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Miftah Hur Rahman Zh
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Educational Technology in Developing Countries
Published by Jambi Tuah Tengganai Foundation
ISSN : 31633927     EISSN : 3163401X     DOI : https://doi.org/10.64929/etdc
Core Subject :
Educational Technology in Developing Countries (ETDC) is a peer-reviewed academic journal that advances interdisciplinary and contextually grounded research on how educational technologies are designed, adopted, governed, and contested across education systems in developing countries, including Muslim-majority and culturally plural societies. The journal publishes innovative and comparative studies connecting digital learning, pedagogical innovation, teacher capacity building, governance, and technology policy with real-world educational transformation. ETDC positions educational technology as a transformative yet contested force for expanding access, improving learning quality, reducing inequalities, and supporting sustainable educational development across schools, madrasas, pesantren, universities, and vocational institutions in the Global South.
Arjuna Subject : -
Articles 5 Documents
 1 
Enhancing Conceptual Understanding in Islamic Education Through a Hypercontent Digital Flipbook in Blended Learning: Evidence from Indonesian Madrasah Miftah Hur Rahman Zh; Cynthia Mayang Sari; Zahid Zufar At Thaariq; Ilham Sumalee; Athia Nur Kamilah
Educational Technology in Developing Countries Vol. 1 No. 1 (2026): Educational Technology in Developing Countries (ETDC)
Publisher : Jambi Tuah Tengganai

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Abstract

Conceptual understanding in Quranic studies requires learners to integrate Arabic text, recitation, exegesis, historical context, and contemporary application, an inherently multilayered and nonlinearly structured knowledge domain that linear print materials struggle to support. This study developed and evaluated a hypercontent digital flipbook within a blended learning structure to enhance conceptual understanding in Qur'anic studies at an Indonesian madrasa. Recognizing that linear print materials inadequately reflect the multilayered, nonlinear nature of religious knowledge, we designed a web-based flipbook that integrates Arabic text, translation, concise tafsir, audio recitation, animated explanations, and gamified assessment. Following the ADDIE model, we validated the artifact across four expert domains (instrument, learning strategy, media, content), conducted a small-group usability trial (n=20), and implemented a single-group pretest-posttest design with 36 Grade XI students from a state Islamic senior high school in East Java. Expert validation yielded ratings between 78% and 98.5%, while student acceptance ranged from 91% to 90.56% across trials. Pretest mean scores of 68.33 (61.11% mastery) increased to 81.09 (91.67% mastery) at posttest, with paired-samples t(35) = 22.23, p < .001, mean increase = 11.94 points, and Cohen's dz = 3.70. Hake's normalized gain of 0.38 indicated moderate educational improvement. However, the pre-experimental design, identical pretest-posttest items, and single-site sample preclude causal attribution. We articulate a candidate mechanism whereby nonlinear navigation supports conceptual integration across content layers. Future research requires quasi-experimental dismantling designs, multi-site replication, and delayed retention measures.
Gamified Literacy Applications and Reading Proficiency Among Struggling Primary Learners in Indonesia: A Cluster Randomized Controlled Trial Arief Ardiansyah; Irhamuddin; Muhammad Odi Tondi Nasution
Educational Technology in Developing Countries Vol. 1 No. 1 (2026): Educational Technology in Developing Countries (ETDC)
Publisher : Jambi Tuah Tengganai

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Abstract

Foundational literacy among Indonesian primary learners remains critically low, with PISA 2022 reading scores far below OECD averages, yet rigorous evidence on gamified digital interventions in this context is sparse. This cluster-randomized controlled trial evaluated whether a structured, gamified literacy application (LiterasiKu) improved reading proficiency and for whom the effects were largest. We randomly assigned 24 schools (950 Grade 2–3 students) across three West Java districts to either 16 weeks of daily 30-minute LiterasiKu sessions integrated into regular instruction or standard Kurikulum Merdeka teaching. Three-wave Early Grade Reading Assessment data (baseline, midline, endline) were analyzed using hierarchical linear models with school random effects. The intervention produced medium-to-moderate effects on oral reading fluency (d = 0.58), phonemic awareness (d = 0.52), and reading comprehension (d = 0.47). Growth trajectory analyses showed sustained gains without attenuation across 16 weeks, countering novelty-driven explanations. Exploratory subgroup analyses revealed larger effects for lowest-quartile learners (d = 0.74 for fluency), suggesting equity potential, though regression-to-the-mean and floor effects remain alternative accounts. Implementation fidelity averaged 87.3% with modest teacher training. The findings demonstrate that culturally adapted gamified packages can deliver meaningful literacy gains within existing LMIC primary school timetables. However, without an active digital comparator, attribution to gamification mechanics remains unresolved. Future dismantling trials should isolate gamification from adaptive personalization components, followed by cost-effectiveness analyses before scaling decisions are made.
Digital Library-Based LMS with TRINGO Strategy: Cross-Tradition Approach for Technological Content Knowledge Development Muhammad Najmi Alwi Sinaga; Muhibuddin Fadhli; Ahmad Alief Al Fawaz; Fikri Aulia
Educational Technology in Developing Countries Vol. 1 No. 1 (2026): Educational Technology in Developing Countries (ETDC)
Publisher : Jambi Tuah Tengganai

