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EDUJAVARE: International Journal of Educational Research
Published by Edujavare Publishing
ISSN : -     EISSN : 30312884     DOI : https://doi.org/10.xxx/xxxx
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
EDUJAVARE: International Journal of Educational Research (e-ISSN: 3031-2884) published twice a year (in June and December) by Lembaga Penerbitan dan Publikasi Ilmiah Edujavare Publishing by Indonesian Lecturers Association. This is a multi-disciplinary scientific journal as a dialogue medium of education, social and culture issues. The scope of the articles published in this journal deal with a broad range of topics, including: 1. Curriculum Development 2. Educational Policy 3. Language Education 4. Bilingual Education 5. Multicultural Education 6. Art Education 7. Teacher Education 8. Educational Technology 9. Educational Developments 10. Educational Psychology 11. International Education 12. Social Education 13. Social Studies 14. History 15. Sociology
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 28 Documents
 1   2   3 
Digital Literacy as a Core Competency: Preparing Students for the Future Workforce Seeletse, Solly Matshonisa; Azizah, Suci Midsyahri; Mardhotillah, Bunga; Fathoni, Tamrin
EDUJAVARE: International Journal of Educational Research Vol. 2 No. 1 (2024): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v2i1.799

Abstract

In the era of rapid technological advancement, digital literacy has become a fundamental competency required for success in the modern workforce. However, there remains a gap between the digital skills taught in educational settings and the competencies needed by employers. This study explores how digital literacy can be integrated as a core competency in educational systems, aiming to better prepare students for the digital-first workforce. Using a qualitative case study approach, the research involved in-depth interviews, focus group discussions, and document analysis across several educational institutions. The study found that while there is growing recognition of the importance of digital literacy, its integration remains inconsistent, with many institutions focusing primarily on technical skills rather than the broader cognitive and ethical aspects of digital literacy. Additionally, gaps in teacher training and the lack of standardized frameworks for teaching digital literacy were identified as key challenges. The study concludes that a more comprehensive and standardized approach is needed to incorporate critical thinking, ethical engagement, and adaptability to ensure students are fully prepared for the digital workforce. 
Bridging the Digital Divide: Ensuring Equitable Access to Education Technology Aini, M. Anwar
EDUJAVARE: International Journal of Educational Research Vol. 3 No. 1 (2025): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v3i1.800

Abstract

The digital divide in education perpetuates inequities, limiting access to essential learning resources and hindering students' academic success, particularly in underserved regions. This study investigates the barriers and opportunities in ensuring equitable access to educational technology across different geographical and socioeconomic contexts. Using a qualitative research approach, data were collected through in-depth interviews, focus group discussions, and field observations in three regions of Indonesia: Jakarta, Central Java, and Eastern Indonesia. The study found significant disparities in access to digital tools and resources, with urban areas facing digital literacy challenges and rural and remote areas encountering severe infrastructural obstacles. Moreover, sociocultural factors, such as gender and the lack of home-based support, further exacerbated these inequalities. The research highlights the need for context-sensitive and equity-driven policies that address infrastructural and pedagogical gaps. It also emphasizes the importance of community involvement in developing local solutions to bridge the digital divide. The study contributes to the growing body of literature on digital inequality in education by providing insights into the multidimensional nature of the problem and offering recommendations for more inclusive edtech strategies. The findings suggest that bridging the digital divide requires a holistic approach beyond access to technology and includes digital literacy, teacher training, and community engagement.
Virtual Reality in Education: Immersive Learning for Deeper Understanding Iqbal, Khurshed; Mokoena, Oratilwe Penwell; Tesema, Ayenew Kassie; Waham, Jihad Jaafar
EDUJAVARE: International Journal of Educational Research Vol. 3 No. 1 (2025): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v3i1.801

Abstract

Integrating Virtual Reality (VR) in education presents a promising opportunity to enhance immersive learning and deepen student understanding of complex subjects. Despite its potential, the widespread adoption of VR in classrooms remains limited due to challenges such as high costs, inadequate teacher training, and the difficulty in aligning VR with existing curricula. This study aims to explore the impact of VR on student engagement, conceptual understanding, and learning outcomes across diverse educational settings. A qualitative approach was employed, involving semi-structured interviews, participant observations, and document analysis with students, teachers, and curriculum developers at two secondary schools and one university in Jakarta, Indonesia. The findings reveal that VR significantly enhances student engagement, promotes deeper conceptual understanding, and fosters emotional connections to learning materials. However, challenges related to technological infrastructure, teacher readiness, and curriculum integration were also identified. The study concludes that while VR has substantial educational benefits, its successful implementation requires overcoming these barriers through targeted training, improved content design, and a more systematic approach to curriculum integration. This research contributes to the growing knowledge of educational technologies, offering practical insights into how VR can effectively transform teaching and learning practices. 
EdTech Startups and Their Impact on Traditional Learning Models Pujiono, Imam Prayogo
EDUJAVARE: International Journal of Educational Research Vol. 3 No. 1 (2025): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v3i1.802

