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Journal of Educational Technology and Learning Creativity
Published by Cahaya Ilmu Cendekia Publisher
ISSN : 30253888     EISSN : 30217865     DOI : https://doi.org/10.37251/jetlc
Core Subject : Science, Education,
Computer Science & IT Education
Covers all the Journal of Educational Technology and Learning Creativity at the level of primary, secondary, senior, and higher education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements and establishing new collaborations in these areas. Original research papers and state-of-the-art reviews are invited for publication in all areas of the Journal of Educational Technology and Learning Creativity. Topics of Interest include, but are not limited to the following: Innovation and best practices in online learning, training, research, and management Educational Technology, models, and Trends in Higher Education Computer-supported collaborative learning, training, and research Intelligent guidance and mentoring system Learning analytics and educational data mining Open access system for learning and training Organizational and administrative perspectives on the Use of IT in higher education University Governance and Leadership in the knowledge society Institutional policies, standards, and assessment methods Higher education Attendance and service models using the Internet Internationalization and cultural aspects of online learning, training, and research
Arjuna Subject : Umum - Umum
Articles 178 Documents
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Artificial Intelligence and the Ethics of Tafsir: Integrating Digital Technologies and Islamic Humanities in Automating Interpretative Processes Umar, Ahmad; Haqqi, Abdul; Rojihisawal, Faisal; Fitrah AR, Muhammad Dzul; Dewi, Deshinta A; Adnan, Abdulkareem
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2496

Abstract

Purpose of the study: This study examines the multidisciplinary integration of Artificial Intelligence (AI), ethics, and interpretive studies in the context of Qur'anic exegesis (Tafsir). Methodology: A systematic literature review and critical analysis mapped the intersection of AI technologies and Tafsir studies. Data were collected from Scopus and ProQuest using relevant keywords. Selected literature was thematically analyzed to identify opportunities, challenges, and ethical issues. Comparative insights from other religious traditions contextualized findings within broader humanities and digital ethics perspectives and emerging interdisciplinary scholarship across academic contexts. Main Findings: AI techniques, particularly Natural Language Processing (NLP) and machine learning, hold considerable potential to enhance the efficiency, scalability, and accessibility of Qur'anic exegesis by processing large corpora of Tafsir, detecting patterns, and suggesting new interpretive pathways. At the same time, the study identifies critical risks, including data and model bias, reduction of interpretive depth, and the reconfiguration of scholarly authority and interpretive legitimacy. Key ethical concerns involve transparency, accountability, and safeguards against decontextualized or misleading interpretations that may conflict with established Islamic scholarly norms. Novelty/Originality of this study: This article proposes a cross-disciplinary framework integrating AI, Islamic studies, and ethics to conceptualize algorithmic Tafsir within digital Islamic humanities. It aligns AI’s technical capacities with Islamic ethical and hermeneutical principles, emphasizing collaborative governance among scholars. The study contributes to debates on responsible AI use and provides a structured foundation for future interdisciplinary research in Islamic digital scholarship.
IoT-VR Integrated Framework for Precision Prebiotic Dosing in Intensive Aquaculture: A Technology-Based Approach to Sustainable Fish Production Junfithrana, Anggy Pradiftha; Suryana, Anang; Saputri, Utamy Sukmayu; Hasbullah, Dasep; Langlangbuana, Muhammad Labib; Mahamad, Abd Kadir; Utomo, Wahyu Mulyo; Onn, Choo Wou; Korkmaz, Hatice Betul
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2497

Abstract

Purpose of the study: This study aimed to develop and validate an integrated precision aquaculture framework that combines IoT-controlled multi-prebiotic dosing, centralized environmental monitoring, and virtual reality-based operator training to improve water quality, fish growth performance, and operational competency in intensive multi-pond fish farming systems. Methodology: A closed-loop precision aquaculture system was implemented for 30 days in 40 homogeneous circular ponds. The system used centralized sensors (dissolved oxygen, pH, temperature), IoT-actuated solenoid valves with inline flow sensors for four prebiotic formulations, Water Quality Index computation, VR-based operator training, and statistical analysis using one-way ANOVA, multiple linear regression, and paired t-tests. Main Findings: IoT-based management significantly improved Water Quality Index, survival rate, and specific growth rate compared with manual management. Automated prebiotic dosing was volumetrically accurate and consistently on time. Higher water quality strongly correlated with better growth and survival. VR training substantially reduced operator task completion time and operational errors, enhancing overall system efficiency and reliability. Novelty/Originality of this study: This study presents a fully integrated multidisciplinary precision aquaculture framework that uniquely combines IoT-driven multi-prebiotic automated dosing, centralized environmental monitoring for homogeneous pond networks, and VR-based immersive training as an active human–system interaction layer. It advances current knowledge by demonstrating a scalable, technology-mediated model that unites automation, water quality management, and skill development in intensive aquaculture.
Blended Learning for Character Education: Integrating Tri Hita Karana Wisdom to Develop Graduate Competencies Aligned with SDGs Astawan, I Gede; Utama, I Dewa Gede Budi; Paramartha, Wayan Eka; Abdurahman, Ayi; Maidin, Siti Sarah
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2498

