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Research in Education, Technology, and Multiculture
Published by Institute of Multidisciplinary Research and Community Service
ISSN : -     EISSN : 30256763     DOI : http://doi.org/10.61436/rietm
Core Subject :
Research in Education, Technology, and Multiculture is an open-access, peer-reviewed journal that provides a comprehensive platform for the dissemination of scholarly works across three primary pillars: Technology and Applied Sciences, Technology-Enhanced Education, and Ethnics and Multiculturalism. The journal accommodates a broad spectrum of studies within these fields, encouraging both independent explorations and multidisciplinary approaches. The journal welcomes original research articles, conceptual papers, case studies, and community service reports that contribute to academic development and practical knowledge. Topics of interest comprehensively cover, but are not limited to: • Technology and Applied Sciences: information and communication technology, artificial Intelligence, block chain and digital transformation, STEM disciplines, alongside industrial and practical applications of applied sciences, as well as fundamental and applied research in mathematics and natural sciences. • Technology-Enhanced Education: Digital learning environments, educational technology (EdTech) innovations, and ICT based pedagogical strategies. • Ethnics and Multiculturalism: Multiculturalism in society and educational settings, ethnic relations, immigration and migrant workers’ studies, intercultural communication, cultural heritage, and diversity in social life.
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Articles 56 Documents
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BloodFlowAR: Development of an Augmented Reality Application as a Visual Learning Medium for the Human Blood Circulation System Reza Andrea; Syamsuddin Mallala; Wichitra Yasya; Sumiaty Sumiaty; Bagus Satria; Hasbi Sjamsir; Yudhy Ariyanto; Eka Arriyanti
Research in Education, Technology, and Multiculture Vol 5, No 3 (2026): Research in Education, Technology, and Multiculture
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/rietm/v5i3.pp304-314

Abstract

The human blood circulation system is one of the most abstract and challenging topics for elementary school students, as it involves internal organs and processes that cannot be directly observed. Traditional teaching methods such as textbooks and two-dimensional diagrams are often insufficient to provide meaningful understanding. This study aims to develop BloodFlowAR, an Android-based augmented reality (AR) application built in Unity, designed as an interactive visual learning medium for Grade 5 elementary students. The development followed the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The application enables students to visualize the blood circulation system in three dimensions by scanning a marker card, displaying animated 3D models of the heart, blood vessels, and blood flow direction in real time. Data were collected through expert validation questionnaires (media and material validators), practicality questionnaires (teacher and student responses), and learning outcome tests (pretest and posttest). The validity test results showed that the media validator gave a score of 92.5% and the material validator gave 95.0%, both categorized as very valid. Practicality test results showed teacher responses of 90.6% and student responses of 91.7%, both categorized as very practical. The media's effectiveness was evaluated using the N-Gain formula, which produced a value of 0.37, categorized as moderate improvement. These results indicate that BloodFlowAR is valid, practical, and moderately effective as a visual learning medium for the human blood circulation system at the elementary school level. Keywords: Augmented Reality, Blood Circulation System, Unity, Elementary School, ADDIE
Interactive Augmented Reality Learning Media for Human Organ Systems in Middle School Education Maria Floriana Ping; Budi Yasri; Fitiriah Handayani; Lusyta Puri Ardhiyanti; Kartika Dian Pertiwi; Aulia Khorunnita; Reza Andrea; Nurhasan Agung Prabowo
Research in Education, Technology, and Multiculture Vol 5, No 3 (2026): Research in Education, Technology, and Multiculture
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/rietm/v5i3.pp315-328

