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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.
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Articles 10 Documents
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Search results for , issue "vol. 4 no. 3 (2026)" : 10 Documents clear
The Role of Teachers in Building Self-Confidence among Students from Low-Income Family Backgrounds at MIS Raudhatul Jannah Dedi Sahputra Napitupulu; Tarmiji Siregar; Mariana Haenuri
Journal Emerging Technologies in Education Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v4i3.3651

Abstract

Background. Students from low-income family backgrounds frequently face psychological challenges, including diminished self-confidence, that can hinder their full participation in the educational process. This condition demands specific and empathetic strategies from teachers to ensure that students remain able to develop optimally despite their socioeconomic limitations. Purpose. Purpose. This study aims to describe the role of teachers in building the self-confidence of students from low-income family backgrounds at MIS Raudhatul Jannah. Method. This study uses a qualitative field research approach. Data were collected through participatory observation, in-depth interviews with teachers, the school principal, students, and parents, and documentation analysis. Data were analyzed using interactive analysis techniques involving data reduction, data display, and conclusion drawing, and validity was ensured through source, technique, and time triangulation.. Results. Findings reveal that teachers play a highly significant role in strengthening students' self-confidence through three primary strategies: providing appropriate and process-focused appreciation, involving students in leadership roles and activities, and cultivating a positive mindset through language intervention and visual media Conclusion. Teachers function not only as instructors but also as the primary source of motivation and psychological support. The active role of teachers is essential in creating a learning environment that supports the psychological development of students, especially those from low-income families.
The Effect of the Read-Aloud Method on Literacy and Critical Thinking Skills of Children Aged 5–6 Years Uswatun Khasanah; Yes Mathoes Lasarus Malaikosa; Sri Setyowati
Journal Emerging Technologies in Education Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v4i3.3687

Abstract

Background. Early childhood education plays a significant role in preparing children for future academic achievement, particularly in literacy and cognitive development. Preliminary observations at TK Banjarsari Asri, Cerme, Gresik, revealed that many children aged 5–6 years had not yet developed optimal literacy and critical thinking skills. Difficulties were identified in listening comprehension, retelling stories, using new vocabulary, asking questions, expressing opinions, and relating stories to personal experiences. Purpose. This study aims to analyze the effect of the read-aloud method on the literacy and critical thinking skills of children aged 5–6 years. Method. This study employed a quasi-experimental design involving children in Group B at TK Banjarsari Asri. The read-aloud method was implemented through interactive storytelling sessions using picture books entitled “Wake Up Early and Sleep Early” and “Love Learning and Socializing.” During the intervention, teachers encouraged children to listen actively, answer questions, predict story events, express opinions, and connect the stories to their daily experiences. Results. The findings indicate that the read-aloud method positively affected both literacy and critical thinking skills. Children showed improvement in listening comprehension, vocabulary acquisition, story retelling, oral communication, questioning ability, problem-solving, and expressing logical opinions. The interactive storytelling process also increased children’s participation and confidence during classroom activities. Conclusion. The read-aloud method can be considered an effective pedagogical strategy for improving literacy and critical thinking skills in early childhood education. Regular implementation of interactive read-aloud activities provides meaningful language experiences and supports children’s cognitive development.
Designing Inclusive Extended Reality (XR): Heuristics for Developing Accessible Immersive Content for Students with Motor Impairments Istiarsyah Istiarsyah; Francesco Ricci; Alessandra Russo
Journal Emerging Technologies in Education Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v4i3.3828