Abstract

Purpose of the study: This study examines the effectiveness of a technology-enhanced character education model based on the Balinese Tri Hita Karana philosophy in developing primary students’ competencies aligned with SDG 4. Using blended learning, it addresses gaps in research on culturally grounded technology integration in character education. Methodology: This quasi-experimental study involved 92 fifth-grade students from four primary schools in Karangasem, Bali, comparing a Technology-Enhanced Tri Hita Karana Character Education Model with conventional instruction. Using LMS, digital portfolios, gamification, and learning analytics, competencies were assessed through questionnaires, portfolios, and observations, with data analyzed using t-tests, ANCOVA, and thematic analysis. Main Findings: The experimental group demonstrated significantly higher graduate competency scores (M=81.89, SD=9.78) compared to the control group (M=70.02, SD=10.02), t(90)=5.98, p<.001, Cohen's d=1.25, indicating a large effect size. Analysis of digital portfolio data revealed enhanced self-regulated learning behaviors and deeper engagement with character development activities. Qualitative analysis showed that students appreciated the gamification elements and found the LMS-mediated learning more engaging and meaningful. Learning analytics data indicated consistent progress tracking and timely teacher interventions. Novelty/Originality of this study: The technology-enhanced Tri Hita Karana character education model effectively develops primary students’ competencies through culturally grounded digital pedagogy. This study strengthens evidence on technology-mediated character education and shows how local wisdom supports global educational goals. It highlights the need for teacher professional development and policy support to implement culturally responsive, technology-enhanced, and sustainable blended learning in primary education.
The Role of Digital Technology in the Design of Mathematics Teaching and Learning: A Systematic Literature Review Fitriana, Laila; Hendriyanto, Agus; Sahara, Sani; Muhaimin, Lukman Hakim; Wintarti, Atik; Listiawan, Tomi; Saputro, Anip Dwi; A Dewi, Deshinta
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2503

Abstract

Purpose of the study: This study systematically reviews the role of digital technologies in the design of mathematics teaching and learning over the past decade. It aims to evaluate how digital tools have been integrated into task and lesson design, identifying emerging trends, challenges, and innovations. Methodology: A systematic literature review (SLR) following the PRISMA framework was conducted, analyzing studies published between 2014 and 2023. A total of 32 studies were included, sourced from various academic databases. These studies were examined to explore the use of digital technologies such as GeoGebra, Dynamic Geometry Environments (DGE), mobile apps, and others in mathematics instruction. Main Findings: The review found that digital technologies, particularly GeoGebra and DGE, were frequently used to enhance mathematical exploration and conjecturing. Other tools, including mobile applications, augmented reality (AR), and AI, have contributed to innovative teaching strategies, increasing student engagement and understanding. However, challenges such as unequal access to technology and the need for teacher training in tool integration were identified. Novelty/Originality of this study: This study provides a unique contribution by focusing not only on the use of digital tools but also on their role within the broader teaching design context. It offers insights into how these technologies shape pedagogical strategies, helping educators design more effective and inclusive mathematics education environments.
Immersive Technology: A Bibliometric Analysis of Extended Reality Research Trends in STEM Education Radhiani, Ahyani; Abouseada, Farouk
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2509

