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International Journal of Educational Technology and Society
Published by Asosiasi Periset Bahasa Sastra Indonesia
ISSN : 30468345     EISSN : 30468337     DOI : 10.61132
Core Subject : Science, Education, Social,
Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences
the social sciences, humanities and education, Information Systems, Computer Network, Computation System, Decision Support System. Fields of study in this journal include linguistics, literature, philosophy, psychology, law, education, social and cultural studies
Arjuna Subject : Umum - Umum
Articles 58 Documents
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Virtual Exchange Programs for Cross Cultural Communication and Global Collaboration among University Students Dewi Nuryanti; Imelda Kusumastuty; Arvy N. Osma
International Journal of Educational Technology and Society Vol. 1 No. 3 (2024): September : International Journal of Educational Technology and Society
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijets.v1i3.413

Abstract

The rapid expansion of digital platforms in higher education has paved the way for Virtual Exchange (VE) as a viable alternative to traditional student mobility programs. VE leverages online technologies to connect university students from diverse cultural and academic backgrounds, enabling cross-cultural communication and global collaboration without the financial and geographical barriers associated with physical exchanges. Despite its potential, challenges remain regarding student engagement, technological limitations, and reduced immersion compared to face-to-face interactions. This study aims to evaluate the effectiveness of VE in fostering intercultural awareness and teamwork skills among university students. A mixed-method approach was employed, combining quantitative surveys to measure intercultural competence and collaboration with qualitative interviews to explore students’ experiences in depth. The findings indicate that VE contributes significantly to the development of intercultural understanding, digital literacy, and teamwork, with students reporting enhanced awareness of cultural diversity and improved adaptability in online collaboration. Visual and statistical analyses highlight clear patterns in how VE facilitates skill development, while qualitative data emphasize both the benefits and obstacles students encounter, such as managing time zone differences and cultural nuances. The study concludes that VE represents an inclusive and scalable educational approach that complements traditional exchange programs, offering broader access to global learning opportunities while addressing issues of equity and accessibility. However, its limitations suggest that VE should be integrated strategically, potentially through hybrid models that balance virtual and physical mobility to maximize its impact.
Enhancing Teachers’ Digital Pedagogy through ICT-Based Training at MIN 1 Padangsidimpuan Khoirani Febry Dalimunthe; Indah Amaliyah Siregar; Anita Adinda
International Journal of Educational Technology and Society Vol. 2 No. 4 (2025): December: International Journal of Educational Technology and Society
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijets.v2i4.430

Abstract

The integration of information and communication technology (ICT) is essential for supporting student-centered learning and developing 21st-century skills. However, many primary school teachers still experience difficulties in implementing ICT meaningfully due to limited digital pedagogical competence and a lack of contextualized professional development, particularly in primary and Islamic school contexts. This study aims to explore the implementation and outcomes of an ICT-based teacher training programs conducted through a field study approach, focusing on its influence on teachers’ digital pedagogical competence and instructional practices. A qualitative descriptive field study design was employed. Participants were primary school teachers from an Islamic public school in Indonesia who took part in a six-session ICT training programs. Data were collected through observations, documentation of teachers’ digital products, and reflective field notes, and analyzed using thematic analysis. The findings reveal improvements in teachers’ pedagogical understanding of ICT, technical skills, and readiness for classroom implementation. Teachers produced various ICT-based learning media aligned with instructional objectives, including interactive quizzes, game-based activities, visual materials, animated videos, and digital classrooms. High levels of engagement and collaboration were observed despite infrastructural challenges. Field-based, practice-oriented ICT training effectively bridges technological skills and pedagogical application, supporting sustainable digital pedagogy in primary education.
The Utilization of Wattpad in Enhancing Students' Creative Writing Skills: A Social Constructivist Approach Salsah Br Nainggolan; Joice Stefanie Ginting; Rita Hartati
International Journal of Educational Technology and Society Vol. 2 No. 4 (2025): December: International Journal of Educational Technology and Society
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijets.v2i4.457

