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Khoirunnisa Imama
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Interdisciplinary Journal of Pedagogy and Research in Media Technology
Published by CV. SPDF HARMONY
ISSN : -     EISSN : 31235689     DOI : https://doi.org/10.64268/inspire.v1i2.67
Core Subject : Humanities, Science, Education, Social,
Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other
Focus Interdisciplinary Journal of Pedagogy and Research in Media Technology (INSPIRE) emphasizes interdisciplinary studies that examine pedagogy, media, technology, and analytical innovation in relation to decision-making processes, judgment, and the development of evidence-based practices across diverse organizational and social contexts. INSPIRE publishes research articles and review papers that contribute to scholarly advancement through interdisciplinary approaches. Scope The journal specializes in investigating the theoretical and practical aspects of pedagogy, media, technology, and decision analysis across various organizational and social contexts from diverse disciplinary perspectives. INSPIRE welcomes contributions addressing innovation, research, and development in the following general areas: • Pedagogy • Media Studies • Media Technology • Digital Media and Communication • Decision-Making and Judgment • Decision Sciences • Data Analytics and Evidence-Based Decision • Human–Computer Interaction • Artificial Intelligence and Media Applications • Information Systems and Knowledge Management • Digital Innovation and Creative Industries • Media, Technology, and Decision-Making in Organizational and Social Contexts • Interdisciplinary Studies in Pedagogy, Media, Technology, and Decision Sciences • Social Sciences (Miscellaneous)
Arjuna Subject : Umum - Umum
Articles 10 Documents
 1 
Optimization of teachers' digital competence in the development of wordwall as interactive learning platform Prasart Nuangchalerm
Interdisiplinary Journal of Pedagogy and Research in Media Technology Vol. 1 No. 1 (2025): Interdisciplinary Journal of Pedagogy and Research in Media Technology
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/inspire.v1i1.1

Abstract

Background: The rapid advancement of digital technology necessitates that teachers enhance their digital competence to create more engaging learning experiences. Interactive learning media, such as Wordwall, provide opportunities to integrate technology into teaching.Aim: This study aims to optimize teachers' digital competence through the development of a valid and practical interactive Wordwall-based learning media.Method: This study employed research and development (R&D) using the ADDIE model. The research subjects involved eighth-grade teachers and students, with four mathematics teachers and six students selected through purposive sampling. Data collection included expert validation, practicality tests with teachers and students, and teacher interviews. Additionally, qualitative data from teacher interviews provided deeper insights into the platform’s impact on their digital competence.Results: The validation results indicate that Wordwall has a high level of validity, with an average score of 90% (highly valid), covering content suitability, construction, language, and technology aspects. The practicality test demonstrated that Wordwall is practical for both teachers and students, with average scores of 77.45% and 82.75%, respectively (practical). Additionally, a survey assessing the optimization of Wordwall usage by teachers yielded an average score of 77.6% (good). Teacher interviews revealed that Wordwall enhances their confidence in utilizing digital technology.Conclusion: Wordwall serves as a valid and practical interactive learning platform that supports the optimization of teachers' digital competence. It enables teachers to integrate technology into their teaching, enhancing their confidence and instructional strategies. Future research is recommended to explore the long-term impact on teachers' digital competence and investigate its application across diverse educational contexts.
STEM education: Impact on mathematics learning outcomes Ardi Dwi Susandi; Santi Widyawati
Interdisiplinary Journal of Pedagogy and Research in Media Technology Vol. 1 No. 1 (2025): Interdisciplinary Journal of Pedagogy and Research in Media Technology
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/inspire.v1i1.11