Abstract

Purpose of the study: This study aims to conduct a comprehensive review of the development of research on the use of XR technology in STEM education and its current status. Methodology: A bibliometric review method was used in this study. Data related to research on the use of XR technology in STEM education during the period 2011-2025 was collected through the Scopus database. A total of 138 articles were selected for analysis. The dataset search was conducted from September 30, 2025, to October 1, 2025. Data analysis was performed using Biblioshiny software from Bibliometric RStudio and VOSviewer. Main Findings: The results show that there is long-term scientific interest in research on the use of XR technology in STEM education, with an average annual growth rate of 26.2 and an average number of citations per document of 32.55. In addition, keywords such as metaverse, gamification, and virtual environment have significant potential in terms of future research, assuming that these keywords will be developed and integrated into STEM curricula and pedagogy. Novelty/Originality of this study: This study offers an innovative contribution by integrating bibliometric analysis with an evaluation of XR implementation trends in STEM education, going beyond descriptive reviews. It identifies key research gaps, underexplored areas, and the potential impact of XR on learning effectiveness. The findings provide a practical foundation for educators, researchers, and policymakers to design measurable, effective, and sustainable XR-based learning strategies, while strengthening both methodological and practical contributions to immersive STEM education research.
Developing a Technology-Enhanced Digital Counseling Model to Improve Students' Learning Comfort and Happiness Gading, I Ketut; Sudarma, I Komang; Lestari, Luh Putu Sri; Rismawan, Kade Sathya Gita; Putri‎, Dewi ‎Arum Widhiyanti Metra; Dewi, Deshinta A; Lyesmaya, Dyah
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2538

Abstract

Purpose of the study: This study aims to develop and test a digital counseling model that integrates Mindfulness Cognitive Behavioral Harmony (MCBH) with digital tools to enhance students’ learning comfort and happiness in educational contexts. Methodology: A Research and Development design using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) was employed. Data were collected through questionnaires assessing model validity, practicality, learning comfort, and learning happiness from 280 elementary school students in Bali, Indonesia. The data were analyzed using descriptive and inferential statistics to determine the effectiveness of the model. Main Findings: The study found that the MCBH digital counseling model significantly enhanced students’ emotional regulation, learning comfort, and happiness. The digital tools used, including mobile applications and online platforms for mindfulness exercises and cognitive behavioral therapy techniques, were highly effective in providing accessible, continuous emotional support. This technology not only complemented traditional counseling methods but also contributed to the learning process by fostering sustained engagement, improved focus, and enhanced academic performance, showing how digital platforms can serve a pedagogical function in education. Novelty/Originality of this study: This study introduces a digital counseling model integrating mindfulness, cognitive behavioral therapy, and local cultural wisdom (Tri Hita Karana). It demonstrates how digital tools enhance emotional regulation, student engagement, and learning outcomes through continuous support and real-time feedback. The model contributes to educational technology by offering a scalable, sustainable, and culturally responsive approach to student well-being and learning support.
Assessing Pre-Service Teachers’ Analytical Thinking in Science Fundamentals through a Moodle-Based Online Test Yusro, Andista Candra; Setyosari, Punaji; Degeng, I Nyoman Sudana; Degeng, Made Duananda Kartika
Journal of Educational Technology and Learning Creativity Vol. 3 No. 2 (2025): December
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v3i2.2541

Abstract

Purpose of the study: This study aims to assess the analytical thinking skills of second-year pre-service teachers in the Concepts of Science course using a Moodle-based online assessment, emphasizing higher-order cognitive skills in Bloom’s taxonomy. Methodology: A descriptive quantitative design was employed involving 58 students from the Primary School Teacher Education (PGSD) program. Data were collected through a Moodle-based online test consisting of 20 items measuring analytical thinking at the analyzing level (C4), focusing on differentiating, organizing, and attributing in fundamental science topics. Descriptive statistics were used to analyze students’ performance levels. Main Findings: The findings show that approximately 62% of students achieved a moderate level of analytical thinking. Students performed better in identifying relationships between variables and interpreting experimental results, while difficulties were observed in organizing and evaluating scientific information. This indicates that Moodle-based assessments are effective in measuring analytical thinking but require instructional reinforcement to strengthen higher-order cognitive processes.. Novelty/Originality of this study: This study provides empirical evidence on the effectiveness of Moodle-based assessments in evaluating analytical thinking skills aligned with Bloom’s taxonomy in science teacher education. It highlights the potential of digital assessment platforms to support valid, efficient, and scalable measurement of pre-service teachers’ analytical competencies.
Digital Educational Technologies for Enhancing Methodological Competence of Pre-Service Foreign Language Teachers: A Quasi-Experimental Study in Ukrainian Higher Education Depchynska, Ivetta; Stakhova, Inna; Pak, Antonina; Dolhusheva, Olha; Pikalova, Anna
Journal of Educational Technology and Learning Creativity Vol. 4 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v4i1.2554

