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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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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.
From Chalkboard to Dashboard: Leveraging Real-Time Analytics for Evidence-Based Education Management in Rural Schools Yance Manoppo; Leny Sopia Latuny
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.v1i1.198

Abstract

Background. The growing demand for evidence-based decision-making in education highlights the importance of real-time data in guiding school management practices. Rural schools, however, often face unique challenges such as limited access to resources, inadequate infrastructure, and insufficient monitoring systems, making it difficult for administrators and teachers to evaluate progress effectively. Transitioning from traditional chalkboard practices to data-driven dashboards provides opportunities to address these challenges by leveraging analytics to improve educational outcomes and equity. Purpose. This study aimed to examine how real-time analytics can be integrated into rural school management to support evidence-based decision-making. Specifically, it explored the potential of dashboard systems to enhance monitoring of student performance, teacher effectiveness, and resource allocation in under-resourced contexts. Method. The research adopted a mixed-method design involving 15 rural schools. Quantitative data were collected through digital dashboards tracking attendance, assessment scores, and teacher engagement, while qualitative insights were obtained from interviews with school leaders and educators. Data were analyzed using descriptive statistics and thematic coding. Results. Findings indicate that dashboards significantly improved administrators’ ability to identify learning gaps, monitor teacher performance, and allocate resources more effectively. Teachers reported greater confidence in instructional planning when provided with real-time feedback. However, challenges such as internet connectivity and digital literacy remained barriers. Conclusion. The study underscores the transformative potential of dashboards in rural education. By embracing real-time analytics, schools can shift towards a culture of evidence-based management that fosters accountability, inclusivity, and improved learning outcomes.
Smart Curriculum Mapping: A Blockchain Approach to Transparent and Customizable Educational Pathways Chen Mei; Sofia Lim; Ananya Rao
Journal of Paddisengeng Technology Vol. 1 No. 3 (2025)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v1i3.199

Abstract

Background. Traditional curriculum mapping often faces challenges of transparency, flexibility, and personalization. Existing digital systems tend to be centralized, limiting stakeholder trust and adaptability in designing individualized learning trajectories. Blockchain technology offers an innovative solution to ensure transparency, immutability, and decentralized control over educational data, enabling both institutions and learners to co-create customizable educational pathways. Purpose. This study aimed to investigate the potential of blockchain-based smart curriculum mapping in fostering transparent governance of curricula and supporting adaptive learning designs. Specifically, it examined how blockchain can integrate institutional requirements with learner-driven customization while ensuring accountability and security. Method. Using a mixed-method design, the research engaged 210 university students and 45 lecturers across three higher education institutions. Data were collected through surveys, interviews, and prototype testing of a blockchain-enabled curriculum mapping platform. The findings were analyzed using statistical methods and thematic coding to evaluate user perceptions, system usability, and pedagogical impact. Results. The findings indicate that blockchain-based curriculum mapping enhances trust among stakeholders by ensuring transparent records of course progress and requirements. Students reported increased autonomy in designing personalized pathways, while lecturers emphasized the benefits of immutable documentation for accreditation and evaluation. However, challenges such as technical literacy and system scalability were also identified. Conclusion. This study highlights the transformative role of blockchain in curriculum management. By integrating transparency, security, and learner-centered customization, smart curriculum mapping offers a scalable model for future educational governance. The findings contribute to both educational technology innovation and institutional policy-making, offering pathways toward more accountable and personalized higher education systems.
Empowering Neurodivergent Learners: Developing Inclusive Learning Technologies Based on Cognitive Behavioral Theories Seo Jiwon; Nguyen Tuan Anh; Shahinur Rahman
Journal of Paddisengeng Technology Vol. 1 No. 3 (2025)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v1i3.200

Abstract

Background. The effectiveness of inclusive learning technologies for neurodivergent learners is strongly influenced by how well these tools align with cognitive and behavioral needs. Cognitive Behavioral Theories (CBT) provide a structured framework for addressing learning barriers by focusing on thought patterns, emotional regulation, and adaptive behaviors. Purpose. This study aimed to investigate the development and evaluation of inclusive learning technologies grounded in CBT frameworks. Specifically, it examined how these technologies can empower neurodivergent learners—such as those with autism spectrum disorder (ASD), ADHD, and dyslexia—by improving focus, self-regulation, and active participation in the learning process. Method. The research employed a mixed-methods approach involving 220 neurodivergent learners across higher education and special education settings. Quantitative data were collected through pre- and post-intervention surveys measuring cognitive engagement, emotional regulation, and perceived inclusivity. Results. The findings indicate that CBT-informed digital tools significantly enhanced self-monitoring, reduced task-related anxiety, and increased collaborative engagement across diverse learning contexts. Learners with ADHD showed marked improvements in task persistence, while those with dyslexia demonstrated better comprehension outcomes when adaptive text and cognitive scaffolding features were included. Conclusion. This study highlights the transformative role of CBT-based inclusive technologies in empowering neurodivergent learners. By embedding cognitive-behavioral strategies into digital learning platforms, educators can design interventions that promote equity, resilience, and sustainable learning outcomes. The results carry important implications for future policy, curriculum design, and educational technology innovation aimed at inclusive education.
Developing a Sustainable Educational Curriculum: Integration of Green Technology and Environmental Awareness in Schools Satrio Binusa Suryadi; Risa Juliadilla; Redi Sigit Febrianto
Journal of Paddisengeng Technology Vol. 1 No. 3 (2025)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v1i3.216

