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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.
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Articles 32 Documents
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Total Quality Management (TQM) in Higher Education: Implementation Challenges in Developing Nations Ruly Nadian Sari; Abdoulaye Issa; Mariama Seyni
Journal of Paddisengeng Technology Vol. 2 No. 1 (2026)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v2i1.236

Abstract

Background. The growing demand for accountability, global competitiveness, and institutional performance has driven higher education institutions—particularly in developing countries—to adopt Total Quality Management (TQM) frameworks. However, despite strong policy endorsement, TQM implementation often remains fragmented and compliance-oriented due to structural, cultural, and resource-related constraints. Purpose. This study aimed to examine the key challenges in implementing TQM in higher education institutions across developing countries and to identify the critical determinants that influence the effectiveness of TQM practices. Method. A mixed-methods sequential explanatory design was employed. Quantitative data were collected through surveys involving 387 academic and administrative staff, while qualitative data were obtained from semi-structured interviews with 24 institutional leaders and quality assurance officers. Statistical analyses were used to identify significant predictors, followed by thematic analysis to deepen interpretation of the quantitative results. Results. The quantitative findings revealed that leadership commitment, organizational culture readiness, and resource adequacy significantly predict the effectiveness of TQM implementation, with organizational culture functioning as a mediating factor. Qualitative results further indicated that governance instability, limited financial investment, and resistance to managerial reforms constitute persistent barriers to successful implementation. Conclusion. The study concludes that TQM implementation challenges in developing countries are primarily systemic rather than technical. Effective and sustainable quality enhancement requires integrated alignment among leadership, institutional structures, and organizational culture, as well as context-sensitive adaptation of global quality management models to local higher education realities.
Gamification and Student Engagement: A Comparative Study Between Intrinsic and Extrinsic Motivation Rinovian Rais; Moussa Traore; Aissatou Diallo
Journal of Paddisengeng Technology Vol. 2 No. 1 (2026)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v2i1.242

Abstract

Background. Gamification has emerged as an innovative pedagogical approach to enhance student engagement by integrating game-based elements such as rewards, points, and challenges into learning environments. Existing studies predominantly emphasize its effectiveness in increasing participation; however, limited attention has been given to how gamification differentially influences intrinsic and extrinsic motivation as key drivers of engagement. Purpose. This study aims to examine the comparative effects of gamification on intrinsic and extrinsic motivation and to analyze how these motivational dimensions subsequently impact student engagement in educational settings. Method. A mixed-methods research design was employed, combining quantitative and qualitative approaches. Survey data were collected to measure students’ intrinsic and extrinsic motivation levels before and after exposure to gamified learning environments. In addition, semi-structured interviews were conducted to capture in-depth student perspectives on their motivational experiences. Results. The findings demonstrate that gamification significantly enhances both intrinsic and extrinsic motivation. Students exposed to gamified learning showed a 0.7-point increase in intrinsic motivation and a 0.5-point increase in extrinsic motivation compared to the control group. Qualitative insights further reveal that gamified elements not only increase enjoyment and interest in learning but also reinforce goal-oriented behaviors through structured rewards and feedback mechanisms. Conclusion. Gamification serves as an effective strategy for fostering student engagement by simultaneously addressing intrinsic enjoyment and extrinsic incentives. The results highlight the importance of designing balanced gamified learning environments that accommodate diverse motivational factors. Educators are encouraged to strategically integrate gamification elements to optimize both participation and learning outcomes.
Generative AI in the Classroom: Ethical Frameworks for Student-AI Collaboration Amir Zaki; Nong Chai; Vann Sok
Journal of Paddisengeng Technology Vol. 2 No. 1 (2026)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v2i1.243

