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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 19 Documents
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Culturally-Based Renewable Energy Media to Enhance Critical Thinking in Elementary Science Learning Fitrianawati, Meita; Ainul Yaqin, Abid Rizal
Journal of Educational Technology Innovation and Applications Vol. 1 No. 03 (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.v1i03.1112

Abstract

This study investigates the effectiveness of renewable energy learning media, rooted in local culture, on enhancing the critical thinking skills of fifth-grade students at SD Muhammadiyah Demangan. Employing a quasi-experimental design, the research involved two groups: an experimental group that received the intervention using renewable energy-based media and a control group that followed conventional teaching methods. Data collection was conducted through pretest and posttest assessments. The findings revealed a significant improvement in the experimental group’s critical thinking skills, with the average posttest score rising from 58 to 80.6 (surpassing the minimum passing criteria of 75) compared to the control group’s average posttest score of 73. The results of the independent sample t-test indicated a significance value (2-tailed) of 0.018, confirming a statistically significant difference between the two groups. The study concludes that renewable energy learning media integrated with local cultural elements effectively improve students’ critical thinking abilities and can be a valuable innovation in primary education.
Empowering Self-Directed Mathematics Learning through Artificial Intelligence: An African Perspective Makonye, Judah P.; Sulisworo, Dwi
Journal of Educational Technology Innovation and Applications Vol. 1 No. 03 (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.v1i03.1153

Abstract

`In the evolving educational landscape, self-directed learning (SDL) is gaining momentum as a pivotal approach to personalized education. This paper explores the integration of Artificial Intelligence (AI) to support SDL in mathematics instruction within the African context. Despite systemic challenges in the region's educational infrastructure, AI presents an opportunity to overcome teacher shortages, unequal resource distribution, and varied student learning needs. Through a conceptual framework and literature-supported analysis, we argue that AI-driven learning environments can significantly enhance learners' autonomy and performance in mathematics. Results from secondary data and expert interviews are presented in two analytical subsections, highlighting opportunities and challenges of AI integration in SDL. The article concludes with practical recommendations for policymakers and educators.
Project-Based Learning in Elaborating Interactive Media Based on E-Modules for Prospective Physics Teachers Ute, Nilawati; Halmuniati
Journal of Educational Technology Innovation and Applications Vol. 1 No. 03 (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.v1i03.1220

Abstract

This study aims to explore the implementation of the Project-Based Learning (PjBL) model in the development of interactive e-module-based learning media by prospective physics teachers. The research method used is qualitative descriptive research, with subjects being students of the Physics Education study program who are enrolled in the learning media course. The learning process follows the stages of PjBL, starting from problem identification, project planning, product development, to presentation and reflection. The results of the study show that the PjBL approach can enhance students' creativity, critical thinking skills, and technological abilities in designing interactive learning media relevant to the needs of physics education. In addition, the developed e-modules feature interactive elements that support deeper and more engaging conceptual understanding. In conclusion, PjBL is effective in equipping prospective physics teachers with the pedagogical and technological competencies needed in the era of digital learning.
Redesigning Automotive Tool: Usability of an Improvised Combination Wrench for Practical Education Capuno, Jhon Froy; Gahob, Ritchie; Lequigan, Mailyn; Lequigan, Reo; Cañon, Anaclito; Dela Calzada, Jeffrey
Journal of Educational Technology Innovation and Applications Vol. 1 No. 03 (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.v1i03.1512

