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Asy'ari, Muhammad
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International Journal of Ethnoscience and Technology in Education
Published by Universitas Pendidikan Mandalika
ISSN : -     EISSN : 30466946     DOI : https://doi.org/10.33394/ijete
Core Subject : Education,
Education Other
The International Journal of Ethnoscience and Technology in Education (IJETE) is a peer-reviewed, open-access journal dedicated to the exploration and integration of ethnoscience and technology in educational contexts. Ethnoscience, the study of how different cultures understand and interact with the natural world, offers invaluable insights into cultural practices, knowledge systems, and worldviews. When combined with technology, these insights can enhance educational methodologies, content, and tools, fostering a more inclusive, culturally aware, and effective learning environment. IJETE aims to bridge the gap between traditional knowledge systems and modern educational technologies, promoting the development of educational practices that are both culturally sensitive and technologically advanced.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 2 (2025): September" : 5 Documents clear
Perspective of Children with Disabilities as the Implementation of AI in School: Focus Study in Philippines, Malaysia, and Indonesia Kurnia, Nova; Enanoria, Cristine Joy; Bauzir, Arij Fathir; Basri, Nurul Ain Nabillah Binti; Fauzia, Novia Alifah; Wulandari, Widya; Barrios, Rubylin G; Hendriyana, Hendriyana
International Journal of Ethnoscience and Technology in Education Vol. 2 No. 2 (2025): September
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v2i2.12381

Abstract

This study explores the perspectives of students with disabilities on the implementation of Artificial Intelligence (AI) in schools across Philippines, Malaysia, and Indonesia. AI is increasingly recognized for its transformative potential in education, particularly in fostering inclusivity through personalized learning, improved accessibility, and enhanced engagement. A qualitative approach, combined with a literature review, was employed to analyze existing research and identify regional differences in AI implementation. Results indicate that AI tools, such as adaptive learning platforms and assistive technologies, significantly benefit students by addressing individual learning needs and overcoming traditional barriers. However, challenges persist, including inadequate infrastructure, insufficient teacher training, and concerns over data privacy and ethical use of sensitive student information. These obstacles are particularly pronounced in rural and underserved areas, highlighting the need for targeted investments and policy reforms. The study recommends prioritizing infrastructure development, implementing comprehensive training programs for educators, and establishing robust ethical frameworks to ensure responsible AI usage. By addressing these challenges and fostering regional collaboration, AI can become a powerful tool for promoting equity and accessibility in education, ultimately enhancing learning outcomes for students with disabilities. Future research should focus on longitudinal studies and firsthand data collection to better understand AI's long-term impact and refine inclusive educational practices.
An Analytical Study of Science Students’ Attitudes Toward Environmental Conservation Issues and Actions Kesumajayadi, Lalu; Farisi, Salman Al; Sumarlin, Muhamad; Wangiyana, I Gde Adi Suryawan
International Journal of Ethnoscience and Technology in Education Vol. 2 No. 2 (2025): September
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v2i2.16994

Abstract

This study aims to analyze science students’ attitudes toward environmental conservation issues and actions, with a focus on understanding personal commitment, emotional engagement, conservative values, and appreciation for environmental education. Employing a mixed-methods approach, quantitative data were obtained from 43 students through a five-point Likert-scale attitude questionnaire, while qualitative data were collected through in-depth interviews with six selected respondents. Quantitative analysis revealed an average attitude score of 24.56, categorized as "Low", with the majority of respondents (55.81%) showing a weak level of concern toward environmental conservation issues. No respondents fell into the "Very Good" category, and only 6.98% were classified as "Good". The qualitative analysis indicated that, although students expressed normative awareness of the importance of conservation, their involvement remained situational, influenced by social context, and constrained by academic pressure and limited community support. The findings emphasize the need for reform in environmental education at the university level, particularly in integrating affective dimensions, personal values, and psychosocial empowerment. The implications highlight the importance of a transformative and participatory curriculum to foster strong and sustainable pro-environmental attitudes among science students.
Development of Ethnoscience-Based Physics Teaching Materials on the Topic of Motion Dynamics to Enhance Students’ Critical Thinking Skills Rodiah, Siti; Herayanti, Lovy; Sukroyanti, Baiq Azmi; Gummah, Syifa'ul; Habibi, Habibi; Joselevich, María
International Journal of Ethnoscience and Technology in Education Vol. 2 No. 2 (2025): September
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v2i2.16997

