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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 130 Documents
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Bridging the Gap: The Role of AI-Driven Assistive Technologies for Visually Impaired Students in Higher Education Moh Solehuddin; Ahmed Mohamed; Amina Said
Journal Emerging Technologies in Education Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v4i1.3438

Abstract

Background. Higher education institutions increasingly adopt digitally mediated learning environments; however, visually impaired students continue to face persistent structural barriers in accessing complex visual and multimedia academic content. Conventional assistive technologies largely rely on basic text-to-speech functions and remain limited in interpreting diagrams, charts, and discipline-specific visual materials, particularly in STEM-related fields. Purpose. This study aimed to examine the role of AI-driven assistive technologies in enhancing accessibility, academic performance, and learning autonomy among visually impaired students in higher education contexts. Method. An explanatory sequential mixed-methods design was employed involving 72 visually impaired students from three universities. Quantitative data were collected through GPA analysis, engagement and learning autonomy scales, and usability measures to compare outcomes between users of AI-based assistive technologies and conventional assistive tools. Qualitative data were obtained through semi-structured interviews to explore learners’ experiences and institutional support mechanisms. Results. Inferential analysis revealed statistically significant improvements in academic performance, engagement, and perceived learning autonomy among students using AI-driven assistive technologies (p < 0.001). Learning autonomy emerged as a significant predictor of academic success. Qualitative findings indicated improved comprehension of visual academic content and increased classroom participation facilitated by AI-supported tools. Conclusion. AI-driven assistive technologies function as transformative accessibility solutions when integrated with adequate institutional support, contributing to more equitable academic participation and the development of inclusive higher education ecosystems for visually impaired learners.
From Resistance to Resilience Psychological Factors Influencing Teachers' Adoption of AI Tools Amie Primarni; Carlos Chavarria; Olivia Jimenez
Journal Emerging Technologies in Education Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v4i1.3518

Abstract

Background. Rapid advancements in artificial intelligence (AI) technologies are transforming educational environments and reshaping teaching practices worldwide. Educational institutions increasingly encourage teachers to integrate AI-powered tools such as generative systems, intelligent tutoring platforms, and automated feedback technologies into classroom activities. Despite the potential benefits of AI for improving instructional efficiency and personalized learning, many teachers initially demonstrate hesitation or resistance toward adopting these technologies. Psychological factors such as technological self-efficacy, perceived usefulness, technological anxiety, and professional identity concerns play a critical role in shaping teachers’ responses to AI-driven educational innovation. Purpose. This study aims to examine the psychological factors influencing teachers’ adoption of AI tools and to explore how educators transition from resistance toward resilience when interacting with emerging educational technologies. Method. A mixed-methods research design was employed involving 120 in-service teachers from various subject areas. Data were collected through structured questionnaires measuring psychological constructs related to AI adoption and through semi-structured interviews exploring teachers’ experiences with AI tools. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were examined through thematic analysis. Results. The findings indicate that technological self-efficacy, perceived usefulness of AI tools, and psychological resilience significantly influence teachers’ intention to adopt AI technologies. Initial resistance tends to decrease as teachers gain practical experience, receive institutional support, and develop greater confidence in using AI tools. Conclusion. Psychological readiness is a key determinant of successful AI integration in education. Strengthening teachers’ self-efficacy, reducing technological anxiety, and fostering resilience through training and institutional support can facilitate more effective adoption of AI-driven teaching practices.
The Global Classroom: Utilizing Collaborative Platforms for Cross-Border Project-Based Learning Iwan Adhicandra; Sibusiso Ndlovu; Jabulani Dlamini
Journal Emerging Technologies in Education Vol. 4 No. 1 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v4i1.3522

Abstract

Background. Globalization and rapid advancements in digital technologies have significantly transformed the landscape of higher education, encouraging institutions to adopt innovative learning models that transcend geographical boundaries. Collaborative digital platforms have emerged as important tools for facilitating international learning experiences, enabling students from different countries to participate in shared academic projects. Cross-border project-based learning supported by digital collaboration tools offers opportunities to enhance intercultural communication, collaborative problem-solving, and global competence among students. Despite the increasing adoption of such platforms, empirical evidence regarding their effectiveness in supporting structured global classroom environments remains limited. Purpose. This study aims to examine how collaborative digital platforms can facilitate cross-border project-based learning and to evaluate their influence on student engagement, intercultural interaction, and collaborative knowledge construction within the global classroom framework. Method. A mixed-methods research design was employed involving 120 undergraduate students from four universities participating in multinational project teams. Data were collected through questionnaires, platform interaction logs, reflective journals, and semi-structured interviews. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were examined through thematic analysis. Results. Results indicate that collaborative digital platforms significantly enhance student engagement, intercultural communication, and collaborative problem-solving abilities. High levels of digital interaction were positively associated with improved teamwork quality and global competence development. Conclusion. The study concludes that integrated collaborative platforms provide effective infrastructures for supporting sustainable global classroom environments in higher education.
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.
Analysis of the Use of Guidebooks on Student Learning Outcomes in Fiqh Subjects at Mts Negeri 2 Bungo Rahayu Saputri; Andryadi Andryadi; Mabruri Mabruri
Journal Emerging Technologies in Education Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v4i2.3707

