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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 114 Documents
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Decoding Gen-Z: The Impact of Social Networks on Their Decision-Making Mechanisms Monageng, Thapelo; Mabina, Alton
COMPETITIVE: Journal of Education Vol. 4 No. 3 (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.v4i3.175

Abstract

This research explores the influence of social media on the decision-making mechanisms of Generation Z, particularly in the context of political engagement and voting behavior. With social media platforms becoming increasingly central to how Gen-Z interacts with information, this study investigates the frequency and patterns of social media use among university students in Botswana, focusing on platforms like Facebook, Twitter, and TikTok. A mixed-methods approach, incorporating both surveys and interviews, was employed to gather data from 345 participants at the University of Botswana. Findings reveal that a significant proportion of Gen-Z students encounter political content regularly on social media, with Facebook being the most frequently used platform for political engagement. The study highlights the role of social media in shaping political opinions, with many respondents indicating that their voting decisions were influenced by online interactions and content. However, concerns about misinformation and the reliability of sources were prevalent. The results provide insights into how social media platforms are increasingly integrated into Gen-Z’s decision-making processes, offering valuable implications for educators, marketers, and policymakers in Botswana. This research contributes to understanding the broader impact of social media on youth engagement in the political sphere and lays the groundwork for further studies on digital influence in African contexts.
The Potential Impact of Entrepreneurial Skills on University Pre-Service Chemistry Education Teachers’ Achievement Ojobola, Folasade; Esan, Oyemomi; Bada, Abiodun; Babalola, Femi
COMPETITIVE: Journal of Education Vol. 4 No. 3 (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.v4i3.177

Abstract

We examined the effect of entrepreneurial skills on the academic achievements of university pre-service chemistry teachers in the field of chemical production. Quasi-experimental research design, which involved 80 pre-service chemistry teachers, was adopted for the study. Four research questions and three null hypothesis were answered and tested for acceptance or otherwise respectively. Entrepreneurship Chemistry Achievement Test (ECAT) was employed as the primary assessment tool. The test items were formulated based on the concepts within chemical production, a sub-topic under polymer chemistry. The three research questions were answered using mean and standard deviation while the hypothesis were tested using t-test. Findings revealed that pre-service teachers who participated in hands-on exercises related to chemical production exhibited superior achievement compared to those who did not engage in practical activities. Based on this finding, it was recommended that equipping chemistry education pre-service teachers with technical skills, wider and deeper knowledge of chemical analysis tools in addition to professional skills should be integrated not only into the school curriculum, and for improved academic achievement, but for wealth creation, poverty reduction and youths’ self–employment.
Shared Metacognition, Collaboration and the Community of Inquiry Framework in Action Sevnarayan, Kershnee; Vaughan, Norman
COMPETITIVE: Journal of Education Vol. 4 No. 3 (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.v4i3.183

Abstract

This study explored the application of the Community of Inquiry (CoI) framework in a large enrollment online course, which focuses specifically on collaborative learning and student engagement. The CoI framework, which comprises social, cognitive, and teaching presence, provides a theoretical foundation for understanding how students construct personal meaning and confirm mutual understanding. While metacognition has been an important factor in learning, its role in collaborative online learning environments is poorly understood. This mixed-methods study investigates the impact of shared metacognition on collaboration in a large-enrollment online Academic Writing course at an open distance learning university in South Africa. The study employed the Shared Metacognition survey, which was developed from the CoI framework, to collect data from 1200 students at three stages: pre-module, midpoint, and post-module. Statistical analysis and qualitative content analysis were used to examine self-regulation and co-regulation dimensions of metacognition. The findings highlight the significance of teaching presence in predicting student success and satisfaction. Shared metacognition emerged as a significant factor in developing collaborative learning environments. Students’ awareness of their thinking and learning processes improved through critical discourse and peer interaction. This research contributes to the understanding of collaborative learning in large courses and emphasises the importance of metacognitive awareness and shared regulatory functions. The study has significant implications for lecturers, practitioners, and instructional designers in large modules who seek to enhance collaborative learning experiences in online education.
School and Parent Partnership in Character Education Shafirly Aliva; Risma Rahmawati; Farhan Ramadan; Raihan Fadilah; Adi Rosadi
COMPETITIVE: Journal of Education Vol. 4 No. 3 (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.v4i3.191

