cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
M. Rhifky Wayahdi
Contact Email
technolabsindonesia@gmail.com
Phone
+6281396692946
Journal Mail Official
technolabsindonesia@gmail.com
Editorial Address
Jl. Umar No. 26A, Kel. Glugur Darat 1, Kec. Medan Timur, Medan, Sumatera Utara.
Location
Kota medan,
Sumatera utara
INDONESIA
International Journal of Educational Insights and Innovations (IJEDINS)
Published by PT. Technology Laboratories Indonesia
ISSN : -     EISSN : 30892376     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Welcome to the International Journal of Educational Insights and Innovations (IJEDINS)—a prestigious, peer-reviewed journal dedicated to advancing scholarship and research in education. Published quarterly in March, June, September, and December, IJEDINS is a vital platform for educators, researchers, practitioners, and scholars to share transformative insights and innovative practices. IJEDINS brings together a global community of education professionals to discuss emerging trends, explore new methodologies, and exchange research findings that contribute to the continuous improvement of educational theory and practice. We strive to foster interdisciplinary collaboration, bridging diverse areas such as educational technology, curriculum development, pedagogy, educational policy, learning assessment, and beyond. Our commitment is to uphold rigorous academic standards and ensure that each contribution to the journal is subject to a comprehensive peer-review process. IJEDINS is published by PT. Technology Laboratories Indonesia, making all accepted articles available online with open-access benefits to maximize reach and impact.
Arjuna Subject : Umum - Umum
Articles 22 Documents
 1   2   3 
The Role of AI in Diagnosing Student Learning Needs: Solutions for More Inclusive Education Wayahdi, M. Rhifky; Zaki, Mohammed
International Journal of Educational Insights and Innovations Vol. 2 No. 1 (2025): March 2025 - International Journal of Educational Insights and Innovations (IJE
Publisher : PT. Technology Laboratories Indonesia (TechnoLabs)

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

Abstract

This research explores the role of Artificial Intelligence (AI) in diagnosing students' learning needs and creating a more inclusive educational environment. Employing a mixed-methods approach, data were collected through surveys, interviews, and analysis of existing AI systems. The results indicate that AI has significant potential in identifying patterns in students' academic performance and learning preferences. Notably, 75% of students reported that AI aids their learning process, with average scores increasing from 70 to 85 after implementing AI systems. Additionally, 70% of students experienced enhanced engagement in their learning activities. However, challenges such as data privacy and algorithmic bias must be addressed. The study recommends collaboration among educators, technology developers, and researchers to create AI systems that are responsive to diverse learning needs. With the right approach, AI can serve as a powerful tool to improve learning outcomes and foster a more equitable and inclusive educational environment for all students. This research highlights the transformative potential of AI in education while emphasizing the importance of ethical considerations and stakeholder involvement in its implementation.
Development of Augmented Reality Based Learning Media to Introduce Computer Components to students in Senior High School Ginting, Subhan Hafiz Nanda; Singh , Bodhisatva; Zhang , Jiazhen
International Journal of Educational Insights and Innovations Vol. 2 No. 1 (2025): March 2025 - International Journal of Educational Insights and Innovations (IJE
Publisher : PT. Technology Laboratories Indonesia (TechnoLabs)

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

Abstract

This research aims to develop Augmented Reality (AR) based learning media as an educational tool to introduce computer components to high school students. AR technology was chosen because of its ability to present information interactively and realistically, so that it can improve concept understanding and motivate students in learning technical material. The research method used is Research and Development (R&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). In the development stage, the AR application was designed to visualize computer components in three dimensions (3D), equipped with function descriptions and interactive animations. Product testing was carried out through validation by media experts and material experts, as well as a limited trial to class XI students majoring in Computer and Network Engineering (TKJ) in one of the high schools in Medan City. Data was obtained through questionnaires to measure media feasibility and interviews to evaluate students' responses to the application. The results showed that this AR-based learning media was very valid with an average score of 91% in the expert validation test and received positive responses from students with a satisfaction level of 89%. The use of AR applications is proven to be able to improve students' understanding of computer components, as evidenced by an increase in pretest to posttest scores by 35%. In conclusion, this AR-based learning media is effective and feasible to use as an educational tool in high schools, especially in the introduction of computer components.
Implementing Adaptive Technology in Computer Science Education: Challenges and Solutions for Enhancing Learning Outcomes Ruziq, Fahmi; Weima, Zhang
International Journal of Educational Insights and Innovations Vol. 2 No. 1 (2025): March 2025 - International Journal of Educational Insights and Innovations (IJE
Publisher : PT. Technology Laboratories Indonesia (TechnoLabs)