Abstract

Background: The integration of STEM education in mathematics learning aims to enhance students' understanding and application of mathematical concepts in real-world contexts. However, its effectiveness in improving mathematics learning outcomes requires further empirical investigation.Aim: This study examines the impact of STEM education on students' mathematics learning outcomes by comparing STEM-integrated instruction with conventional teaching methods.Method: A quasi-experimental design was employed, involving 52 students divided into an experimental group (STEM-based learning) and a control group (traditional learning). Pre-test and post-test assessments were conducted, and the data were analyzed using statistical tests.Results: The results showed that students in the experimental group had a significantly higher improvement in mathematics learning outcomes compared to the control group. The post-test scores increased by an average of 6.1 in the experimental group, while the control group showed an improvement of only 1.8, t (50) = 4.53, p < 0.05).Conclusion: The findings indicate that STEM education positively influences mathematics learning outcomes by enhancing students’ engagement, problem-solving skills, and conceptual understanding. This study highlights the importance of incorporating STEM-based approaches in mathematics education to optimize student learning outcomes.
Implementing a contextual pedagogical approach in junior high school science education Alfian Erprabowo; Eko Edi Sujarwo
Interdisiplinary Journal of Pedagogy and Research in Media Technology Vol. 1 No. 1 (2025): Interdisciplinary Journal of Pedagogy and Research in Media Technology
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/inspire.v1i1.32

Abstract

Background: Science education at the junior high school level often faces challenges in enhancing student engagement and understanding of scientific concepts. A contextual pedagogical approach, which connects the subject matter to students’ everyday experiences, is believed to improve the effectiveness of learning.Aim: This study aims to implement a contextual pedagogical approach in science education and examine its impact on student learning activities, academic achievement, and student responses in a junior high school setting.Method: This research employed a classroom action research method conducted in two cycles, each consisting of planning, action, observation, and reflection. The participants were eighth-grade students at a junior high school. Data were collected through activity observation sheets, learning outcome tests, and student response questionnaires. The data were analyzed using descriptive quantitative methods.Results: The findings indicated a significant increase in student learning activity, from an average of 66.2% in the first cycle to 85% in the second cycle. The average post-test score improved from 73.2 to 80.2, with the mastery level increasing from 46.7% to 83.3%. Student responses were also positive, with 90% reporting that the lessons were more engaging and 86% feeling more confident in group discussions.Conclusion: The contextual pedagogical approach proved effective in enhancing student engagement and comprehension in science learning. It is recommended that teachers consistently implement this approach to foster meaningful and relevant learning experiences for students.
The effect of contextual teaching and learning model with ethnomathematics approach on students’ conceptual understanding and critical thinking Ari Purwa Kusuma; Nurina Kurniiasari Rahmawati
Interdisiplinary Journal of Pedagogy and Research in Media Technology Vol. 1 No. 1 (2025): Interdisciplinary Journal of Pedagogy and Research in Media Technology
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/inspire.v1i1.39

Abstract

Background: Mathematics learning demands not only conceptual understanding but also critical thinking skills. However, studies in Indonesian classrooms have shown that students often struggle with both abilities. A possible cause is the use of teacher-centered approaches that do not facilitate student engagement or meaningful learning experiences.Aim: This study aims to investigate the effect of the Contextual Teaching and Learning (CTL) model integrated with an ethnomathematics approach on students’ conceptual understanding and critical thinking skills in mathematics.Method: This research employed a quantitative approach with a quasi-experimental design. The sample consisted of 60 ninth-grade students from two different classes selected using simple random sampling. Data were collected through validated test instruments and analyzed using Multivariate Analysis of Variance (MANOVA) with a significance level of 0.05.Results: The findings showed that both the conceptual understanding and critical thinking skills of students in the experimental group improved significantly compared to the control group. The MANOVA results indicated a significance value of 0.000 (< 0.05), confirming a significant effect of the CTL model with ethnomathematics on both dependent variables. The average N-Gain score in the experimental class was higher (0.68) than in the control class (0.62).Conclusion: The implementation of the CTL model with an ethnomathematics approach has a positive and significant effect on improving students’ conceptual understanding and critical thinking in mathematics. This approach enables students to relate mathematical content to cultural contexts, making learning more meaningful and engaging.
E-flipbook innovation through problem-based learning: Enhancing mathematical concept mastery Amirudin Amiruddin; Khoirunnisa Imama
Interdisiplinary Journal of Pedagogy and Research in Media Technology Vol. 1 No. 1 (2025): Interdisciplinary Journal of Pedagogy and Research in Media Technology
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/inspire.v1i1.40

