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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 130 Documents
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Improving Student Achievement in Qur’an Hadith Lessons Through Animated Videos Martias Martias; Saleh bin Nur; Azamat Nazarov
Journal Emerging Technologies in Education Vol. 2 No. 4 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v2i4.1599

Abstract

Background. The development of Information and Communication Technology (ICT) in the world of education is increasing. Teachers are required to be more creative and innovative in choosing suitable media when delivering learning materials, one of which is animated videos. Animated videos are audiovisual media that can attract students’ attention and present objects in detail, making it easier for students to understand the learning material. Purpose. The purpose of this research is to improve student achievement in Qur’an Hadith lessons through animated videos. Another goal is to increase students’ motivation so that they do not feel bored or disinterested during the learning process. Method. The research method used is a quantitative approach with a survey model. Results. The research method used is a quantitative approach with a survey model. Conclusion. The limitation of this study is that the researcher only used animated videos for teaching Qur’an Hadith. The researcher hopes that future studies can conduct similar research with different subjects.
The Disruptive Innovation of Communicative Language Teaching (CLT) in English Language Presentations for Economic and Management Knowledge Hengki Hengki; Ratna Ratna; Nina Anis
Journal Emerging Technologies in Education Vol. 3 No. 5 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i5.1609

Abstract

Background. This paper aims to provide an overview of the key findings and implications of the research conducted. The present study examines the impact of communicative language teaching (CLT) as a disruptive innovation on the pedagogy of English language instruction. Purpose. This paper aims to provide an overview of the key findings and implications of the research conducted. The present study examines the impact of communicative language teaching (CLT) as a disruptive innovation on the pedagogy of English language instruction for the acquisition of knowledge in the fields of management and economics. Method. The implementation of the Critical Learning Theory (CLT) presents a novel pedagogical strategy that fosters the development of critical thinking abilities, enhances effective communication skills, and cultivates cultural competency. Results. This essay examines the fundamental principles of Communicative Language Teaching (CLT) and its integration into the domains of economics and management education. Additionally, it investigates the impact of CLT on both educators and learners. Conclusion. Based on the findings, the incorporation of CLT has the potential to enhance students' competence and engagement, thereby equipping them with the necessary skills to thrive in the competitive.
Integration of Philosophical Thinking Methods to Encourage Deep Learning Achievement in Educational Units Marini T; Mulyadi Wijaya; Saifullah Saifullah
Journal Emerging Technologies in Education Vol. 2 No. 6 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v2i6.1892

Abstract

Background. The lack of learning methods offered in classrooms has caused a slowdown in the development of students' reasoning skills in educational units.Purpose. exploring philosophical approaches as a conceptual framework for developing students' critical, analytical, and reflective thinking skills.Method. The method used in this writing is a literature study, by tracing various references related to the topics discussed in this study. This study highlights the importance of Ontology, Epistemology, Axiology in building a deep conceptual understanding for students in educational units. By using theoretical analysis and an interdisciplinary approach.Results. The results of the study show that philosophical thinking methods can encourage the search for meaning, the development of logical arguments, and the integration of ethical values in the learning process.Conclusion. Philosophy-based learning encourages active participation of students, strengthens their ability to contextualize knowledge, and increases their intrinsic motivation for lifelong learning.
Generative Art and Secondary Education: Impact of Artificial Intelligence Tools on Student Creativity Galindo Duran; Alejandro Alejandro
Journal Emerging Technologies in Education Vol. 2 No. 6 (2024)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v2i6.1920

Abstract

Background. This research analyzes the impact on creativity of different Artificial Intelligence tools applied to secondary education, specifically in the artistic field.Purpose. This research analyzes the impact on creativity of different Artificial Intelligence tools applied to secondary education, specifically in the artistic field. Method. Publications comparing traditional methods with AI-based methodologies have been analyzed in detail through statistical analysis.Results. The results show significant improvements in student creativity, as well as a democratization of art. After obtaining an average positive impact of 0.4893 (p < 0.001), and a high degree of heterogeneity (I² = 90.84%). Conclusion. Despite the variety of contexts and methodologies used in each of the articles analyzed, there is an improvement in creativity, critical thinking or problem solving.
Implementing Virtual Reality in Science Education at South Korean High Schools Han Jiwon; Seo Jiwon; Nguyen Thi Mai
Journal Emerging Technologies in Education Vol. 3 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i1.2108

Abstract

Background. The integration of Virtual Reality (VR) into educational settings has gained global momentum, offering immersive and interactive learning experiences that traditional methods often lack. In South Korea, where academic rigor and technological innovation coexist, there is a growing interest in leveraging VR to enhance science education at the secondary level. Purpose. This study investigates the implementation of VR in science classrooms across selected South Korean high schools, focusing on its pedagogical effectiveness, accessibility, and acceptance among teachers and students. Method. A mixed-methods approach was used, combining quantitative survey data from 312 students and 45 science teachers with qualitative insights from focus group interviews and classroom observations. Results. The findings reveal that VR-based instruction significantly increased student engagement, conceptual understanding, and motivation in learning complex scientific phenomena. However, challenges were noted in terms of teacher training, infrastructure limitations, and curriculum alignment. Conclusion. The study concludes that while VR holds strong potential to transform science education in South Korean high schools, successful implementation requires systemic support, including professional development and policy integration. These insights contribute to the ongoing discourse on future-ready STEM education and provide practical guidance for scalable VR adoption.  
Impact of Educational Technology on Student Well-being: An Australian Perspective Ruby King; Liam Wilson; Fathi Ben Slama
Journal Emerging Technologies in Education Vol. 3 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i1.2109

