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Journal of Educational Technology Innovation and Applications
Published by Indonesian Institute of Science and Technology Research
ISSN : -     EISSN : 30907187     DOI : -
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Journal of Educational Technology Innovation and Applications is an international, peer-reviewed journal focused on advancing research, development, and practical applications in educational technology. JETIA provides a platform for researchers, practitioners, policymakers, and developers to share innovations and evidence-based practices shaping the future of learning across diverse contexts. The journal invites contributions on the design, implementation, and evaluation of technological solutions in education, from early childhood to lifelong learning. JETIA bridges cutting-edge research with real-world educational practices, emphasizing both theoretical and applied perspectives. Key areas of focus include, but are not limited to, digital learning tools, artificial intelligence, mobile and ubiquitous learning, learning analytics, virtual and augmented reality, online learning design, gamification, educational technology policy, and inclusive solutions for diverse learners, as well as technologies for skills development and workforce education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 12 Documents
 1   2 
Digital Ethics and the Future of Education: An Urgent Dialogue da Costa, Augusto; Freitas, Zelio da Conceicao
Journal of Educational Technology Innovation and Applications Vol. 1 No. 01 (2025): Journal of Educational Technology Innovation and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jetia.v1i01.981

Abstract

The rapid integration of digital technologies in educational environments has sparked critical debates on the ethical implications of such changes. While digital transformation offers unprecedented opportunities, it simultaneously raises concerns about privacy, equity, algorithmic bias, and the dehumanization of learning. This opinion article, grounded in current literature, explores the urgency of addressing digital ethics in education. It presents a conceptual framework that links ethical principles to digital educational practices and analyzes pressing ethical challenges. Through a structured discussion supported by data and literature, the paper highlights the necessity for a proactive and inclusive dialogue among stakeholders to ensure a morally responsible future for education.
Teacher Digital Competency and Pedagogical Innovation in Hybrid Classrooms Munawar, Badri; Jannah, Rihatul
Journal of Educational Technology Innovation and Applications Vol. 1 No. 01 (2025): Journal of Educational Technology Innovation and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jetia.v1i01.982

Abstract

The rise of hybrid learning environments necessitates a reexamination of teacher competencies in digital pedagogy. As education systems integrate both face-to-face and online instruction, the ability of teachers to effectively use digital tools while maintaining pedagogical coherence becomes increasingly vital. This article explores the relationship between teacher digital competency and pedagogical innovation in hybrid classrooms. Adopting a conceptual and literature-supported opinion approach, the study presents a framework outlining key digital competencies and their influence on innovative pedagogical practices. The results and discussion focus on three critical areas: instructional design, technology-enhanced interaction, and assessment adaptability. Each section is supported by empirical insights and tabular analyses. The article concludes with recommendations for professional development and institutional support to strengthen teacher readiness for hybrid teaching.
From Content Delivery to Knowledge Construction: Rethinking Digital Pedagogical Models Ferdiansyah, Handy; Maharani, Aprinda; Vaz, Benjamin Laurentino
Journal of Educational Technology Innovation and Applications Vol. 1 No. 01 (2025): Journal of Educational Technology Innovation and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jetia.v1i01.983

Abstract

In the context of digital transformation in education, traditional pedagogical models centered on content delivery are increasingly being questioned. The focus is shifting towards models that prioritize knowledge construction, where students engage actively with the content to build deeper understanding. This article examines how digital pedagogical models can evolve from a teacher-centered approach to a learner-centered one, fostering an environment where learners co-create knowledge. It discusses the challenges and opportunities that come with this shift and proposes a conceptual framework for digital pedagogical practices that align with constructivist principles. Through analysis of existing literature, this paper highlights the key factors influencing effective digital pedagogy, including technology integration, learner engagement, and the role of educators in facilitating active learning. The results and discussion section also incorporates practical examples, presenting tables with detailed comparisons of different digital pedagogical strategies, illustrating their benefits and limitations.
Rethinking Assessment in the Digital Age: Pedagogical Implications and Challenges Fidhyallah, Nadya Fadillah; Zakiah, Rizka; Kusworo
Journal of Educational Technology Innovation and Applications Vol. 1 No. 01 (2025): Journal of Educational Technology Innovation and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jetia.v1i01.985

Abstract

The digital revolution has transformed various aspects of education, including assessment practices. This article explores the pedagogical implications and challenges of rethinking assessment in the digital age. Grounded in current literature, the article presents a conceptual framework for digital assessment and discusses the key aspects of assessment innovation, technological integration, and equity concerns. Drawing from recent empirical and theoretical contributions, this study argues that assessment must evolve to reflect the demands of 21st-century learning. The results and discussion are organized into three sections: innovative assessment models, technology integration in assessment, and equity and accessibility. Each section includes an analysis supported by a data table. The study concludes with a call for reflective and inclusive assessment design responsive to digital learning environments.
Gamification and Smart Learning: A Framework for Digital Motivation Yassin, Abdulnassir; Rashid, Salman; Mlwale, Husna Juma
Journal of Educational Technology Innovation and Applications Vol. 1 No. 01 (2025): Journal of Educational Technology Innovation and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jetia.v1i01.997