Abstract

EduBody is an Augmented Reality (AR)-based interactive learning application designed for eighth-grade Madrasah Tsanawiyah (MTs) students to study five vital human organ systems: the heart, lungs, brain, liver, and kidneys. Conventional science instruction in MTs schools relies heavily on static two-dimensional textbook images, leaving dynamic biological processes abstract and difficult to comprehend. To address this challenge, EduBody was engineered using the Multimedia Development Life Cycle (MDLC) methodology across six systematic stages. Developed in Unity 3D with the Vuforia SDK for Android 8.1 and above, the software overlays interactive 3D animated organ models, informative text banners, synchronized audio narration, and an embedded 10-question quiz onto five printed target markers. To optimize visual processing, the UI/UX design incorporates Mayer's Cognitive Theory of Multimedia Learning principles, specifically spatial contiguity, signaling, modality, and segmenting. Expert evaluations confirmed high content (88.5%) and media validity (91.2%), while internal testing verified functional reliability across all core features. Field testing with 38 students at MTs Labbaika yielded a practicality score of 89.4% ("Very Practical"). Cognitive assessment demonstrated a statistically significant improvement (t (37) = 24.18, p 0.001) from a pre-test score of 42.50 ± 8.12 to a post-test score of 84.20 ± 6.45 (scaled 0–100), achieving a mean Normalized Gain (N-gain) of 0.725 (High category). Topic mastery increased across 9 out of 10 items. These empirical findings confirm that EduBody effectively enhances students' cognitive comprehension of basic human organ functions. Keywords: Augmented Reality, 3D Animation, MDLC, Learning Media, Human Organ System, Cognitive N-Gain.
Effects of Indoor Unit Height and Airflow Distribution on Cooling Performance and Energy Consumption in Inverter and Non-Inverter Air Conditioners Agustinus Djoko Istiadji; Frengky Benediktus Ola
Research in Education, Technology, and Multiculture Vol 5, No 3 (2026): Research in Education, Technology, and Multiculture
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/rietm/v5i3.pp329-348

Abstract

Residential buildings are the largest contributors to electricity consumption, with air conditioning (AC) systems being one of the primary consumers of electricity. Energy-saving strategies involving physical modifications to buildings are often difficult to implement in existing structures because they require high costs and large-scale structural changes. Therefore, optimizing air conditioning performance by regulating indoor airflow distribution offers a more practical alternative for improving energy efficiency. This study aims to analyze the effect of airflow distribution patterns, resulting from variations in indoor-unit installation height, on cooling performance and energy consumption in inverter and non-inverter split AC systems through laboratory experiments in a controlled test chamber. Three air distribution configurations were tested: Perfect Mixing Above (PM_Above), Perfect Mixing Middle (PM_Middle), and Displacement (D_Bottom), each combined with two occupant layouts: facing the air conditioner directly and positioned along the wall edge. The observed parameters included the rate of temperature drop, the time required to reach a comfortable temperature, indoor temperature distribution, and electricity consumption. The results showed that air conditioning performance is influenced by the interaction between compressor technology and airflow distribution patterns, rather than solely by cooling capacity. The PM_Middle configuration achieves the best balance between cooling effectiveness and energy efficiency for both inverter and non-inverter air conditioners, and inverter air conditioners with this configuration proved the most suitable choice for long-term use in residential buildings. Keywords: Airflow distribution, Air conditioning technology, Energy efficiency, Indoor unit installation.
A Big Data Analytics Adoption Model in Private Higher Education Institutions: Integrating Technology Readiness and Resource-Based Theory with the Mediation of Organizational Culture and Data Literacy Yulison Herry Chrisnanto; Lala Septem Riza; Chairul Furqon Furqon; Julian Evan Chrisnanto; Munir Munir Munir
Research in Education, Technology, and Multiculture Vol 5, No 3 (2026): Research in Education, Technology, and Multiculture
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/rietm/v5i3.pp349-363

Abstract

Private higher education institutions (PHEIs) in West Java face mounting pressure to pursue digital transformation, particularly the adoption of Big Data Analytics (BDA). This adoption depends not only on technology itself but also on individual psychological readiness, organizational resources, and sociotechnical factors, which calls for a comprehensive explanatory model of the phenomenon. This study develops and empirically tests a BDA adoption model integrating the Technology Readiness Model (TRM) and Resource-Based Theory (RBT) within a Sociotechnical Systems (STS) framework, with Organizational Culture (OC) and Data Literacy (DL) as mediating variables. A quantitative survey was conducted among 285 respondents (lecturers, administrative staff, and institutional leaders) from 13 “Excellent”-accredited PHEIs in West Java. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 4. Results confirmed strong reliability (Cronbach's Alpha: 0.738–0.918; CR: 0.884–0.944) and adequate convergent validity (AVE: 0.703–0.870). All TRM and RBT dimensions significantly influenced OC and DL, while both mediators positively and significantly affected BDA adoption intention (R² = 0.545; Q² = 0.430). Full and partial mediation effects were confirmed across all hypothesized paths. The key finding shows Organizational Culture as the strongest predictor (β = 0.484; f² = 0.334), indicating that psychological readiness and organizational resources only effectively drive BDA adoption when supported by a conducive culture and sufficient data literacy. This study contributes to the IS literature through an integrative sociotechnical model explaining BDA adoption in higher education across developing-country contexts.
Artificial Intelligence-Based Learning and Academic Achievement: A Systematic Literature Review of Self-Regulated Learning as a Central Mechanism Saefulah Saefulah; Merry Lapasau; Widodo Widodo; Acep Musliman; Nurjanah Nurjanah
Research in Education, Technology, and Multiculture Vol 5, No 3 (2026): Research in Education, Technology, and Multiculture
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/rietm/v5i3.pp364-378