Abstract

Background. The rapid integration of generative artificial intelligence (AI) in educational settings has transformed student learning practices and introduced new forms of human–AI collaboration. Despite its potential to enhance engagement and expand access to knowledge, the use of AI raises critical ethical concerns related to academic integrity, authorship, and responsible use in academic contexts. Purpose. This study aims to develop an ethical framework to guide student–AI collaboration in classroom settings and to examine the relationship between AI usage, ethical awareness, and student learning outcomes. Method. A mixed-methods research design was employed, integrating quantitative and qualitative approaches. Survey data were collected from 212 participants to assess patterns of AI usage, ethical awareness, and perceived learning outcomes. In addition, interviews and focus group discussions were conducted to capture in-depth perspectives. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were examined through thematic coding techniques. Results. The findings reveal that AI usage significantly enhances student engagement; however, it does not automatically improve ethical awareness. Institutional guidance and clear policy frameworks emerge as critical factors influencing responsible AI use and the maintenance of academic integrity. The analysis further identifies key ethical dimensions underlying student–AI collaboration, including transparency, accountability, fairness, and critical engagement. Conclusion. The effective integration of generative AI in education requires the development of structured ethical frameworks that align technological practices with pedagogical objectives. The proposed framework offers practical guidance for educators and institutions in fostering responsible, ethical, and meaningful student–AI collaboration.
Immersive History: Measuring the Impact of Virtual Reality (VR) on Empathy and Historical Retention Lucas Lima; Omar Khan; Thabo Mokoena
Journal of Paddisengeng Technology Vol. 2 No. 1 (2026)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v2i1.244

Abstract

Background. Virtual Reality (VR) has emerged as an innovative educational technology that enables immersive learning experiences, particularly in history education where contextual understanding and perspective-taking are essential. Traditional instructional approaches often face limitations in fostering emotional engagement and sustaining long-term knowledge retention. Purpose. This study aims to examine the impact of VR on student empathy and historical retention, as well as to explore the relationship between immersive experience and learning outcomes in history education. Method. A quasi-experimental mixed-methods design was employed involving 104 students assigned to experimental (VR-based learning) and control (traditional instruction) groups. Data were collected through pretest–posttest assessments to measure retention, empathy questionnaires to assess affective responses, and qualitative reflections to capture students’ experiential insights. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were examined through thematic analysis. Results. The findings indicate that VR significantly enhances both student empathy and historical retention compared to conventional instructional methods. A strong relationship is observed between immersive experience, emotional engagement, and improved memory outcomes. Empathy is identified as a mediating factor that strengthens the connection between immersion and knowledge retention. Conclusion. VR offers an effective pedagogical approach for integrating cognitive and affective dimensions of learning in history education. The results highlight the potential of immersive technologies to create meaningful and engaging learning experiences that support deeper understanding and long-term retention. Educators are encouraged to incorporate VR strategically to maximize both emotional engagement and academic achievement.
Adaptive Learning Systems: Personalizing Mathematics Instruction for At-Risk Students Zhang Li; Ethan Tan; Priya Patel
Journal of Paddisengeng Technology Vol. 2 No. 1 (2026)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v2i1.245

Abstract

Background. Mathematics learning among at-risk students is frequently constrained by heterogeneous learning gaps, low engagement, and limited access to individualized instruction. Conventional teaching approaches often fail to accommodate these differences, leading to persistent disparities in academic achievement. Purpose. This study aims to examine the effectiveness of adaptive learning systems in personalizing mathematics instruction and improving learning outcomes for at-risk students, as well as to explore the role of student engagement in this process. Method. A quasi-experimental mixed-methods design was employed involving 112 students assigned to experimental (adaptive learning system) and control (traditional instruction) groups. Data were collected through pretest–posttest assessments to measure achievement, engagement questionnaires to assess behavioral and emotional involvement, and system-generated learning analytics to track progress and interaction patterns. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative insights were derived through thematic analysis. Results. The findings indicate that adaptive learning systems significantly improve mathematics achievement and student engagement compared to conventional instructional methods. Personalized learning pathways, immediate feedback, and continuous progress monitoring contribute to enhanced performance and reduced variability among learners. Engagement is identified as a mediating factor that strengthens the relationship between adaptive instruction and academic achievement. Conclusion. Adaptive learning systems offer an effective and scalable solution for supporting at-risk students in mathematics education. The results underscore the importance of integrating personalization and engagement-focused strategies to promote equitable learning outcomes. Educators and institutions are encouraged to adopt adaptive technologies to create more responsive and inclusive instructional environments.
The Digital Divide 2.0: Analyzing Connectivity and Device Quality Gaps in Remote Learning Haruto Takahashi; Luis Santos; Ali Khan
Journal of Paddisengeng Technology Vol. 2 No. 1 (2026)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v2i1.246

