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Journal of Education for Creativity and Innovation
Published by PT. Global Research Collaboration
ISSN : -     EISSN : 31106927     DOI : https://doi.org/10.66314/jeci
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
This journal covers, but is not limited to, the following areas: Creative and innovative pedagogical models in education, such as project-based learning, flipped classroom, blended learning, and design thinking. Educational technology, artificial intelligence (AI), and digital transformation in teaching and learning. Curriculum development integrating creativity, innovation, critical thinking, and future-ready competencies. Teacher professional development, digital competence, and pedagogical innovation to support creative learning. Student engagement, creative learning environments, and motivation strategies that foster innovation. Learning analytics, assessment innovation, and data-driven decision-making to enhance learning quality and outcomes. Integration of cultural identity, local wisdom, and social innovation in educational design and practice. Leadership, policy, and management for fostering creative and innovative educational institutions. Lifelong learning, digital literacy, and 21st-century skills development supporting creativity and innovation. Interdisciplinary approaches linking education with technology, arts, and social innovation.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 19 Documents
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Analysis of the Impact of Excessive TikTok Use on Students Across All Faculties at Universitas Negeri Medan Monika Choirala Purba
Journal of Education for Creativity and Innovation Vol. 1 No. 1 (2025): Agustus
Publisher : PT. Global Research Collaboration

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Abstract

Advances in digital technology have intensified social media engagement among university students, with TikTok emerging as one of the most frequently used short-video platforms and raising concerns about its academic and psychosocial implications. This study aimed to analyze the perceived impact of excessive TikTok use among students across all faculties at Universitas Negeri Medan. A quantitative cross-sectional survey was conducted using a 15-item Likert-scale questionnaire. A total of 72 respondents were recruited through accidental sampling, and data were collected online via Google Forms from November 26 to December 2, 2025. Descriptive statistics (frequencies, percentages, and mean scores) were applied to summarize responses and categorize the overall impact level. The findings indicate that the perceived impact of TikTok use falls within the high category, suggesting that students commonly recognize the influence of excessive use on learning focus, time management, face-to-face social interaction, and academic behavior. Despite these risks, respondents also acknowledged TikTok’s constructive potential when used purposefully, particularly as a medium for accessing educational content and supporting creativity. These results imply that institutional and individual strategies should focus on strengthening digital literacy and self-regulation to mitigate negative outcomes while optimizing educational benefits. In conclusion, excessive TikTok use is perceived to have substantial academic and social consequences among students, yet targeted guidance and responsible use can transform the platform into a productive learning resource.
Analysis Of Academic Procrastination And Self-Control In Students Who Switch Academic Work To Other Activities Tari Patunnisa
Journal of Education for Creativity and Innovation Vol. 1 No. 2 (2026): Februari
Publisher : PT. Global Research Collaboration

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Abstract

Academic procrastination is a prevalent issue among university students and may undermine learning effectiveness, psychological well-being, and academic performance. This study aimed to examine the relationship between self-control and academic procrastination among college students. A quantitative survey design was employed, involving 33 students as the sample. Data were collected using an Academic Procrastination Scale and a Self-Control Scale administered via questionnaire, and were analyzed using correlation and simple linear regression. The results indicated a very weak association between self-control and academic procrastination (R = 0.081; R² = 0.007). The regression model was not statistically significant (p = 0.654), and the partial test also showed no significant effect (t = −0.453 < t-table = 2.039). These findings suggest that self-control was not a significant predictor of academic procrastination in the sampled students, implying that other psychological, environmental, or situational factors may play a more dominant role in shaping procrastination behavior. In conclusion, interventions to reduce academic procrastination should not rely solely on strengthening self-control, but should also consider broader determinants that influence students’ task engagement and learning regulation.
Technology Acceptance Model of Perplexity AI and Its Impact on Student Academic Achievement: A PLS-SEM Approach Muhammad Ilham Suherman; Haripuddin; Ninik Rahayu Ashadi; Wirawan Setialaksana; Muhammad Riska
Journal of Education for Creativity and Innovation Vol. 1 No. 2 (2026): Februari
Publisher : PT. Global Research Collaboration

