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Journal of Paddisengeng Technology
Published by PT. Sinergi Bersahaja Sejahtera
ISSN : -     EISSN : 30893046     DOI : https://doi.org/10.65224/jopate
Core Subject :
Journal of Paddisengeng Technology (JOPATE) is a peer-reviewed scientific journal that publishes original research articles and scholarly reviews concerning developments in science, technology, and education. The journal covers educational sciences, educational administration, educational technology, and interdisciplinary applications of technology in teaching, learning, and institutional development. Every manuscript undergoes an initial editorial assessment followed by a peer-review process involving reviewers with expertise relevant to the manuscripts subject.
Arjuna Subject : -
Articles 32 Documents
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Adaptive AI Scaffolding within Gamified Reading Missions: Effects on Grade 10 Students Reading Comprehension in South Sulawesi Firman Saleh; Hastuti Hamka; Selma Hachicha
Journal of Paddisengeng Technology Vol. 2 No. 2 (2026)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v2i2.75

Abstract

Background. Reading comprehension remains a critical challenge in secondary education, while conventional instruction often provides limited opportunities for adaptive feedback and sustained student engagement. Purpose. This study examined the effectiveness of an AI assisted gamified learning strategy in improving the reading comprehension of Grade 10 students at SMA Negeri 4 Sidrap, South Sulawesi, Indonesia. Method. A quantitative quasi experimental method with a nonequivalent pretest posttest control group design was employed. The participants were 54 students divided into an experimental group (n = 29) and a control group (n = 25). Reading comprehension was measured using a 30 item test, and the data were analyzed using descriptive statistics and ANCOVA.was then processed using descriptive statistics in the form of percentages. Novelty. The study integrates AI generated adaptive scaffolding with structured gamification elements, including reading missions, progress indicators, achievement badges, and immediate feedback, within a unified reading instruction design. Results. The experimental group achieved a higher adjusted posttest mean than the control group (82.03 vs. 73.97). ANCOVA revealed a significant instructional effect, F(1, 51) = 15.00, p < .001, partial ?² = .227. Conclusion. AI assisted gamified learning effectively improved students’ reading comprehension and offers a promising adaptive approach for secondary school literacy instruction.
Development and Experimental Evaluation of a VR Based Cooperative Learning Model for the Human Circulatory System Hasanuddin Hasanuddin; Abd Kahar; Jong Soo Ri; Diogo Lopes
Journal of Paddisengeng Technology Vol. 2 No. 2 (2026)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v2i2.76

Abstract

Background. The human circulatory system is a complex biological topic that requires students to understand spatial structures and dynamic blood flow processes. Conventional instruction often provides limited opportunities for immersive visualization and structured collaboration. Purpose. This study aimed to develop and evaluate a Virtual Reality Based Cooperative Circulation Learning Model (VR CCL) to improve Grade XI students’ biology learning outcomes. Method. The study employed a research and development design based on the ADDIE model, followed by a quasi experimental pretest–posttest nonequivalent control group design. The participants were 52 students from two intact classes at a senior high school in Enrekang Regency, Indonesia. Data were collected using expert validation sheets, practicality questionnaires, observation sheets, and biology achievement tests. Novelty. The model integrates immersive VR exploration with structured cooperative roles, group investigation, concept reconstruction, presentation, and individual evaluation. Results. The model achieved an overall Aiken’s V coefficient of .91. Teacher and student practicality scores reached 91.50% and 88.70%, respectively. The experimental group obtained a higher posttest mean than the control group (73.76 vs. 64.52), with a significant adjusted group effect, F(1, 49) = 19.38, p < .001. Conclusion. VR CCL was valid, practical, and effective in improving students’ learning outcomes on the human circulatory system.
The Effectiveness of the Use of Aldiko Book Reader in Indonesian Language Learning for Natural Sciences Usman M; Sam Hermansyah
Journal of Paddisengeng Technology Vol. 1 No. 4 (2025)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v1i4.79

