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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 193 Documents
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Entrepreneurial Leadership and Technology Adoption: The Roles of Islamic Work Ethic and Theological Trust Mona Novita; Miftah Hur Rahman Zh; Mohd Kasturi Nor Abd Aziz; Elce Purwandari; Rahmad Hidayat; Rokimin Rokimin
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.v4i1.2942

Abstract

Purpose of the study: This study examines the determinants of artificial intelligence and learning management system adoption among lecturers and students in Islamic Educational Management programmes at Indonesian Islamic higher education institutions, with Islamic Work Ethic and Theological Trust positioned as direct predictors of behavioural intention. Methodology: A quantitative cross-sectional survey was administered to 385 respondents drawn from twelve Islamic higher education institutions across five Indonesian regions. Data were analysed using Partial Least Squares Structural Equation Modelling in SmartPLS 4.0, and a Multi-Group Analysis compared lecturers and students after a Measurement Invariance of Composite Models procedure. Main Findings: Performance Expectancy (β = 0.287), Islamic Work Ethic (β = 0.224), Social Influence (β = 0.198), and Theological Trust (β = 0.176) significantly predicted Behavioural Intention, explaining 61.3 percent of its variance. Effort Expectancy was non-significant. Behavioural Intention (β = 0.418) and Facilitating Conditions (β = 0.312) jointly predicted Use Behaviour, explaining 48.9 percent of its variance. The Multi-Group Analysis revealed stronger Performance Expectancy effects among lecturers and stronger Social Influence effects among students. Novelty/Originality of this study: PThis study provides empirical evidence that Islamic Work Ethic functions as a direct predictor rather than a moderator of technology adoption intention in Indonesian Islamic higher education, and it introduces Theological Trust as a construct that captures user concerns about the doctrinal accuracy of artificial intelligence outputs in Islamic content. These extensions are interpreted through entrepreneurial leadership as a guiding lens that links innovation, stakeholder mobilization, and risk assessment in faith-based educational institutions.
AIoT-Based Digital Monitoring Architectures for Water Quality Index Forecasting: A Critical Media Technology Review Iffan Darwis Mohd Ibrahim; Herdawatie Abdul Kadir
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.v4i1.2953

Abstract

Purpose of the study: This review critically evaluates AIoT-based digital monitoring architectures that integrate edge intelligence and Water Quality Index (WQI) forecasting, in order to identify how distributed media-technology infrastructures can support real-time, predictive, and policy-aligned water quality monitoring across urban and rural environments. Methodology: A PRISMA-guided critical review was combined with VOSviewer 1.6.20 bibliometric mapping. Peer-reviewed articles indexed in Scopus, Web of Science, IEEE Xplore, ScienceDirect, MDPI, and SpringerLink between 2015 and 2025 were systematically screened, quality-appraised using a six-criterion rubric, and thematically synthesised, complemented by a quantitative nine-dimensional technical-performance comparison framework across cloud, edge, hybrid, and federated architectures. Main Findings: Three persistent weaknesses were identified: urban-centric architectural bias, supervised-learning dependence incompatible with rural data scarcity, and weak alignment between AI analytics and regulatory indices. Bibliometric clustering revealed four dominant research themes which is IoT sensing, machine-learning forecasting, edge intelligence, and federated/adaptive analytics. A hybrid edge-cloud AIoT framework with quantitative performance benchmarks is proposed to resolve these gaps. Novelty/Originality of this study: Unlike prior reviews that treat smart water monitoring as a uniform technical problem, this study reframes it as a distributed media-technology challenge, introduces a bibliometric-supported urban-rural taxonomy of AIoT architectures, and explicitly maps AI model placement onto the six-parameter Malaysian WQI computation, converting predictive analytics into a regulatory decision-support instrument with documented system orchestration and technical workflow.
Integrated Virtual Reality Learning Framework with Digital Ecosystem for Enhancing Physics Conceptual Understanding Eko Risdianto; Joselin Santos; Noel Lomerio; Deshinta Arrova Dewi; M. Esad Kuloglu; Sultan Hammad Alshammari; Ressti Nurfitriani
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.v4i1.2955