Abstract

The rapid adoption of artificial intelligence (AI) in education has created new opportunities for personalized learning, adaptive feedback, and academic support. However, existing findings remain fragmented, particularly regarding the mechanisms through which AI contributes to students’ academic achievement. This study systematically synthesizes recent literature on AI-based learning and identifies the technological, psychological, behavioral, and contextual factors that influence academic achievement. A systematic literature review was conducted following the PRISMA 2020 guidelines. Literature was retrieved from the Scopus database on 8 June 2026. From 780 initial records, 59 studies met the eligibility criteria and were included in the final qualitative synthesis. Thematic analysis identified recurring patterns and conceptual relationships across the selected studies. Five main themes were identified: AI literacy and technological readiness, psychological factors, student engagement, self-regulated learning, and contextual and institutional factors. This review interprets self-regulated learning as a key explanatory mechanism in the proposed conceptual framework, based on thematic evidence related to feedback use, goal setting, monitoring, reflection, engagement, motivation, and strategic learning, rather than as an empirically tested mediator across most included studies. Key challenges included academic dishonesty, overdependence on AI, misinformation, cognitive overload, and ethical concerns. AI does not automatically improve academic achievement; rather, its contribution depends on how it supports students’ motivation, engagement, and self-regulated learning within an enabling institutional context. The study proposes an integrated conceptual framework showing that AI literacy and technological readiness strengthen psychological factors, which enhance student engagement, promote self-regulated learning, and ultimately contribute to academic achievement. Keywords: Academic achievement, Self-regulated learning, Student engagement, AI literacy, Generative AI
Measuring Students' Emotional Health Levels Based on Peter Scazzero's Theory: A Study in Indonesia Sri Mulyani; Antonius Missa; Tatag Mulyadi; Jessie Amos
Research in Education, Technology, and Multiculture Vol 5, No 3 (2026): Research in Education, Technology, and Multiculture
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/rietm/v5i3.pp379-393

Abstract

Peter Scazzero, in Emotionally Healthy Spirituality, argues that spiritual maturity can only be achieved through emotional maturity. Consequently, higher education institutions, particularly Christian Religious Education programs, are expected to produce graduates who possess emotional maturity. This study aimed to: (1) Measure students’ emotional health levels; (2) examine the influence of gender, age, and level of study on students’ emotional health; and (3) determine whether studying at Moriah Theological College contributes to improvements in students’ emotional health. This study employed a quantitative research method. Data were collected through a Likert-scale questionnaire administered to active students enrolled in the Christian Religious Education Study Program at Moriah during the 2023–2024 academic year. Instrument validity was tested using Pearson product–moment correlation, while reliability was assessed using Cronbach’s Alpha. The Shapiro–Wilk test indicated that the data were not normally distributed; therefore, non-parametric statistical tests were employed for data analysis. The findings showed that students’ emotional maturity had a mean score of 3.42, categorized as “Adolescent”. Descriptively, gender and length of study demonstrated a positive influence on students’ emotional health, although the effects were not statistically significant, whilst age showed no influence. Furthermore, students' emotional health improved during their studies; however, the increase was also not statistically significant. This study concludes that the learning process at Moriah Theological College has contributed positively to students’ emotional health. However, the improvement has not yet reached statistical significance, as students remain within the “Adolescent” category. Therefore, all stakeholders must collaborate to encourage students to attain genuine emotional maturity, preparing them to progress toward spiritual maturity and fulfill their roles as professional educators. Keywords: Moriah Theological College, Emotional health, Spiritual health, Peter Scazzero.

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