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EduTech Journal
Published by PT Anagata Sembagi Education
ISSN : -     EISSN : 30630959     DOI : https://doi.org/10.62872/sp8q6929
Core Subject : Education,
Education Other
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 Sosial - Pendidikan
Articles 28 Documents
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Utilization of Generative Artificial Intelligence to Improve the Creative Writing Skills of High School Students Ayu Rischi Utami
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 Anggi Syahputri
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 Muhandis Difa'iy Aziz
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.
Augmented Reality in Learning: Its Impact on the Understanding of Abstract Concepts Arimbi Pamungkas; Rahayu Soraya; Ahmad Tohir
EduTech Journal Vol. 2 No. 3 (2026): JET - JANUARY
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/xjs9bx55

Abstract

This study investigates the effect of immersive simulation-based learning on students’ empathy development compared to video-based learning and non-technology instruction. A randomized controlled trial with a pre-test–post-test design involving three groups was employed. A total of 120 undergraduate students aged 18–25 years were randomly assigned to a virtual reality (VR) simulation group, a video-based learning group, and a control group. Empathy was measured as a latent construct consisting of cognitive and emotional dimensions, adapted from established empathy theory. Data were analyzed using repeated measures ANOVA and Structural Equation Modeling–Partial Least Squares (SEM–PLS). The results indicate that the VR simulation group demonstrated a significantly greater increase in empathy compared to the other groups. Structural modeling further revealed that immersive simulation had a stronger positive effect on empathy than video-based learning. These findings suggest that immersive learning environments effectively support empathy development through integrated cognitive and emotional engagement
Evaluating the Effectiveness of Technology-Based Learning through an Evidence-Based Education Framework Arimbi Pamungkas; Ahmad Tohir
EduTech Journal Vol. 2 No. 3 (2026): JET - JANUARY
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/4zkfbq42

Abstract

The accelerated adoption of technology-based learning in the post-pandemic era has encouraged educational institutions to integrate various digital innovations into instructional practices. However, increased technology use does not consistently translate into measurable learning gains, highlighting the need for evidence-based evaluation. This study aims to evaluate the effectiveness of technology-based learning through an evidence-based education framework using a Systematic Literature Review (SLR) approach. Literature searches were conducted in reputable academic databases with inclusion criteria emphasizing empirical quality and pedagogical relevance. A total of 32 empirical studies were selected and analyzed through thematic and comparative synthesis. The findings indicate that technology-based learning tends to produce positive learning outcomes when supported by evidence-informed instructional design, alignment between learning objectives, activities, and assessment, and the use of objective learning outcome measures. In contrast, technology implementations that merely substitute traditional methods without strong pedagogical grounding yield limited effects. This study concludes that the effectiveness of technology-based learning is conditional rather than universal and must be evaluated within an evidence-based education framework. The findings underscore the need to shift from innovation-driven technology adoption toward pedagogical decision-making grounded in robust empirical evidence.
Learning Analytics to Improve the Quality of Decision-Making in Digital Education Ali Mashari; Sulistianah Sulistianah; Oktri Wulandari
EduTech Journal Vol. 2 No. 3 (2026): JET - JANUARY
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/nctxnj76

Abstract

This study aims to analyze the role of Learning Analytics in improving the quality of decision-making in digital education. A quantitative descriptive-analytical design was employed. The respondents consisted of educators and digital learning managers directly involved in the use of learning data and educational decision-making. Data were collected through a questionnaire measuring the level of Learning Analytics utilization and decision-making quality. Descriptive analysis was conducted to identify patterns in the relationship between Learning Analytics utilization and decision-making quality. The results indicate that higher utilization of Learning Analytics is associated with more rational, accurate, and useful educational decisions. These findings highlight the role of Learning Analytics as an essential support tool for data-driven and evidence-based decision-making in digital education
Ethical Challenges of Artificial Intelligence in Education: Balancing Innovation Jihan Jihan; Najla Abdul Ilah Badjeber
EduTech Journal Vol. 2 No. 3 (2026): JET - JANUARY
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/dykhs649

Abstract

The rapid integration of artificial intelligence (AI) into educational systems has transformed teaching and learning practices, offering opportunities for personalization, efficiency, and data-driven decision-making. However, the widespread adoption of AI also raises significant ethical concerns, particularly regarding equity, fairness, and governance. This study aims to examine the ethical challenges associated with the use of artificial intelligence in education, with a specific focus on balancing technological innovation and educational equity. Employing a qualitative descriptive-analytical approach, the research is based on a systematic literature review of peer-reviewed journal articles, policy documents, and reports published by international organizations such as UNESCO, OECD, and the World Bank. The data were analyzed using qualitative content analysis to identify recurring themes related to access inequality, algorithmic bias, data privacy, transparency, human agency, and institutional governance. The findings indicate that while AI has the potential to enhance learning outcomes, its implementation often exacerbates existing educational inequalities due to uneven access, biased algorithms, weak data governance, and limited institutional accountability. The study concludes that ethical considerations must be integrated into AI design, implementation, and governance to ensure that innovation in education is inclusive, transparent, and socially responsible.
Development of A Beauty Website in The Curriculum of The Sunda Siger Bride Fauzia Hanum; Jenny Sista Siregar; Rina Febriana
EduTech Journal Vol. 2 No. 3 (2026): JET - JANUARY
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/rhna9t60

Abstract

Learning in the digital era increasingly emphasizes the utilization of technology to enhance accessibility in beauty training, particularly in preserving traditional culture. This study designs and tests the effectiveness of a beauty website based on the Siger Sunda Bride curriculum at HOM Academy. The research sample involved 5 informants for in-depth interviews and 9 respondents for pre-test post-test. This research method is Research and Development (R&D) with the ADDIE model which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. Data collection techniques through interviews, observations, questionnaires, as well as pre-test and post-test. The resulting product is an interactive website with features of staged modules, video tutorials, quizzes, and discussion forums. The feasibility test was carried out by media, language, development, and construct experts with an average result of 4.8-4.9 (very feasible). Effectiveness tests through pre-test (average 61) and post-test (average 77) showed a significant increase with a t value of -12.394 and p <0.001. This shows that this website is very effective in improving understanding and skills in traditional Sunda beauty and is feasible to be used as a culture-based learning media.

Page 3 of 3 | Total Record : 28

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