cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Sufyan
Contact Email
sufyan@pdfaii.org
Phone
+628992932000
Journal Mail Official
sufyan@pdfaii.org
Editorial Address
Jl. Ir. H. Djuanda Km 03, RT 001 RW 005 Desa Singaraja Kecamatan Indramayu Kabupaten Indramayu Jawa Barat
Location
Kab. indramayu,
Jawa barat
INDONESIA
COMPETITIVE: Journal of Education
Published by Perkumpulan Dosen Fakultas Agama Islam Indramayu
ISSN : -     EISSN : 29642345     DOI : https://doi.org/10.58355/competitive.v2i1.6
Core Subject : Religion, Education, Social,
Religion Education Social Sciences
COMPETITIVE: Journal of Education is a peer-reviewed journal published by Perkumpulan Dosen Fakultas Agama Islam Indramayu. The journal is aimed at spreading the research results conducted by academicians, educators, researchers, administrators at academic institutions, and practitioners in the field education in both theory and practice. In particular, papers which consider the following general topics are invited: Educational research, learning theory in practice, innovative methodologies in learning, teaching and assessment, e-learning, digital classrooms, blended learning, social networks and education, classroom management issues, educational case studies, teaching preparation and performance, learning processes and learning environments, teaching pedagogy, innovative teaching techniques, management learning and education in schools and universities, teacher professional development, Educational leadership, curriculum development, education quality, Computers in educational administration, marketing in education, E-Learning management, organizations as learning communities, Human Resource Management, and Innovation in educational management.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 8 Documents
 1 
Search results for , issue "Vol. 4 No. 4 (2025): Transformative Education and Learning" : 8 Documents clear
Factors Influencing Gen Z’s Adoption and Usability on Internet of Things (Iots) in Higher Education: Case of Botswana Monageng, Thapelo; Rafifing, Neo; Mabina, Alton
COMPETITIVE: Journal of Education Vol. 4 No. 4 (2025): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v4i4.176

Abstract

The integration of the Internet of Things (IoT) in higher education presents significant opportunities to enhance learning experiences and institutional operations. However, the adoption and effective utilization of IoT technologies among Generation Z (Gen Z) students in Botswana's higher education sector remain underexplored. This study investigates the factors influencing IoT adoption and usability among Gen-Z students in Botswana's higher education institutions, with a specific focus on the role of social media in shaping perceptions and decision-making processes. Employing a mixed-methods approach, the study collected quantitative data through surveys from one hundred participants and qualitative insights through semi-structured interviews with twenty participants. Quantitative analysis revealed that entertainment and information gathering are primary motives for social media engagement, while trust in online content varies across demographics, and encounters with misinformation are common. Qualitative findings highlighted the role of peer validation and algorithm-driven content in shaping opinions. The findings reveal that social media significantly influences students’ awareness, trust, and attitudes toward IoT technologies, with exposure to misinformation and peer validation playing critical roles. Additionally, the study highlights the importance of digital literacy and ethical content moderation in fostering responsible IoT engagement. The results underscore the need for targeted strategies to promote IoT acceptance and digital literacy, ultimately enhancing the quality and effectiveness of technology-enabled learning in Botswana’s higher education sector. This research provides valuable insights for educators, policymakers, and technology developers aiming to facilitate the responsible integration of IoT in higher education.
Exploring the Impact of Gender on Student Access to and Utilization of Educational Technology in South African Higher Education: A Systematic Review on Equity and Inclusion Matobobo, Ophellia; Matobobo, Courage
COMPETITIVE: Journal of Education Vol. 4 No. 4 (2025): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v4i4.199

Abstract

This study explored the impact of gender on student access to and utilization of educational technologies in South African higher education, with a focus on how these dynamics affect equity and inclusion. Using a systematic review approach, sixteen peer-reviewed studies were analysed thematically to uncover patterns of gendered disparities across technological platforms, learning contexts, and student demographics. The findings reveal that female students, particularly those from rural, low-income, or marginalised backgrounds, face significant structural barriers to accessing devices, connectivity, and digital learning spaces. Gendered social roles and responsibilities also shape how technology is used, with women often engaging more passively and asynchronously due to caregiving duties and domestic constraints, while men dominate synchronous and institutional platforms. Intersectional disadvantages, especially among incarcerated women and those with disabilities, further compound digital exclusion. Although female students frequently demonstrate strong academic outcomes when provided equitable access, institutional policies and support systems remain inadequately gender-responsive. The study concludes that meaningful inclusion in digital higher education requires not only access but also the freedom and institutional support to engage equitably. The paper calls for gender-sensitive policy reform, inclusive EdTech design, and targeted interventions that dismantle systemic barriers to digital participation in higher education.  
Fostering Motivation in French as a Foreign Language through Mediated Tasks: An Integrated Model for Hybrid Environments El Gazi, Safae; Ahmed Ibrahimi
COMPETITIVE: Journal of Education Vol. 4 No. 4 (2025): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v4i4.200

