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Journal Emerging Technologies in Education
Published by Yayasan Adra Karima Hubbi
ISSN : 30250668     EISSN : 30250676     DOI : 10.70177/jete
Core Subject : Science, Education,
Computer Science & IT Education Other
Journal Emerging Technologies in Education (JETE) is an international peer-reviewed journal dedicated to interchange for the results of high quality research in all aspect of science, technologies and Education. 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 JETE follows the open access policy that allows the published articles freely available online without any subscription.
Arjuna Subject : Umum - Umum
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 6 (2024)" : 5 Documents clear
Integration of Philosophical Thinking Methods to Encourage Deep Learning Achievement in Educational Units T, Marini; Wijaya, Mulyadi; Saifullah, Saifullah
Journal Emerging Technologies in Education Vol. 2 No. 6 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v2i6.1892

Abstract

Background. The lack of learning methods offered in classrooms has caused a slowdown in the development of students' reasoning skills in educational units.Purpose. exploring philosophical approaches as a conceptual framework for developing students' critical, analytical, and reflective thinking skills.Method. The method used in this writing is a literature study, by tracing various references related to the topics discussed in this study. This study highlights the importance of Ontology, Epistemology, Axiology in building a deep conceptual understanding for students in educational units. By using theoretical analysis and an interdisciplinary approach.Results. The results of the study show that philosophical thinking methods can encourage the search for meaning, the development of logical arguments, and the integration of ethical values in the learning process.Conclusion. Philosophy-based learning encourages active participation of students, strengthens their ability to contextualize knowledge, and increases their intrinsic motivation for lifelong learning.
Generative Art and Secondary Education: Impact of Artificial Intelligence Tools on Student Creativity Duran, Galindo; Alejandro, Alejandro
Journal Emerging Technologies in Education Vol. 2 No. 6 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v2i6.1920

Abstract

Background. This research analyzes the impact on creativity of different Artificial Intelligence tools applied to secondary education, specifically in the artistic field.Purpose. This research analyzes the impact on creativity of different Artificial Intelligence tools applied to secondary education, specifically in the artistic field. Method. Publications comparing traditional methods with AI-based methodologies have been analyzed in detail through statistical analysis.Results. The results show significant improvements in student creativity, as well as a democratization of art. After obtaining an average positive impact of 0.4893 (p < 0.001), and a high degree of heterogeneity (I² = 90.84%). Conclusion. Despite the variety of contexts and methodologies used in each of the articles analyzed, there is an improvement in creativity, critical thinking or problem solving.
Ethical Conflicts in Secular Education: Narrative Inquiry of French Educators in Faith-Diverse Classrooms Rousseau, Camille; Girard, Théo; Vidal, Sophie
Journal Emerging Technologies in Education Vol. 2 No. 6 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v2i6.2234

Abstract

Background. In secular education systems such as France’s, teachers are often positioned at the intersection of institutional neutrality and the growing religious diversity of their students. This tension can generate ethical conflicts as educators navigate complex classroom dynamics involving faith expression, laïcité (secularism), and cultural sensitivity. Purpose. This study explores how French educators experience and respond to ethical dilemmas in faith-diverse classroom settings within the framework of a secular public education system.Method. Using a narrative inquiry approach, data were collected from in-depth interviews with 18 secondary school teachers across urban and suburban regions of France. Thematic analysis revealed recurring tensions related to student religious expression, curricular constraints, parental expectations, and institutional ambiguity regarding secular norms. Teachers reported using various coping strategies, including silent negotiation, personal compromise, and reliance on informal peer networks. Results. The findings highlight a dissonance between policy and practice, and underscore the need for clearer ethical guidelines, teacher training, and institutional support in navigating pluralistic values. The findings contribute to scholarship on ethical pedagogy and secularism by foregrounding teacher agency and moral improvisation in pluralistic classrooms.Conclusion. This research contributes to the discourse on ethics in multicultural education by offering a grounded perspective on how secularism is lived, interpreted, and occasionally contested in everyday pedagogical practice.
Integrating Social-Emotional Learning into Hybrid Platforms: A Model for Student Digital Wellbeing and Engagement Nuriyeva, Ayna; Mammedov, Orazguly; Zeynalov, Serdar
Journal Emerging Technologies in Education Vol. 2 No. 6 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v2i6.2248

Abstract

Background. The increasing demand for higher education to produce not only academically competent graduates but also socially responsible citizens has elevated the importance of integrating service learning into university curricula. Service learning combines academic instruction with community service, offering students opportunities to apply theoretical knowledge in real-world contexts while fostering civic engagement and personal development. Purpose. This study aims to explore how service learning experiences influence students’ civic responsibility, critical thinking, and practical skill acquisition. Method. Employing a mixed-method approach, data were collected from 142 university students through surveys, reflective journals, and focus group discussions over the course of a semester-long service learning project. Results. The findings demonstrate that students involved in structured service learning activities reported enhanced problem-solving skills, stronger communication abilities, and a deeper understanding of social issues. They also developed a heightened sense of empathy, civic duty, and teamwork. Conclusions. The research concludes that service learning serves as a transformative educational approach that bridges academic knowledge and societal relevance, promoting holistic student development. The implications suggest that institutions should institutionalize service learning as a core pedagogical strategy to meet the evolving needs of 21st-century education.
Analyzing Game-Based Learning Approaches in Brazilian Schools Costa, Bruna; Lima, Rafaela; Rocha, Thiago
Journal Emerging Technologies in Education Vol. 2 No. 6 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v2i6.2142

Abstract

Background. Game-based learning (GBL) has become an innovative pedagogical approach, integrating gaming elements into educational contexts to enhance student engagement, motivation, and learning outcomes. In Brazil, the adoption of GBL in schools is growing, yet its impact on student learning, particularly in diverse educational settings, remains underexplored.Purpose. This study aims to analyze the effectiveness of game-based learning approaches in Brazilian schools, focusing on their influence on student engagement, knowledge retention, and academic performance across various subjects.Method. A mixed-methods approach was employed, combining quantitative data from pre- and post-assessments with qualitative insights from teacher interviews and student surveys. A sample of 400 students and 20 teachers from five Brazilian schools participated in the study, using educational games in classrooms for a period of three months.Result. The findings indicate that GBL significantly increased student engagement and motivation, with 78% of students reporting improved interest in the subjects taught through games. Additionally, students in the GBL group showed a 15% improvement in post-assessment scores compared to those taught using traditional methods. Teachers noted that GBL provided a more interactive and enjoyable learning experience, fostering better classroom participation.Conclus. Game-based learning can effectively enhance student engagement and academic performance in Brazilian schools. The findings suggest that integrating GBL into curricula could contribute to more dynamic and impactful learning environments.

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