Abstract

The automotive industry's rapid technological shift presents a challenge for vocational education, as traditional tools may not align with modern needs. Thus, this study evaluates the acceptability of an Improvised Combination Wrench (ICW) as a cost-effective instructional tool for automotive technology. Using a mixed-methods approach with 60 participants (students, instructors, and experts) the research assessed the tool's design, functionality, and safety. The findings indicate the ICW is highly acceptable and usable, with high ratings for its functionality (grand mean: 4.60), aesthetics (4.63), and users' safety (4.63). It is consistently perceived the tool as a natural extension of the hand, appreciating its effectiveness, durability, and ergonomic design. However, a significant difference in perception was found among the three user groups (F=166.1522, p<.001), highlighting varied views based on experience. The main challenges identified were a lack of sufficient torque, non-standard sizing, and tool slippage. In conclusion, the ICW is a viable and effective teaching tool despite these limitations. It is recommended that the university formally adopt a standardized, redesigned version of the wrench, with enhancements to address the identified challenges, and implement a comprehensive training module to ensure its proper and safe use in the curriculum.
Enjoyment or Mastery? A Critical Evidence-Based Analysis of Dominant Outcomes in Gamified Learning Tabassum, Nihal; Talha; Saeed, Ozal
Journal of Educational Technology Innovation and Applications Vol. 1 No. 03 (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.v1i03.1697

Abstract

This study investigates whether enjoyment or knowledge mastery plays a more dominant role in gamified learning environments. Using a semantic search across 138 million academic papers and systematic screening criteria, we identified empirical studies that measured both engagement-related and learning-related outcomes. Results reveal a conditional and sequential pattern rather than a single dominant effect. Enjoyment consistently drives initial engagement, supported by strong intrinsic motivation indicators and short-term affective gains. In contrast, mastery emerges more gradually and depends on the alignment of game elements with cognitive learning processes. Studies using superficial elements (e.g., points, badges) reported weaker learning effects, whereas meaningful game mechanics (challenges, feedback, narrative) fostered deeper understanding and retention. Comparative analyses show that enjoyment functions as a motivational catalyst, but mastery becomes dominant only when implementation fidelity is high and pedagogical objectives remain central. These findings highlight that effective gamification requires purposeful design that channels enjoyment into sustained learning pathways.
Integrating Artificial Intelligence in Home Economics Technology Education: Teacher Strategies for Digital Innovation Capuno-Marsan, Janneka Fae; Marsan, Angelito Llena
Journal of Educational Technology Innovation and Applications Vol. 2 No. 01 (2026): Article in Press - Journal of Educational Technology Innovation and Applicatio
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jetia.001969

Abstract

This study investigated the integration of Artificial Intelligence (AI) in Home Economics instruction to foster digital innovation, efficiency, and sustainability. It specifically assessed the levels of AI literacy, self-efficacy, and self-management among 78 postgraduate students from one of the state universities in Cebu, Philippines, during the 2025–2026 academic year. Utilizing a descriptive-survey design, data were gathered via adapted Google Forms and analyzed using frequency, weighted mean, and Pearson r. Results indicated that respondents possessed a high level of AI literacy, particularly regarding ethical considerations and basic applications, though detection skills were lower. In contrast, self-efficacy and self-management were rated as moderate. This disparity suggests that while educators understand AI concepts, they lack the requisite confidence and regulatory skills to implement these tools effectively in classroom instruction. Statistical analysis revealed no significant relationship between AI literacy and either self-efficacy or self-management, implying that theoretical knowledge does not automatically translate into instructional confidence or pedagogical usage. The study concludes that technological awareness is insufficient for transformative digital innovation without corresponding psychological and managerial readiness. While literacy is established, the lack of correlation with confidence highlights a critical gap in professional application. Consequently, there is an urgent need for targeted professional development programs that move beyond basic literacy to foster practical competence. This research accentuates that institutional support must prioritize bridging the gap between understanding and the self-regulated execution of AI-driven strategies.
Scoping Review of AI-Enabled Predictive Analytics and Decision Support in Agricultural Education: Current Trends, Tools, and Pedagogical Implications Laura, Daniela; Cordova, Nancy V. Quispe; Areche, Franklin Ore
Journal of Educational Technology Innovation and Applications Vol. 2 No. 01 (2026): Article in Press - Journal of Educational Technology Innovation and Applicatio
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jetia.001994