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Abstract

Indonesian faith-based educators lack structured digital environments that integrate pedagogical strategies with the development of Technological Content Knowledge. This Research and Development study, following the Lee and Owens model, developed and validated a digital library-based Learning Management System operationalizing Ki Hadjar Dewantara's TRINGO strategy (Ngerti, Ngrasa, Nglakoni) as a cross-tradition learning architecture for Muhammadiyah educators. 45 educators from 21 Malang City schools completed a 4-week training cycle. Expert validation across media (95%), content (90%), and learning strategy (100%) domains classified the LMS as Highly Valid. A focus group discussion with 21 school principals revealed an institutional appetite for structured teacher development and a resonance between TRINGO's tripartite structure and Muhammadiyah's Pendidikan Berkemajuan commitments. Class-level Technological Content Knowledge improved by eighteen percentage points from pre-test (42%) to post-test (60%). Critically, post-test performance plateaued below the seventy-percent mastery threshold, with the affective Ngrasa dimension showing the smallest gains, suggesting that four weeks suffice for procedural learning but not for deeper reflective engagement. The study contributes a validated cross-tradition prototype for faith-based teacher development while identifying the boundary conditions of its application. Future research requires multi-site replication, extended training cycles, and deeper integration of Muhammadiyah's own pedagogical sources to address the affective dimension.
Project-Based Learning Enhances Green Energy Literacy in Indonesian Vocational Education: A Multisite Quasi-Experiment Maulana Paramaditya Ananta; Muhammad Fadhil Hadziq; Rihlah Nur Aulia; Sofwan Manaf
Educational Technology in Developing Countries Vol. 1 No. 1 (2026): Educational Technology in Developing Countries (ETDC)
Publisher : Jambi Tuah Tengganai

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Abstract

Indonesian vocational higher education struggles to equip students with green energy competencies needed for the renewable energy transition. However, evidence on effective project-based models across diverse regional contexts remains scarce. This multisite quasi-experimental study evaluated a Technological-Pedagogical-Content-Knowledge-informed, culturally responsive Project-Based Learning model across three Indonesian cities (Batam, Yogyakarta, Makassar). We assigned 186 engineering students to either 14 weeks of project-based intervention or to conventional instruction, and measured practical competency, conceptual understanding, and digital technology integration. The intervention produced large, consistent effects across all outcomes (Cohen's d = 1.63-1.98), with no significant site-by-condition interaction. Qualitative thematic analysis of 279 reflective journals and six instructor interviews identified contextual relevance, collaborative troubleshooting, teacher technology brokering, and civic orientation as explanatory mechanisms. Despite effect sizes substantially exceeding typical educational technology interventions in low- and middle-income countries, partial assessor blinding and intact class assignment preclude fully causal attribution. The study contributes multisite evidence from a Global South setting, operationalizes TPACK and culturally responsive pedagogy as a combined design logic anchored in Indonesia's tri-pusat tradition, and offers a scalable model linking SDG 4 and SDG 7. Future research requires randomized controlled trials, longitudinal follow-up, cost-effectiveness analysis, and replication in eastern Indonesian provinces.
Design and Validation of a Quality Assurance Framework for AI Educational Technology in Low-Resource Settings Mohamad Haditia; Ismail Yau Abubakar; Rokimin; Anas Fauzi
Educational Technology in Developing Countries Vol. 1 No. 1 (2026): Educational Technology in Developing Countries (ETDC)
Publisher : Jambi Tuah Tengganai

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Abstract

The diffusion of artificial intelligence-enabled educational technology in low- and middle-income countries has outpaced the development of context-appropriate quality assurance mechanisms, leaving procurement agencies without evidence-based instruments to evaluate the pedagogical, technical, governance, and equity dimensions of such products. This study develops, validates, and pilot-tests the Quality Assurance Framework for Artificial Intelligence Enabled Educational Technology (hereafter, AEQAF) through Design Science Research grounded in responsible artificial intelligence theory, critical educational technology scholarship, and decolonial perspectives on technology in the Global South. The framework was constructed across three iterative cycles over twenty-four months through four phases: landscape analysis of 147 products across 23 markets; co-design workshops with 68 stakeholders in five venues; a three-round modified Delphi with 24 experts across 14 countries; and pilot application on 18 products in Nigeria, Ghana, and Kenya using three trained evaluators. The AEQAF comprises six dimensions operationalised through 42 indicators. Delphi consensus at the 75% threshold was achieved for 39 of 42 indicators. The pilot application demonstrated substantial interrater reliability (Fleiss kappa = 0.81). A non-circular discriminant validity test using five dimensions yielded a Cohen's d of 1.42, supporting the framework's capacity to differentiate product quality. The framework reveals systematically low scores for data governance, equity, and evidence dimensions. The AEQAF is ready for multi-country validation and provides an openly licensed instrument bridging technical and educational evaluation for resource-constrained systems.

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