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Arwan Wiratman
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arwan.wiratman17@gmail.com
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redaksi.josse@gmail.com
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Jl. Makkarani Komp. Green Riyousa Blok E. No 12. A Gowa Sulawesi Selatan, Indonesia
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INDONESIA
Journal of Social and Scientific Education
Published by South Sulawesi Education Development
ISSN : 30470684     EISSN : 30470684     DOI : https://doi.org/10.58230/josse.v1i1.30
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
JOSSE: Journal of Social and Scientific Education is a scientific publication media managed and published by South Sulawesi Education Development (SSED) (Deed of Establishment of the Institution No. 32 dated July 17, 2009, by Notary Ina Kartika Sari S.H. - Decree of the Minister of Law and Human Rights of the Republic of Indonesia Number C-58.HT.03.01 Year 2003). JOSSE: Journal of Social and Scientific Education is a scientific publication media that plays an important role in presenting research results and theoretical studies in the field of education. This journal is not only a valuable reference source, but also a useful publication tool for various parties, such as teachers, lecturers, students, school supervisors, policymakers, and education observers. By accepting articles in English and Indonesian, JOSSE seeks to bridge collaboration and knowledge exchange at the national and international levels, with the following scope of study: Learning Material Development Measurement, Assessment, and Evaluation of Education Teacher Professional Development Learning Activities Education Policy Educational Facilities and Infrastructure
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 3 Documents
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Search results for , issue "Vol. 3 No. 1 (2026): February 2026" : 3 Documents clear
How AI-Assisted Learning Satisfies Students' Psychological Needs: Evidence from Taiwan Universities Chen, Chiao-Chieh; Chiu, Yu-Ping
Journal of Social and Scientific Education Vol. 3 No. 1 (2026): February 2026
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v3i1.443

Abstract

Despite widespread AI adoption in universities globally, current implementations may inadvertently undermine learning engagement, with students reporting AI use primarily due to external pressures rather than genuine interest. This disconnect between technological sophistication and psychological understanding poses immediate challenges for educational institutions seeking to maximize AI benefits while supporting student wellbeing. This study examines how AI-assisted learning influences students' basic psychological needs satisfaction through Self-Determination Theory in Taiwanese university contexts, providing the first systematic investigation of all three psychological needs (competence, autonomy, relatedness) simultaneously within AI learning environments. A cross-sectional survey of 200 Taiwanese university students was conducted using structural equation modeling, with validated scales measuring AI-assisted learning usage and basic psychological needs satisfaction (competence, autonomy, relatedness). AI-assisted learning significantly influenced all three psychological needs, with competence showing the strongest effect, followed by autonomy and relatedness. Competence need satisfaction emerged as the primary factor in AI learning contexts, consistent with findings in Chinese educational settings. This research provides the first systematic application of Self-Determination Theory to AI education contexts, demonstrating that psychological need satisfaction determines AI learning effectiveness. Competence need primacy in AI contexts challenges traditional SDT applications where autonomy typically receives primary emphasis, suggesting that technological complexity and cultural factors moderate psychological need dynamics. The findings offer evidence-based guidance for designing culturally-informed AI educational systems that prioritize competence-centered features, integrate autonomy-supporting elements, and adopt hybrid implementation models combining AI's strengths with essential human instruction elements for emotional support and interpersonal connection.
Teachers’ Familiarity, Readiness, and Anticipated Benefits and Barriers of Generative AI in Design and Technology Education Tongchai, Apisit; Chuamklang, Sutthida; Rattanatippayaporn, Boonyawit; Suksai, Sayamchai; Metametha, Khajit; Pojananukij, Nusvadee
Journal of Social and Scientific Education Vol. 3 No. 1 (2026): February 2026
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v3i1.446

Abstract

The rapid advancement of generative artificial intelligence (GenAI) raises pressing questions about teacher readiness to integrate emerging technologies into classroom practice, particularly in Design and Technology education, where creativity and project-based learning are central. This study investigates teachers’ familiarity, readiness, and perceptions of GenAI following a targeted professional development workshop. A mixed-methods survey of 147 in-service teachers combined Likert-scale items with open-ended responses. Quantitative results indicated strong readiness and high perceived benefits, especially for fostering creativity, enhancing student engagement, and supporting project-based work. Correlation analysis showed that readiness was closely associated with perceived benefits, while barriers were less influential. Thematic analysis of open-ended responses highlighted four themes: pedagogical benefits, opportunities for professional growth, barriers to long-term adoption, and recommendations for sustained implementation. Overall, the findings reveal both enthusiasm and caution among teachers. While positive attitudes provide strong momentum for adoption, sustainable classroom integration will require institutional support, iterative and context-specific professional development, and clear policy guidance. This study contributes empirical insights into GenAI in education and offers practical implications for bridging teacher readiness with enduring classroom practice.
Festina Lente as a Behaviorally Oriented Self-Regulation Pattern Aligned with Metacognitive Principles in Higher Education Balogh, Attila; Iľko, Ivan
Journal of Social and Scientific Education Vol. 3 No. 1 (2026): February 2026
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v3i1.530

Abstract

Modern higher education increasingly emphasizes efficiency and rapid knowledge acquisition, often at the expense of reflection and depth of understanding. This study explores the ancient principle festina lente (“make haste slowly”) as a pattern of learning-related behaviors aligned with principles of metacognitive self-regulation among university students. Participants completed a modified version of the Motivated Strategies for Learning Questionnaire (MSLQ) twice, reflecting their learning-related perceptions at the beginning and end of the semester. The instrument captured two dimensions of festina lente–related behaviors: (a) Academic Preparation (AP) and (b) Non-required Enrichment (NE). The results indicated statistically significant temporal increases in both AP and NE scores (p < 0.05), although effect sizes were small. Female students reported higher engagement in AP-related behaviors compared to male students, while no gender differences were observed in the NE dimension. These findings document exposure-based temporal patterns in learning behaviors conceptually aligned with metacognitive principles rather than evidence of strategy acquisition or metacognitive development. The study highlights the relevance of deliberate pacing and sustained engagement in higher education and suggests directions for future research combining behavioral indicators with direct measures of metacognitive regulation in larger and more diverse samples.

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