Abstract

Artificial Intelligence (AI) and predictive analytics are increasingly reshaping contemporary agricultural systems by enabling data-driven decision support, early pest and disease detection, and optimized crop management. As these technologies become embedded in agricultural practice, agricultural education faces growing pressure to prepare learners with analytical reasoning and decision-making competencies aligned with AI-enabled environments. This scoping review maps peer-reviewed literature published between 2020 and 2025 on AI-enabled predictive analytics, crop advisory systems, and pest and disease detection technologies, with a specific focus on their educational implications. Following PRISMA-ScR guidelines, 18 studies were systematically identified and synthesized through thematic analysis. The results indicate rapid growth in technically oriented AI applications for precision agriculture, contrasted with limited empirical research on curriculum integration and competency-based learning outcomes. While project-based learning, simulations, and decision support tools are frequently proposed as pedagogical strategies, explicit assessment of learners’ analytical and decision-making competencies remains scarce. This review highlights critical gaps between AI innovation and educational research, and underscores the need for interdisciplinary approaches, curriculum redesign, and competency frameworks that support responsible and effective AI use in agricultural education.
Cognitive Mechanisms Underlying Learning Gains in Intelligent Tutoring Systems: A Systematic Literature Review Ibanga, Isaac John; Asukwo, Aniekan Elijah; Mohammed, Bashir
Journal of Educational Technology Innovation and Applications Vol. 2 No. 01 (2026): Article in Press - Journal of Educational Technology Innovation and Applicatio
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jetia.001801

Abstract

Intelligent Tutoring Systems (ITS) have emerged as powerful AI-driven learning technologies capable of delivering personalized instruction at scale. This study provides a systematic review of literature published between 2020 and 2025 to examine the cognitive mechanisms through which ITS improve learning outcomes. A total of 20 empirical and high-impact studies were analyzed using predefined inclusion criteria focusing on adaptive feedback, knowledge tracing, scaffolding, metacognition, and motivational design. The findings reveal that ITS consistently produce small-to-moderate learning gains (d ≈ 0.30–0.70), with feedback and knowledge tracing identified as the most dominant and reliable mechanisms. Metacognitive supports demonstrate the strongest influence on deep learning and self-regulated learning, while scaffolding contributes to conceptual understanding and transfer. Motivation and engagement features, although less frequently studied, enhance persistence and learning intensity. The review also highlights emerging trends, including the integration of learning analytics, affective computing, and hybrid ITS architectures. However, challenges remain in model interpretability, standardization of outcomes, and alignment with pedagogical practices. This study contributes a synthesized framework linking cognitive mechanisms to learning effectiveness and provides directions for future research to develop more explainable, scalable, and pedagogically grounded ITS.
Factors Affecting Public Speaking Success among BSOA Students as the Basis for Instructional Material Ashley Jane B. Relativo; Vernadith T. Vargas; Natasha Mae S. Llanes; Alyssa Florese De Loyola–Lagatic
Journal of Educational Technology Innovation and Applications Vol. 2 No. 01 (2026): Article in Press - Journal of Educational Technology Innovation and Applicatio
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jetia.002174

Abstract

This study was conducted to determine the factors affecting public speaking success among Bachelor of Science in Office Administration (BSOA) students at Camarines Sur Polytechnic Colleges. The research explores how psychological, linguistic, social, and technological factors affect students' abilities to communicate effectively. Data was gathered from 244 respondents and analyzed using quantitative methods, including weighted mean, ranking scale, and chi-square tests. The findings reveal a significant relationship between these factors and public speaking performance. Psychological factors indicate that confidence and mental readiness significantly affect a student's ability to speak in public. Linguistic factors highlight the importance of clear and effective language skills. Social factors suggest that interaction and engagement with peers enhance speaking abilities. Technological factors show that familiarity with digital tools and platforms positively influences performance. These results emphasize the need for a comprehensive approach to enhance students' public speaking skills. An intervention program is proposed to address these factors, aiming to boost confidence, improve language proficiency, encourage social interaction, and enhance technological competence. This study provides valuable insights for educators and policymakers, emphasizing the importance of tailored strategies to foster effective communication. By addressing these key areas, students can develop the skills necessary for academic and professional success, contributing to their overall development in a dynamic and competitive environment.

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