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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 82 Documents
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Embedding Ethno-Parenting into 21st Century Education Policy: A Technology-Driven Approach to Cultural Sustainability Mahardhani, Ardhana Januar; Sulton, Sulton; Katoningsih, Sri; Muttaqin, Muhammad Azam; Pramudiana, Ika Devy; Dhika, Gregorius Aquino
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.v3i2.2423

Abstract

Purpose of the study: This study aims to analyze how cultural identity is reproduced through ethno-parenting, education, and cultural policy in contemporary Indonesia with a specific focus on how digital tools and technology-enhanced learning environments supports this procces. Methodology: This research employs a qualitative ethnographic approach using participant observation, in depth interviews, and document analysis in family settings, schools, art studios, and government agencies. Digital content bservation, including online cultural archives, social media materials, and technology-supported learning platforms, was also incorporated to examine technology-driven cultural transmission. Main Findings: Ethno-parenting serves as the primary mechanism for intilling cultural values through storytelling, rutuals, and performance practices. Formal and non-formal education strenghthens cultural internalization by combining theory and practice. Government policy supports cultural sustainability through festivals, regulations, and training subsides. Technology enhances this ecosystem by enabling digital storytelling, online cultural learning, hybrid participation, and increased youth engagement with cultural content through digital media. Novelty/Originality of this study: This study offers a new perspective by embedding ethno-parenting within 21st century education policy and examining its integration with technology-based learning. It advances existing knowledge by proposing a technology-driven cultural sustainability model that connects family-based cultural transmission, digital learning ecosystems, and contemporary education policy.
From Pedagogy to Digital Cultural Literacy: Examining the Correlation between Teachers’ Knowledge of Bloom’s Taxonomy, Character Education, and Digital-Based Interpretation of Javanese Philosophy Sulton, Sulton; Hermawan, Yudan; Mahardhani, Ardhana Januar; Rusdiani, Nurtina Irsad; Wulansari, Betty Yulia; Mufanti, Restu
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.v3i2.2424

Abstract

Purpose of the study: This study aims to analyze the relationship between teacher’s knowledge of Bloom’s Taxonomy and character education with their digital-based understanding of the Javanese philosophy Sura Dira Jayaningrat Lebur Dening Pangastuti within technology-integrated cultural education enviroments. Methodology: A quantitative correlational method was implemented using a digital Likerts-scale questionnaire administered through an online platform. Data were analysed with SPSS using validity and reliability test, Pearson product-moment correlation, and multiple regression analysis to measure relationships among Bloon’s Taxonomy knowledge, character education knowledge, and digital-based philosophical understanding. Main Findings: The study reveals significant positive correlations between teachers’ knowledge of Bloom’s Taxonomy and their digital-based understanding of Javanese philosophy. Teachers’ knowledge of Indonesian character education also shows a strong and significant relationship. Combined, both variables explain 92,8% of the variance in teacher’s ability to interpret and internalize philosophical values within technology-supportes cultural learning. Novelty/Originality of this study: This study offers a new framework linking pedagogical knowledge with digital cultural interpretation, demonstrating how technology enhances teachers’ ability to translate Bloom’s Taxonomy and character education technology by integrating local wisdom, digital media, and oedagogical theory into a coherent model for cultural preservation.
Leveraging Educational Technology to Connect Mathematics, Digital Design, and Entrepreneurship in CLC Students’ Souvenir Production Fajriah, Noor; Kusumawati, Elli; Arifin, M. Zainul; Soraya, Selfina
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.v3i2.2425

Abstract

Purpose of the study: This study aims to investigate how mathematics, digital technology, and entrepreneurship are integrated through the digital printing workflow in the production of souvenir keychains by CLC students, with a particular focus on how these activities support the development of creative thinking skills. Methodology: This research employed a qualitative case study using classroom observations, semi-structured interviews, document analysis, and design file reviews. Canva (web-based design platform), Heat Gun KOVA 2000W, and shrink-film materials were used during production, supported by thematic analysis of learning artifacts and performance documentation. Main Findings: The findings show that students developed applied mathematical competencies particularly measurement, proportion, and spatial reasoning while engaging in iterative digital design using Canva. Students demonstrated significant growth in digital literacy, creativity, and product refinement, and successfully produced approximately ninety keychains, all of which were sold during an exhibition, indicating emerging entrepreneurial capability. Novelty/Originality of this study: This study offers originality by demonstrating how a low-cost digital design and fabrication workflow can bridge technological learning gaps in non-formal CLC environments. Unlike prior research conducted in well-resourced settings, this study shows how accessible tools enable learners with limited technological exposure to integrate mathematics, digital production, and entrepreneurship within an authentic, technology-enhanced learning model.
Local Food-Based Local Content Learning: Utilizing Avocado Seed Flour as a Substitute for Wheat Flour in Making Cookies for Elementary School Students Guri, Guri; Salsabilah, Wanada Siti; Perdana, Rahmat; Rizqiyah, Nabila Nur; Oktavia, Sri Wina
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.v3i2.2426