Abstract

Background. The use of technology in education is one way to improve the quality of learning. One of the applications used for learning is Aldiko Book Reader, which is expected to help students understand the learning material. This study was conducted to measure the effectiveness of the use of Aldiko Book Reader in Indonesian language learning at SMA Negeri 1 Sidrap, especially for students in grade XI Natural Sciences (IPA) 1. Purpose. This study aims to explain the effectiveness of the use of Aldiko Book Reader in Indonesian learning for students in grade XI Science 1 SMA Negeri 1 Sidrap. Method. This study is a quantitative research with a population of 35 students in class XI Science 1 SMA Negeri 1 Sidrap and a sample of 25 students. The data collection techniques used are documentation, tests, and questionnaires. The collected data was then processed using an effectiveness test measured based on four indicators. Results. The results of the study show that the use of Aldiko Book Reader is effective in learning Indonesian. Of the four indicators of effectiveness, all of them qualified. First, the average score of students after using Aldiko Book Reader increased (68.5 < 82.5). Second, the average score of students after using the application is 82.5, which is above the KKM standard (70). Third, the average score of student gain is 54.8, which is in the high category. Fourth, the completeness of classical learning reaches 100%. Conclusion. Based on the results of the study, it can be concluded that the use of Aldiko Book Reader is effective in improving the Indonesian learning outcomes of students in grade XI Science 1 SMA Negeri 1 Sidrap, as evidenced by the significant increase in student scores and test scores.
Adaptive Learning Paths: Implementing Machine Learning to Personalize Curriculum Development in Multicultural Classrooms Rahmawati Rahmawati; Amiruddin A; Siska Armalivia
Journal of Paddisengeng Technology Vol. 1 No. 1 (2025)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v1i1.172

Abstract

Background. The integration of technology into education has revolutionized how learning experiences are designed and delivered, especially in culturally diverse classrooms. Machine learning (ML) offers a promising approach to personalizing curriculum development by dynamically adapting content, pace, and instructional strategies based on student data. This study focuses on the application of adaptive learning paths powered by ML in multicultural classroom settings to enhance engagement, equity, and academic achievement. Purpose. This study aims to explain the effectiveness of implementing adaptive learning paths using machine learning algorithms in multicultural classrooms, particularly in enhancing personalized curriculum delivery for diverse student populations. Method. This research used a mixed-methods approach, combining quantitative analysis through SmartPLS modeling and qualitative data from teacher interviews and classroom observations. The quantitative data involved student performance records and interaction logs from 3 culturally diverse high school classrooms, while qualitative data explored the perceived relevance and inclusivity of the adaptive learning system. The path coefficients and thematic analysis were used to evaluate the impact of the adaptive system. Results. The results showed that adaptive learning paths supported by ML significantly improve student engagement and academic performance. The SmartPLS model revealed strong correlations between pedagogical constructs (Alpha), system intelligence (Beta), and outcome evaluation (Gamma). Positive responses from teachers and students also confirmed the system’s effectiveness in delivering personalized and culturally relevant learning experiences. However, the study also noted challenges related to data bias, algorithm transparency, and teacher readiness. Conclusion. Based on the findings, it can be concluded that adaptive learning paths powered by machine learning are effective in personalizing curriculum for multicultural classrooms. They promote inclusive learning by accommodating diverse student needs and cultural backgrounds, although successful implementation requires thoughtful alignment between technology, pedagogy, and context
Psychological Safety in Online Classrooms: A Study of Emotional Design Elements in Learning Management Systems Anggun Wida Prawira
Journal of Paddisengeng Technology Vol. 1 No. 1 (2025)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v1i1.187

Abstract

Background. The effectiveness of psychological safety in online learning environments is closely related to learners’ perceptions of emotional design elements in Learning Management Systems (LMS). Emotional design—such as interface aesthetics, tone of instructional messages, and supportive feedback—can shape learners’ sense of security, participation, and willingness to take academic risks. Therefore, it is important for educators and LMS developers to understand how different emotional design elements influence students’ psychological safety in virtual classrooms. Purpose. This quantitative study aimed to investigate the preferences of university students regarding ten commonly discussed emotional design elements in LMS that contribute to psychological safety. Specifically, it examined whether these preferences are influenced by four learner variables: digital proficiency level, first language (L1), online learning anxiety (OLA), and online learning enjoyment (OLE). Method. The study involved 288 undergraduate students from three cultural-linguistic contexts—Chinese, Japanese, and Korean—enrolled in online courses. Data were collected through a structured questionnaire and analyzed using appropriate statistical techniques to identify patterns and differences in learner preferences. Results. Findings indicate that, regardless of digital proficiency level, L1, OLA, or OLE, learners preferred more explicit emotional design strategies, such as clear instructional guidance, personalized supportive messages, and transparent assessment criteria. However, Korean undergraduates scored lower on several design elements (e.g., public recognition, open discussion prompts, animated interface elements) compared to other participants. Conclusion. This study has significant implications for online pedagogy and LMS design. Understanding learners’ preferences for emotional design elements can help educators and platform developers create psychologically safe online classrooms that enhance engagement, reduce anxiety, and promote positive learning experiences.
Curriculum 5.0: Reimagining Education Management with Augmented Reality and Learner-Centric Design Loso Judijanto; Arkam Lahiya; Seno Lamsir
Journal of Paddisengeng Technology Vol. 1 No. 2 (2025)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v1i2.188