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

Abstract

The research study presented in this paper investigates how adaptive technology is being implemented within computer science education and its effects on student engagement and learning outcomes. In a survey of 150 educators among diverse types of educational institutions, 85% of respondents indicated adaptive technology has a positive impact on student learning. Your training remains rooted in data until October 2023. Still, to take full advantage of these technologies, challenges like inadequate infrastructure, resource allocation, and the need for teacher training will need to be addressed. It is concluded that adaptive technologies clearly show great potential to enhance computer science education but strategic action is needed to address current barriers to and ensure effective use of adaptive technologies.
Digital Transformation in Education: Exploring the Impact of AI on Student Engagement and Learning Outcomes Mohd Zain, Aisyah binti; Abdullah, Hafiz bin
International Journal of Educational Insights and Innovations Vol. 2 No. 1 (2025): March 2025 - International Journal of Educational Insights and Innovations (IJE
Publisher : PT. Technology Laboratories Indonesia (TechnoLabs)

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

Abstract

This study examines the impact of artificial intelligence (AI) on student engagement and learning outcomes in digitally transformed educational environments. Using a mixed-methods approach, the research analyzes quantitative data from 300+ students across 15 institutions, alongside qualitative insights from 50 educators. Results indicate that AI-enhanced tools significantly improve engagement metrics, with adaptive learning platforms increasing time-on-task by 22% and generative AI boosting participation by 15%. Learning outcomes improved notably in STEM subjects (12% higher scores) but showed minimal gains in humanities. However, challenges such as algorithmic bias, data privacy concerns, and equity gaps—particularly for students with low digital literacy—were identified. Educator interviews revealed a shift toward facilitator roles, though institutional barriers like insufficient training hindered optimal AI adoption. The study highlights the need for balanced AI integration, emphasizing ethical frameworks, teacher preparedness, and equitable access. Practical recommendations include digital literacy programs, bias audits for AI systems, and mandatory AI-pedagogy training for educators. While AI demonstrates strong potential to enhance education, its implementation must address pedagogical and ethical complexities to ensure sustainable, inclusive benefits. Future research should explore long-term effects and hybrid AI-human instructional models to refine best practices in digital education.
Implementation Of Augmented Reality Technology In Virtual Practicum Of High School Chemistry Subjects Singh, Bodhisatva; Zhang , Jiazhen
International Journal of Educational Insights and Innovations Vol. 2 No. 1 (2025): March 2025 - International Journal of Educational Insights and Innovations (IJE
Publisher : PT. Technology Laboratories Indonesia (TechnoLabs)

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

Abstract

This research aims to investigate the implementation and effectiveness of Augmented Reality (AR) technology in virtual practicum activities for high school chemistry subjects. The study is motivated by the limited availability of laboratory facilities in many schools, which often hampers students' practical understanding of abstract and complex chemical concepts. By integrating AR into the learning process, students are provided with an interactive and immersive experience that simulates real laboratory experiments without the need for physical equipment. The research adopts a quasi-experimental method with a control and experimental group. The participants were 60 students from two different high schools, selected through purposive sampling. The experimental group engaged in virtual practicum using an AR-based application developed for this study, while the control group followed conventional practicum procedures. Data collection techniques included pre-tests and post-tests to measure students' conceptual understanding, as well as questionnaires and interviews to capture their engagement and perceptions. The results showed a significant increase in the post-test scores of the experimental group compared to the control group, indicating that AR-based virtual practicum had a positive impact on students’ understanding of chemical reactions, molecular structures, and lab procedures. Additionally, students reported higher levels of motivation and interest, highlighting the immersive and visually rich environment provided by AR technology. In conclusion, the implementation of AR in virtual chemistry practicums presents a promising solution to address laboratory limitations while enhancing students’ comprehension and engagement. This research recommends further development and integration of AR tools in science education to support interactive and cost-effective learning.
Effectiveness of Digital Game Based Learning on Improving Numeracy Literacy of Elementary School Students Rahayu, Sari; Yaqin, Nurul; Pranawukir, Iswahyu; Awaludin, Dipa Teruna; Mardiati, Mardiati
International Journal of Educational Insights and Innovations Vol. 2 No. 2 (2025): June 2025 - International Journal of Educational Insights and Innovations (IJED
Publisher : PT. Technology Laboratories Indonesia (TechnoLabs)