Abstract

This conceptual article explores how mediated tasks can foster learner motivation in hybrid environments for French as a Foreign Language (FLE). Grounded in a techno-pedagogical approach, the study proposes an integrated four-phase instructional model that differentiates the roles of videoconferencing and chat tools across cognitive, collaborative, and production stages. A qualitative methodology was adopted, involving a thematic analysis of 45 peer-reviewed articles published between 2013 and 2025, including recent contributions on AI-mediated synchronous learning (e.g., chatbots, intelligent tutoring systems). The study also includes a small-scale case illustration to examine the motivational impact of synchronous tools on learner engagement and autonomy. The findings emphasize that pedagogical scripting, when combined with thoughtful digital mediatization, can enhance linguistic interaction, reduce cognitive load, and support differentiated learning trajectories. The article contributes to the field by offering a validated, adaptable framework for designing motivating tasks in hybrid FLE contexts and calls for further empirical investigations into its implementation and transferability.  
Analysis of Students’ Epistemic Cognition Based on Cognitive Style in Mathematical Problem Solving Ilmiah, Ilmiah; Cahya Mar'a Saliha Sumantri
COMPETITIVE: Journal of Education Vol. 4 No. 4 (2025): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v4i4.213

Abstract

This study aims to describe students' epistemic cognition in solving mathematical problems reviewed from field independent and field dependent cognitive styles. This study uses a qualitative approach with a descriptive type of research. The subjects of the study were two students of class X of MA Abu Amr who were selected based on the results of the GEFT (Group Embedded Figures Test) test, with one student each with a field independent and field dependent cognitive style. Data were collected through mathematical problem-solving tests and interview guidelines, and then analyzed based on epistemic cognition indicators. The results showed that students with field-independent cognitive styles tended to have epistemic cognition at the rational dominant level. In contrast, field-dependent students showed a rational-empirical level of epistemic cognition. In conclusion, cognitive style affects the way students understand, process, and justify knowledge in solving mathematical problems. These findings show that there is a difference in the level of epistemic cognition based on students' cognitive styles, which can be taken into consideration in the development of learning strategies.
Unlocking Ineffective Financial Management: The Involvement of Parents and Learners in Rural School Governance Nzuza, Zakhele
COMPETITIVE: Journal of Education Vol. 4 No. 4 (2025): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v4i4.218

Abstract

This qualitative case study addresses a significant gap in the existing literature by exploring the involvement of parents and learners in school financial management at a rural school in the Umzinyathi District of KwaZulu-Natal, South Africa. In-depth, semi-structured interviews with eight members of the School Governing Body revealed several key challenges that hinder effective financial governance, including ambiguous roles, inadequate training, poor communication, and limited stakeholder participation in financial decision-making processes. These findings underscore the need for targeted capacity-building initiatives, inclusive communication strategies, and formalised financial policies to promote accountability, inclusive governance, and improved educational outcomes in rural school settings.
Hypermedia-based Poetries by Poetess, Anne Ranasinghe on Development of Adjectives MB Nowzath; S Umashankar; MR Rishad Muhammed; MJF Sujani
COMPETITIVE: Journal of Education Vol. 4 No. 4 (2025): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v4i4.219

Abstract

Hypermedia-based Anne Ranasinghe’s poetry learning; refers to facilitate Anne Ranasinghe’s poetries including graphs, images, animation, sound and hypertext with constructive learning tactics exhibits a central part in the success of the students learning English as a second language. This study was steered to recognize the output of hypermedia-based teaching in the adjective development followed in the Certificate in Professional English (CPE) with factual learning styles: activities and arrangements in recitation with video and audio-based method. The term adjective refers to a word that modifies or describes a noun or pronoun and explains the qualities of someone or something independently or in comparison to something else. The study was conducted with participants of CPE course at the Sri Lanka Youth Vocational Training Centre of National Youth Services Council. Ninety students from CPE – class - A were engaged as an experimental group and equal numbers of students from class - B were engaged as the controlled group. A pre-test was led for both the groups to find out the previous proficiency level of adjectives of the students and the mean differences were found to be negligible for both the groups from the pre-test. Later, the experimental group used hypermedia-based learning based on selected learning strategies for six months with ninety hours learning while the controlled group was taught without the use of hypermedia-based Anne Ranasinghe’s poetry learning. After six months a post-test was conducted for both the groups. When the post-test was conducted the mean (-0.091) was slightly improved for the group - B than the pre-test, and the mean (-2.971) was significantly improved for the group - A in the post-test. Thus, it is found that there is a positive relationship between the hyper-media based learning and the performance in adjective development. The research findings indicate that hyper-media based Anne Ranasinghe’s poetry learning improves adjective development of the learners of English as a second language.
Emerging Body Augmentation Trends on the Mental Health and Behaviours of Female Undergraduates in Lagos State-Owned Tertiary Institutions Ogunbamowo, Waliu Babatunde; OLADIPUPO , Basirat Olushola; Daniel Oluwatobi Oshon
COMPETITIVE: Journal of Education Vol. 4 No. 4 (2025): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v4i4.222

