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JEIT (Journal of Educational Innovations and Technologies)
Published by Cipta Pustaka Nusantara
ISSN : -     EISSN : 30905303     DOI : https://doi.org/10.63324/jeit.1.2.2025
Core Subject : Education,
Education
JEIT (Journal of Educational Innovations and Technologies) is a biannual publication released in March and September, dedicated to fostering the exchange of critical academic research and insights from diverse cultural perspectives. It serves researchers, professionals, and practitioners in the fields of technology-enhanced and digital learning within higher education. The journal aims to advance scientific understanding of human-centered approaches to technology use in higher education and to inform readers about recent advancements in the application of digital technologies in teaching, training, research, and institutional management.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 21 Documents
 1   2   3 
The Application of Educational Game “Word Search” in Improving Students’ Vocabulary of The Fifth Grade Student of SD Negeri 5 Pagaralam Sherly Marlinda
JEIT (Journal of Educational Innovations and Technologies) Vol. 1 No. 2 (2025): JEIT (Journal of Educational Innovations and Technologies)
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/jeit.1.2.2025.88

Abstract

This study examined the effectiveness of the Word Search game in improving vocabulary mastery among fifth-grade students at SD Negeri 5 Pagaralam. A quasi-experimental design with pre-test and post-test control groups was used, involving two purposively selected classes. The experimental group received vocabulary instruction through the Word Search game, while the control group was taught using conventional strategies. Vocabulary tests were administered to both groups, and the results were analyzed using paired and independent sample t-tests at a 0.05 significance level. The paired sample t-test for the experimental group showed a t-obtained value of 15.063, exceeding the t-table value of 2.074 (p = 0.000), indicating a significant improvement between pre-test and post-test scores. The independent sample t-test revealed a t-obtained value of 5.552, greater than the t-table value of 2.021 (p = 0.000), confirming a significant difference between the experimental and control groups. These findings demonstrate that the Word Search game is an effective medium for enhancing vocabulary mastery. Its engaging and interactive format increased motivation, provided repeated exposure to target words, and promoted collaborative learning. The study suggests that integrating educational games into language instruction can enrich learning outcomes and foster a more enjoyable, student-centered classroom environment.
The Effectiveness of The Word Guessing Game in Improving Vocabulary Mastery of The Fourth-Grade Students at SD Negeri 5 Pagaralam Nyimas Nur Huda
JEIT (Journal of Educational Innovations and Technologies) Vol. 1 No. 2 (2025): JEIT (Journal of Educational Innovations and Technologies)
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/jeit.1.2.2025.91

Abstract

This study investigated whether there was a significant difference in vocabulary mastery between fourth-grade students at SD Negeri 5 Pagaralam who were taught using the Word Guessing Game and those who were not. It used a quasi-experimental design with pre-test and post-test control groups. Two classes were selected through purposive sampling: IV.C as the experimental group and IV.D as the control group. A multiple-choice vocabulary test was administered before and after treatment. Data were analyzed using paired and independent t-tests. The independent t-test showed a t-obtained value of 4.979, which was higher than the t-table value of 2.009 at a 0.05 significance level. These results indicate that the Word Guessing Game significantly improved students’ vocabulary mastery. Therefore, this game can be considered an effective method for enhancing English vocabulary learning.
Problems with Competence and Leadership Skills of Principals at the Junior High School Level: A Systematic Literature Reviewwords Agus Pujianto; Sugiarti; Wahyudi Winarjo
JEIT (Journal of Educational Innovations and Technologies) Vol. 1 No. 2 (2025): JEIT (Journal of Educational Innovations and Technologies)
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/jeit.1.2.2025.94

Abstract

This study aims to map the development of research and scientific publications on the competencies and leadership skills of school principals at the junior high school (SMP) level. This study uses a Systematic Literature Review (SLR) approach to analyze 103 scientific articles identified through the PRISMA procedure. The articles analyzed were sourced from the Scopus database and published between 2013 and 2024. Data analysis was conducted using bibliometric tools VOSviewer and CiteSpace to identify topic trends, thematic clusters, and scientific contributions in this field. The results of the study revealed four main thematic clusters in the study of principal leadership in junior high schools, namely instructional leadership practices, community involvement and cultural values, knowledge and policy interventions, and assessment and evaluation. The leadership practices cluster was the most dominant theme, reflecting the importance of the principal's role in improving the quality of learning and institutional management. This research contributes to the development of evidence-based and multidisciplinary educational leadership studies and provides a conceptual basis for formulating more contextual and adaptive school principal development policies in response to global challenges. A limitation of this study is the use of data from a single database, Scopus, which does not fully reflect the entire available literature landscape. Therefore, further research is recommended to utilize additional references from reputable databases such as Web of Science and EBSCO.
Indonesian Student's Difficulties in Speaking English Dwi Melansari; Dia Fransisca; Sri Wahyuni
JEIT (Journal of Educational Innovations and Technologies) Vol. 1 No. 2 (2025): JEIT (Journal of Educational Innovations and Technologies)
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/jeit.1.2.2025.98