Abstract

Purpose of the study: This study aims to integrate local food resources into Local Content (Muatan Lokal) learning for elementary school students by utilizing avocado seed flour as a substitute for wheat flour in cookie production. Methodology: The research was conducted using a Completely Randomized Design (CRD) with six treatment levels of avocado seed flour substitution and five replications. The procedures included the preparation of avocado seed flour following food science standards, cookie production using a standardized baking method, and evaluation of physical properties consisting of moisture content, water activity, hardness, and color. Data were analyzed using Analysis of Variance (ANOVA) followed by Duncan’s Multiple Range Test (DMRT) at a 5% significance level. Main Findings: The findings show that increasing the proportion of avocado seed flour significantly affected the physical properties of cookies, particularly reducing moisture content and increasing hardness, while also influencing color parameters (L, a, b*). Novelty/Originality of this study: The novelty of this study lies in the integration of multidisciplinary food science methods with elementary education through the development of a local food–based learning model that promotes contextual, hands-on learning using local resources. This approach strengthens food literacy and supports character development related to sustainability and the appreciation of local biodiversity.
Technology-Based Video Analysis for Evaluating Pedagogical Competence of Prospective Elementary School Teachers Using Gagné’s Conditions of Learning Syahrial, Syahrial; Asrial, Asrial; Haryanto, Haryanto
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.v3i2.2430

Abstract

Purpose of the study: This study aims to examine the use of digital learning videos as a technology-based assessment tool to evaluate the pedagogical competence of prospective elementary school teachers using Gagné’s Conditions of Learning framework. Methodology: A qualitative descriptive method supported by simple quantitative analysis was employed by analyzing 20 digitally recorded learning videos from a Teacher Professional Education program. A structured video analysis rubric was applied as a form of technology-mediated observation to identify pedagogical indicators, including responding, reinforcement, retrieval, and generalization. Main Findings: The findings indicate that digital video analysis effectively captures pedagogical practices, with responding (43.5%) and reinforcement (29.0%) dominating classroom interactions, while retrieval (14.5%) and generalization (13.0%) appear less frequently. The use of video as a digital medium enables detailed, repeatable, and objective observation of instructional practices across different teaching contexts. Novelty/Originality of this study: This study contributes to educational technology research by integrating classical learning theory with video-based digital assessment, offering a scalable and evidence-based approach for evaluating teacher pedagogical competence in professional education programs.
Technology-Enhanced STEM-PjBL: A Pathway to Strengthen Students’ Critical Thinking in Understanding the Nature of Science through Social Phenomena Sukarno, Sukarno; Triani, Elza; Azzahra, Miftahul Zannah; Nawahdani, Ahmad Mansur
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.v3i2.2433

Abstract

Purpose of the study: This study aims to analyze the influence of STEM-PjBL learning integrated with technology media on students' critical thinking skills on the material of the Nature of Science and Scientific Methods in the context of social phenomena, and to see the effectiveness of this approach in improving students' scientific reasoning. Methodology: The study used a mixed methods sequential explanatory design. Quantitative data were obtained through critical thinking tests and questionnaires, while qualitative data were obtained through interviews and observations. Analysis included normality, homogeneity, t-tests, ANOVA, and effect size tests using SPSS. Learning was supported by digital simulations, virtual experiment applications, and technological devices in the implementation of STEM-PjBL.. Main Findings: The results showed a significant increase in critical thinking skills in the experimental class compared to the control class. Posttest scores, gain scores, and effect size (d = 1.58) indicated a significant effect. Qualitative findings revealed increased student engagement, ability to interpret data through digital media, self-reflection, and more effective application of scientific methods during the project compared to conventional learning. Novelty/Originality of this study: This research offers novelty through the simultaneous integration of STEM-PjBL, interactive technology media, and basic material on the Nature of Science within the context of social phenomena, which has rarely been studied before. This study also simultaneously assesses critical thinking and science process skills, thus providing a new contribution to the development of technology-based science learning to strengthen students' scientific abilities.
Smart Supervision: Leveraging ELISTA to Strengthen Student Motivation and Thesis Completion Kurniawan, Dwi Agus; Astalini, Astalini; Darmaji, Darmaji; Yusnidar, Yusnidar
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.v3i2.2446

Abstract

Purpose of the study: This study aims to examine how lecturer–student interactions within the ELISTA learning management system influence students’ motivation to complete their final research project, focusing specifically on how feedback quality, clarity, and communication frequency contribute to strengthening their academic persistence. Methodology: This study employed an explanatory sequential mixed-methods design using an ex post facto survey with Google Forms (Google LLC) and a Likert-scale questionnaire. Quantitative analysis used SPSS v.26 (IBM Corp.), while qualitative thematic analysis used NVivo 12 Plus (QSR International). Instruments included online surveys, ELISTA activity logs, and semi-structured interviews recorded using Zoom Cloud Meetings. Main Findings: The study found that lecturer–student interaction via ELISTA was high (mean = 4.12), with clarity of instructions and feedback quality as dominant factors. Student motivation for thesis completion was also high (mean = 4.08), driven by intrinsic motivation and extrinsic factors such as degree achievement and career prospects. Regression analysis showed interactions significantly predicted motivation (R² = 0.236), with clarity of instructions (β = 0.341) and feedback quality (β = 0.268) contributing substantially. Novelty/Originality of this study: This study uniquely integrates ELISTA-based thesis supervision with a mixed-methods approach, combining quantitative analysis of interaction metrics and qualitative NVivo analysis of student motivation. Unlike previous LMS studies focused on course engagement, it specifically examines how clarity of instructions and feedback quality influence both intrinsic and extrinsic motivation, providing new empirical insights for designing effective, technology-mediated academic supervision.
Enhancing Cognitive Independence and Creativity in Higher Education Through Neuroeducation: An Empirical Study Volkotrubova, Albina; Liu, Jie; Andrusenko, Oleksandr; Provorova, Yevheniia; Vnukova, Оlga
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.v3i2.2448