Abstract

This study investigated the Emerging body augmentation trends on the mental health and behaviors of female undergraduates in Lagos State-owned tertiary institutions. Two research questions and two hypotheses were formulated for this study. The descriptive survey research design was adopted in the study. The population of the study consisted of all female undergraduates in Lagos State-owned Tertiary Institutions and the Lagos State-owned Tertiary Institutions are Lagos State University, Lagos State University of Education, Lagos State University of Technology, Lagos State College of Nursing and Lagos College of Health Technology. Multistage sampling technique was adopted. Purposive Sampling Technique was used to select three Lagos State-owned University because of their predominant nature of student’s body images practices.  Two hundred (200) female undergraduates were selected from faculties/colleges in Lagos State-owned Tertiary Institutions using simple random sampling technique. Therefore, a total of 600 respondents were used for the study. The research instrument for this study was a self-developed questionnaire titled: Body Augmentation and Mental Health Questionnaire (BAMHQ). The research instrument was carefully designed to accommodate the major variables in the study. The instrument adopted a four (4) point Likert modified scale ranging from Strongly Agree (SA), Agree (A), Disagree (D) and strongly Disagree (SD). The data collected were analyzed using description statistics of frequency count and percentage for demographic data while inferential statistic of Pearson Product Moment Correlation Coefficient was used to test the stated hypothesis at 0.05 level of significance. The findings of the study showed that a significant relationships exist between roles of media representation and societal pressure that influence females decision to undergo body augmentation tends on the health of Undergraduates in Lagos State-owned Institutions; that, a significant relationship exist between psychological effects of undergoing body augmentation tends on the mental health and behavior of female undergraduates of Lagos state-owned Institutions and that a significant relationship existed between potential consequences of undergoing body augmentation tends and the mental health and behaviors of female undergraduates in Lagos state-owned Institutions. The study recommends that Lagos State-owned Institutions should considered integrating body image and mental health topics into the teaching curriculum, especially in health and psychology courses which will help students develop critical understanding of body image issues and promote self-acceptance.
Understanding Anxiety In Young Efl Learners: A Phenomenal Study Badda, Abdellah
COMPETITIVE: Journal of Education Vol. 4 No. 4 (2025): Transformative Education and Learning
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58355/competitive.v4i4.230

Abstract

Learning English as a foreign or a second language has become increasingly valuable. However, the journey of learning can present various challenges. One significant challenge is foreign language anxiety which can affect students, especially when little attention is given to its causes and potential effects. This study aims to explore the possible causes of anxiety in adolescent EFL learners. The research utilizes a qualitative design, collecting data through interviews. A class of 32 young EFL learners participated in a two-hour weekly English session over one school year. At the end of this experience, the students were invited to participate in brief interviews. The information gathered was analysed thematically. The analysis of the students' responses revealed that both girls and boys experience anxiety in the EFL classroom, primarily due to a lack of comprehension, which emerged as a significant cause of their classroom anxiety. Despite the small sample size and specific context, this study offers valuable insights and implications for EFL teachers working with young learners, emphasizing the importance of creating an anxiety-free environment for effective teaching and learning.

Page 1 of 1 | Total Record : 8

 1 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 4 No. 4 (2025): Transformative Education and Learning Vol. 4 No. 3 (2025): Transformative Education and Learning Vol. 4 No. 2 (2025): Transformative Education and Learning Vol. 4 No. 1 (2025): Transformative Education and Learning Vol. 3 No. 4 (2024): Transformative Education and Learning Vol. 3 No. 3 (2024): Transformative Education and Learning Vol. 3 No. 2 (2024): Transformative Education and Learning Vol. 3 No. 1 (2024): Transformative Education and Learning Vol. 2 No. 4 (2023): Transformative Education and Learning Vol. 2 No. 3 (2023): Transformative Education and Learning Vol. 2 No. 3 (2023) Vol. 2 No. 2 (2023): Transformative Education and Learning Vol. 2 No. 2 (2023) Vol. 2 No. 1 (2023) Vol. 2 No. 1 (2023): Transformative Education and Learning Vol. 1 No. 1 (2022): Transformative Education and Learning Vol. 1 No. 1 (2022) More Issue