Abstract

Purpose of the study: This study develops and evaluates an integrated virtual reality learning framework to improve high school students’ physics conceptual understanding. The framework combines immersive 360° virtual reality videos via Kuula with Google Classroom, ClassPoint, digital flipbooks, and PhET simulations within a problem-based learning environment. Methodology: This study employed a research and development approach using the ADDIE model, combined with a pre-experimental one-group pretest–posttest design. The participants consisted of three cohorts of high school students (n = 115) across different physics topics: Kinematics (n = 36), fluids (n = 39), and particle dynamics (n = 40). The framework was validated by three experts using structured instruments assessing content, media, language, and presentation aspects. Data were collected through validation sheets, student response questionnaires, and conceptual understanding tests. Data analysis included percentage-based measures, N-Gain, Shapiro Wilk tests, paired t-tests, Wilcoxon signed rank tests, and effect size calculations. Main Findings: The results indicate high validity (88.89%–97%) and practicality (86%–98%). The implementation was associated with significant improvements in conceptual understanding, reflected in high N-Gain scores (0.81–0.87) and large effect sizes (p < 0.05). These findings suggest that the integrated virtual reality based learning ecosystem can effectively support conceptual understanding within the studied context. Novelty/Originality of this study: The novelty lies in the systematic integration of the Kuula platform within a multi-component digital learning ecosystem under a problem based learning framework, as well as its application across multiple physics topics to demonstrate consistent learning outcomes.
Design, Development, and Performance Evaluation of an Augmented Reality-Based Hybrid Pop-Up Media System for Elementary Ecosystem Learning Moch Bayu Ibrahim S; Suwito Eko Pramono; Fakhruddin Fakhruddin; Bambang Subali
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.v4i1.3045

Abstract

Purpose of the study: This study aimed to develop an augmented reality based ecosystem pop-up book for elementary science learning and to evaluate its validity and practicality as a hybrid instructional medium integrating physical pop-up structures with digital augmented reality visualization. Methodology: This study employed a Research and Development approach using the 4D model: Define, Design, Develop, and Disseminate. The augmented reality based media were developed using Unity 3D and Vuforia Software Development Kit (SDK) with marker-based tracking. The development process involved needs analysis, expert validation, revision, and practicality testing involving 139 fifth-grade students, five media experts, and five subject matter experts. Data were analyzed using percentage scores, mean scores, standard deviation, and Aiken’s V coefficients. Main Findings: The developed media achieved a validity score of 92.6% from media experts (M = 4.63; Aiken’s V = 0.89) and 92.2% from subject matter experts (M = 4.61; Aiken’s V = 0.90), both categorized as very valid. The practicality test obtained 95.67% (M = 4.78), categorized as very practical. The AR system also demonstrated stable technical performance with marker detection accuracy of 96.4%, tracking stability of 93.8%, response time of 428 ms, rendering performance of 29–32 fps, and an SUS score of 87.2. Novelty/Originality of this study: This study introduces a hybrid instructional medium integrating three-dimensional pop-up book structures with augmented reality technology in ecosystem learning for elementary education, providing combined tactile and digital learning experiences through a marker-based augmented reality visualization system optimized for classroom use.
Technology-Supported Aestheticized Educational Environments: Effects on Designers’ and Artists’ Aesthetic Consciousness Olha Kostiuk; Nataliia Dihtiar; Inna Hurzhii; Oleksii Sobolevskyi; Oleksandr Shpetnyі
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.v4i1.3056

Abstract

Purpose of the study: This study investigated the effects of integrating digital visual learning resources within an aestheticized educational environment on the development of aesthetic consciousness among undergraduate design and art students. The study also examined changes in cognitive, value-semantic, and activity-related dimensions of aesthetic development. Methodology: A quasi-experimental design was employed involving 63 undergraduate students enrolled in art and design programs. Data were collected using questionnaires, essays, and practical creative tasks. The intervention combined Ukrainian decorative art, project-based workshops, exhibition activities, reflective learning tasks, and technology-supported visual learning materials. Data were analyzed using Fisher’s angular transformation (φ*), Cohen’s h effect size, independent-samples t-tests, and exploratory ANCOVA. Main Findings: Students in the experimental group demonstrated significantly higher post-test outcomes than those in the control group across all assessed dimensions. High-level achievement increased in knowledge of Ukrainian culture (59.37%), knowledge of traditional wall painting (62.50%), value-semantic development (60.20%), and activity-related performance (40.60%). Exploratory ANCOVA confirmed significant group effects across all criteria (p < 0.001). The findings indicate that integrating digital visual learning resources into an aestheticized educational environment was associated with enhanced aesthetic consciousness and creative engagement. Novelty/Originality of this study: This study proposes and empirically validates a culturally grounded educational model integrating aestheticized learning environments, Ukrainian decorative art, reflective practice, project-based learning, exhibition activities, and technology-supported visual resources. Unlike research focusing exclusively on digital technologies or aesthetic education, the study demonstrates that combining cultural heritage, creative practice, and structured learning experiences effectively enhances students’ aesthetic consciousness and creative engagement.
Technology-Enhanced Joyful Learning in English as a Foreign Language Reading Comprehension: A Rasch Model Survey Lusi Elisa; Ag. Bambang Setiyadi; Sumarti Sumarti; Budi Kadaryanto; Flora Flora
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.v4i1.3114