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

Abstract

This study aims to analyze the effectiveness of digital game based learning (DGBL) in improving elementary school students' numeracy literacy. Numeracy literacy, which encompasses the ability to understand, interpret, and apply mathematical concepts in everyday life, is one of the fundamental competencies emphasized in 21st-century education curricula. However, national evaluation results indicate that many elementary school students struggle to deeply understand numerical concepts. To address this challenge, this study proposes a digital game-based learning approach as an innovative strategy to enhance students' motivation to learn and their active engagement. This study employed a quasi-experimental design with a pretest-posttest control group. The research sample consisted of 60 fifth-grade students, who were divided into an experimental group and a control group. The experimental group used interactive, digital, game-based learning media, while the control group used conventional, lecture-based methods and practice problems. The research instrument was a numeracy literacy test that was validated by experts and tested for reliability. Paired and independent sample t-tests were conducted to analyze significant improvements and differences between the two groups. The results showed a significant increase in numeracy literacy scores in the experimental group compared to the control group. Additionally, students in the experimental group demonstrated increased interest in learning mathematics and greater involvement in the learning process. These findings suggest that implementing DGBL can effectively enhance elementary school students' numeracy literacy in a fun, interactive, and contextual manner.
Development of TPACK-Based Digital Learning Curriculum for Elementary School Teachers Silalahi, Rizal Efendi; Koto, Fahri Nugraha; Putri, Diana Kirani
International Journal of Educational Insights and Innovations Vol. 2 No. 2 (2025): June 2025 - International Journal of Educational Insights and Innovations (IJED
Publisher : PT. Technology Laboratories Indonesia (TechnoLabs)

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

Abstract

Digital transformation in education requires teachers to have competencies that are not limited to pedagogy and content, but also technology. This study aims to develop a digital learning curriculum based on the TPACK (Technological Pedagogical Content Knowledge) framework that can be implemented by elementary school teachers to improve the quality of the learning process in the digital age. A research and development (R&D) approach was used, adapting the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). During the analysis phase, teachers' needs for technology integration in learning were identified through observation and interviews. The analysis results were used to design a curriculum that balances and contextualizes technological, pedagogical, and content aspects according to the needs of elementary school teachers. The developed curriculum prototype was then validated by curriculum experts, educational technology experts, and experienced teachers. The validation results indicated that the curriculum has a high level of feasibility in terms of content relevance, TPACK component integration, and its effectiveness in teaching practice. Subsequently, the curriculum was implemented on a limited basis in several elementary schools and evaluated through questionnaires and observation of implementation. The evaluation results showed an increase in teachers' competencies in effectively integrating technology into the teaching and learning process. 
Gamification-Based Learning Design to Improve Student Engagement and Conceptual Understanding in Higher Education Rachmawati, Andini; Pratama, Muhammad Alif
International Journal of Educational Insights and Innovations Vol. 2 No. 2 (2025): June 2025 - International Journal of Educational Insights and Innovations (IJED
Publisher : PT. Technology Laboratories Indonesia (TechnoLabs)