Abstract

Background. Extended Reality (XR) technologies have become increasingly prominent in educational settings, providing immersive and interactive learning opportunities. However, students with motor impairments encounter significant challenges when engaging with XR content, especially due to the reliance on physical interaction mechanisms such as hand gestures or specialized controllers. These barriers limit their ability to fully participate in the immersive experience that XR technologies offer. Purpose. The purpose of this study is to develop and assess a set of heuristics for creating accessible XR content that caters specifically to students with motor impairments. This research aims to evaluate the effectiveness of these heuristics by examining how they impact usability, accessibility, and user satisfaction among individuals with motor impairments in real-world XR applications. Method. The study adopts a mixed-methods approach, incorporating usability testing, focus group discussions, and expert reviews to gather comprehensive data on the proposed heuristics. Participants with motor impairments are asked to interact with XR content designed using the newly developed accessibility heuristics. The research gathers both qualitative and quantitative data, including task completion times, error rates, and user satisfaction metrics. Results. Findings indicate that students with motor impairments exhibit significant improvements in task completion times, reduced error rates, and higher user satisfaction when interacting with XR content that incorporates the proposed accessibility heuristics. Adaptive input methods, such as voice commands and customizable controllers, are identified as particularly effective in enhancing accessibility and engagement. Conclusion. This study contributes to the field of XR accessibility by providing practical guidelines for developers aiming to create more inclusive educational content. It underscores the importance of inclusive design in XR systems, ensuring that all learners, regardless of physical abilities, can benefit from immersive educational experiences. The results of this study offer a foundation for future research focused on expanding accessibility in XR learning environments.
Implementation of the Attractive Learning Model in Learning Moral Beliefs at Mts Negeri 4 Bungo Ferita Meliana; Muhammad Solihin; Ulfa Adilla
Journal Emerging Technologies in Education Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v4i3.3863

Abstract

Learning Akidah Akhlak in madrassas requires a strategy that not only emphasizes theoretical mastery of the material, but also the formation of Islamic attitudes and behaviors of students in daily life. The problems that arise in this study are related to the tendency of teacher-centered learning, the limitations of class interaction, and the lack of optimal involvement of students in understanding and living the material of Moral Faith. This study aims to analyze the implementation of the interactive learning model in learning Akidah Akhlak at MTs Negeri 4 Bungo, including the form of implementation, supporting and inhibiting factors, and its impact on students' understanding and behavior. The research uses a qualitative approach with a descriptive method. Data was collected through observation, in-depth interviews, and documentation, then analyzed using the Miles, Huberman, and Saldaa models through data reduction, data presentation, and conclusion drawn. The results of the study show that the interactive learning model has been applied through discussions, questions and answers, presentations, educational games, and technology-based media so that learning becomes more active, communicative, and student-centered. The supporting factors include student enthusiasm, school support, and the use of interactive media, while the inhibiting factors include limited facilities, low confidence of some students, and limited learning time. In conclusion, the interactive learning model is effective in improving the quality of learning Akidah Akhlak, strengthening students' understanding, and encouraging the formation of discipline, responsibility, cooperation, and mutual respect.
Predictive Analytics and Student Retention: A Multi-Institutional Longitudinal Study on Early Warning Systems in Higher Education Ika Yuniawati; Kabelo Dube; Dineo Modise
Journal Emerging Technologies in Education Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v4i3.3883

Abstract

Background. Student retention remains one of the most significant challenges in higher education, particularly amid increasing diversity in student demographics, academic preparedness, and socioeconomic conditions. The growing availability of institutional data has encouraged universities to adopt predictive analytics and Early Warning Systems (EWS) to identify academically vulnerable students before disengagement becomes irreversible. Purpose. This study aimed to examine the effectiveness of predictive analytics and Early Warning Systems in improving student retention across multiple higher education institutions. Particular attention was directed toward identifying dominant predictive variables, evaluating institutional intervention effectiveness, and analyzing longitudinal retention trajectories among at-risk students. Method. A longitudinal mixed-methods design was employed involving 2,500 undergraduate student records collected from five universities over four academic years. Quantitative analysis included logistic regression, survival analysis, and machine learning classification models, while qualitative interviews explored institutional intervention practices and student support experiences. Results. The findings revealed that attendance rate, learning management system engagement, academic performance, and financial aid stability significantly predicted student retention outcomes. Institutions implementing coordinated intervention frameworks achieved substantially higher persistence rates among high-risk students compared to universities relying solely on automated predictive notifications. Conclusion. Predictive analytics and Early Warning Systems can significantly enhance student retention when integrated with proactive and human-centered institutional support systems. The study highlights that predictive technologies are most effective when universities translate analytical insights into timely educational interventions that address students’ academic and social support needs.
Implementation of Educational and Ethical Awareness Programs through Internal Control and Whistleblowing Systems to Prevent Fraud in the Traffic Unit of Bandar Lampung Police Novi Indah Earlyanti; Alfahry Rasman
Journal Emerging Technologies in Education Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v4i3.3901