Abstract

Background. The transition toward Curriculum 5.0 reflects a paradigm shift in education management, where emerging technologies such as Augmented Reality (AR) and learner-centric pedagogies are integrated to foster personalized, immersive, and competency-driven learning experiences. In this context, AR is not merely a technological tool but a transformative medium that enhances engagement, contextual understanding, and collaboration, while learner-centric design ensures that educational processes are tailored to individual needs, preferences, and learning pathways. Purpose. This quantitative study aimed to investigate the influence of Augmented Reality-based instructional environments and learner-centric design strategies on the perceived effectiveness of education management within the Curriculum 5.0 framework. Specifically, it examined whether these perceptions differ according to educators’ digital competence, teaching experience, field of expertise, and openness to technology adoption. Method. The study involved 312 educators from diverse educational institutions who had experience integrating AR into curriculum delivery. Data were collected through a structured questionnaire measuring perceptions of AR’s pedagogical value, the quality of learner-centric design, and overall education management effectiveness. The responses were analyzed using statistical methods, including descriptive analysis, ANOVA, and multiple regression, to identify relationships and differences across demographic and professional variables. Results. The findings indicate that both AR integration and learner-centric design strategies have a significant positive impact on the perceived effectiveness of education management. Educators with higher digital competence and openness to innovation reported stronger alignment between AR-enhanced instruction and the goals of Curriculum 5.0. Conclusion. This study provides empirical support for the integration of AR and learner-centric design in realizing the vision of Curriculum 5.0. By combining immersive technology with personalized learning approaches, educational institutions can create adaptable, engaging, and future-ready learning ecosystems.
AI-Driven Career Pathways: Predictive Counseling Systems for Aligning Student Potential with Future Job Markets Loso Judijanto; Herryansyah Herryansyah; Seno Lamsir
Journal of Paddisengeng Technology Vol. 1 No. 1 (2025)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v1i1.189

Abstract

Background. Rapid technological advancements and evolving labor markets have created significant challenges in aligning students’ academic pathways with future career opportunities. Traditional counseling approaches often lack predictive capacity, leaving students underprepared for emerging job sectors. Artificial Intelligence (AI)-driven predictive counseling systems offer new possibilities by integrating student potential, skills, and aspirations with real-time labor market trends. Purpose. This study aims to examine the effectiveness of AI-driven career counseling systems in predicting and aligning student potential with future job markets. Specifically, it explores the extent to which AI-based predictive models can enhance the accuracy of career guidance and reduce mismatches between educational outcomes and employment demands. Method. Using a quantitative design, the research collected data from 312 university students across three institutions in Indonesia. Students engaged with an AI-powered career counseling platform that generated personalized career recommendations based on academic performance, psychological profiling, and labor market analytics. Data were obtained through system usage logs, surveys, and follow-up evaluations. Statistical analyses, including regression and ANOVA, were employed to assess the impact of AI counseling on student decision-making and career clarity. Results. Findings reveal that AI-driven counseling significantly improves students’ career awareness and alignment with future labor demands. Students using the predictive system demonstrated higher confidence in their career choices and reduced anxiety about employability. Additionally, the AI system identified potential career trajectories in emerging sectors, such as digital finance, green technologies, and AI ethics, which were often overlooked in traditional counseling. Conclusion. The study underscores the transformative role of AI in educational counseling, emphasizing its potential to bridge gaps between academic preparation and job market realities. Implementing predictive AI models in career services can empower students to make informed choices, while enabling institutions to adapt curricula to future workforce needs.
Metaverse in the Classroom: A Design-Based Study of Virtual Reality for Teaching Empathy and Collaboration Skills Mardiati Mardiati
Journal of Paddisengeng Technology Vol. 1 No. 1 (2025)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v1i1.190