Abstract

This study examines the persistent challenges faced by Indonesian students in developing English-speaking skills. The aim of the research is to analyze the primary barriers that hinder their speaking fluency and to offer effective pedagogical recommendations. A qualitative approach was employed through a literature review by synthesizing various academic sources focused on English as a Foreign Language (EFL) learning in Indonesia. The findings reveal that students generally struggle with vocabulary acquisition, grammatical accuracy, and low self-confidence. In addition, the lack of exposure to authentic communication, teacher-centered instructional methods, and cultural norms contribute to students' reluctance to speak. Technological barriers, such as limited access to digital tools and the internet, further reduce speaking practice opportunities, particularly in rural areas. This study recommends the integration of communicative tasks into classroom routines, enhanced student engagement with authentic digital content, and the creation of a supportive learning environment where mistakes are viewed as part of the learning process. These strategies are expected to improve students' fluency, motivation, and overall ability to communicate effectively in English.
Educational Innovation For The Future Generation Tiansi Bronson; Nepri Putri Jolanda; Sri Wahyuni
JEIT (Journal of Educational Innovations and Technologies) Vol. 1 No. 2 (2025): JEIT (Journal of Educational Innovations and Technologies)
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/jeit.1.2.2025.100

Abstract

In an era characterized by rapid technological change and global uncerainty, educational innovation is vital for preparing future generations to thrive. This study investigates four interrelated pillars of educational transformation: the integration of technology, active and collaborative pedagogy, the development of soft skills, and the analysis of systematic challenges. Drawing from authoritative sources such as UNESCO, OECD, and the World Economic Forum, this research emohasizes that innovation goes beyond adopting tools-it requires rethingking educational aims, structures, and delivery. The methodology includes literature analysis and conceptual synthesis, focusing on both internal (leadership, curriculum, school culture) and external (policy, social support, global challenges) factors that influence innovation. The findings highlight the need for inclusie, equity-driven reforms supported by proffesional development, flexible curricula, and community engagement. The study concludes that authentic innovation fosters ethical, resilient, and adaptable learnes. Therefore, a holistic approach-combining technological advancement with pedagogical and systemic change-is essential to ensure education remains relevant and transformative. The insights provided serve as a framework for policymarkers, educators, and institutions aiming to design sustainable educational systems for the future.
Edpuzzle as a Learning Medium to Improve Students’ Listening Comprehension M. Fikri Nugraha Kholid
JEIT (Journal of Educational Innovations and Technologies) Vol. 1 No. 2 (2025): JEIT (Journal of Educational Innovations and Technologies)
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/jeit.1.2.2025.134

Abstract

Listening comprehension is a foundational component of English language proficiency, yet many junior high school EFL learners struggle when instruction relies primarily on teacher-centered, audio-only practices. This study investigated whether the use of Edpuzzle, an interactive video-based platform with embedded questions, significantly improves students’ listening comprehension. A quasi-experimental pre-test/post-test design was implemented with two intact seventh-grade classes at SMPN 1 Jatimulyo (experimental n = 32; control n = 32) during the 2025/2026 academic year. Students completed a listening comprehension test before and after three instructional sessions. Descriptive statistics indicated that the experimental group improved from M = 78.91 (SD = 12.49) to M = 85.94 (SD = 10.73), while the control group improved from M = 69.69 (SD = 8.61) to M = 78.59 (SD = 8.64). Because at least one distribution did not meet the normality assumption, between-group differences were tested using the Mann-Whitney U test, which showed a statistically significant difference in post-test scores (U = 308.00, Z = -2.77, p = .006). The findings suggest that integrating interactive video through Edpuzzle can enhance learner engagement and support listening outcomes in EFL classrooms.
Argumentative discourse construction through the AREL framework in EFL university classrooms: A qualitative study Asty Widyastuti; Darsih, Endang; Anindya, Diva Zahra
JEIT (Journal of Educational Innovations and Technologies) Vol. 2 No. 1 (2026): JEIT (Journal of Educational Innovations and Technologies)
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/jeit.2.1.2026.145