Abstract

Fraud prevention efforts cannot be separated from the methods that can be done to eliminate the opportunity for fraud, including having a good internal control system and implementing an adequate whistleblowing system. Therefore, this study aims to analyze the effect of the internal control system and whistleblowing system on preventing fraud by members of the Bandar Lampung Police Traffic Unit (Satlantas). This study uses a quantitative approach with a survey method conducted on 78 members of the Bandar Lampung Police Traffic Unit. Data analysis techniques used include instrument testing, classical assumption testing, and multiple linear regression hypothesis testing. The results of this study obtained a regression equation, namely Y ? = 5.902 + 0.036 X1 + 0.859 X2 + e. This study concludes that partially, the internal control system does not have a significant effect on preventing fraud by members of the Bandar Lampung Police Traffic Unit, while the whistleblowing system has a significant effect on preventing fraud by members of the Bandar Lampung Police Traffic Unit. Simultaneously, the internal control system and whistleblowing system have a significant influence on the prevention of fraud by members of the Bandar Lampung Police Traffic Unit with a contribution of 70.7% while the remaining 29.3% is influenced by other variables.
Picture Book-Based Storytelling to Enhance Literacy Among 5–6-Year-Old Children at RA Nurul Islam Marlis Simarni; Feerlie Moonthana Indhra; Ani Pajrini
Journal Emerging Technologies in Education Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v4i3.3906

Abstract

Early childhood literacy skills are an important foundation for learning readiness at the next level of education, but in practice, the literacy skills of children aged 5-6 years still require appropriate, interesting, and developmental stimulation. This research aims to improve the literacy skills of children aged 5-6 years through the application of storytelling based on picture books in the literacy corner of RA Nurul Islam. This study uses the Classroom Action Research approach with stages of planning, action implementation, observation, and reflection which are carried out in several cycles. The subject of the study was the children of group B RA Nurul Islam aged 5–6 years. Data is collected through observation, documentation, and assessment of children's performance based on literacy ability indicators which include listening, answering questions, retelling the content of stories, mentioning characters, getting to know new vocabulary, and recognizing simple letters or symbols. The results of the study show that the application of storytelling based on picture books in literacy corners is able to increase children's involvement in learning and gradually improve their literacy skills. Thus, storytelling based on picture books is effectively used as a learning strategy to improve early childhood literacy skills at RA Nurul Islam
Optimization of Bamboo Bridge Outbound Activities in Shaping the Religious Character of Grade II Students of Madrasah Ibtidaiyah Alam Ya Bunayya Bungo Uci Rahma Yani; Muhammad Zaki; Siti Khamim
Journal Emerging Technologies in Education Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v4i3.3921

Abstract

This research is motivated by the importance of forming the religious character of Madrasah Ibtidaiyah students from an early age, while in educational practice there are still symptoms of lack of discipline, low responsibility, lack of confidence, and not optimal practice of religious values in daily life. This study aims to describe the implementation of outbound Bamboo Bridge activities, analyze the optimization strategy and integration of religious values, and explain its impact on the formation of religious character of grade II students of Madrasah Ibtidaiyah Alam Ya Bunayya Bungo. This study uses a descriptive qualitative approach with a type of field research. Data was collected through observation, interviews, and documentation of madrasah heads, homeroom teachers of grade II, outbound assistant teachers, students, and parents. The results of the study show that Bamboo Bridge outbound activities can be an effective medium in shaping religious character if carried out through careful planning, intensive teacher mentoring, value reflection, and continuous evaluation. The impact that arises includes increased discipline, courage, responsibility, patience, and social concern of students. Thus, it can be concluded that the optimization of Bamboo Bridge's outbound acBamboo Bridge; Karakter Religius; Madras; Optimalisasi; Outbound. Ativities contributes significantly to the formation of students' religious character through concrete, fun, and meaningful learning experiences.
The Utilization of Virtual Reality (VR) of Islamic Historical Sites to Enhance Contextual Understanding of Sababun Nuzul Hadiths Fiqih Ananda; Ilda Putri; Indah Gayatri; Muhamad Yahya
Journal Emerging Technologies in Education Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v4i3.3979