Abstract

Background. The growing urgency of climate change and environmental degradation demands an educational transformation that integrates sustainability principles into school curricula. Education plays a vital role in shaping students’ environmental awareness and their capacity to apply green technology for sustainable living. Purpose. This study aims to develop a sustainable educational curriculum that integrates green technology and environmental awareness in schools. Specifically, it explores how curriculum design, pedagogical approaches, and school culture can synergistically promote ecological literacy and responsible behavior among students. Method. Using a mixed-method design, the study involved curriculum experts, teachers, and students from ten pilot schools implementing environmental education. Quantitative data were collected through surveys measuring students’ environmental attitudes and literacy, while qualitative data were obtained from interviews and classroom observations to assess the practical integration of green technology in learning. Results. The findings reveal that integrating green technology—such as renewable energy simulations, recycling projects, and digital eco-learning platforms—significantly enhances students’ environmental knowledge and problem-solving skills. Furthermore, teacher training and school-wide sustainability policies were found to be strong mediators in the successful implementation of the curriculum. Conclusion. The study concludes that sustainable curriculum design combining green technology and environmental awareness fosters a holistic learning environment that aligns with Sustainable Development Goals (SDGs). Future research should focus on longitudinal assessment and scalability across diverse educational contexts.
Digital Native Teachers: A Study on the Impact of TikTok Microlearning Content in Pedagogical Practices Among Pre-service Educators Ode Abdurrachman; Tazkiyah Navysah Ar Rachmah
Journal of Paddisengeng Technology Vol. 1 No. 3 (2025)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v1i3.217

Abstract

Background. The rapid growth of short-form video platforms such as TikTok has transformed the way knowledge is created, shared, and consumed. For digital native teachers—those who have grown up in the digital era—TikTok represents not only a form of entertainment but also an emerging pedagogical tool. Microlearning content delivered through TikTok’s concise and visually engaging format has the potential to enhance pre-service educators’ pedagogical knowledge, creativity, and technological competence. Purpose. This quantitative study aimed to examine the impact of TikTok-based microlearning content on the pedagogical practices of pre-service educators. Specifically, it investigated how exposure to and engagement with TikTok microlearning videos influence teaching creativity, digital literacy, and classroom innovation. Method. A total of 210 pre-service educators from three Indonesian universities participated in this study. Data were collected using an online questionnaire measuring perceived usefulness, engagement level, pedagogical innovation, and digital self-efficacy. Statistical analyses, including correlation and multiple regression tests, were conducted to determine the relationships between exposure to TikTok microlearning and pedagogical outcomes. Results. The findings revealed that pre-service educators with higher engagement in TikTok microlearning content demonstrated significantly greater levels of pedagogical innovation and digital teaching readiness. The regression analysis indicated that engagement frequency and perceived usefulness were the strongest predictors of pedagogical creativity. Conclusion. This study underscores the transformative potential of TikTok microlearning in shaping the pedagogical practices of digital native teachers. Integrating short-form educational content into teacher education programs can foster creativity, digital competence, and reflective teaching habits.
History Of The Development Of Islam In Indonesia Ririn Shafitri; Muhammad Yandra; Ridwal Trisoni; Muhammad Yahya
Journal of Paddisengeng Technology Vol. 1 No. 3 (2025)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v1i3.226