Abstract

The rapid growth of EdTech startups has introduced innovative tools that challenge traditional learning models, offering personalized, flexible, and technology-enhanced educational experiences. However, integrating these technologies into established educational institutions remains a complex and gradual process. This study aims to explore the impact of EdTech startups on traditional learning models, examining how these technologies disrupt, complement, or reinforce traditional pedagogical practices. Using a qualitative research design, the study employed semi-structured interviews, focus group discussions, and document analysis to gather data from educators, students, EdTech entrepreneurs, and administrators across urban centers in Indonesia. The findings reveal that while EdTech startups have the potential to enhance student engagement and learning personalization, their integration into traditional institutions is often hindered by infrastructural challenges, resistance to change, and a lack of digital literacy. The study highlights the role of the COVID-19 pandemic as a catalyst for accelerating EdTech adoption. In conclusion, the research underscores the need for a balanced approach that supports the professional development of educators, addresses equity in access to technology, and fosters collaboration between EdTech startups and traditional institutions. This study contributes to the growing literature on educational innovation, providing valuable insights for policymakers, educators, and EdTech developers seeking to integrate technology into learning environments effectively. 
EdTech Startups and Their Impact on Traditional Learning ModelsHybrid Classrooms: Redefining the Role of Teachers and Learners Pandey, Digvijay; Iqbal, Khurshed
EDUJAVARE: International Journal of Educational Research Vol. 3 No. 1 (2025): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v3i1.803

Abstract

The rapid growth of EdTech startups and integration into educational practices has led to hybrid classrooms combining traditional face-to-face teaching with digital tools. This transformation redefines the roles of teachers and learners, prompting a shift toward more flexible, personalized learning environments. This study explores the impact of EdTech startups on traditional learning models and how hybrid classrooms are reshaping these roles. Using a qualitative research methodology, data was collected through semi-structured interviews, participant observations, and document analysis in schools and EdTech hubs in Jakarta, Indonesia. The findings reveal that hybrid classrooms provide increased learner autonomy, personalized learning, and collaboration opportunities. However, they also highlight challenges such as digital inequities, teacher adaptation to new roles, and the need for ongoing professional development. Teachers are evolving into facilitators rather than traditional knowledge transmitters, yet they struggle with integrating new technologies effectively. The study concludes that EdTech tools while promising, require careful integration with human-centered teaching practices to ensure inclusivity and engagement. The research contributes to understanding how hybrid learning environments can be optimized to benefit both teachers and students. It offers educators and policymakers insights into the complexities of EdTech adoption in education.
Analysis of Digital Science Literacy Competence to Build Students' Independent Learning Creativity in Learning Process Zurweni, Zurweni; Malik, Affan
EDUJAVARE: International Journal of Educational Research Vol. 3 No. 1 (2025): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v3i1.867

Abstract

In the Industrial Era 4.0 which has entered the Society Era 5.0, mastery of Science and Technology is one of the key indicators of the success of the Indonesian nation in facing global competition. The purpose of this study is to analyze the digital literacy competency of science students using a questionnaire and digital literacy competency evaluation instrument for Chemistry Science related to independent learning within the scope of Heutagogy. This research method uses an applied mixed-method research approach conducted online and offline, using a simple random sample. The sample of this study is representative of FKIP UNJA students. The results of this study provide information that the digital literacy competency of Chemistry Education students is generally in the good category, and quite good when analyzed in terms of cognitive aspects, both in terms of attitude and also in terms of skills. Meanwhile, for general digital literacy skills, FKIP UNJA students are still low in terms of analyzing problems digitally. Policy options that can be implemented in the future are with various techniques and programs, including the use of PBL and Case Study models in the learning process, providing opportunities for students to take digital-based lectures in the Information Systems Study Program, and others through the Merdeka Belajar Kampus Merdeka program. 
Developing Interpersonal Intelligence in Early Childhood Through Role-Play Activities at IT Bunayya Kindergarten Amanda Hijriani; Dea Miftahul Jannah; Fadillah Ajeng Ningrum; Nur Fadillah; Irda Wahyuni Hasiabuan; Fauziah Nasution
EDUJAVARE: International Journal of Educational Research Vol. 3 No. 1 (2025): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The purpose of this study was to examine how creative dance activities can stimulate positive emotions in early childhood at TK IT Bunayya Medan. The approach used was descriptive qualitative with observation, interviews, and documentation methods for teachers and children in group B. The results showed that creative dance activities can stimulate expressions of happiness, increase self-confidence, and strengthen children's social relationships. Creative dance also provides space for children to express their feelings spontaneously and freely. With a fun approach, dance becomes an effective medium in forming positive emotions in early childhood.
The Influence of Artificial Intelligence on Scientific Writing in the Academic Writing: Benefits, Challenges, and Ethical Considerations Irfun, Irfun; Nurjaya, Muhammad; Maswatu, Ismail
EDUJAVARE: International Journal of Educational Research Vol. 3 No. 2 (2025): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v3i2.960

Abstract

The rapid development of Artificial Intelligence (AI) technology has begun to significantly impact academic writing practices and processes. AI tools have increased writing efficiency, improved quality, and boosted student confidence, but have also raised ethical concerns such as plagiarism and over-reliance. The purpose of this study is to explore the multifaceted impact of artificial intelligence (AI) on scientific writing in academic settings from 2020 to 2025. This research method uses a Systematic Literature Review approach with quantitative and qualitative data from recent research. This paper is analyzed thematically with the effects of AI on academic productivity, learner psychology, and pedagogy. The results of this study indicate that recent empirical studies highlight substantial benefits and important challenges associated with the integration of Artificial Intelligence (AI) tools in the context of academic writing. This study concludes that the urgency of responsible AI integration, supported by governance and educational frameworks to maintain academic integrity and maximize the benefits of AI.

Page 3 of 3 | Total Record : 28

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