Abstract

Creative writing plays an important role in developing students’ imagination, self- expression, and language competence in the digital era. However, many learners still struggle with generating ideas, maintaining motivation, and gaining confidence in writing. This study aims to analyze how the use of Wattpad, viewed through the Social Constructivist framework, can enhance students’ creative writing skills, motivation, and confidence. This research applies a qualitative descriptive approach supported by survey data from 30 high school students who actively use Wattpad. The results show that 95.7% of respondents have used Wattpad before, with most of them using it to read and learn from other writers. A total of 60.9% of respondents stated that reading other writers’ works was the most helpful for improving their writing, while 17.4% highlighted peer comments and feedback as additional support. Despite its benefits, 43.5% of students mentioned difficulty in organizing ideas as their main challenge. Open-ended responses revealed that positive feedback and community interaction on Wattpad helped increase students’ motivation and confidence in writing. The discussion emphasizes that the social interaction and feedback features of Wattpad foster collaborative learning, aligning with Vygotsky’s concepts of scaffolding and the Zone of Proximal Development. These findings suggest that integrating Wattpad into writing instruction can effectively enhance students’ creativity, critical thinking, and confidence in producing literary works.
Evaluating Sustainable Educational Technology Adoption Models to Bridge Institutional Innovation and Community Driven Learning Practices Tiwuk Widiastuti; Dewantoro Lase; Firman Pratama
International Journal of Educational Technology and Society Vol. 2 No. 3 (2025): September: International Journal of Educational Technology and Society
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijets.v2i3.464

Abstract

This study explores the integration of community driven learning practices in the adoption of educational technology and its impact on sustainability. With the rapid advancement of digital tools and platforms, higher education institutions have increasingly adopted online and hybrid learning models to enhance teaching and learning. However, despite the potential benefits, aligning institutional goals with community needs remains a significant challenge. This research utilizes a mixed methods approach, combining stakeholder surveys, policy analysis, and comparative case studies to evaluate the effectiveness of both top down and community aligned adoption models. The findings reveal that community driven models, which involve local stakeholders in the decision making process, lead to higher engagement, better adoption rates, and greater long term sustainability compared to top down approaches. Stakeholders, including educators, students, and administrators, reported that participatory decision making fostered a sense of ownership and ensured the relevance of adopted technologies. The study also identifies key sustainability factors, including participatory decision making, long term community engagement, and contextual relevance, which are crucial for ensuring that educational technologies remain effective and beneficial over time. However, challenges such as resistance to change, lack of resources, and unequal access to technology were found to hinder the successful implementation of sustainable models. The research concludes with practical recommendations for educational institutions and policymakers to adopt community aligned models and ensure equitable access to technology. Future research directions are suggested to further explore the balance between institutional innovation and community driven learning, with a focus on long term outcomes and the adaptability of these models across different educational contexts.
Designing Ethical Learning Analytics Frameworks to Support Decision Making and Equity in Technology Enhanced Higher Education Environments Octaviana Anugrah Ade Purnama; Marion Erwin Dien; Mori I
International Journal of Educational Technology and Society Vol. 2 No. 4 (2025): December: International Journal of Educational Technology and Society
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijets.v2i4.465

Abstract

This study presents an ethical framework for learning analytics aimed at addressing key challenges related to the collection and use of student data in higher education. Learning analytics, a powerful tool for improving student outcomes and institutional decision-making, has raised ethical concerns regarding data privacy, transparency, fairness, and equity. The proposed framework integrates four core principles: data privacy, informed consent, transparency, and fairness, ensuring that institutions use learning analytics responsibly while safeguarding student rights. A central feature of the framework is its focus on promoting equitable decision-making, minimizing bias, and preventing the reinforcement of existing inequalities in algorithmic and data-driven decisions. The framework also emphasizes the importance of continuous ethical oversight, holding institutions accountable for ethical data use and adapting practices as technology evolves. The study concludes that the framework offers a comprehensive solution to the ethical challenges in learning analytics, providing institutions with a practical guide to embedding ethical principles in data practices. Additionally, the research discusses its potential to foster fairness, equity, and transparency in decision-making processes. Future research is recommended to refine the framework and explore its application across various educational contexts, ensuring responsible and inclusive use of learning analytics.
Investigating Longitudinal Effects of Adaptive Digital Learning Ecosystems on Self Regulated Learning and Academic Persistence Helmi Wibowo; Benny Daniawan; Erna Auparay
International Journal of Educational Technology and Society Vol. 2 No. 4 (2025): December: International Journal of Educational Technology and Society
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijets.v2i4.466