Abstract

Background: Mathematical conceptual understanding remains a key issue in junior high school education. Innovation in learning media, such as digital tools, is needed to support effective learning. One promising approach is integrating Problem-Based Learning (PBL) with interactive digital media like E-flipbooks to enhance students’ engagement and comprehension in mathematics.Aim: This study aimed to develop a Problem-Based Learning-based E-flipbook that is valid, practical, and effective in improving students' mathematical concept understanding.Method: This research employed a Research and Development (R&D) design utilizing the ADDIE development model. The study participants were seventh-grade students from one of the public junior high schools located in the Batanghari Nuban sub-district during the 2024/2025 academic year. Data were collected through interviews, questionnaires, and mathematical concept comprehension tests. Data analysis involved expert validation, practicality indices, a proportion test, and a t-test.Results: The e-flipbook received high validity ratings from material experts (0.87) and media experts (0.90). Teacher and student responses indicated high practicality, with indices of 0.81 and 0.86, respectively. Additionally, over 60% of students demonstrated good understanding of mathematical concepts. The N-Gain and hypothesis test results showed a significant improvement in the experimental group compared to the control group.Conclusion: The e-flipbook developed through the problem-based learning approach was proven to be valid based on expert judgment, practical according to user responses, and effective in enhancing students’ mathematical concept understanding. These findings indicate that the integration of digital media and problem-based strategies can meaningfully support student learning. The product serves not only as a teaching aid but also as a tool to foster student engagement and active problem-solving. Therefore, this e-flipbook has the potential to be adopted as an innovative instructional resource in mathematics classrooms.
Gen AI for a generative or a creative generation: A gesture of a materialist orientation to contemporary L2 writing? Md. Saiful Alam; Adelina Asmawi
Interdisiplinary Journal of Pedagogy and Research in Media Technology Vol. 1 No. 2 (2025): Interdisciplinary Journal of Pedagogy and Research in Media Technology
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/inspire.v1i2.65

Abstract

Background: In this age of omnipresent celebration of generative artificial intelligence (Gen AI) in education, what will happen to humans’ naturally acquired intelligence may be a million-dollar question. From the long-termism perspective and existential and humanistic worldviews, this question stands very relevant and legitimate.Aims: This paper aims to philosophically pose questions as regards the uncritical uses of Gen AI tools and deconstruct the meaning of AI-integrated writing, positing the phenomenon in the generational concern and futurism with the potential formation of writing habitus.Methods: By applying the method of theoretical reflection, this study employs a philosophical analysis and critically engages with the extant literature on GenAI-integrated academic writing. By doing so, the paper brings up the potential materialist perspectives on writing within the emerging discourse around the dominant orientations towards GenAI-assisted writing and thus interprets the implications for writers’ creative agency and cognitive contribution. Result: The analysis reveals that students (digital natives) of the present generation may exhibit a syndrome of being easily gravitated into the materialistic quicksand of the so-called “textual generation” while keeping themselves as “cognitive absentees” in the process of writing as a “knowledge creation.” Students’ overindulgence in availing Chat GPT’s generative service may develop a materialistic “generative habit” in students characterizing them as “faithful slaves” to Gen AI labor and as “intelligent dwarfs.” If this decoupling of natural intelligence from writing keeps fossilizing, the whole generation of student writers may turn into the “practitioners” of GenAI-assisted generation of contents and “escapists” and “skeptics” of creation of knowledge based on the contingency of natural human intelligence.Conclusion: The paper, therefore, advocates that it is high time to bypass the shortsighted, neoliberal triumph of writing as a GenAI-supported product or commodity for attaining marks and grades and, thus, reclaim the dignity and creative credits of students’ real scholarship by reorienting writing as a human intelligence-centric creation of real knowledge. 
Students’ experiences using AI as a learning assistant in online education: A phenomenological study Kenny Candra Pradana
Interdisiplinary Journal of Pedagogy and Research in Media Technology Vol. 1 No. 2 (2025): Interdisciplinary Journal of Pedagogy and Research in Media Technology
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/inspire.v1i2.67

