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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 5 Documents
 1 
Search results for , issue "vol. 1 no. 2 (2025)" : 5 Documents clear
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.
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.
Microlearning for Micro-Attention: Strategies for Enhancing Student Focus in High-Distractibility Environments Using Short-Form Educational Media Vicheka Rith; Amir Raza; Mpho Nkosi
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.v1i2.194

Abstract

Background. Student attention spans are increasingly challenged in digital learning environments characterized by high levels of distraction. Microlearning, with its short and focused instructional units, has been proposed as a pedagogical strategy to address issues of micro-attention and cognitive overload. Despite its popularity, limited empirical evidence exists regarding the effectiveness of short-form educational media in sustaining student focus. Purpose. This study aimed to examine the role of microlearning strategies in enhancing student attention within high-distractibility learning contexts. Specifically, it investigated how different formats of short-form educational media influence learners’ focus, perceived engagement, and knowledge retention. Method. A mixed-method design was employed involving 250 undergraduate students across three Indonesian universities. Participants engaged with microlearning modules delivered through video, infographic, and interactive quiz formats. Quantitative data were collected using attention and retention tests, while qualitative insights were gathered through focus group discussions. Results. Findings revealed that students exposed to short-form interactive quizzes demonstrated significantly higher attention and retention scores compared to those using static infographics or video-based modules. Furthermore, qualitative data indicated that students valued the brevity and interactivity of microlearning content, particularly in environments where distractions were prevalent. Conclusion. This study highlights the potential of microlearning as a strategy for addressing micro-attention challenges in digital classrooms. By leveraging short-form, interactive educational media, educators can design more engaging and cognitively sustainable learning experiences. The results provide practical implications for instructional design in technology-rich and high-distractibility learning environments.
Design Thinking in School Counseling: A New Model for Student-Centered Problem Solving in the Digital Age Rina Farah; Aom Thai; Felipe Souza
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.v1i2.195

Abstract

Background. The increasing complexity of student needs in the digital age requires school counselors to adopt innovative approaches that move beyond traditional problem-solving frameworks. Design Thinking (DT), originally applied in business and technology, offers a human-centered and iterative process that emphasizes empathy, creativity, and collaboration, making it highly relevant for modern counseling practices. Purpose. This study aimed to develop and examine a student-centered counseling model based on Design Thinking. Specifically, it sought to investigate how DT principles—empathize, define, ideate, prototype, and test—can be systematically integrated into school counseling to enhance students’ problem-solving skills, emotional resilience, and engagement in a digital learning environment. Method. A qualitative design-based research approach was employed, involving 45 school counselors and 120 high school students across three urban schools. Data were collected through focus group discussions, reflective journals, and digital platform interactions, and were analyzed thematically to construct the proposed model. Results. The findings demonstrate that the integration of Design Thinking in counseling promotes higher student engagement, encourages collaborative exploration of solutions, and improves adaptability in addressing personal, academic, and socio-emotional challenges. Counselors reported that the DT model helped them better understand student perspectives, while students valued the iterative process that allowed them to test and refine their solutions. Conclusion. This study highlights the potential of Design Thinking as a transformative model for school counseling in the digital age. By shifting from counselor-centered to student-centered practices, DT provides a structured yet flexible framework that empowers students to become active participants in resolving their own problems, thus fostering autonomy and lifelong problem-solving skills.

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