Abstract

The use of guidebooks in Fiqh learning at MTs Negeri 2 Bungo is an important issue because even though it is available and used, its function as an independent learning resource is not optimal. This study aims to analyze the use of guidebooks on student learning outcomes and identify factors that affect their effectiveness. With a qualitative approach and case study design, data were collected through interviews, observations, and documentation involving Fiqh teachers, students, and deputy heads of madrasas in curriculum areas. The results of the study showed that handbooks support the delivery of learning materials and exercises, but their use is still dominant in the classroom and has not yet functioned as an independent reference. Its effectiveness is influenced by student involvement, language readability, design quality, content contextuality, teacher strategies, and madrasah support in building a learning culture. Students who actively use books tend to have a better understanding, although the influence is uneven. Different from previous studies that emphasized statistical relationships between variables, this study highlights the interaction between students, teachers, teaching materials, and the learning environment. The findings confirm that the optimization of guidebooks requires student-centered learning strategies, the development of communicative and contextual teaching materials, and consistent literacy habituation.
Directive Control Behaviors dalam Kepemimpinan Pendidikan: A Systematic Literatur Review Riva Yullanda; Hadiyanto Hadiyanto; Sulastri Sulastri
Journal Emerging Technologies in Education Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v4i2.3733

Abstract

(This study aims to examine more systematically aboutdirective control behaviors in educational leadership using an approachsystematic literature review (SLR). This approach is used to identify, select, and synthesize various relevant previous research findings to obtain a more comprehensive understanding of the forms, contexts, and impacts of directive and controlling leadership behaviors in educational settings. This study used a selection process through the PRISMA stages (identification, screening, eligibility, and inclusion) to obtain 30 journal articles that met all criteria for further analysis. The articles analyzed were limited to publications from 2020-2026 with inclusion criteria including reputable scientific journals, full-text availability, and discussions of directive leadership in the educational context. The results of the study indicate thatdirective control behaviors In educational leadership, it generally appears in the form of direct instruction, strict supervision, and centralized decision-making by the leader. These behaviors have a variety of impacts, both positive in terms of improving discipline and clarity in tasks, but also negative in terms ofdirective control behaviors It can also reduce the independence and creativity of teachers and school administrative staff. These findings indicate that the effectiveness of directive leadership is highly dependent on the organizational context and the level of human resource preparedness in the school.
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.
Augmented Reality in the Science Lab: Enhancing Spatial Understanding of Molecular Structures Risjunardi Damanik
Journal Emerging Technologies in Education Vol. 4 No. 2 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v4i2.3829

Abstract

Background. The increasing complexity of scientific concepts, especially in chemistry, poses substantial challenges for students. Understanding molecular structures is particularly difficult due to their abstract and three-dimensional nature. Traditional teaching methods often rely on static visualizations, which can fail to adequately support students' spatial understanding. As a result, learners struggle to visualize molecular components and their relationships in a meaningful way. Purpose. This study aims to explore the effectiveness of Augmented Reality (AR) in improving students’ spatial understanding of molecular structures, particularly in laboratory environments. By leveraging AR’s capacity to enhance visualization and interaction, this research investigates whether it can provide students with a more engaging and effective way to learn complex scientific concepts. Method. A quasi-experimental mixed-methods design was employed, involving 96 undergraduate students. Participants were divided into two groups: an experimental group, which was exposed to AR-based learning, and a control group, which received conventional instruction. The study utilized a combination of quantitative and qualitative data collection methods. Quantitative data were analyzed using t-tests, ANCOVA, and Structural Equation Modeling (SEM), while qualitative data were gathered through interviews and observations. These data points were used to assess the differences in spatial understanding between the two groups. Results. The findings reveal that students exposed to AR-based learning exhibited significantly higher spatial understanding than those who received conventional instruction. Additionally, engagement with AR tools played a mediating role, with students actively interacting with the AR content demonstrating deeper comprehension and improved learning outcomes. This suggests that AR not only aids in visualization but also enhances active learning experiences, which contributes to better educational outcomes. Conclusion. The results indicate that AR is an effective and innovative tool for improving spatial reasoning in science education. By enabling real-time manipulation and visualization of molecular structures, AR supports both the cognitive and experiential aspects of learning. This study concludes that AR has the potential to transform science education by providing a more interactive and engaging way for students to grasp complex scientific concepts.
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.

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