Abstract

Background: The rapid development of Artificial Intelligence has reshaped online learning environments by offering instant explanations, personalized support, and automated feedback. Although AI tools are increasingly integrated into higher education, limited research has examined students’ subjective experiences, especially within fully online learning contexts where dependence on digital tools is higher.Aims:This study aims to explore students’ lived experiences in using AI as a learning assistant during online education and to identify the benefits, challenges, and ethical concerns arising from this interaction.Methods: A qualitative phenomenological design was employed to capture the meaning behind students’ experiences. Participants were undergraduate students who had used AI tools for at least three months. Data were collected through semi structured online interviews and analyzed using Interpretative Phenomenological Analysis to identify key themes.Result: The study revealed four major themes. Students perceived AI as a practical and supportive learning companion that enhanced comprehension and reduced learning anxiety. However, limitations related to inaccurate information required students to verify AI outputs and develop stronger digital literacy. AI also influenced self regulation by helping students plan and monitor their learning, though concerns regarding overreliance were noted. Ethical uncertainties about plagiarism and unclear institutional guidelines further shaped students’ experiences.Conclusion: AI has significant potential to enrich online learning when used thoughtfully and responsibly. To maximize benefits and reduce risks, institutions should provide clear policies, strengthen students’ digital literacy, and offer ethical guidance for AI use in academic tasks.
Implementation of the IDEAL method in developing mentoring skills among PPG prospective teachers Fathul Anwariyah; Thitra Padma Rani; Ani Nurdiana
Interdisiplinary Journal of Pedagogy and Research in Media Technology Vol. 1 No. 2 (2025): Interdisciplinary Journal of Pedagogy and Research in Media Technology
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/inspire.v1i2.72

Abstract

Background: Mentoring plays a critical role in supporting the professional development of prospective teachers during teacher professional education programs. In the context of the Indonesian Teacher Professional Education Program (PPG), mentoring practices often face challenges related to diverse academic backgrounds, particularly between graduates of teacher education and subject-matter disciplines. These conditions require a structured and reflective mentoring approach that can bridge pedagogical knowledge, content mastery, and classroom practice.Aims: This study aims to examine the implementation of the IDEAL method in developing mentoring skills among mathematics PPG prospective teachers during the teaching practicum.Methods: This study employed a qualitative descriptive approach with a reflective practice design. The participants were mathematics PPG prospective teachers undertaking their teaching practicum at a partner secondary school. Data were collected through classroom observations, reflective dialogues, and document analysis. The research procedure was structured according to the five stages of the IDEAL method: Identification, Listening, Exploration, Action, and Lesson (Reflection). Data were analyzed using reflective thematic analysis.Result: The findings indicate that the IDEAL method facilitated a structured and reflective mentoring process that accommodated differences in academic backgrounds, strengthened pedagogical awareness, and enhanced professional confidence. Each stage of the IDEAL method supported prospective teachers in integrating pedagogical knowledge, content understanding, and reflective practice within authentic classroom contexts.Conclusion:  The study concludes that the IDEAL method provides an effective mentoring framework for supporting the professional development of mathematics PPG prospective teachers. By emphasizing dialogical interaction, experiential learning, and sustained reflection, IDEAL-based mentoring contributes to the development of mentoring skills and reflective professional identity during the teaching practicum.
The role of generative AI search tools in educational research productivity among early-career scholars: A mediation-based multi-method study Wulan Suci Nurlatifah; Agil Muazis; Hijriatun Hikmah Hasanah
Interdisiplinary Journal of Pedagogy and Research in Media Technology Vol. 1 No. 2 (2025): Interdisciplinary Journal of Pedagogy and Research in Media Technology
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/inspire.v1i2.73