Abstract

Background. The history of the development of Islam in Indonesia is a crucial study for understanding the social, cultural, and political processes that have shaped Indonesian society to this day. The arrival and development of Islam did not occur in a single instance, but rather through various channels and interactions with local cultures. Therefore, a comprehensive understanding of the dynamics of Islamic history in Indonesia is necessary to understand its contribution to the formation of national identity. Purpose. This study aims to examine the historical development of Islam in Indonesia from its early days to the modern period. Specifically, it analyzes theories about the arrival of Islam, the channels through which it spread, the role of Islamic figures and institutions, and the impact of Islam on the social, cultural, and political life of Indonesian society. Method. This research employed a qualitative method with a library research approach. Data were obtained from history books, scientific journals, and relevant academic sources discussing the development of Islam in Indonesia. The data were analyzed using a historiographic approach, emphasizing descriptive and interpretive analysis. Results. The study shows that Islam spread peacefully in Indonesia through trade, education, marriage, and cultural outreach. The process of Islamization occurred gradually and adapted to local culture, giving rise to a moderate and inclusive form of Islam. Furthermore, Islam played a significant role in shaping social structures, religious traditions, and the development of education and politics in Indonesia to the present day. Conclusion. Based on a study of the history of Islam's development in Indonesia, it can be concluded that the entry and development of Islam occurred gradually, peacefully, and adaptively through various channels such as trade, education, marriage, and cultural propagation. These findings indicate that the success of Islamization in Indonesia is inseparable from Islam's ability to interact with local cultures without losing its teachings. This study's contribution to science lies in strengthening the historiographical understanding of the moderate, inclusive, and contextual character of Indonesian Islam. This study's limitations are the use of data sourced from library research, which therefore does not delve deeply into empirical field data and specific regional differences, which could provide opportunities for further research.
Artificial Intelligence in Education: Opportunities, Risks, and Pedagogical Implications for Higher Education Agung Yuliyanto Nugroho; Marnangkok Pakpahan; Yessy Ade Winarti; Nurul Hikmah
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.v1i4.228

Abstract

Background: The rapid integration of Artificial Intelligence (AI) in various sectors, including education, is transforming the way teaching and learning processes are conducted. AI has the potential to revolutionize higher education by enhancing learning experiences, improving teaching efficiency, and providing personalized learning opportunities. However, the use of AI in education also brings with it potential risks, such as data privacy concerns, reliance on automated systems, and the impact on traditional pedagogical methods. Purpose: This study explores the opportunities, risks, and pedagogical implications of integrating Artificial Intelligence in higher education. Specifically, it examines how AI tools can be utilized to enhance teaching, the challenges they present, and the ways in which educators and institutions can adapt to these technological changes to maximize their benefits. Method: A qualitative approach was used to analyze relevant literature, case studies, and expert opinions on the use of AI in education. Interviews with higher education faculty and technology experts were conducted to gain insights into the practical applications and challenges of AI integration. Results: The findings highlight that AI offers significant opportunities for personalized learning, data-driven decision-making, and administrative efficiency. However, it also poses risks related to data privacy, ethical concerns, and the potential for exacerbating educational inequalities. The pedagogical implications suggest a need for educators to develop new competencies and adapt teaching strategies to effectively integrate AI into the curriculum. Conclusion: The integration of AI in higher education presents both significant opportunities and challenges. To fully harness the potential of AI while mitigating its risks, higher education institutions must prioritize ethical considerations, data privacy, and the development of pedagogical strategies that complement AI technologies.
Learning Analytics and Student Engagement: Implications for Technology-Based Instruction Salis Irvan Fuadi; Robingun Suyud El Syam; Dorji Wangchuk
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.v1i4.229

Abstract

Background. Student engagement is a crucial factor that influences academic performance and learning outcomes in technology-based instruction. The increasing integration of learning analytics in educational environments provides valuable insights into how students engage with online learning platforms and tools. However, understanding the relationship between learning analytics and student engagement, and its implications for teaching practices, remains underexplored. Purpose. This study aims to explore the role of learning analytics in enhancing student engagement in technology-based instruction. Specifically, it investigates how data-driven insights can be used to monitor and improve student participation, motivation, and interaction within digital learning environments. Method. A mixed-methods approach was employed, involving a combination of quantitative data from learning analytics platforms and qualitative data from student surveys and interviews. The study was conducted across three universities that integrate technology-based instruction in various disciplines, involving 500 students in total. Statistical analysis was used to identify patterns in student engagement, while thematic analysis was applied to qualitative data to uncover students’ perceptions of technology-enhanced learning. Results. The study found that learning analytics significantly contributes to identifying disengaged students and offering tailored interventions. Moreover, students who received real-time feedback based on analytics showed improved engagement levels, particularly in interactive online modules. The findings also revealed that students valued personalized learning experiences facilitated by data insights but expressed concerns over privacy issues related to data collection. Conclusion. This research highlights the potential of learning analytics to improve student engagement in technology-based instruction. By leveraging data-driven insights, educators can personalize learning experiences and enhance student participation. However, ethical considerations regarding data privacy and the balance between automation and human interaction need to be addressed to ensure a positive impact on learning outcomes.

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