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Journal Emerging Technologies in Education
Published by Yayasan Adra Karima Hubbi
ISSN : 30250668     EISSN : 30250676     DOI : 10.70177/jete
Core Subject :
Journal Emerging Technologies in Education (JETE) is an international peer-reviewed journal dedicated to interchange for the results of high quality research in all aspect of science, technologies and Education. The journal publishes state-of-art papers in fundamental theory, experiments and simulation, as well as applications, with a systematic proposed method, sufficient review on previous works, expanded discussion and concise conclusion. As our commitment to the advancement of science and technology, the JETE follows the open access policy that allows the published articles freely available online without any subscription.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue "vol. 3 no. 2 (2025)" : 5 Documents clear
Policy and Practice of Competency-Based Education in Indonesia: Challenges and Prospects for the Future Idam Mustofa; Sokha Dara; Vann S Sok
Journal Emerging Technologies in Education Vol. 3 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i2.2131

Abstract

Background. Competency-Based Education (CBE) has become a pivotal approach in reforming Indonesia's educational landscape to align with global standards and workforce demands. Despite its potential, the implementation of CBE in Indonesia faces numerous challenges ranging from policy inconsistencies to limited institutional readiness. Purpose. This study aims to analyze the current policy framework and practical applications of CBE in Indonesia, identifying key obstacles and exploring potential future directions. Method. Employing a qualitative research design, data were collected through document analysis and semi-structured interviews with policymakers, educators, and curriculum experts. Results. The findings reveal a gap between policy formulation and classroom practices, constrained by insufficient teacher training, inadequate assessment systems, and fragmented coordination among stakeholders. However, the study also highlights emerging opportunities, including increasing political will, technological integration, and regional initiatives to localize CBE models. Conclusion. The research concludes that while CBE in Indonesia remains at a developmental stage, its future prospects are promising, provided that strategic interventions are undertaken to address systemic barriers. Strengthening institutional capacity and fostering cross-sector collaboration are imperative to ensure the sustainability and effectiveness of CBE implementation.
Applying Augmented Reality for History Lessons in Japan Riko Kobayashi; Haruka Sato; Ren Suzuki; Sara Hussain; Usman Tariq
Journal Emerging Technologies in Education Vol. 3 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i2.2162

Abstract

Background. The integration of Augmented Reality (AR) into history education holds the potential to enhance student engagement and comprehension by providing immersive, interactive learning experiences. A mixed-methods approach was adopted, combining pre- and post-tests with interviews and focus groups. The findings suggest that AR can serve as a transformative tool in history education, bridging the gap between abstract content and lived experience. Purpose. This study investigated the effectiveness of AR-enhanced history lessons in Japanese high schools. A total of 200 students aged 15–18 participated in a quasi-experimental study, with one group receiving AR-based instruction and a control group continuing traditional methods. Method. Quantitative results showed a 25% improvement in historical knowledge among AR users versus 5% in the control group (p < 0.001). Qualitative feedback indicated higher engagement, improved retention, and greater enthusiasm toward history learning. Results. The findings indicate a significant increase in student engagement and understanding of historical events, with 85% of students reporting improved retention and a deeper understanding of history. Teachers noted a positive shift in students’ enthusiasm for learning history. Conclud.  AR technology enhances history education by providing immersive and interactive learning experiences, leading to greater student engagement and better knowledge retention.  
The Impact of Competency-Based Pedagogy on Students’ Motivation and Engagement: An Experimental Study Mohzana Mohzana
Journal Emerging Technologies in Education Vol. 3 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i2.2193

Abstract

Background. Competency-based pedagogy (CBP) has emerged as a transformative instructional approach aligned with 21st-century educational demands, emphasizing the mastery of specific skills and learner autonomy. Despite its increasing adoption, empirical evidence regarding its impact on student motivation and engagement remains limited, especially in higher education contexts. Purpose. This study aims to investigate the effect of CBP on students’ motivation and classroom engagement through an experimental design. Method. The research employed a quasi-experimental method with pretest-posttest control group design. Participants included 120 undergraduate students divided into experimental and control groups. The experimental group received instruction using CBP principles, while the control group followed a traditional teacher-centered model. Data were collected using validated motivation and engagement scales and analyzed using ANCOVA. Results. Findings indicated that students in the CBP group demonstrated significantly higher levels of intrinsic motivation and behavioral engagement compared to those in the control group (p < 0.05). The structured autonomy and performance-based assessment in CBP played a key role in enhancing learner interest and participation. Conclusion.This study concludes that competency-based pedagogy positively influences students’ motivational and engagement levels, supporting its integration into curriculum design to foster meaningful and active learning experiences.
Competency-Based Education in Multicultural Classrooms: Designing Culturally Responsive Teaching Strategies Adrianus Prihartanto; Shirley A Padua; Alvin S Sicat; Rosmerry Simanjuntak; Henny Sutrisman
Journal Emerging Technologies in Education Vol. 3 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i2.2221

Abstract

Background. Culturally diverse classrooms are increasingly the norm in many education systems worldwide, presenting both opportunities and challenges for equitable teaching and learning. Competency-Based Education (CBE), which emphasizes mastery of skills over time spent in instruction, holds significant promise in addressing student diversity. Purpose. However, without culturally responsive strategies, CBE may fall short in meeting the learning needs of students from varied cultural and linguistic backgrounds. Method. Using a qualitative multiple case study design, data were collected from nine teachers across three urban schools through interviews, classroom observations, and instructional material analysis. Results. These practices increased learner motivation, inclusivity, and performance. The findings highlight that aligning CBE with culturally responsive teaching enhances its applicability and equity in diverse classrooms. Conclusion. The study concludes that aligning CBE with culturally responsive teaching enhances its effectiveness in multicultural settings. It recommends embedding cultural relevance as a core component in CBE-based teacher training and curriculum development.
AI-Driven Personalized Learning Paths: Opportunities and Challenges for Inclusive Education Ardi Azhar Nampira; Chak Sothy; Sokha Dara
Journal Emerging Technologies in Education Vol. 3 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i2.3412

Abstract

Background. This study addresses the growing integration of artificial intelligence (AI) in education, particularly its potential to design personalized learning paths that respond to diverse learner needs within inclusive education contexts. Despite increasing adoption, critical questions remain regarding equity, accessibility, and pedagogical effectiveness when AI-driven systems are implemented across heterogeneous student populations Purpose. The primary objective of this research is to examine both the opportunities and challenges associated with AI-driven personalized learning paths in supporting inclusive education. Method. The study employs a mixed-methods approach, combining a systematic literature review with qualitative analysis of selected empirical case studies from primary, secondary, and higher education settings. Data were analyzed thematically to identify patterns related to personalization mechanisms, learner inclusion, ethical considerations, and institutional readiness. Results. The findings indicate that AI-driven personalization can enhance learner engagement, adaptive pacing, and differentiated instruction, particularly for students with diverse abilities and learning profiles. However, significant challenges persist, including algorithmic bias, data privacy concerns, unequal access to digital infrastructure, and limited teacher capacity to critically mediate AI-supported learning. Conclusion. The study concludes that while AI-driven personalized learning paths hold substantial promise for advancing inclusive education, their effectiveness depends on transparent algorithm design, strong ethical governance, and sustained professional development for educators to ensure technology serves pedagogical and social inclusion goals rather than exacerbating existing inequalities.

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