Abstract

Background: Generative AI search tools has transformed how researcher access, interpret, and synthesize academic literature. For early-career scholars, these technologies offer potential support in addressing limitations related to research experience, particularly in literature comprehension and conceptual framework development. However, empirical studies explaining how and through what internal mechanisms generative AI supports educational research remain limited, especially those that account for psychological and cognitive mediating factors.Aims: This study aims to examine the role of generative AI search tools in enhancing educational research productivity among early-career scholars by analyzing the mediating roles of academic self-confidence, literature comprehension, and research self-regulation.Methods: A mediation-based multi-method approach with an explanatory sequential design was employed. Quantitative data were collected through a Likert-scale survey and analyzed using mediation modeling, followed by qualitative data collected through semi-structured interviews and analyzed thematically to elaborate and contextualize the quantitative findings.Result: The findings indicate that the use of generative AI search tools is positively associated with educational research productivity. This relationship is primarily mediated by literature comprehension, academic self-confidence, and research self-regulation, with literature comprehension emerging as the strongest mediating pathway. Qualitative findings further reveal that generative AI functions as an intellectual companion that supports understanding of complex scholarly literature, strengthens research independence, and facilitates more effective management of the research process.Conclusion:  The study demonstrates that the contribution of generative AI to educational research extends beyond technical assistance, operating through researchers’ internal cognitive and psychological processes. By adopting a mediation-based perspective, this study provides a more nuanced explanation of how generative AI search tools support early-career scholars’ research productivity and contributes to a deeper theoretical understanding of AI-supported educational research practices.
Optimizing decision-making in digital business processes through artificial intelligence Rania Rofiatul Imama; Shinta Hanum Indah Pratiwi; Tri Rizki
Interdisiplinary Journal of Pedagogy and Research in Media Technology Vol. 1 No. 2 (2025): Interdisciplinary Journal of Pedagogy and Research in Media Technology
Publisher : CV. SPDFHarmony

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64268/inspire.v1i2.97

Abstract

Background: The rapid growth of digital business environments has increased the complexity of managerial decision-making due to the proliferation of large-scale, dynamic, and heterogeneous data. Traditional intuition-based decision-making approaches are increasingly insufficient to address uncertainty and complexity in digital business processes, leading organizations to adopt Artificial Intelligence (AI) as a strategic decision-support mechanism.Aims: This study aims to examine the role of Artificial Intelligence in optimizing decision-making within digital business processes by synthesizing existing literature to identify key patterns, themes, and contributions of AI across various business contexts.Methods: This study employs a literature review approach using a thematic synthesis of relevant academic publications. Peer-reviewed articles, review papers, and conceptual studies related to Artificial Intelligence and decision-making in digital business were systematically analyzed to identify recurring themes, research trends, and decision-making implications.Result: The results indicate that Artificial Intelligence functions as an active, data-driven decision-support mechanism that enhances the accuracy, consistency, and timeliness of decision-making in digital business processes. The findings reveal that AI supports decision-making across multiple contexts, including management information systems, small and medium-sized enterprises, innovation and marketing activities, and the financial sector, by enabling predictive analytics, reducing cognitive limitations, and improving evidence-based managerial decisions.Conclusion: This study concludes that the optimization of decision-making in digital business processes depends not only on the adoption of Artificial Intelligence technologies but also on their effective integration into organizational decision structures and human judgment. Artificial Intelligence plays a central role in strengthening data-driven, evidence-based decision-making and contributes to improved organizational adaptability and competitiveness in the digital era.

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