Abstract

Background. The rapid shift to remote learning has intensified concerns about digital inequality, traditionally understood as disparities in access to internet connectivity and devices. Emerging evidence indicates that access alone is insufficient, as differences in connectivity stability and device performance critically shape students’ ability to participate effectively in online learning environments. These developments call for a reconceptualization of inequality within the framework of Digital Divide 2.0. Purpose. This study aims to analyze the impact of connectivity stability and device quality on student engagement and learning effectiveness, and to conceptualize these disparities as multidimensional components of Digital Divide 2.0. Method. A mixed-methods research design was employed involving 312 students from diverse educational contexts. Data were collected through structured surveys, objective connectivity tests, device quality assessments, and qualitative interviews. Quantitative data were analyzed using descriptive and inferential statistics to examine relationships and interaction effects, while qualitative data were analyzed through thematic coding to capture student experiences. Results. The findings indicate that connectivity stability is a strong predictor of student engagement, while device quality significantly influences learning effectiveness. Interaction effects demonstrate that combined limitations in connectivity and device performance produce compounded disadvantages in learning outcomes. Qualitative insights further reveal that students facing unstable connections and low-performing devices experience frustration, reduced participation, and limited access to interactive learning opportunities. Conclusion. Digital inequality in remote learning is multidimensional and extends beyond access to include quality-based disparities in connectivity and devices. Addressing Digital Divide 2.0 requires comprehensive strategies that integrate improvements in digital infrastructure with access to adequate technological resources. Policymakers and educators are encouraged to adopt holistic interventions to ensure equitable and effective remote learning environments.
Web 2.0 and Higher Education: Exploring Emerging Trends in Digital Teaching and Learn-ing Rajkumar Rajkumar; Tertu Shiweda; Manuela Dan
Journal of Paddisengeng Technology Vol. 2 No. 1 (2026)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v2i1.247

Abstract

Background. The rapid expansion of internet technologies has significantly transformed university education, reshaping how knowledge is created, shared, and experienced. The emergence of Web 2.0 innovations has introduced interactive, collaborative, and user-generated approaches that challenge traditional pedagogical models and redefine the dynamics of teaching and learning in higher education. Purpose. This paper aims to provide a comprehensive overview of the role of the Internet, particularly Web 2.0 technologies, in transforming university education, with a focus on emerging trends in teaching strategies, student engagement, and participatory learning environments. Method. This study adopts a qualitative review approach, synthesizing relevant literature on Web 2.0 technologies in higher education. The analysis focuses on key digital tools such as blogs, wikis, social media platforms, and online learning communities, examining their pedagogical implications and contributions to evolving instructional practices. Results. The review reveals that Web 2.0 technologies significantly reshape traditional pedagogy by fostering interactive and collaborative learning environments. These technologies enhance student engagement, promote active participation, and support knowledge co-construction through user-generated content. Furthermore, they enable more flexible and student-centered learning approaches, encouraging autonomy, creativity, and continuous interaction beyond the classroom. Conclusion. The integration of Web 2.0 technologies plays a crucial role in advancing university education in the digital age. These innovations contribute to the development of more participatory and dynamic learning ecosystems that align with contemporary educational needs. Higher education institutions are encouraged to strategically adopt and integrate Web 2.0 tools to enhance teaching effectiveness and optimize student learning experiences.
Contextual Learning Design Based on Islamic Values: Integrating Simplicity, Anti-Waste, and Social Concern in Responding to Global Challenges Faizal Hakim; Hani Fadilah; Halimah Halimah; Rina Farah; Zain Nizam
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.v2i2.260