Abstract

Background. The integration of immersive technologies such as virtual reality (VR) in education has created new opportunities for enhancing students’ social-emotional learning. While traditional classrooms often face challenges in fostering empathy and collaboration, VR-based environments within the metaverse provide interactive and experiential learning spaces that allow students to engage with diverse perspectives and practice cooperative problem-solving. Purpose. This design-based study aimed to explore how VR-supported metaverse classrooms can be utilized to develop empathy and collaboration skills among secondary and university students. Specifically, the research examined how virtual role-playing scenarios and team-based tasks influence learners’ attitudes, behaviors, and social interactions. Method. The study involved three iterative design cycles conducted in metaverse learning environments, with participation from 152 students across two universities and one high school. Data were collected through pre- and post-intervention surveys, behavioral observations, and focus group interviews. The analysis combined quantitative measures of empathy and collaboration with qualitative insights into learners’ experiences. Results. The findings demonstrate that VR-enabled metaverse activities significantly enhanced students’ ability to empathize with others and engage in effective teamwork. Learners reported a greater sense of presence, increased willingness to adopt multiple perspectives, and improved conflict-resolution strategies during collaborative tasks. Iterative refinements across the design cycles further highlighted the importance of scaffolding, instructor facilitation, and culturally responsive content in achieving meaningful learning outcomes. Conclusion. This study provides empirical evidence supporting the potential of VR-based metaverse classrooms in fostering empathy and collaboration skills. The results suggest that immersive learning environments can complement conventional pedagogical practices, offering educators innovative tools to cultivate essential 21st-century competencies.
Revolutionizing Feedback: Integrating AI-Powered Voice Assistants in Digital Learning Platforms for Instant Student Support Fiqih Ananda; Zain Nizam; Pong Krit
Journal of Paddisengeng Technology Vol. 1 No. 2 (2025)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v1i2.192

Abstract

Background. The increasing use of digital learning platforms has highlighted the need for effective and immediate feedback mechanisms. Traditional feedback approaches often suffer from delays and limited personalization, which can hinder students’ learning progress. Artificial Intelligence (AI)-powered voice assistants present a promising solution by offering instant, adaptive, and interactive feedback in real time. Purpose. This study aimed to explore the integration of AI-powered voice assistants into digital learning platforms, focusing on their effectiveness in delivering instant student support. Specifically, it examined how such integration impacts students’ learning engagement, perceived usefulness, and satisfaction. Method. A mixed-method approach was employed, involving a survey of 312 university students across three digital learning environments and in-depth interviews with instructors. Quantitative data were analyzed using statistical techniques, while qualitative data provided deeper insights into user experiences. Results. Findings indicate that AI-powered voice assistants significantly enhance students’ perception of feedback immediacy, personalization, and accessibility. Students reported higher motivation and engagement when receiving real-time oral feedback, while instructors emphasized the potential of voice assistants to reduce workload and improve learning efficiency. However, challenges such as speech recognition accuracy and contextual limitations were also noted. Conclusion. The study underscores the transformative role of AI-powered voice assistants in revolutionizing digital feedback systems. Integrating such technology into digital learning platforms has the potential to support more personalized, efficient, and engaging learning experiences. Future implementations should focus on improving natural language processing accuracy and aligning feedback strategies with diverse learning contexts.
Gamified Counseling: Designing Interactive Mobile Tools for Adolescent Mental Health Support in Remote Areas Ethan Tan; Aarav Sharma; Luis Santos
Journal of Paddisengeng Technology Vol. 1 No. 2 (2025)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v1i2.193

Abstract

Background. Mental health support for adolescents in remote areas remains a global challenge due to limited access to professional counseling and stigma associated with seeking help. Gamified counseling, which integrates game-based elements into digital platforms, has the potential to enhance engagement, motivation, and accessibility for young users. Purpose. This study aimed to design and evaluate an interactive mobile counseling tool incorporating gamification strategies to support adolescent mental health in remote settings. Specifically, it examined the effectiveness of gamified features in increasing user engagement, perceived usefulness, and psychological well-being. Method. A mixed-method design was employed, involving 200 adolescents from rural communities who participated in an eight-week trial of the mobile counseling application. Quantitative data were collected through validated mental health and user experience questionnaires, while qualitative insights were gathered through interviews and focus groups. Results. The findings reveal that gamified features such as progress badges, storytelling, and interactive challenges significantly improved user engagement and adherence to counseling sessions. Adolescents reported increased motivation to use the application regularly, alongside improved self-reflection and coping strategies. Moreover, participants highlighted the cultural adaptability and accessibility of the platform as key strengths. Conclusion. This study provides evidence that gamified mobile counseling tools can effectively address barriers to mental health support in remote areas. The integration of gamification not only fosters sustained user engagement but also enhances the psychological outcomes of adolescent counseling.

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