Abstract

Background. The integration of educational technology (EdTech) into Australian classrooms has accelerated over the past decade, especially in response to remote and blended learning demands. While EdTech has enhanced access, flexibility, and engagement in learning, growing concerns have emerged about its potential effects on student well-being. Purpose. This study investigates the multifaceted impact of educational technology on the psychological, emotional, and social well-being of secondary students in Australia. The research aims to assess both the benefits and risks associated with EdTech use, considering variables such as screen time, digital workload, connectivity, and social interaction. Method. A mixed-methods approach was employed, combining survey responses from 412 students across five states with in-depth interviews involving educators and school counselors. Results. The findings reveal a dual impact: while many students reported increased autonomy, engagement, and digital literacy, a significant proportion experienced digital fatigue, stress, and reduced peer interaction. The results also underscore the importance of digital balance and school-level support systems in mitigating negative outcomes. Conclusion. The study concludes that educational technology, when implemented thoughtfully and inclusively, can support student well-being but must be guided by holistic strategies that prioritize mental health and social connection alongside academic goals.
Developing Digital Competence Among Educators in Rural India Karan Singh; Meera Gupta; Ananya Rao
Journal Emerging Technologies in Education Vol. 3 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i1.2112

Abstract

Background. Digital competence has become a fundamental requirement for educators navigating 21st-century learning environments. In rural India, where infrastructural limitations and socio-economic disparities persist, equipping teachers with digital skills is critical to reducing educational inequities and fostering inclusive development. Purpose. This study explores initiatives aimed at developing digital competence among educators in rural Indian contexts, focusing on both the opportunities and systemic challenges involved. The research aims to assess the effectiveness of targeted training programs, identify contextual barriers, and evaluate the sustainability of digital integration in teaching practices. Method. A mixed-methods approach was employed, combining surveys of 150 rural teachers across three Indian states with in-depth interviews and field observations. Results indicate that while most educators demonstrated enthusiasm for technology adoption Results. Results indicate that while most educators demonstrated enthusiasm for technology adoption, significant gaps remain in technical proficiency, access to reliable internet, and availability of culturally relevant digital content. Teachers who received structured, context-specific training exhibited improved confidence, pedagogical innovation, and student engagement. Conclusion. The study concludes that sustained progress in rural digital education requires investment in infrastructure, localized content development, and continuous professional development. These findings contribute to the discourse on digital equity and educational transformation in underserved regions.
Predictive Analytics to Enhance Learning Outcomes: Cases from UK Schools David Green; Emily Thompson; Isaac Ochieng
Journal Emerging Technologies in Education Vol. 3 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i1.2127

Abstract

Background. The increasing integration of data-driven technologies in education has positioned predictive analytics as a promising tool for enhancing student learning outcomes. In the UK, schools are beginning to leverage predictive models to identify at-risk learners, personalize instruction, and inform pedagogical decisions.   Purpose. This study investigates the practical application and impact of predictive analytics in secondary education settings across selected schools in England and Scotland. The primary objective is to assess how predictive tools are used to improve academic performance, engagement, and targeted interventions. Method. A qualitative case study approach was employed, involving interviews with school leaders, data analysts, and teachers in six institutions, alongside document analysis and system usage observations. Results. The findings reveal that predictive analytics, when implemented with pedagogical alignment and ethical oversight, significantly supports early identification of student needs and enables timely academic interventions. However, challenges persist in terms of data literacy among staff, algorithmic transparency, and balancing predictive insights with professional judgment.   Conclusion. The study concludes that predictive analytics can enhance learning outcomes when embedded within a holistic educational framework that prioritizes equity, accountability, and human-centered decision-making.
Utilizing Technology in Multicultural Education: Experiences from Canadian Schools Emma Clark; James Scott; Olivia Davis
Journal Emerging Technologies in Education Vol. 3 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i1.2128

Abstract

Background. In the context of increasingly diverse classrooms, Canadian schools face both the challenge and opportunity of fostering inclusive learning environments through multicultural education. As technology becomes more integrated into pedagogy, its role in addressing linguistic, cultural, and social differences gains prominence. Purpose. This study explores how educators in Canadian schools utilize digital tools to support multicultural education and promote equity among students from diverse backgrounds. The research aims to identify effective strategies, tools, and practices that enhance cultural inclusivity and student engagement through technology-enhanced instruction. Method. A qualitative multiple-case study approach was employed, involving interviews with 28 teachers, classroom observations across six schools, and analysis of institutional technology integration plans. Results. The findings indicate that technology, when used intentionally, facilitates culturally responsive teaching through language support apps, collaborative platforms, and digital storytelling tools. However, the study also reveals disparities in access, digital literacy, and institutional readiness, which hinder equitable outcomes. Conclusion. The study concludes that leveraging technology for multicultural education requires not only pedagogical innovation but also systemic support, teacher training, and inclusive design principles. These insights offer practical implications for educators and policymakers seeking to enhance diversity and inclusion in digital learning environments.
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.

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