Abstract

Purpose of the study: This study aims to examine english as a foreign language learners’ perceptions of technology-enhanced joyful learning in reading comprehension, focusing on how digital tools support comprehension, enjoyment, engagement, and learner autonomy in technology-mediated english reading activities. Methodology: This study used a quantitative cross-sectional survey involving 1,510 english as a foreign language learners. Data were collected through the technology-enhanced joyful learning in english as a foreign language reading comprehension: a rasch model survey questionnaire. the instrument contained 15 likert-scale items covering technology-supported english as a foreign language reading comprehension, Joyful Learning through Technology, and learner engagement and autonomy in technology-enhanced reading constructs. data were analyzed using descriptive statistics and rasch model analysis. Main Findings: The results showed that learners generally perceived technology-enhanced joyful learning positively. Edmodo was the most preferred platform, followed by Kahoot, Google Classroom, Quizlet, Duolingo, and Read&Write. Rasch analysis indicated acceptable item fit and item reliability. Technology was most strongly endorsed for supporting learner autonomy, self-paced reading, and main-idea identification, while comprehension accuracy and reading interest were relatively harder to endorse. Novelty/Originality of this study: This study contributes a rasch-validated measurement framework that integrates technology-supported english as a foreign language reading comprehension, joyful learning through technology, and learner engagement/autonomy. It advances existing english as a foreign language reading research by showing that different technologies provide different affordances for comprehension support, joyful engagement, task motivation, and autonomous learning.
The Bruker AXS SMART CCD: Technology Analysis Crystal Structure of Bis (trimethyltin) croconate [(CH3)3Sn]2C5O 2H2O Asrial Asrial; Haryanto Haryanto; Asmiyunda Asmiyunda
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.v4i1.3176

Abstract

Purpose of the study: This study aimed to synthesize and characterize a novel organotin oxocarbon complex, namely bis(trimethyltin) croconate dihydrate [(CH₃)₃Sn]₂C₅O₅·2H₂O, and to investigate its molecular geometry, coordination behavior, supramolecular arrangement, and spectroscopic properties. Methodology: The compound was synthesized through a solution reaction between sodium croconate and trimethyltin chloride under atmospheric conditions at room temperature. Structural characterization was conducted using single-crystal X-ray diffraction analysis with a Bruker AXS SMART CCD-System diffractometer and refined using the SHELXS-97 software package. Additional characterization techniques included FTIR spectroscopy, CHN elemental analysis, and ¹H- and ¹³C-NMR spectroscopy. Main Findings: The synthesized compound crystallized in the orthorhombic system with the Fddd space group and formed bright yellow needle-shaped crystals. Structural analysis revealed that the croconate dianion acts as a bidentate bridging ligand connecting two trimethyltin groups. Each tin atom exhibits pentacoordination with distorted trigonal bipyramidal geometry. Bond length analysis confirmed π-electron delocalization within the croconate ring, indicating aromatic character. Hydrogen bonding interactions between coordinated water molecules and croconate oxygen atoms generated an extended supramolecular network. FTIR and NMR spectra further supported the formation of the target complex, while elemental analysis confirmed agreement between theoretical and experimental compositions. Novelty/Originality of this study: This study reports the successful synthesis and comprehensive crystallographic characterization of bis(trimethyltin) croconate dihydrate, a croconate-based organotin complex that has rarely been explored. The research provides new insights into the coordination behavior of croconate ligands toward trimethyltin centers, the formation of hydrogen-bonded supramolecular structures, and the role of π-electron delocalization in stabilizing organotin oxocarbon frameworks.
Technical Computational Approach for Drug Discovery: in silico Analysis of Non-Edible Parts of Durio oxleyanus from Sabah as Enzyme Inhibitors in Diabetes Management Qomariah Hasanah; Monica Suleiman; Ayu Indayanti Ismail; Elfira Jumrah; Nur Hasanah; Syahriel bin Abdullah
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.v4i1.3179

