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 Role of Social Media in Enhancing Language Learning ]]>
<![CDATA[Ernestivita, Gesty]]>;
<![CDATA[Mendes, Clara]]>;
<![CDATA[Rocha, Thiago]]>
<![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.v3i3.723
<![CDATA[The rise of social media has significantly impacted various aspects of education, including language learning. Social media platforms offer interactive and engaging environments where learners can practice and develop language skills outside the traditional classroom setting. This study aims to evaluate the role of social media in enhancing language learning, focusing on its effectiveness in improving learners’ communication skills, vocabulary acquisition, and cultural awareness. A mixed-methods research design was employed, combining quantitative surveys and qualitative interviews. Data were collected from 200 language learners who actively use social media for educational purposes. The quantitative analysis focused on measuring improvements in language proficiency, while qualitative interviews provided deeper insights into learner experiences and the specific ways social media platforms support language development. The results indicate that 80% of participants reported improvements in their communication skills, particularly in informal conversation and writing, through social media interactions. Additionally, 70% of learners noted significant vocabulary acquisition due to exposure to native speakers and authentic language content. The study also revealed that social media enhances cultural understanding by exposing learners to diverse language contexts and real-world usage. In conclusion, social media plays a valuable role in enhancing language learning by providing learners with accessible and interactive platforms to practice and improve their skills. However, its effectiveness depends on the learner’s level of engagement and the quality of content consumed. Future research should explore strategies for optimizing social media use in formal language education settings.]]>
<![CDATA[Effectiveness of Gamified Learning Strategies in Secondary Education ]]>
<![CDATA[Purwanti, Rina]]>;
<![CDATA[Akhtar, Shazia]]>;
<![CDATA[Mokoena, Lesedi]]>
<![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.v3i3.725
<![CDATA[Gamified learning strategies have gained popularity in secondary education as a method to boost student engagement, motivation, and learning outcomes. In an era where technology and interactivity increasingly shape educational environments, gamification offers a unique approach by integrating game elements like points, badges, and leaderboards into the learning process. This research aims to assess the effectiveness of gamified learning strategies in improving academic performance, engagement, and motivation among secondary school students. A quasi-experimental design was used, involving two groups of students from three secondary schools: one utilizing a gamified learning approach and the other following traditional teaching methods. Data was collected through pre- and post-tests, engagement surveys, and interviews, allowing for both quantitative and qualitative analysis. The results showed that students in the gamified group demonstrated a 25% improvement in test scores and reported higher levels of engagement and motivation compared to the control group. The study concludes that gamified learning strategies can significantly enhance learning outcomes and student involvement in secondary education. These findings suggest that integrating game-based elements into curricula may create a more interactive and motivating learning environment, supporting academic growth. Further research is recommended to explore the long-term effects of gamification and its applicability across different subjects and educational levels.]]>
<![CDATA[The Role of Interactive Technologies in Open Distance Learning ]]>
<![CDATA[Pandansari, Purwosiwi]]>;
<![CDATA[Lek, Siri]]>;
<![CDATA[Krit, Pong]]>
<![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.v3i3.726
<![CDATA[The expansion of Open Distance Learning (ODL) in recent years has highlighted the need for interactive technologies that support student engagement, knowledge retention, and personalized learning. As ODL environments often lack face-to-face interaction, interactive technologies like virtual classrooms, discussion forums, and gamified learning tools play a critical role in creating immersive learning experiences. This research aims to explore the impact of interactive technologies on student outcomes in ODL, focusing on engagement, satisfaction, and academic performance. A mixed-methods approach was used, combining quantitative surveys with qualitative interviews to capture students’ experiences with interactive tools in ODL. Data was collected from a diverse sample of students enrolled in online programs, and statistical analysis was applied to measure correlations between interactive technology usage and learning outcomes. The qualitative data provided insights into student perspectives on the benefits and challenges of using interactive tools. Findings indicate that students who actively engage with interactive technologies report higher levels of motivation and satisfaction compared to those who rely solely on traditional online resources. Interactive tools also appear to facilitate better knowledge retention and a sense of community among distance learners. However, challenges such as accessibility and technological support remain barriers to effective usage. The study concludes that interactive technologies enhance the ODL experience by promoting active learning and improving overall educational outcomes. Further research is recommended to explore scalable solutions for integrating these tools, particularly in under-resourced settings, to ensure equitable access for all students.]]>
<![CDATA[The Role of Digital Learning Objects in Personalized Education ]]>
<![CDATA[Bungai, Joni]]>;
<![CDATA[Permana, Indra]]>;
<![CDATA[Anis, Nina]]>;
<![CDATA[Zaman, Khalil]]>
<![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.v3i3.727