Abstract

This study developed and tested the effectiveness of ethnoscience-based physics teaching materials on the topic of motion dynamics to enhance students’ critical thinking skills. A Research & Development approach using the ADDIE model (Analyze, Design, Develop, Implement, Evaluate) was employed. In the Analyze phase, surveys and interviews identified that over 70% of students struggled to understand the concepts of force and acceleration and that the existing materials lacked local contextual relevance. The Design phase produced a framework that integrated the theory of motion dynamics with the Cidomo phenomenon, experimental worksheets, reflective questions, and a critical thinking assessment rubric. All components were produced and validated by two experts in physics ethnoscience, yielding an average S-CVI score of 86% (rating “Highly Feasible”) and strong internal reliability (Cronbach’s α = 0.88). During the Implement phase, 95% of students actively conducted field experiments, 80% posed critical questions, and 70% were able to justify their results based on physics theory. Formative and summative evaluations showed that the average pre-test score increased from 17.75 to 78.75 in the post-test (p < 0.001; Cohen’s d = 5.50). All students achieved a high n-gain category (average g = 0.84). Qualitative data supported the quantitative findings, revealing themes of “Increased Self-Confidence,” “Deep Critical Reflection,” and “Relevance of Local Context.” These results confirm that integrating local cultural context through ethnoscience-based physics teaching materials significantly facilitates the enhancement of students’ critical thinking skills in motion dynamics.
Pedagogical Negotiation in an Unequal Digital Ecosystem: A Case Study of Science Education in Higher Education Ariansyah, Ariansyah; Bilad, Muhammad Roil; Sutarto, Sutarto; Kurnia, Nova; Alaydrus, Kadir Alpan; Pathan, Pathan; Azmi, Irham; Sharov, Sergii
International Journal of Ethnoscience and Technology in Education Vol. 2 No. 2 (2025): September
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v2i2.17366

Abstract

This study qualitatively investigates the dynamics of digital technology use in science education at the university level, aiming to fill a gap in the literature that predominantly emphasizes quantitative impacts over user experiences. Employing a case study design, data were collected from six lecturers and ten students in West Nusa Tenggara through in-depth interviews. The data were analyzed iteratively using a Grounded Theory approach to develop a theoretical explanation rooted in participants' lived experiences. The main finding of this study is a substantive theory: the Model of Pedagogical Negotiation in an Unequal Digital Ecosystem. This theory posits that the effectiveness of technology lies not in its sophistication but in the ability of lecturers and students to engage in “pedagogical negotiation” to overcome systemic barriers. Two key barriers were identified: (1) a multifaceted digital divide (infrastructural, economic, geographical), often “invisible” to institutions, and (2) institutional fragmentation caused by non-standardized platforms and a lack of coordination among lecturers, which creates a stressful and inefficient learning environment. In conclusion, optimizing digital technology in education requires a paradigm shift from merely providing tools toward building a supportive, inclusive, and human-centered learning ecosystem.
Remote Inquiry and Virtual Simulation in a Fourier Transform Course: Effects on Critical Thinking Among Prospective STEM Teachers Verawati, Ni Nyoman Sri Putu; Rapsanjani, Hafsemi
International Journal of Ethnoscience and Technology in Education Vol. 2 No. 2 (2025): September
Publisher : Faculty of Engineering and Applied Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/ijete.v2i2.18252

Abstract

Critical thinking is a stated goal in STEM teacher education but often underdeveloped in courses that emphasize procedures over reasoning. This study examined whether virtual simulation-assisted remote inquiry improves critical thinking among prospective STEM teachers in a Fourier Transform course. We conducted a randomized pretest–posttest control-group design with two intact classes at one university (experimental n = 20, control n = 20). Both groups received the same content, instructor, timing, and assessments. The intervention embedded prediction, observation, explanation, and decision steps inside an LMS using a PhET Fourier simulation. Critical thinking was measured with an eight-item essay test aligned to analysis, inference, evaluation, and decision making, scored 0–4 per item. All students completed pretest and posttest. The experimental mean rose from 10.90 (SD 2.30) to 26.60 (SD 2.10) with high normalized gain (g = 0.74), while the control mean increased from 11.20 (SD 2.10) to 15.10 (SD 2.40) with low gain (g = 0.19). Gain scores met normality, and an independent-samples t-test showed a significant between-group difference, t(38) = 10.94, p < .001. Category shifts mirrored these results, with the experimental group moving to critical and very critical at posttest. Findings indicate that simulation-supported remote inquiry can meaningfully elevate critical thinking in abstract topics and offers a feasible model for teacher preparation.

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