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

Abstract

The integration of gamification in education has gained increasing attention as a strategy to enhance student engagement and learning outcomes. This study investigates the impact of a gamification-based learning design on improving student engagement and conceptual understanding in higher education. A quasi-experimental research method was employed involving 80 undergraduate students enrolled in a computer science course. The experimental group participated in a gamified learning environment incorporating elements such as points, badges, leaderboards, and mission-based tasks, while the control group followed traditional instructional methods. Quantitative data from pre-test and post-test assessments revealed that the experimental group showed significantly higher improvement in conceptual understanding. In addition, results from the Student Course Engagement Questionnaire (SCEQ) indicated increased levels of behavioral, emotional, and cognitive engagement among gamified participants. Qualitative feedback through interviews and focus groups supported these findings, highlighting enhanced motivation, participation, and collaborative learning experiences. The results suggest that gamification, when properly implemented, can create an engaging and effective learning environment. However, thoughtful design is crucial to ensure that gamified elements support learning goals without inducing unnecessary stress or competition. This study contributes to the growing body of evidence supporting gamification as a transformative tool in higher education.
Integrating Technology-Enhanced Learning to Foster Student Autonomy and Critical Thinking in Higher Education Permatasari, Intan; Maulana, Ahmad Rizky
International Journal of Educational Insights and Innovations Vol. 2 No. 2 (2025): June 2025 - International Journal of Educational Insights and Innovations (IJED
Publisher : PT. Technology Laboratories Indonesia (TechnoLabs)

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

Abstract

This study explores the effectiveness of online learning in enhancing learning independence and critical thinking skills among higher education students. The shift to digital education, accelerated by global events, has raised important questions about its pedagogical impact on core academic competencies. A quantitative descriptive correlational method was employed, involving 217 undergraduate students from various faculties who had experienced at least two semesters of online learning. Data were collected using a structured questionnaire consisting of three components: perceptions of online learning effectiveness, self-directed learning readiness, and critical thinking disposition. The results showed a positive and significant relationship between the effectiveness of online learning and both learning independence (r = 0.654) and critical thinking (r = 0.611). Furthermore, regression analysis confirmed that online learning effectiveness significantly predicts improvements in both skills. These findings suggest that well-structured online learning environments support students in becoming more autonomous and reflective thinkers. However, disparities in digital literacy and access still present barriers to optimal outcomes. This research highlights the need for higher education institutions to design inclusive, interactive, and learner-centered online platforms that actively support the development of essential 21st-century competencies. Online learning, when thoughtfully implemented, can serve as a powerful medium to nurture student independence and analytical capacity.
Enhancing Critical Thinking in Junior High School through Project-Based Learning Ningsih, Erlinda; Yusof, Khairunnisa M.
International Journal of Educational Insights and Innovations Vol. 2 No. 2 (2025): June 2025 - International Journal of Educational Insights and Innovations (IJED
Publisher : PT. Technology Laboratories Indonesia (TechnoLabs)

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

Abstract

This study investigates the efficacy of the Project-Based Learning (PjBL) model in enhancing critical thinking skills among junior high school students in Indonesia, addressing a documented deficit often linked to traditional, teacher-centered pedagogy. Employing a quasi-experimental, nonequivalent control group design, the study involved 60 eighth-grade students. The experimental group received a PjBL intervention focused on a real-world problem, while the control group followed a conventional lecture-based curriculum. Critical thinking skills—assessed through a validated pre-test and post-test measuring interpretation, analysis, inference, evaluation, and explanation—served as the primary dependent variable. An independent samples t-test revealed a statistically significant improvement (p<0.05) in the mean critical thinking scores for the PjBL group. In contrast, the control group exhibited negligible growth. The findings provide strong evidence that PjBL is a highly effective strategy for developing critical thinking. By engaging students in active, collaborative, and inquiry-driven processes, the model offers a practical solution to a persistent educational challenge, holding significant implications for curriculum reform and teacher development.

Page 2 of 3 | Total Record : 22

 1   2   3 

Filter by Year

2024 2025


Reset
Filter By Issues
All Issue Vol. 2 No. 3 (2025): September 2025 - International Journal of Educational Insights and Innovations Vol. 2 No. 2 (2025): June 2025 - International Journal of Educational Insights and Innovations (IJED Vol. 2 No. 1 (2025): March 2025 - International Journal of Educational Insights and Innovations (IJE Vol. 1 No. 2 (2024): December 2024 - International Journal of Educational Insights and Innovations ( Vol. 1 No. 1 (2024): September 2024 - International Journal of Educational Insights and Innovations