Abstract

This study examines the partnership between schools and parents in supporting character education at SMA Negeri 1 Cicurug. The background is the importance of developing students’ noble character, which is not only the school’s responsibility but also requires active involvement from parents. The purpose is to evaluate how collaboration between schools and parents contributes to strengthening students’ character values. This research uses a descriptive qualitative approach with a case study method, collecting data through in-depth interviews, observations, and document analysis involving teachers, parents, and school staff. Findings indicate the partnership has been well established, marked by intensive communication and joint activities supporting character building. However, challenges include differing levels of parental participation, time constraints, and lack of coordination in some activities. The conclusion emphasizes that collaboration between schools and parents plays a vital role in character education success. Continuous efforts are needed to strengthen synergy through regular communication forums, enhanced roles of school committees, and development of character education programs actively involving parents.
Differentiated Management of Synchronous Communication Tools According to Learning Situations: The Case of Videoconferencing and Chat Ouariach, Fatima Zahra; Nejjari Amel; Khaldi Mohamed
COMPETITIVE: Journal of Education Vol. 4 No. 3 (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.v4i3.201

Abstract

This article explores the differentiated pedagogical use of synchronous communication tools specifically videoconferencing and chat in relation to various learning situations. Drawing on a techno-pedagogical framework, it examines how these tools can be effectively managed and integrated across four key phases of the learning process: situation, conceptualization, objectivation, and transfer. Each tool offers specific affordances that align differently with pedagogical intentions. Videoconferencing supports real-time verbal interaction, fosters social presence, and enables immediate co-construction of knowledge. In contrast, chat allows for more reflective engagement, written traceability of exchanges, and more balanced participation among learners. The study highlights how these tools can be complementary rather than interchangeable, depending on the learning objectives and context. Strategic guidelines are proposed to help educators make informed decisions about which tool to use at each phase of the learning process. By aligning tool functionalities with the pedagogical purposes of each learning situation, the article provides a structured approach to improving synchronous communication practices in distance education. This analysis contributes to more effective and intentional use of synchronous tools, enhancing learner engagement and the overall quality of online teaching. Ultimately, the article emphasizes the importance of matching technological affordances with instructional design for meaningful learning experiences.
Aligning Technical and Vocational Curricula with Labor Market Needs to Foster Economic Growth in Afghanistan: An Empirical Study Fayaz Gul Mazloum Yar; Basir Ahmad Azimi
COMPETITIVE: Journal of Education Vol. 4 No. 3 (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.v4i3.217

Abstract

This study investigates how the design and implementation of technical and vocational education and training (TVET) curricula can be optimized to meet evolving labor market demands and thereby stimulate sustainable economic growth in Afghanistan. Employing a convergent mixed-methods approach, quantitative data were collected via a structured questionnaire administered to 312 TVET graduates and 48 industry employers across Kabul, Herat, and Kandahar. Reliability and validity of the instrument were confirmed through Cronbach’s alpha (α = 0.87) and expert panel review. Qualitative insights were obtained from 20 semi-structured interviews with curriculum developers, trainers, and policymakers, and analyzed using thematic content analysis. Quantitative results demonstrate a statistically significant gap between current curriculum competencies and employer-identified skill requirements (t(359) = 5.42, p < 0.001), particularly in digital literacy (mean difference = 1.26 on a 5-point scale) and soft skills (mean difference = 0.98). Qualitative findings reveal three primary themes: (1) outdated course content, (2) limited industry-academic collaboration, and (3) resource constraints. Based on these findings, we propose a framework for iterative curriculum updates, strengthened partnerships with private-sector stakeholders, and targeted professional development for TVET instructors. Implementing these recommendations is expected to enhance graduate employability by up to 30% and contribute an estimated USD 0.5 billion annually to Afghanistan’s GDP. This study provides evidence-based guidance for policymakers, educators, and international development agencies aiming to align TVET curricula with market realities in post-conflict economies.
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.

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