<![CDATA[Digital Learning Objects (DLOs) have emerged as key tools in promoting personalized education, offering students flexible, adaptable resources that can be tailored to individual learning styles, preferences, and paces. With increasing demand for personalized learning experiences, DLOs provide an innovative approach to meet diverse educational needs by allowing educators to create and deploy interactive, multimedia-rich content. This research aims to explore the effectiveness of DLOs in enhancing personalized education in secondary school settings, examining their impact on student engagement, comprehension, and learning outcomes. A mixed-methods approach was employed, combining quantitative analysis of student performance data with qualitative feedback from students and educators. Data were collected from two groups: one group utilizing DLO-based lessons and a control group following traditional instructional methods. Surveys, interviews, and assessment scores were analyzed to determine the effect of DLOs on individualized learning experiences and overall academic success. The findings reveal that students in the DLO group demonstrated improved engagement and a 20% higher retention rate compared to the control group, with educators noting greater adaptability to varying skill levels and learning preferences. Students reported feeling more in control of their learning, highlighting DLOs’ potential in promoting autonomy and motivation. This study concludes that DLOs are effective tools for supporting personalized education, helping educators cater to individual learning needs. Future research is recommended to explore long-term impacts of DLO integration and its effectiveness across different educational contexts.]]>
<![CDATA[The Impact of Constructivist Learning Models on Student Achievement ]]>
<![CDATA[Primarni, Amie]]>;
<![CDATA[Tan, Ethan]]>;
<![CDATA[Rosidin, Rosidin]]>
<![CDATA[ Journal International Inspire Education Technology Vol. 4 No. 1 (2025) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiiet.v4i1.782
<![CDATA[The traditional learning approaches prevalent in education often emphasize passive knowledge acquisition, leading to limited student engagement and lower academic achievement. Recognizing these challenges, this study investigates the impact of constructivist learning models on enhancing student achievement. The research aims to evaluate whether implementing constructivist strategies significantly influences students’ academic performance compared to conventional instructional methods. Employing a quasi-experimental design with pre-test and post-test control groups, the study involved 120 high school students selected through purposive sampling. Data collection was carried out using standardized achievement tests and observational checklists, analyzed quantitatively through descriptive and inferential statistics. Results indicate that students exposed to constructivist learning environments showed significantly higher academic achievements and increased active participation compared to their counterparts experiencing traditional instruction. In conclusion, the constructivist learning model effectively fosters critical thinking, enhances students’ understanding, and improves overall academic performance. These findings suggest educational institutions should consider integrating constructivist approaches to promote deeper learning and greater student success.]]>
<![CDATA[Innovations in Learning Models for Diverse Educational Needs ]]>
<![CDATA[Mubarok, Muhammad Shofi]]>;
<![CDATA[Giovanni, Netaniel]]>;
<![CDATA[Khan, Jamil]]>;
<![CDATA[Mukaromah, Muhimmatul]]>;
<![CDATA[Muhammad, Muhammad]]>
<![CDATA[ Journal International Inspire Education Technology Vol. 4 No. 1 (2025) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiiet.v4i1.783
<![CDATA[The rapid development of education in the 21st century demands innovative learning models that accommodate diverse educational needs. Traditional learning models often fail to address the varied learning styles, abilities, and backgrounds of students. This research aims to explore and develop innovative learning models that enhance inclusivity and effectiveness in diverse educational settings. A qualitative research method with a case study approach was employed, involving observations, interviews, and document analysis in several educational institutions. The findings indicate that the integration of technology-based learning, differentiated instruction, and student-centered approaches significantly improves learning outcomes and engagement. Furthermore, adaptive and flexible models cater to students with different cognitive and socio-cultural backgrounds, fostering a more inclusive learning environment. The study concludes that continuous innovation in learning models is essential for addressing the dynamic challenges of modern education. Implementing personalized and technology-integrated approaches enhances learning effectiveness, equity, and accessibility. Future research should focus on refining these models and evaluating their long-term impact on student achievement.]]>
<![CDATA[Best Practices for Designing Educational Mobile Applications ]]>
<![CDATA[Dengen, Alvianus]]>;
<![CDATA[Tserendorj, Baatar]]>;
<![CDATA[Bayarmaa, Tsolmon]]>
<![CDATA[ Journal International Inspire Education Technology Vol. 4 No. 1 (2025) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiiet.v4i1.784
<![CDATA[The increasing reliance on mobile technology in education has led to the rapid development of educational mobile applications. However, many of these applications fail to effectively support learning due to poor design, lack of pedagogical alignment, and limited user engagement. Ensuring that mobile applications adhere to best practices in educational technology is crucial for enhancing learning outcomes and user experience. This study aims to identify and analyze best practices for designing educational mobile applications that optimize usability, engagement, and pedagogical effectiveness. A qualitative research approach was employed, incorporating a systematic literature review and expert interviews to evaluate key design principles. Findings indicate that successful educational mobile applications integrate user-centered design, adaptive learning strategies, gamification elements, and evidence-based pedagogical frameworks. Furthermore, accessibility features and interactive interfaces play a significant role in fostering learner motivation and retention. The study concludes that adherence to these best practices can significantly enhance the effectiveness of educational mobile applications. Implementing user-driven design, personalization, and interactive learning mechanisms ensures greater engagement and improved learning outcomes. Future research should focus on evaluating the long-term impact of these design principles on diverse learner populations and educational settings.]]>
