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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. 3 No. 2 (2025)" : 5 Documents clear
Policy and Practice of Competency-Based Education in Indonesia: Challenges and Prospects for the Future Mustofa, Idam; Dara, Sokha; Sok, Vann S
Journal Emerging Technologies in Education Vol. 3 No. 2 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i2.2131

Abstract

Background. Competency-Based Education (CBE) has become a pivotal approach in reforming Indonesia's educational landscape to align with global standards and workforce demands. Despite its potential, the implementation of CBE in Indonesia faces numerous challenges ranging from policy inconsistencies to limited institutional readiness. Purpose. This study aims to analyze the current policy framework and practical applications of CBE in Indonesia, identifying key obstacles and exploring potential future directions.Method. Employing a qualitative research design, data were collected through document analysis and semi-structured interviews with policymakers, educators, and curriculum experts.Results. The findings reveal a gap between policy formulation and classroom practices, constrained by insufficient teacher training, inadequate assessment systems, and fragmented coordination among stakeholders. However, the study also highlights emerging opportunities, including increasing political will, technological integration, and regional initiatives to localize CBE models.Conclusion. The research concludes that while CBE in Indonesia remains at a developmental stage, its future prospects are promising, provided that strategic interventions are undertaken to address systemic barriers. Strengthening institutional capacity and fostering cross-sector collaboration are imperative to ensure the sustainability and effectiveness of CBE implementation.
Adaptive Learning Strategies Using Technology in German Schools Fischer, Claudia; Koch, Sebastian; Richter, Laura
Journal Emerging Technologies in Education Vol. 3 No. 2 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i2.2141

Abstract

Background. The increasing integration of technology in education has transformed teaching and learning practices across the globe. In Germany, adaptive learning strategies have gained traction as personalized approaches to meet diverse student needs. However, the effectiveness of these strategies, particularly when combined with technological tools, remains an area of active research.Purpose. This study aims to explore the implementation of adaptive learning strategies using technology in German schools. The research focuses on understanding how these strategies impact student engagement, performance, and individualized learning outcomes.Method. A mixed-methods approach was employed, combining quantitative data from student performance assessments and qualitative insights from teacher interviews. A total of 200 students across five German schools participated in the study, using adaptive learning platforms designed to personalize educational content. Teachers were interviewed to assess their experiences with these tools and strategies.Result. The findings suggest that adaptive learning strategies enhanced student engagement and performance, with significant improvements in individualized learning outcomes. Students who interacted with technology-driven adaptive platforms showed increased motivation and better retention of subject matter compared to those in traditional learning environments. Teachers reported positive experiences, noting that the strategies allowed for more tailored support for students.Conclude. The integration of adaptive learning strategies using technology has shown positive effects on student learning outcomes in German schools. These findings suggest that further adoption and refinement of such strategies can play a key role in fostering personalized education.
Applying Augmented Reality for History Lessons in Japan Kobayashi, Riko; Sato, Haruka; Suzuki, Ren; Hussain, Sara; Tariq, Usman
Journal Emerging Technologies in Education Vol. 3 No. 2 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i2.2162

Abstract

Background. The integration of Augmented Reality (AR) into history education holds the potential to enhance student engagement and comprehension by providing immersive, interactive learning experiences. A mixed-methods approach was adopted, combining pre- and post-tests with interviews and focus groups. The findings suggest that AR can serve as a transformative tool in history education, bridging the gap between abstract content and lived experience.Purpose. This study investigated the effectiveness of AR-enhanced history lessons in Japanese high schools. A total of 200 students aged 15–18 participated in a quasi-experimental study, with one group receiving AR-based instruction and a control group continuing traditional methods. Method. Quantitative results showed a 25% improvement in historical knowledge among AR users versus 5% in the control group (p < 0.001). Qualitative feedback indicated higher engagement, improved retention, and greater enthusiasm toward history learning. Result. The findings indicate a significant increase in student engagement and understanding of historical events, with 85% of students reporting improved retention and a deeper understanding of history. Teachers noted a positive shift in students’ enthusiasm for learning history.Conclud. AR technology enhances history education by providing immersive and interactive learning experiences, leading to greater student engagement and better knowledge retention.  
The Impact of Competency-Based Pedagogy on Students’ Motivation and Engagement: An Experimental Study Mohzana, Mohzana
Journal Emerging Technologies in Education Vol. 3 No. 2 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i2.2193

Abstract

ABSTRACTBackground. Competency-based pedagogy (CBP) has emerged as a transformative instructional approach aligned with 21st-century educational demands, emphasizing the mastery of specific skills and learner autonomy. Despite its increasing adoption, empirical evidence regarding its impact on student motivation and engagement remains limited, especially in higher education contexts. Purpose. This study investigates the impact of CBP on undergraduate students’ motivation and classroom engagement in Indonesia.Method. Using a quasi-experimental pretest-posttest control group design, 120 students were assigned to experimental and control conditions. The CBP group experienced mastery learning, self-paced modules, and formative feedback, while the control group followed conventional lecture methods. Data were collected using validated scales and analyzed with ANCOVA. Results. The results showed significant increases in both motivation and engagement in the CBP group (p < 0.001), with large effect sizes. This study provides empirical validation for the integration of CBP in higher education and highlights its role in enhancing learner autonomy and affective outcomes.Conclusion.This study concludes that competency-based pedagogy positively influences students’ motivational and engagement levels, supporting its integration into curriculum design to foster meaningful and active learning experiences.
Competency-Based Education in Multicultural Classrooms: Designing Culturally Responsive Teaching Strategies Prihartanto, Adrianus; Padua, Shirley A; S Sicat, Alvin; Simanjuntak, Rosmerry; Sutrisman, Henny
Journal Emerging Technologies in Education Vol. 3 No. 2 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i2.2221

Abstract

Culturally diverse classrooms are increasingly the norm in many education systems worldwide, presenting both opportunities and challenges for equitable teaching and learning. Competency-Based Education (CBE), which emphasizes mastery of skills over time spent in instruction, holds significant promise in addressing student diversity. However, without culturally responsive strategies, CBE may fall short in meeting the learning needs of students from varied cultural and linguistic backgrounds. This study aims to explore how culturally responsive pedagogy can be effectively integrated into the design of CBE frameworks in multicultural secondary school classrooms. The research employed a qualitative design using a multiple case study approach across three multicultural urban schools. Data were collected through classroom observations, teacher interviews, and analysis of instructional materials. Thematic analysis was used to identify effective culturally responsive strategies that aligned with core CBE principles. Findings revealed that successful integration involved differentiated assessment models, contextualized learning tasks, and inclusive curriculum design that reflected students’ cultural identities. Teachers who employed these strategies observed increased learner engagement, self-regulation, and performance. The study concludes that aligning CBE with culturally responsive teaching enhances its effectiveness in multicultural settings. It recommends embedding cultural relevance as a core component in CBE-based teacher training and curriculum development.

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