Abstract

Purpose of the study: This study aims to evaluate the effectiveness of digital educational technologies in developing the methodological competence of pre-service foreign language teachers through a quasi-experimental approach comparing experimental and control groups. Methodology: This study employed a quasi-experimental pre-test–post-test design with control and experimental groups. Data were collected using proprietary 40-item tests administered via Moodle (version 4.0). Statistical analysis included Student’s t-test, Pearson’s chi-square test, and effect size (Cohen’s d, Cramer’s V). The intervention integrated digital tools such as Google Classroom, Kahoot!, Quizlet, and Padlet. Main Findings: The findings indicate a positive but limited improvement in methodological competence among participants in the experimental group. The most notable increase occurred in the cognitive (8.1%) and motivational (9.5%) components, followed by reflective (6.8%) and activity-based (4.1%) components. Statistical analysis revealed significant differences only in the cognitive component (p < 0.05), while other components showed small effect sizes without statistical significance. Novelty/Originality of this study: This study provides an integrated digital-methodological model grounded in TPACK and constructivist theory, empirically validated through a quasi-experimental design. It uniquely examines the differential impact of digital technologies on specific components of methodological competence, offering new insights into targeted competence development in foreign language teacher education within the Ukrainian higher education context.
Generative AI in Secondary STEM Classrooms: Teachers’ Conditional Acceptance Go, Mary Cris J; Ajon, Helen B; Witting - Acuesa, Mary Koren; Delosa, Jovelyn; Bagongon, Rowena E; Gomez, Alven L; Genita, Anna Marie
Journal of Educational Technology and Learning Creativity Vol. 4 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v4i1.2568

Abstract

perceive and engage with generative artificial intelligence (GenAI) in instructional practice and identifies the institutional conditions influencing its responsible integration in public secondary schools. The study aims to understand how teachers regulate the use of GenAI within classroom instruction and professional decision-making. Methodology: A qualitative exploratory design was employed using a focus group discussion involving thirteen secondary STEM teachers from a public secondary school. Data were collected using a semi-structured discussion guide informed by the Technology Acceptance Model (TAM). Thematic analysis following Braun and Clarke’s six-phase framework was conducted, with NVivo qualitative analysis software supporting coding and data organization. Main Findings: The findings show that teachers’ engagement with generative artificial intelligence is characterized by partial familiarity, productivity-oriented use, and strong ethical concern. GenAI is primarily used for lesson preparation and instructional planning. Concerns regarding student overreliance, academic integrity, and learning authenticity limit unrestricted use, resulting in selective and regulated integration within classroom practice. Novelty/Originality of this study: This study contributes qualitative evidence on secondary STEM teachers’ engagement with generative artificial intelligence, a context underrepresented in AI-in-education research. It introduces the concept of conditional acceptance, explaining how teachers selectively adopt GenAI through professional judgment and institutional constraints, extending technology acceptance perspectives beyond binary adoption models.
Detecting the “Wish Not to Live”: Rasch Validation of the D-PSI Scale for Technology-Enabled Suicide Prevention in Higher Education Haryadi, Rudi; Ramli, M; Hidayah, Nur; Muslihati, Muslihati; Talib, Mansor bin Abu
Journal of Educational Technology and Learning Creativity Vol. 4 No. 1 (2026): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jetlc.v4i1.2574

Abstract

Purpose of the study: This study aims to develop and psychometrically validate a culturally grounded Distinctive Passive Suicidal Ideation Scale and to examine its potential contribution to early suicide prevention within technology-supported higher education environments. Methodology: This quantitative cross-sectional study employed a self-developed Distinctive Passive Suicidal Ideation Scale administered through an online survey using Google Forms. Data were collected from 833 Indonesian respondents. Psychometric validation was conducted using Item Response Theory with Rasch modeling. Item difficulty, person reliability, item fit statistics (infit and outfit MNSQ), rating scale functioning, and person–item targeting were analyzed using Jamovi version 2.7.6. Main Findings: The Scale demonstrated strong psychometric performance. The Rasch analysis indicated high person reliability (0.917) and acceptable item fit statistics, confirming the internal consistency of the scale. Item difficulty estimates clustered within low to moderate levels, suggesting that the instrument is sensitive to early manifestations of passive suicidal ideation. Rating scale thresholds were ordered, and person–item targeting indicated appropriate alignment between item difficulty and respondent ability levels. Novelty/Originality of this study: This study introduces a Rasch-validated instrument designed to measure passive suicidal ideation as the cognitive state described as the “wish not to live.” By operationalizing this early stage of suicidality, the D-PSI Scale provides a psychometric foundation for integrating psychological screening indicators into digital counseling platforms, learning analytics, and other technology-enabled student support systems aimed at strengthening suicide prevention efforts in higher education.

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