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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 23 Documents
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Integrating Unplugged Coding into Elementary Physical Education: An Embodied Computational Thinking Approach Puspita, Hendra
Journal of Educational Technology Innovation and Applications Vol. 2 No. 02 (2026): Articles in Press - Journal of Educational Technology Innovation and Applicati
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jetia.002180

Abstract

The integration of computational thinking (CT) into primary education has expanded rapidly, yet its application in non-STEM domains remains limited. This study investigates how unplugged coding can be embedded within elementary physical education (PE) through an embodied learning approach. Using a qualitative case study design, data were collected through an in-depth interview with a PE teacher who implemented unplugged coding after completing a four-month professional training program. Findings reveal that CT principles—particularly sequencing and algorithmic thinking—can be effectively translated into movement-based instruction. The teacher operationalized coding as structured movement sequences, supported by visual mapping, collaborative learning, and field-based practice. Students demonstrated increased engagement, improved conceptual understanding of motor sequences, and heightened motivation. The study contributes to interdisciplinary pedagogy by proposing an “embodied computational thinking” model that integrates cognitive and kinesthetic learning. The findings have implications for curriculum innovation, teacher professional development, and equitable access to CT education without reliance on digital technologies.
Instructional Leadership and 21st-Century Pedagogy: Predicting Students' Critical Thinking and Science Performance in Philippine Public Schools Saucejo, Analyn G.; Mohammad, Nhelbourne K.
Journal of Educational Technology Innovation and Applications Vol. 2 No. 02 (2026): Articles in Press - Journal of Educational Technology Innovation and Applicati
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jetia.002199

Abstract

This study examined the predictive influence of school administrators' leadership and 21st-century science learning practices on Grade 9 students' critical thinking and academic performance in science. A quantitative, descriptive-correlational design with a predictive component was employed in 58 public junior high schools in the Zamboanga del Norte Division, Philippines. Data were collected from 58 school administrators, 89 Grade 9 science teachers, and 340 Grade 9 students using validated questionnaires, a critical thinking test, and official school records. Findings revealed that administrators' leadership was "Very High," 21st-century practices were implemented "Often," and students demonstrated "High" critical thinking and "Very Satisfactory" academic performance. Multiple regression analyses showed that learning environment and school culture (β = 0.31, p < 0.001) and instructional leadership (β = 0.28, p < 0.001) were significant predictors of critical thinking, while authentic assessment (β = 0.31, p < 0.001) and integration of critical thinking strategies (β = 0.27, p < 0.001) were the strongest predictors of academic performance. The study provides empirical evidence that school leadership and instructional practices are interconnected drivers of student success. It recommends that administrators prioritize instructional and cultural leadership, and that teachers consistently integrate inquiry-based and cognitively demanding strategies to foster critical thinking and improve science outcomes.
Artificial Intelligence as a Learning Tool and Teachers as Validators: Fostering Growth Mindset in 21st-Century Classroom Learning Mustofa, Mamet; Kartika, Mutiara; Hidayat, Surya Wahyu; Mahsar, Riana
Journal of Educational Technology Innovation and Applications Vol. 2 No. 02 (2026): Articles in Press - Journal of Educational Technology Innovation and Applicati
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jetia.002275

Abstract

The rapid integration of artificial intelligence (AI) into educational settings has introduced both opportunities and tensions in classroom learning. This article examines the role of AI as a learning tool and positions teachers as validators who ensure accuracy, depth, and pedagogical integrity in AI-assisted environments. Drawing on growth mindset theory, the study proposes a conceptual framework, the AI-Teacher Synergy Framework (ATSF), which delineates three interconnected phases: AI-Assisted Exploration, Teacher Validation and Feedback, and Growth Mindset Reinforcement. Through a synthesis of recent literature, the article presents findings across three dimensions: the capacity of AI to catalyze active learning, the evolving role of teachers from content deliverers to validators and mentors, and the function of growth mindset as a bridge between technology use and meaningful learning outcomes. Results indicate that AI tools increase student engagement and personalize learning pathways, but their effectiveness depends on teachers who critically evaluate AI outputs and cultivate resilience in learners. The article concludes that sustainable AI integration requires a synergistic model where technology augments instruction and teachers remain the authoritative validators of knowledge construction.

Page 3 of 3 | Total Record : 23

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