Abstract

Integrating gamification techniques into smart learning environments has gained considerable attention as a method to enhance student engagement and motivation. This article explores the connection between gamification and smart learning by proposing a conceptual framework for digital motivation. Drawing upon existing literature, the paper identifies key components of gamification and smart learning and presents a model that leverages digital tools to improve educational outcomes. The results of various studies examining the effects of gamification in digital learning environments are discussed, revealing both the potential benefits and challenges of incorporating game elements into education. This paper provides valuable recommendations for educators and institutions aiming to increase student engagement and success by offering insights into how gamification can be strategically utilised within smart learning systems.
A Critical Investigation of Technological Pedagogical Content Knowledge (TPACK) of EFL Teachers Husain, Balqis; Yusuf, Fazri Nur; Sukyadi, Didi
Journal of Educational Technology Innovation and Applications Vol. 1 No. 02 (2025): Journal of Educational Technology Innovation and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jetia.v1i02.1166

Abstract

This qualitative study aims to assess the experiences of EFL teachers teaching online regarding TPACK. Four EFL teachers from various school levels were interviewed, observed, and had documents retrieved. The data analysis revealed that EFL teachers from secondary schools were competent in TK, CK, and PK but struggled in TPK, TCK, and TPACK. Despite being competent in TK, they struggled to integrate technology into learning instruction. However, Tertiary EFL teachers were competent in integrating technology into content and learning strategies, which distinguished them from EFL teachers at the secondary school level. The framework for Secondary EFL teachers showed no proportionality between the three core components of TPACK, particularly TK toward PK and CK. In comparison, the framework for tertiary EFL teachers demonstrated that technological, pedagogical, and content knowledge components shared a comparable mastery of competencies.
Differences in Mastery of Physics Concepts and Learning Motivation in Groups through Online Learning Assisted by Phyphox Hikmatiar, Hamzarudin; Sulisworo, Dwi
Journal of Educational Technology Innovation and Applications Vol. 1 No. 02 (2025): Journal of Educational Technology Innovation and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jetia.v1i02.1167

Abstract

E-learning is a form of distance education conducted through digital platforms. Phyphox, an application on a smartphone, is used for physics ex-periments either in class or by students at home. This application helps to do experiments without having to pay a high price. The purpose of this study was to determine the effect of Phyphox-assisted online learning on the mas-tery of physics concepts and learning motivation for class X1 students of SMAN Piyungan Yogykarta. The type of re-search is a true experiment with a posttest-only control group design. The data collection technique uses tests and questionnaires which are carried out online. The method used in data collection was the prerequisite test then continued with hypothesis testing using the MANOVA statistical test. The results showed that there was an average difference in the mastery of physics concepts and motivation to learn physics, namely, 24.8 and 173.46 in the experimental group, while in the control group, 21.88 and 171.28.
Innovative Learning Paths in Biology Education: Integrating Educational Technology and Transdisciplinary Approaches in the Era of Industry 5.0 Sari, Winda Purnama; Wardani, Erika Fitri
Journal of Educational Technology Innovation and Applications Vol. 1 No. 02 (2025): Journal of Educational Technology Innovation and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jetia.v1i02.1116

Abstract

This study explores the transformation of biology learning paths through the integration of educational technologies and transdisciplinary strategies within the context of Industry 5.0 and Society 5.0. Using qualitative and design-based methods, we developed learning frameworks incorporating both hard and soft technologies, including AI applications, big data, virtual labs, and STEAM-based projects. Results show that educational innovations not only enrich students' conceptual understanding but also cultivate 21st-century competencies such as analytical thinking, collaboration, and problem-solving. The study proposes a dynamic instructional model aligned with real-world issues and concludes that adaptive ecosystems in educational institutions are essential for preparing responsible and innovative future scientists.
Primary School Teachers' Technology Readiness for Artificial Intelligence Integration in Science Learning in Indonesia Kurniawan, Sasmita; Maryani, Ika
Journal of Educational Technology Innovation and Applications Vol. 1 No. 02 (2025): Journal of Educational Technology Innovation and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jetia.v1i02.1111

Abstract

This study explores the readiness of elementary school teachers at Muhammadiyah Primary School in Bantul, Yogyakarta, Indonesia, to integrate Artificial Intelligence (AI) into science education. Utilizing a qualitative descriptive method, the research focuses on the four constructs of the Technology Readiness Index (TRI): Optimism, Innovativeness, Discomfort, and Insecurity. Data were collected through interviews, observations, and documentation involving school principals, vice principals, and Grade IV science teachers. Results reveal high optimism and innovativeness among educators toward using AI tools, such as bright projectors and digital applications, to enhance student engagement and learning effectiveness. However, discomfort and insecurity persist due to limited training and data privacy concerns. The study concludes that comprehensive training and institutional support are essential to foster a safe and efficient integration of AI in primary education.
Optimizing Early Childhood Motor Development through the Integration of Gymnastics Activities into the Learning Process Asiah; Pujiyanti, Resti; A'isah, Siti; Jannah, Rihatul
Journal of Educational Technology Innovation and Applications Vol. 1 No. 02 (2025): Journal of Educational Technology Innovation and Applications
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jetia.v1i02.1179

Abstract

Motor development is a crucial component of early childhood growth that affects children's physical, cognitive, and socio-emotional abilities. As a form of well-planned physical activity, gymnastics can help enhance children's motor skills, particularly gross motor skills. This research focuses on how gymnastics can support the motor development of young children. Gymnastics, when carried out in a fun and active manner, not only trains body strength and coordination but also improves children's focus, discipline, and self-confidence. This study was conducted through participatory observation using a descriptive qualitative approach. The results indicate that improvements in gross motor skills can be achieved through gymnastics, which is performed regularly, systematically, and according to the child’s developmental stage. Therefore, gymnastics should be incorporated into the daily curriculum and integrated with play and learning activities by early childhood educators.

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