Abstract

This study addresses the challenges faced by EFL university students in constructing coherent and logical spoken arguments in academic contexts. Despite the increasing emphasis on argumentative speaking in higher education, many learners struggle to organize ideas and provide sufficient justification during real-time communication. This study aims to explore how Indonesian EFL university students construct argumentative discourse using the AREL (Assertion, Reason, Evidence, Linkback) framework, identify the challenges they encounter, and examine their perceptions of its usefulness. A qualitative research design was employed involving five university students who participated in an argumentative speaking task followed by semi-structured interviews. The data were analyzed using thematic analysis. The findings indicate that students were able to use the AREL framework to structure their arguments more coherently; however, they experienced difficulties in generating relevant evidence, maintaining fluency, and managing cognitive load during spontaneous speaking. Despite these challenges, students perceived AREL as an effective framework that improved clarity and logical organization of their spoken arguments. These findings suggest that AREL can serve as a valuable pedagogical tool to support argumentative speaking development in EFL higher education contexts.
EXPLORING EFL STUDENTS’ SKIMMING EXPERIENCESTHROUGH METACOGNITIVE STRATEGIES IN DIGITAL E-BOOK READING Pujawiyanti, Gadis; Sangaji, Rizky
JEIT (Journal of Educational Innovations and Technologies) Vol. 2 No. 1 (2026): JEIT (Journal of Educational Innovations and Technologies)
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/jeit.2.1.2026.155

Abstract

This study aims to examine the use of metacognitive-based skimming strategies in the context of academic reading through e-books in EFL students. This study uses mixed method design with sequential explanatory approach to integrate quantitative and qualitative data systematically. The study participants consisted of ten students of the fifth semester of the English Language Education Study Program at Universitas Kuningan who were selected through convenience sampling and involved in all stages of the research. Data collection was conducted through four stages, namely initial observation to identify student skimming strategies before intervention, application of metacognitive-based skimming learning that includes planning, monitoring, and evaluation stages, filling out questionnaires through Google Forms, and open interviews to explore student experiences and reflections. Quantitative Data were analyzed using descriptive statistics, while qualitative data were analyzed thematically. The results showed that in the early stages, most students apply skimming intuitively and unstructured with a limited level of metacognitive awareness. After the implementation of metacognitive-based learning, students showed a significant improvement in setting reading goals, controlling the skimming process, as well as evaluating the accuracy of the main ideas obtained.
Integrating gamification and GenAI to enhance EFL learning among higher education students S, Kartika
JEIT (Journal of Educational Innovations and Technologies) Vol. 2 No. 1 (2026): JEIT (Journal of Educational Innovations and Technologies)
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/jeit.2.1.2026.146

Abstract

The integration of digital technologies has become increasingly important in English as a Foreign Language (EFL) instruction in higher education, particularly for improving student engagement and learning outcomes. Among emerging innovations, gamification and GenAI(GenAI) have attracted growing attention for their potential to make language learning more interactive, motivating, and supportive. However, previous studies have more often examined these two approaches separately, leaving limited evidence on how their integration may influence EFL learning achievement and student perception, especially in non-English-major contexts in Indonesian higher education. This study therefore aimed to investigate the extent to which the integration of gamification and GenAI enhanced EFL learning achievement and how students perceived its use in English learning. This study employed an explanatory sequential mixed-methods design. The quantitative phase used a quasi-experimental pretest-posttest nonequivalent control-group design involving students of the Faculty of Shariah at UIN Raden Intan Lampung. Data were collected through pretest and posttest scores from experimental and control groups, followed by semi-structured interviews with selected students from the experimental group. The quantitative data were analyzed using descriptive statistics, paired-samples t-tests, independent-samples t-tests, and ANCOVA, while the qualitative data were analyzed through thematic analysis. The findings showed that the experimental group outperformed the control group in EFL learning achievement. The students also perceived the integration positively, particularly in terms of increased engagement, enjoyable learning experiences, and immediate linguistic support. These findings imply that integrating gamification and GenAI can serve as a promising instructional strategy for EFL learning in higher education, especially for non-English-major students.
English songs for enhancing university students’ pronunciation: A qualitative case study Mulyani, Dian Sri; Darsih, Endang; Setiorini, Siti Hafsah; Fauziah, Fauziah; Octapiani, Gita; Eriani, Tiara
JEIT (Journal of Educational Innovations and Technologies) Vol. 2 No. 1 (2026): JEIT (Journal of Educational Innovations and Technologies)
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/jeit.2.1.2026.149

Abstract

This study investigates how university students utilize English songs to enhance their English pronunciation skills, explores their perceptions of English songs as a learning medium, and identifies the benefits and challenges they experience in this learning process. Using a qualitative case study design, semi-structured interviews were conducted with 15 undergraduate students majoring in English Language Education at an Kuningan university. The data were analyzed using thematic analysis to identify recurring themes and patterns within the participants’ responses. The findings reveal that students employ diverse strategies when using English songs for pronunciation learning, including repeated listening, lyric-reading while listening, dictionary and IPA reference checking, and applying learned pronunciation patterns in daily conversations. Participants expressed generally positive perceptions, describing the experience as enjoyable, engaging, and less intimidating compared to formal classroom instruction. Students reported improvements in word pronunciation, intonation, rhythm awareness, vocabulary development, and speaking confidence. However, they also identified notable challenges, including fast song tempo, unclear or connected speech in lyrics, unfamiliar vocabulary, and accent variation among different artists. The study suggests that English songs serve as a valuable supplementary tool for pronunciation learning when integrated with structured instructional support and additional learning resources. 

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