<![CDATA[The Impact of Collaboration Tools on Student Learning Outcomes ]]>
<![CDATA[Busnawir, Busnawir]]>;
<![CDATA[Kaya, Cemil]]>;
<![CDATA[Kara, Sevda]]>
<![CDATA[ Journal International Inspire Education Technology Vol. 4 No. 1 (2025) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiiet.v4i1.785
<![CDATA[The integration of digital collaboration tools in education has transformed the way students engage with learning materials and interact with peers and instructors. Traditional learning environments often limit real-time collaboration, critical thinking, and engagement, leading to challenges in student comprehension and retention. The increasing reliance on online learning platforms necessitates an evaluation of the effectiveness of collaboration tools in improving student learning outcomes. This study aims to examine the impact of digital collaboration tools on student performance, engagement, and knowledge retention in various educational settings. A mixed-methods approach was employed, combining quantitative analysis of student performance data with qualitative insights from surveys and interviews with educators and students. Findings indicate that the use of collaboration tools significantly enhances student engagement, promotes active learning, and improves academic performance. Tools such as shared documents, discussion forums, and real-time collaboration platforms foster interactive learning experiences, leading to increased knowledge retention. The study concludes that implementing well-designed collaboration tools within instructional frameworks positively influences student learning outcomes. Future research should explore the long-term effects of collaboration tools across diverse disciplines and assess their role in fostering higher-order thinking skills and problem-solving abilities.]]>
<![CDATA[The Impact of Interaction Design on Student Engagement in E-Learning ]]>
<![CDATA[Djuwari, Djuwari]]>;
<![CDATA[Meilina, Herlina]]>;
<![CDATA[Suroyo, Suroyo]]>;
<![CDATA[Raihana, Esti]]>;
<![CDATA[Maisarah, Maisarah]]>
<![CDATA[ Journal International Inspire Education Technology Vol. 4 No. 1 (2025) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiiet.v4i1.786
<![CDATA[The growing reliance on e-learning platforms has highlighted the importance of interaction design in shaping student engagement and learning outcomes. Poorly designed digital learning environments often lead to low motivation, decreased participation, and reduced retention rates. Ensuring that interaction design effectively supports student engagement is essential for optimizing online learning experiences. This study aims to examine the impact of interaction design elements, including navigation structure, multimedia integration, and user experience, on student engagement in e-learning environments. A mixed-methods approach was employed, combining a usability assessment of e-learning platforms, student engagement surveys, and instructor interviews. Findings indicate that intuitive navigation, interactive multimedia, and real-time feedback mechanisms significantly enhance student participation and learning satisfaction. Statistical analysis revealed a strong correlation between well-designed interaction features and improved student retention rates. The study concludes that incorporating user-centered interaction design principles in e-learning platforms enhances engagement and contributes to more effective learning experiences. Future research should explore adaptive and AI-driven interaction design models to further optimize student-centered digital learning environments.]]>
<![CDATA[The Role of E-Learning in Supporting Adult Education ]]>
<![CDATA[Andas, Netty Huzniati]]>;
<![CDATA[Lek, Siri]]>;
<![CDATA[Chai, Napat]]>;
<![CDATA[Nurdiana, Nurdiana]]>
<![CDATA[ Journal International Inspire Education Technology Vol. 4 No. 1 (2025) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiiet.v4i1.787
<![CDATA[The growing demand for lifelong learning and professional development has increased the significance of e-learning in adult education. Traditional learning models often fail to accommodate the diverse needs of adult learners, who require flexible, accessible, and self-paced learning opportunities. E-learning has emerged as a critical tool in addressing these challenges by offering digital platforms that enhance knowledge acquisition, skill development, and career advancement. This study aims to examine the role of e-learning in supporting adult education by evaluating its impact on engagement, learning effectiveness, and accessibility. A mixed-methods approach was employed, combining survey data from adult learners, performance analysis from e-learning platforms, and instructor interviews. Findings indicate that e-learning enhances learner autonomy, facilitates personalized learning experiences, and improves accessibility for individuals with work or family commitments. Statistical analysis revealed a strong correlation between e-learning engagement and knowledge retention, while qualitative data emphasized the importance of interactive content and real-time feedback. The study concludes that e-learning serves as a valuable complement to traditional adult education, providing flexible and inclusive learning solutions. Future research should explore the long-term impact of e-learning on adult career progression and strategies to further enhance digital learning experiences.]]>