Abstract

Purpose of the study: One strategy for controlling blood glucose levels is to inhibit carbohydrate digestion enzymes, namely α-glucosidase and α-amylase. This study uses a technical computational approach to explore the bioactive potential of the inedible part (husk) of Durio oxleyanus from Sabah as an inhibitor of both enzymes. Methodology: Hydroalcoholic extracts were analyzed using LC-MS, which identified phenolic and flavonoid compounds including catechin, rutin, quercetin, malvidin-3-O-glucoside, and lucidenic acid D1. Molecular docking simulations were performed against α-glucosidase (PDB ID: 2QMJ) and α-amylase (PDB ID: 1B2Y) using PyRx integrated with AutoDock and AutoDock Vina. Main Findings: The results showed that several compounds had high binding affinity (ΔG ≤ -7.0 kcal/mol) and interacted stably with polar, aromatic, and hydrophobic residues in the enzyme's active site. Lucidenic acid D1, rutin, catechin, and quercetin-3-O-glucosidase stood out as the main candidates with the lowest binding energy and multipoint interactions that support the formation of stable complexes. Novelty/Originality of this study: This study has demonstrated significant innovation by revealing the potential of the inedible parts of Durio oxleyanus as a source of candidate antidiabetic drugs through a computational approach. The integration of LC-MS profiling and molecular docking enables the efficient identification of bioactive compounds while accelerating the drug discovery process without relying entirely on experimental methods. This research lies in its contribution to the concept of sustainable bioprospecting, the exploration of under-researched local biodiversity, and the multi-target validation of key diabetes enzymes.
Development of Immersive Augmented Reality Learning Media Integrated with Ethnoscience: A Design-Based Research Approach Andri Imam Subekhi; Nandang Kusmana; Bagus Ardi Saputro; Yusup Junaedi; Teguh Ardianto
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.v4i1.3193

Abstract

Purpose of the study: This study aimed to develop, validate, and evaluate an Augmented Reality (AR)-based e-module integrated with Madurese bull-racing ethnoscience (SMART) to enhance junior high school students’ numeracy skills and scientific literacy through contextualized and meaningful science learning experiences. Methodology: This study employed a Design-Based Research (DBR) approach based on the Reeves model, combined with a quasi-experimental pretest–posttest control group design. The participants consisted of 64 eighth-grade students from junior high schools in East Java, Indonesia. Data were collected through expert validation sheets, Likert-scale questionnaires, classroom observations, and achievement tests. The data were analyzed using Aiken’s V, normalized gain (N-gain), ANCOVA, and Cohen’s d effect size analysis. Main Findings: The SMART e-module demonstrated high validity (Aiken’s V = 0.87) and excellent practicality (88.6%). The experimental group showed greater improvements in numeracy and scientific literacy than the control group, with N-gain scores ranging from 0.65 to 0.72, indicating moderate-to-high learning gains. ANCOVA results revealed a significant effect of the intervention on students’ learning outcomes (F(1,61) = 18.74, p < 0.001, η² = 0.23). In addition, students exhibited consistently high levels of behavioral, emotional, and cognitive engagement throughout the learning process. Novelty/Originality of this study: This study presents an innovative integration of Augmented Reality technology and Madurese ethnoscience within a Design-Based Research framework to support contextual science learning. The study contributes to the existing literature by demonstrating that culturally responsive AR-based learning materials can effectively foster conceptual understanding, scientific reasoning, numeracy proficiency, and higher-order thinking skills simultaneously.
Integrating GIS and Augmented Reality in Flood Disaster Education: Effects on Students’ Spatial Literacy and Preparedness M Iqbal Liayong Pratama; Rusiyah Rusiyah; Wiwin Kobi; Hamengkubuwono Hamengkubuwono; Indrawan Indrawan
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.v4i1.3210

Abstract

Purpose of the study: This study investigates the effectiveness of GIS and augmented reality (AR) supported immersive flood learning in enhancing students’ spatial literacy and flood preparedness within secondary geography education. Methodology: A quasi experimental pretest–posttest control group design involved 107 Grade XI social science students from six senior high schools in Gorontalo City, Indonesia. The experimental group received GIS and AR supported immersive learning, while the control group received conventional instruction. Data were collected using a 40 item test measuring spatial literacy and flood preparedness. Data analysis employed descriptive statistics, normalized gain analysis, independent sample t tests, and effect size analysis. Main Findings: Students in the experimental group achieved significantly higher posttest scores (M = 84.72, SD = 6.41) than the control group (M = 71.58, SD = 7.24). Statistical testing showed a significant difference between groups (p < .05), while effect size analysis indicated a large practical effect. GIS and AR supported immersive learning improved students’ spatial interpretation, hazard analysis, contextual reasoning, and mitigation planning more effectively than conventional approaches across disaster related geography learning activities. Novelty/Originality of this study: The findings provide empirical evidence that immersive geospatial learning integrating GIS and AR strengthens spatial cognition and disaster preparedness simultaneously within secondary geography education. Unlike previous studies emphasizing technological feasibility, the findings demonstrate the pedagogical role of immersive spatial learning in supporting contextual disaster understanding and environmental reasoning in flood prone educational settings.

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