Abstract

Background. Contemporary global challenges such as excessive consumption, resource waste, environmental degradation, and social inequality require educational approaches that connect ethical values with responsible action. Islamic values of simplicity, anti-waste, and social concern offer a relevant moral foundation, yet their integration into systematic contextual learning remains limited. Purpose. This study aimed to develop and examine a contextual learning design based on Islamic values that integrates simplicity, anti-waste behavior, and social concern in responding to contemporary global and local challenges. Method. The study employed Educational Design Research involving 61 students of an Islamic Religious Education program at a private higher education institution in South Sumatra, Indonesia. Data were collected through expert validation, student response questionnaires, observation sheets, and value-based learning assessments, and analyzed using descriptive and inferential statistics.Novelty. The study proposes a Context Value Reflection Action (CVRA) instructional pathway that transforms Islamic values from normative concepts into contextual reasoning, critical reflection, and responsible action. Results. The developed design achieved high validity (Aiken’s V = 0.91), high practicality (87.0%), and strong implementation (91.4%). Students’ mean scores increased from 62.18 to 81.46, with a significant difference, t(60) = 14.82, p < .001, and a large effect size (d = 1.90). Anti-waste awareness showed the greatest improvement. Conclusion. The CVRA-based contextual learning design provides a promising framework for integrating Islamic values with sustainability and social responsibility, although long-term value internalization requires continuous practice and institutional reinforcement.
Enhancing Cross-Cultural Collaboration through Real-Time AI Adaptation in Global Virtual Learning Sheik Mohamed S H; Usman M; Hasan Hasan; Nurdianah Nurdianah
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.v2i2.265

Abstract

Background. Global virtual collaboration is increasingly used in higher education to develop collaborative skills and intercultural competence, but language differences, cultural norms, and technical issues can hinder effectiveness. Adaptive AI platforms with real-time cultural and linguistic support may help overcome these challenges. Purpose. This study examined the impact of AI-supported global virtual collaboration on students’ collaborative skills, engagement, project output quality, and intercultural competence among university students from Indonesia and India. Method. A total of 127 students (64 Indonesia, 63 India) were organized into 32 cross-cultural teams. Quantitative data were collected through collaboration rubrics, intercultural competence questionnaires, and platform activity logs, analyzed using descriptive statistics, t-tests, and correlation analysis. Qualitative data were gathered via interviews, observations, and project documentation, analyzed through thematic coding. novelty. This study introduces a real-time culturally and linguistically adaptive AI model integrating engagement, output quality, and intercultural competence across countries. Results. I-adaptive platforms significantly improved collaborative skills, engagement, and project quality. Indonesian students scored slightly higher than Indian students, but strategies such as manual clarifications and reflection sessions reduced gaps. Conclusion. The study provides a practical model for inclusive, adaptive international learning and highlights the complementary role of AI and human facilitation.
Adaptive Traditional Assistive Technology to Support the Motor Development of Children with Special Needs in Early Childhood Education: An Ethnographic Study of Inclusive Pedagogical Practices Halimatul Saqdiyah; Jhoni Warmansyah; Rohan Kumar; Nikhil Desai
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.v2i2.271

Abstract

Background. Inclusive early childhood education requires learning environments that accommodate the diverse motor abilities and participation needs of children with special educational needs. Traditional play tools have strong cultural and pedagogical value, yet their potential as low-tech assistive technology remains underexplored, particularly when systematically adapted to children’s individual motor characteristics. Purpose. This study aims to explore how traditional play tools are adapted and integrated as low-tech assistive technology to support motor development, participation, and inclusive pedagogical practices among children with special educational needs. Method. An educational ethnography systematically observed 27 children in one inclusive West Sumatran classroom using observations, interviews, field notes, motor-response records, documentation, and teacher-mediated adaptation analysis. Novelty. This study reframes culturally familiar traditional play materials as adaptive low-tech assistive technology through individualized modifications and iterative teacher-responsive pedagogy. Results. Adapted traditional play tools improved accessibility and supported motor engagement, independence, participation, and peer interaction among children with special educational needs. Teacher responsiveness emerged as a key factor in aligning tool adaptations with individual abilities. Conclusion. Traditional play tools can function as culturally responsive low-tech assistive technology when systematically adapted to children’s motor needs. Their effectiveness is shaped by cultural familiarity, functional adaptation, and continuous teacher support.

Page 3 of 4 | Total Record : 32

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