Abstract

Background. Understanding the historical context of Hadiths, particularly the Sababun Nuzul (circumstances surrounding the emergence and transmission of Hadiths), remains a significant challenge for students in Islamic studies. Conventional teaching methods often rely on textual descriptions that limit learners’ ability to visualize historical settings and events. Purpose. This study aimed to investigate the effectiveness of utilizing Virtual Reality (VR) representations of Islamic historical sites in enhancing students’ contextual understanding of Sababun Nuzul Hadiths. The study also explored students’ perceptions of VR-based learning as an educational tool in Islamic studies. Method. A quantitative research design was employed involving undergraduate students enrolled in Islamic studies courses. Participants experienced VR-based learning environments featuring reconstructed Islamic historical sites associated with selected Hadith narratives. Data were collected through contextual understanding tests and perception questionnaires and analyzed using descriptive and inferential statistical techniques. Results. The findings revealed that students who engaged with VR-based learning demonstrated significantly higher levels of contextual understanding compared to those who learned through conventional instructional approaches. The participants also reported positive perceptions regarding learning motivation, engagement, historical visualization, and knowledge retention. Conclusion. The integration of Virtual Reality into Islamic education provides an effective approach to improving students’ contextual understanding of Sababun Nuzul Hadiths. The immersive and interactive nature of VR facilitates meaningful learning experiences and supports the modernization of Islamic educational practices. Future studies are encouraged to explore the integration of both VR and AR technologies across broader areas of Islamic learning.
Neuro-Educational Data Mining: Bridging Brain-Computer Interfaces and Predictive Learning Analytics for Personalized Instruction Catur Lestari Wijayanti
Journal Emerging Technologies in Education Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v4i2.4050

Abstract

Background. Rapid transformations in labor markets driven by digitalization and platform-based employment have reshaped traditional career trajectories, particularly among Generation Z. Emerging gig economy structures require adaptive competencies that extend beyond conventional career preparation, yet many career development models remain oriented toward stable, long-term employment pathways. Purpose. This study aimed to examine the role of career counseling in enhancing Generation Z’s readiness for gig economy participation. Specifically, it investigated the extent to which career adaptability, digital career competence, entrepreneurial readiness, and career self-efficacy contribute to preparedness for non-traditional and platform-based employment. Method. A mixed-methods sequential explanatory design was employed. Quantitative data were collected from 450 participants using validated instruments measuring career adaptability, digital career competence, entrepreneurial readiness, career self-efficacy, and gig economy career readiness. Structural Equation Modeling (SEM) was applied to test the relationships among variables. Qualitative interviews were conducted to deepen understanding of participants’ perceptions of career counseling experiences and alternative career pathways. Results. The findings indicate that career counseling has a significant positive effect on all examined variables. Career adaptability emerged as the strongest predictor of gig economy readiness, followed by digital career competence and entrepreneurial readiness. Career self-efficacy also contributed significantly to readiness outcomes. The qualitative data supported these findings by showing that students who experienced structured career guidance demonstrated greater confidence in navigating uncertain and project-based labor markets. However, some participants still exhibited limited awareness of gig economy risks and unstable income structures, indicating uneven preparedness. Conclusion. The study highlights that career counseling plays a critical role in preparing Generation Z for evolving labor market demands. Strengthening adaptive, digital, and entrepreneurial dimensions within counseling frameworks is essential for improving readiness for gig and platform-based employment. These findings suggest that traditional career guidance models require substantial redesign to align with the realities of contemporary work ecosystems.

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