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Abstract

This study aims to analyze the effect of using Perplexity AI on the academic achievement of students in the Informatics and Computer Education Study Program at Makassar State University using the Technology Acceptance Model (TAM) framework. The background of this study is based on the increasing use of artificial intelligence in higher education, particularly the use of Perplexity AI, which helps students complete academic assignments and search for references. Although it offers convenience, the use of AI also poses challenges related to critical thinking and academic integrity, while research examining its influence on student academic achievement is still limited. This study uses a quantitative approach with an ex-post facto design. The research sample consisted of 249 students from the 2022–2023 cohort, determined using probability sampling techniques. Data were collected through questionnaires and analyzed using Partial Least Square–Structural Equation Modeling (PLS-SEM). The results show that Perceived Ease of Use (PEOU) has a significant effect on Perceived Usefulness (PU) with a value of β=0.800, t=27.297, p<0.001, but no significant effect on Behavioral Intention (BI) with a value of β=0.038, t=0.465, p=0.642. Furthermore, PU significantly affects BI with a value of β=0.685, t=8.724, p<0.001 and Academic Achievement (PA) with a value of β=0.368, t=4.220, p<0.001. BI significantly affects Actual System Usage (ASU) with a value of β=0.758, t=17.614, p<0.001, and ASU significantly affects PA with β=0.489, t=5.847, p<0.001. Therefore, it can be concluded that the use of Perplexity AI has a positive impact on improving student academic achievement through perceived benefits and actual usage intensity.
The Effect of Using Video Tutorial Media on Learning Outcomes with the Extended Self-Determination Theory Wahyu Ilahi SS; M. Miftach Fakhri; Abdul Muis Mappalotteng
Journal of Education for Creativity and Innovation Vol. 2 No. 1 (2026): Agustus
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jeci.v2i1.278

Abstract

This study examines the effect of video tutorial media on learning outcomes of Vocational High School (SMK) students using the Extended Self-Determination Theory (ESDT) framework, focusing on four constructs: autonomy, competence, relatedness, and learning motivation. A quantitative survey was conducted with 66 class XI students from the Computer and Network Engineering program at SMKN 3 Makassar. The four ESDT constructs were measured using a Likert-scale instrument, while learning outcomes were assessed through academic test scores. Data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) via SmartPLS. The model explained 78.5% of variance in learning outcomes (R² = 0.785). Partially, competence and learning motivation demonstrated a significant effect on learning outcomes, whereas autonomy and relatedness were not significant. These findings suggest that video tutorial effectiveness in vocational settings is primarily driven by students' perceived competence and intrinsic motivation, underscoring the need to design media that actively builds skill confidence and sustains student engagement.
Transformational Leadership Of Headmasters In Improving Teacher Professionalism Competence In Bone Regency Nurul Amalia Muin; Putri Nurjayana Muin; Ansar; Hasan
Journal of Education for Creativity and Innovation Vol. 2 No. 1 (2026): Agustus
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jeci.v2i1.608

Abstract

This study describes how the principals of SMKN 3 Bone and SMAN 11 Bone implement transformational leadership to improve teachers' professional competence. The research uses a qualitative, embedded multiple-case study design. Informants are selected through purposive and snowball sampling, and data are collected using triangulation. The selected resource persons were the principal of State Vocational School 3 Bone, the vice principal for academic affairs, a productive senior teacher majoring in Computer Engineering and Networks, a new teacher majoring in Office Management, the principal of SMAN 11 Bone, the vice principal for curriculum affairs, a senior teacher for Physics, and a new teacher for History. The data analysis technique used is the Qualitative Data Analysis Model of Miles, Huberman, and Saldana (2014), with the following stages: Data Collection, Data Condensation, Data Presentation, and Conclusion Drawing. Analysis shows that the implementation mechanism for transformational leadership (The Four I’s) is not uniform but rather tailored to the institution’s characteristics. At SMKN 3 Bone, the mechanism operates progressively and technically, with the principal translating the Intellectual Stimulation and Inspirational Motivation dimensions into concrete operational policies (research funding, industrial internships, and challenging work standards). This mechanism creates an innovation-oriented work culture. In contrast, at SMAN 11 Bone, the mechanism operates persuasively and administratively, with the principal predominantly using the Idealized Influence dimension through a personal approach and exemplary discipline to maintain stability. As a result, this mechanism appears to support teacher administrative compliance, but is not yet strong enough to drive a radical transformation in learning methods. This study provides context-specific qualitative evidence regarding differences in leadership implementation across two school settings, which can serve as a basis for more targeted leadership development and training policies for school principals.
Development of Augmented Reality-Based Learning Media for Network Device Introduction in the Basic Vocational Subject for Grade X TJKT at SMKS Handayani Sungguminasa Nurul Ilmah; Alimuddin Sa’ban Miru; Kurnia Prima Putra
Journal of Education for Creativity and Innovation Vol. 2 No. 1 (2026): Agustus
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jeci.v2i1.1096

Abstract

This study aimed to develop an Augmented Reality-based learning medium for introducing network devices in the Basic Vocational Skills subject for Grade X TJKT students at SMKS Handayani Sungguminasa. The study employed a Research and Development (R&D) method using the 4D model, which consists of the Define, Design, Develop, and Disseminate stages. The developed product was an Android application named NetAR EDU, which displays three-dimensional (3D) models of network devices through marker scanning and is equipped with information and audio explanation features. The feasibility of the learning media was evaluated through validation involving two subject matter experts and two media experts, while usability testing was conducted with 6 students in the small-group trial and 29 students in the large-group trial based on the ISO 9241-11 standard, covering the aspects of effectiveness, efficiency, and satisfaction. The validation results indicated that the learning media was categorized as highly feasible in terms of content feasibility, presentation, graphics, and functionality. The usability testing showed a task completion rate of 100%, Time-Based Efficiency values of 2.179 goals/sec for the small-group trial and 4.28 goals/sec for the large-group trial, and average satisfaction scores of 94.67% and 94.07%, which were categorized as very good. Based on the expert validation and the limited usability testing, the NetAR EDU Augmented Reality learning media was considered highly feasible for use as a supporting learning medium for introducing network devices in the Basic Vocational Skills subject for Grade X TJKT students at SMKS Handayani Sungguminasa.
Development of AI-Based Android Application AEyes to Assist Visually Impaired in Face Recognition and Describing the Environment La Ode Lisbar; Syahrul -; Kurnia Prima Putra
Journal of Education for Creativity and Innovation Vol. 2 No. 1 (2026): Agustus
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jeci.v2i1.677

