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EduTech Journal
Published by PT Anagata Sembagi Education
ISSN : -     EISSN : 30630959     DOI : 10.62872/daefvy05
Core Subject : Science, Education,
Computer Science & IT Other
EduTech Journal (EJ) is a peer-reviewed open access international journal established for the dissemination of cutting-edge knowledge in the Education Technology. All submitted manuscripts will be reviewed by the editors and then evaluated by a minimum of two International Reviewers through a double-blind review process. This is done to ensure the quality of manuscripts published in the journal. The journal publishes original articles on current issues and trends occurring internationally in the the fields of: Technology of Learning Methods, Learning Strategies, Teaching Materials Development, Teacher Development, Innovative Works of Learning System Design, Teaching Technology Development and Assessment.
Arjuna Subject : Ilmu Komputer (semua kategori) - Ilmu Komputer (Lain-Lain)
Articles 3 Documents
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Search results for , issue "Vol. 2 No. 2 (2025): JET-SEPTEMBER" : 3 Documents clear
Utilization of Generative Artificial Intelligence to Improve the Creative Writing Skills of High School Students Rischi Utami, Ayu
EduTech Journal Vol. 2 No. 2 (2025): JET-SEPTEMBER
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/adbda847

Abstract

The use of generative AI such as ChatGPT, Copilot, and Gemini in creative writing learning has had a significant impact on improving students' writing skills. This research aims to explore the contribution of generative AI in enhancing students' creativity, imagination, and writing structure, as well as the ethical challenges associated with its use. The results show that generative AI speeds up the writing process, helps students overcome the impasse of ideas, and increases their confidence in writing. However, there are challenges related to plagiarism, reliance on technology, and decreased originality of students' writing. The wise use of AI requires effective teacher supervision, the development of AI literacy, as well as pedagogical adaptations to ensure that AI serves as a tool that enriches creativity without replacing students' personal voices. Therefore, the integration of generative AI in creative writing learning requires a careful approach, where technology is used to strengthen students' ability to think critically and create original works. This research provides important insights into the potential and challenges that need to be considered in the implementation of AI in writing education.
Big Data Analytics for Personalized Learning on e-Learning PlatformsAbstract Syahputri, Anggi
EduTech Journal Vol. 2 No. 2 (2025): JET-SEPTEMBER
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/m3yqm406

Abstract

This research aims to explore the potential of big data in improving learning personalization on e-learning platforms. By analyzing data on student behavior, learning outcomes, and preferences, a big data-based e-learning system can provide recommendations for materials, learning paths, and interventions tailored to individual needs. The integration of machine learning and deep learning strengthens the system's ability to predict learning needs, provide adaptive recommendations, and detect learning problems early, which in turn increases student motivation, engagement, and learning outcomes. Despite the many benefits gained, the implementation of big data in education also faces several challenges, including data privacy issues, data integration, infrastructure limitations, and high implementation costs. This research shows that despite these challenges, with the right policies and investments in infrastructure, the use of big data can improve the learning process, creating a more adaptive and relevant learning experience for every student.
Effectiveness of Virtual Reality in Enhancing Social Empathy through Historical Event Simulations Difa'iy Aziz, Muhandis
EduTech Journal Vol. 2 No. 2 (2025): JET-SEPTEMBER
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/aha1t547

Abstract

Virtual reality (VR) technology has emerged as a promising tool for enhancing social empathy through immersive historical event simulations. However, empirical evidence regarding its effectiveness compared to traditional learning methods remains limited. This study aims to examine the effectiveness of VR-based historical event simulations in enhancing social empathy compared to traditional narrative-based learning methods. A randomized controlled trial was conducted with 120 undergraduate students randomly assigned to three groups: VR simulation group (n=40), traditional video-based learning group (n=40), and control group (n=40). The intervention involved experiencing historical events related to social injustice. Social empathy was measured using the Interpersonal Reactivity Index (IRI) and Jefferson Scale of Empathy (JSE) before and after intervention. Data were analyzed using SPSS 26 with repeated measures ANOVA and post-hoc tests. VR group showed significantly higher improvements in emotional empathy scores (M=42.15, SD=5.23) compared to video group (M=36.82, SD=4.76) and control group (M=31.47, SD=4.19), F(2,117)=58.74, p<0.001, η²=0.501. However, no significant differences were found in cognitive empathy scores between VR and video groups (p=0.127). The effect size for VR intervention on overall empathy was large (Cohen's d=1.24). VR-based historical event simulations effectively enhance emotional empathy but show limited impact on cognitive empathy. These findings suggest VR's potential as a complementary educational tool while highlighting the need for integrated approaches in empathy education.

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