use of ICT can enhance classroom learning experiences by examining its impact on student engagement, collaboration, and academic outcomes. A mixed-methods research design was employed, combining quantitative surveys and qualitative interviews. Data were collected from 150 students and 30 educators across various educational levels, focusing on the types of ICT tools used, the frequency of use, and the perceived impact on learning. The survey data were analyzed statistically, while the interviews provided deeper insights into the experiences and challenges associated with ICT integration. The findings indicate that the strategic use of ICT in the classroom significantly enhances student engagement and collaboration. Students who used ICT tools frequently reported higher levels of motivation and participation in class activities. However, the study also identified challenges such as inadequate teacher training and technological issues, which can hinder the effectiveness of ICT. In conclusion, the research suggests that when used effectively, ICT can greatly improve classroom learning experiences by fostering engagement and interactivity. The study highlights the need for ongoing teacher training and technical support to maximize the benefits of ICT in education.]]>
