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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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Generative AI Ethno-Digital Comics Enhancing Socio-Cultural Awareness and Value-Based Learning in Elementary Education Teguh Ardianto; Nandang Kusmana; Sobri Sobri; Yusup Junaedi; Andri Imam Subekhi
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.v4i1.3249

Abstract

Purpose of the study: This study aimed to develop and evaluate an AI-assisted ethno-digital comic using AI Comic Factory to improve elementary students’ cultural literacy, character development, and learning engagement in culturally responsive learning contexts. Methodology: This study employed a Design-Based Research (DBR) approach involving analysis, design, and evaluation phases. Participants consisted of 60 elementary students from Grades IV–VI and 12 students in a preliminary trial from two schools in Banten, Indonesia. Data were collected through expert validation, questionnaires, observations, and field testing, then analyzed using Aiken’s V, Cronbach’s Alpha, ICC, N-gain, and Cohen’s d. Main Findings: The developed comic demonstrated high validity (Aiken’s V = 0.88–0.94) and strong reliability (α = 0.89). Field implementation showed significant improvement in students’ socio-cultural awareness (N-gain = 0.70; Cohen’s d = 2.02), character development (d = 1.77), and learning engagement (M = 4.34; ICC = 0.89). Emotional and reflective engagement showed greater improvement than behavioral and cognitive engagement. In addition, Technology Acceptance Model (TAM) results indicated very high user acceptance, particularly in behavioral intention (BI = 4.58) and perceived usefulness (PU = 4.52). Novelty/Originality of this study: This study proposes an AI-assisted ethno-digital story-based learning model integrating generative AI, culturally responsive pedagogy, and DBR to support immersive cultural storytelling and measurable character-based learning outcomes in elementary education.
Integrating Artificial Intelligence and Science Education to Support Computational Thinking: A Multi-Model Benchmarking Study in Primary Numeracy Suprih Widodo; Muhamad Akda Fathul Barri; Ayu Permata Sari; Hapizah Hapizah; Intan Sari Rufiana; Sumarni Sumarni; Zuriani Mustaffa
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.v4i1.3397

Abstract

Purpose of the study: This study investigates the multidisciplinary integration of artificial intelligence, learning analytics, cognitive psychology, and science education to evaluate three Large Language Model (LLM) configurations. It aims to optimize an adaptive digital scaffolding framework for primary computational thinking (CT) and scientific reasoning under tight latency constraints. Methodology: Deployed via Python 3.11 within an automated benchmarking ecosystem, OpenAI gpt-5-mini, Google gemini-3.5-flash, and Meta llama-3.3-70b-versatile (Groq LPU) were evaluated across 15 Bebras tasks (135 structured API interactions). The multidisciplinary validation applied content and psycholinguistic triage to analyze the interface between technical inference latency and the continuity of students' scientific inquiry processes. Main Findings: Meta Llama-3.3-70b achieved optimal performance with a 0.2687s latency, maximizing the Student Waiting Threshold (SWT) compliance margin to support uninterrupted scientific schema construction. OpenAI GPT-5 Mini exhibited superior Socratic instruction adherence (6.9% failure) but introduced a 2.3764s latency overhead. Gemini 3.5 Flash truncated crucial pedagogical contexts due to its constrained 3-token output distribution. Novelty/Originality of this study: This work introduces a multidisciplinary engineering blueprint that bridges hardware-level computing optimization with technology-enhanced science education. By formalizing a latency-constrained routing protocol, it establishes a theoretical model demonstrating how infrastructure responsiveness directly safeguards the cognitive sustainability of scientific reasoning and problem-solving sequences in primary STEM learning contexts.
Media Technology Adoption in Final-Year Research: The Effects of SPSS, NVivo, and Mendeley on Research Quality, Productivity, and Time Management Dwi Agus Kurniawan; Asrial Asrial; Maison Maison; Haryanto Haryanto
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.v4i1.3414

Abstract

Purpose of the study: This study aimed to investigate the effects of SPSS, NVivo, and Mendeley adoption on research quality, research productivity, and time management among final-year students in higher education during the completion of research projects. Methodology: This study employed a sequential explanatory mixed methods design involving 336 undergraduate and master’s students from Universitas Jambi. Data were collected using Likert-scale questionnaires and semi-structured interviews. Quantitative data were analyzed using IBM SPSS Statistics through descriptive statistics, assumption testing, and multiple linear regression, while qualitative data were analyzed using NVivo thematic analysis. Main Findings: The findings revealed that SPSS, NVivo, and Mendeley significantly improved research quality, research productivity, and time management among final-year students. Mendeley demonstrated the strongest influence across all dependent variables, followed by SPSS and NVivo. Qualitative findings confirmed that research technologies enhanced research efficiency, improved analytical accuracy, simplified reference management, and reduced the time required to complete research activities. Novelty/Originality of this study: This study provides an integrated analysis of SPSS, NVivo, and Mendeley adoption within a single conceptual framework by examining their simultaneous effects on research quality, productivity, and time management. The study advances current knowledge by demonstrating how multiple research media technologies collectively function as strategic enablers supporting digital research performance in higher education.

Page 20 of 20 | Total Record : 193

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