Abstract

This study investigates the long-term impact of adaptive digital learning ecosystems on students' self-regulated learning (SRL) behaviors and academic persistence. Adaptive learning systems personalize the learning experience by adjusting content and feedback to meet individual students' needs, preferences, and performance. These systems enhance engagement, motivation, and learning outcomes through real-time adjustments and continuous feedback. The research aims to explore how adaptive learning systems influence SRL and academic persistence in university courses over time. Using a longitudinal quantitative design, the study tracks SRL behaviors and academic persistence at multiple points during the semester. Results show significant improvements in SRL behaviors such as goal setting, planning, self-monitoring, and reflection among students engaged with adaptive learning environments. These students exhibited greater autonomy, improved metacognitive awareness, and higher motivation. Additionally, students in adaptive systems demonstrated greater academic persistence, as indicated by more time spent on tasks, higher assignment completion rates, and sustained engagement. The findings suggest that adaptive learning platforms promote SRL and academic persistence by offering personalized, responsive learning experiences. Unlike static, non-adaptive environments, adaptive systems provide dynamic support, enhancing students' ability to regulate their learning and remain engaged despite challenges. The study concludes that adaptive learning systems are vital for long-term academic success, though further research is needed to assess the sustainability of these effects in various educational settings and among diverse student populations.
Reconceptualizing Digital Literacy Through Critical Pedagogy: Implications for Technology Integration and Social Transformation in Education Gunawan Prayitno; Daniel Riano Kaparang
International Journal of Educational Technology and Society Vol. 2 No. 4 (2025): December: International Journal of Educational Technology and Society
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijets.v2i4.467

Abstract

This study explores the integration of critical pedagogy with digital literacy, aiming to reconceptualize digital literacy beyond its traditional focus on technical proficiency and operational skills. Traditional digital literacy models emphasize the ability to navigate and use technology, primarily focusing on operational tasks such as managing digital devices, utilizing software, and performing specific functions. However, these models often overlook the broader implications of technology on society, including its role in shaping power dynamics and perpetuating social inequalities. By integrating critical pedagogy, this study argues that digital literacy should not only encompass technical skills but also encourage learners to critically assess the social, political, and cultural implications of digital tools. The critical digital literacy approach promotes social justice, equity, and empowerment by encouraging learners to question, reflect on, and challenge the ways in which technology influences their lives and society at large. Through critical engagement with digital tools, learners are empowered to challenge existing power structures, fostering social transformation. The study discusses how educators can integrate critical digital literacy into teaching practices, moving beyond traditional skill based models by encouraging critical thinking, ethical use of technology, and a deeper understanding of the role digital technologies play in shaping societal structures. Moreover, the study highlights the transformative potential of critical digital pedagogy, proposing it as a tool for educational equity and social change. By reconceptualizing digital literacy through a critical pedagogical lens, this study offers a framework that empowers students to become not just proficient digital users but active participants in societal transformation, contributing to a more inclusive and just digital future. The study also suggests areas for future research, including empirical investigations on the practical implementation of critical digital literacy frameworks across various educational settings and contexts.
Socio Technical Perspectives on Implementing Artificial Intelligence for Formative Assessment in Culturally Diverse Educational Institutions Rinna Rachmatika; Kecitaan Harefa
International Journal of Educational Technology and Society Vol. 2 No. 4 (2025): December: International Journal of Educational Technology and Society
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijets.v2i4.468

Abstract

The integration of Artificial Intelligence (AI) into educational settings, particularly in formative assessments, offers significant benefits in terms of personalized learning, real time feedback, and increased efficiency. However, the successful implementation of AI driven formative assessments depends not only on technological capabilities but also on socio cultural and organizational factors that shape its adoption. This study explores the socio technical factors influencing the use of AI in formative assessments, emphasizing the importance of considering cultural diversity, institutional culture, and educators' beliefs. AI technologies, while powerful in automating grading and providing personalized assessments, often face limitations in addressing complex student responses that require human judgment. Furthermore, cultural factors, such as students' prior exposure to technology and different cultural attitudes towards AI, play a critical role in the acceptance and effectiveness of these tools. Organizational factors, including leadership support, digital literacy, and the readiness of institutions to adopt AI, are also key determinants in the successful implementation of AI systems in education. Teachers’ beliefs about assessment influence their acceptance and use of AI tools, highlighting the need for professional development and training to ensure that AI enhances pedagogical goals rather than replacing human expertise. The study concludes that the alignment of technology, culture, and assessment beliefs is essential for the effective use of AI driven formative assessments in educational settings. Recommendations for educational institutions include adopting a socio technical approach to AI integration, with a focus on providing resources, training, and fostering a culture of innovation. Future research directions should focus on expanding studies to diverse educational contexts, conducting longitudinal research on AI’s impact on learning outcomes, and exploring additional socio technical frameworks to guide AI adoption in education.

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