Abstract

Access to visual information and social interaction remain significant challenges for individuals with visual impairments, particularly in recognizing surrounding environments and identifying nearby people independently. Existing assistive applications generally focus only on object detection or require human assistance or additional hardware, limiting their practicality and support for user independence. This study aims to develop AEyes, an Android-based assistive application integrating MediaPipe and FaceNet for facial recognition and a Large Language Model (LLM) for contextual environmental description with Text-to-Speech features. The research employed a Research and Development (R&D) approach using the Waterfall model. Application feasibility testing was conducted based on ISO/IEC 25010 standards. Data were collected using system validation instruments for functional suitability, usability questionnaires for user satisfaction, and observation for portability, performance efficiency, maintainability, and usability effectiveness and efficiency. Usability testing involved 10 students at SLB-A Yapti Makassar. Results indicate that the application meets high technical feasibility and usability criteria. Functional Suitability achieved a score of 1, usability effectiveness reached 96%, efficiency was 0.04488 goals/sec, and user satisfaction reached 86% (very satisfied). The application demonstrated efficient performance with average CPU usage of 5.6% and memory consumption of 251.3 MB. It also achieved 100% portability across 6 different Android versions and a Maintainability Index of 99.89 (Excellent). These findings indicate that AEyes is feasible for use and has the potential to support user independence based on initial testing results. However, this study is limited by its small-scale testing and has not yet evaluated long-term impacts in real-world usage.
The Effectiveness of the Instagram Platform in Improving Arabic Vocabulary Mastery of Seventh Grade Students at MTs Arifah Gowa Khatamul Umam Ardan; Sitti Muthmainnah; Yusri; Ruhul Kudus; Mardhiana Jamal
Journal of Education for Creativity and Innovation Vol. 2 No. 1 (2026): Agustus
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jeci.v2i1.721

Abstract

This study aims to test the effectiveness of using the Instagram platform in improving Arabic vocabulary mastery among seventh-grade students at MTs Arifah Gowa. This study uses a quantitative approach with a quasi-experimental design. The research subjects consisted of 52 students who were divided into an experimental group and a control group. Data were collected through pre-tests and post-tests to measure Arabic vocabulary mastery. Data analysis was conducted using Analysis of Covariance (ANCOVA) to examine the effect of treatment while considering differences in students' initial abilities, as well as effect size calculations to determine the magnitude of the effect provided. The results of the study show that after accounting for differences in students' initial abilities in the analysis, there was a significant difference between the experimental group and the control group. The significance value was less than 0.05 and the effect size was in the large category. Thus, the use of the Instagram platform proven effective in improving students' Arabic vocabulary mastery. These findings indicate that the use of digital learning media that aligns with students' characteristics can support the improvement of Arabic learning quality at the madrasah level.
The Effect of Metacognitive Regulation on Student Critical Thinking in Using ChatGPT Sri Irmayani irmayani; Mustari S. Lamada; Dwi Rezky Anandari Sulaiman
Journal of Education for Creativity and Innovation Vol. 2 No. 1 (2026): Agustus
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/jeci.v2i1.1098

Abstract

This study aims to examine the predictive relationship of metacognitive regulation on the critical thinking of students using ChatGPT. Employing a quantitative ex post facto design, this study involved 175 students from the 2022 cohort selected through incidental sampling. Data were collected using standardized questionnaires and analyzed through descriptive statistics and multiple linear regression. The results indicate that the majority of respondents fall into the low category for metacognitive regulation (planning 51.4%, monitoring 47.4%, evaluation 45.1%) and critical thinking (55.4%). Hypothesis testing reveals a significant positive statistical relationship between metacognitive regulation and critical thinking (p < 0.001), with a strong correlation (R = 0.760) and a 57.0% contribution to variance (Adjusted R² = 0.570). The evaluation dimension exerts the largest partial influence. These findings suggest that metacognitive regulation acts as a crucial cognitive filter determining the quality of student-AI interactions. Students who actively plan, monitor, and evaluate their thinking processes while using ChatGPT demonstrate higher critical thinking skills. Therefore, integrating learning strategies that emphasize self-regulation and cross-verification of AI-generated information is essential. However, as an incidental sampling approach was used, the generalization of these findings should be interpreted with caution.

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