Abstract

Purpose of the study: The research aims to empirically examine the effectiveness of integrating neuroeducation into higher education by analyzing how an integrated neurodidactic model enhances students’ cognitive independence and creativity within technology-enhanced learning environments. Methodology: The methodological underpinning was the system-activity approach. A quasi-experimental pre-test/post-test control group design was employed to assess the effectiveness of the neurodidactic intervention.Among the employed methodologies were questionnaires utilizing the MSLQ scale, creativity assessments developed by D. Johnson, S. Mednick, and E. Torrance, the expert evaluation method, as well as statistical analysis, including the Mann–Whitney U-test and Spearman’s coefficient. Main Findings: A total of 294 students participated in the pedagogical experiment, with 147 assigned to the control group and 147 to the experimental group. The findings revealed that the expert assessment of creativity in the experimental group (EG) averaged 26.32 points, compared to 22.60 points in the control group (CG); regarding the motivational criterion, the EG scored 4.1, while the CG scored 3.4. A marked enhancement in the measures of independence and creativity was observed within the experimental group. These improvements were statistically significant and confirmed the effectiveness of the neurodidactic intervention compared with traditional instruction. Novelty/Originality of this study: The scientific novelty of the study lies in the empirical validation of an integrated neurodidactic model that systematically combines multiple cognitively grounded strategies within higher education. Unlike previous studies focusing on isolated neuroeducational techniques, this research demonstrates simultaneous improvements in cognitive independence and creativity through a technology-enhanced learning framework.
Data-Based Curriculum Evaluation and Teacher Performance: Quantitative Evidence of Strengthening Digital Systems in Learning Management Fathurrochman, Irwan; Hamengkubuwono, Hamengkubuwono; Ramadani, M
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.v3i2.2468

Abstract

Purpose of the study: This study investigates the influence of curriculum management practices on teacher performance in primary and secondary schools across Bengkulu Province, Indonesia. With the nationwide implementation of the Independent Curriculum (Kurikulum Merdeka) demanding stronger instructional quality, empirical evidence on how curriculum management contributes to teacher performance in local contexts remains limited. Methodology: A quantitative survey design was employed, involving 327 teachers selected through proportional stratified random sampling. Curriculum management was measured through three dimensions: planning, implementation, and evaluation. Teacher performance was assessed using indicators of pedagogical competence, instructional delivery, and classroom assessment practices. Data were analyzed using structural equation modeling (SEM). Main Findings: The findings reveal that curriculum management practices have a significant positive effect on teacher performance, with curriculum evaluation emerging as the strongest predictor. Novelty/Originality of this study: The study highlights the need for strengthening data-driven curriculum monitoring and professional development. These findings contribute to the literature on curriculum governance in developing regions by providing empirical evidence from a non-metropolitan Indonesian context. They also offer evidence-based recommendations for policymakers and school leaders in optimizing curriculum implementation within decentralized education systems.
Digital HR, Employee Empowerment, Internal Mobility, Career Development on ‎Knowledge Innovation, and Employee Engagement in Technology Firms in Indonesia Mintawati, Hesri; Maulana , Agung; Pratiwi, Intan Deanida; Sedera, Rakotoarisoa Maminiaina Heritiana; Wen, Goh Khang; Aridan, Muhammad
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.v3i2.2479

Abstract

Purpose of the study: This study aims to explore the relationships between Digital Human Resource Management, Employee Empowerment, Internal Mobility, Career Development, Knowledge Innovation, and Employee Engagement in Indonesian technology companies. Methodology: A quantitative approach was used, collecting data from 675 employees via a structured questionnaire with a five-point Likert scale. The data were analyzed using Structural Equation Modeling with Partial Least Squares (SEM-PLS 3.0). Main Findings: Digital HR directly influences Employee Empowerment and Internal Mobility, which positively affect Career Development. Career Development impacts Knowledge Innovation and Employee Engagement, with Knowledge Innovation serving as a mediator between Career Development and Engagement. Novelty/Originality of this study: This study integrates Resource-Based View (RBV) and Social Exchange Theory (SET), demonstrating how Digital HR competencies and employee reciprocity drive innovation and engagement, providing insights for HR managers in technology firms to enhance talent development and competitiveness.

Page 7 of 9 | Total Record : 82

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