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Journal of Educational Science and Technology
Published by Universitas Negeri Makassar
ISSN : 24601497     EISSN : 24773840     DOI : -
Core Subject : Education, Engineering,
Education Engineering
Jurnal EST mempublikasikan artikel hasil penelitian bidang studi kependidikan, yang berhubungan dengan belajar dan pembelajaran, teori dan praktik pendidikan, kebijakan pendidikan, pengembangan kurikulum dan materi pembelajaran, pendidikan budaya dan karakter bangsa, pendidikan guru, teknologi dan media pembelajaran, dan kegiatan lainnya yang relevan. Untuk itu diundang berbagai penulis artikel dari dalam dan luar negeri
Arjuna Subject : -
Articles 7 Documents
 1 
Search results for , issue "Volume 10 Number 3 December 2024" : 7 Documents clear
Exploring the Impact of the SOLE (Self Organized Learning Environment) Model on Student Response and HOTS Abu, Siti Hayatun Nur; Bundu, Patta; Haling, Abdul
Journal of Educational Science and Technology (EST) Volume 10 Number 3 December 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v10i3.65114

Abstract

This study aims to determine the impact of the application of the SOLE learning model in terms of student response to learning and students' thinking skills after going through SOLE learning. This study is pre-experimental research using a one-shot case study design involving one independent variable, namely the SOLE Model, and dependent variables, namely student response and student HOTS ability. The source of the research data was 60 students as a sample. Data collection techniques include questionnaires and tests. Questionnaire to determine the usefulness of the SOLE model based on student responses. Test instruments are used to determine a student's HOTS profile. The data obtained are analyzed descriptively, scored, and categorized. The results showed that students' responses to SOLE learning were in a good category, which means that SOLE learning is beneficial for students. The HOTS test results showed that  3% of students had sufficient HOTS profiles, 80% of students had good HOTS profiles, and 17% of students had excellent HOTS profiles.
Students' Academic Procrastination in Learning Scientific Writing: Conditions, Prevalence, and Classifications Cahyono, Bambang Eko Hari; Asri, Dahlia Novarianing
Journal of Educational Science and Technology (EST) Volume 10 Number 3 December 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v10i3.66311

Abstract

The purpose of this study was to describe the conditions of learning Scientific Writing, the prevalence and classifications of academic procrastination among students in this context. This study uses quantitative and qualitative descriptive approaches. The subjects of the study were students of the Indonesian Language and Literature Education Study Program, Universitas PGRI Madiun, who were taking the Scientific Writing course.Scales for academic procrastination, observation manuals, and document grids were the tools utilized to collect data. Data collection techniques were carried out through psychological assessments, passive participant observation, and document studies. While qualitative data analysis makes use of an interactive analytical model, quantitative data analysis makes use of descriptive statistics. The results of the study show that learning to write scientific papers has not been implemented properly. In addition, it is also known that there are several weaknesses in scientific works written by students, namely in the aspects of arranging logical thinking, discussion sequence, data literacy, argumentation, references, sentence and paragraph arrangement, use of spelling, scientific writing style, and originality. The level of academic procrastination among students in the Scientific Writing learning is relatively high. Compared to female students, men students put off learning Scientific Writing more often. The level of academic procrastination is correlated with student learning achievement.
AI-Driven Learning: Mediating and Moderating Dynamics in Self-Regulated Learning. Mahniza, Melda; Sari, Resti Elma; Suci, Puji Hujria; Saputra, Indra; Putri, Elviza Yeni
Journal of Educational Science and Technology (EST) Volume 10 Number 3 December 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v10i3.68254

Abstract

The rapid integration of artificial intelligence (AI) in education has transformed how students learn, particularly in fostering self-regulated learning (SRL). However, understanding the mechanisms and conditions under which AI adoption influences SRL remains underexplored. This study investigates the roles of achievement goals, cognitive load, personalized learning, students' adaptability, and AI competence in shaping SRL within an AI-enhanced educational framework. The research employs Structural Equation Modeling (SEM) with the Partial Least Squares (PLS) approach to analyze direct, mediating, and moderating effects while accounting for demographic controls such as age, gender, internet access, and environment. The findings reveal a complex interplay of factors. Direct effect testing showed that five hypothesized relationships, including the influence of achievement goals, cognitive load, personalized learning, and students’ adaptability on SRL, were unsupported. Mediation analysis confirmed that AI adoption significantly mediates the effects of achievement goals, cognitive load, and personalized learning on SRL, emphasizing the role of technology acceptance in enhancing learning autonomy. Moderation analysis identified that AI competence strengthens the relationship between achievement goals and SRL but does not moderate other interactions, such as those involving AI adoption or cognitive load. These results underscore the nuanced dynamics between cognitive, technological, and motivational factors in AI-enhanced learning. The study contributes to the growing literature on AI-driven education by highlighting the pivotal role of mediating variables like AI adoption and the limited yet strategic influence of AI competence. Future research should explore broader contextual and pedagogical factors to optimize the integration of AI tools in fostering self-regulated learning
Online Teaching-Learning Practices of Science, Technology, and Society: Philippine Higher Education Context Rivera, Kimberly Cabrera
Journal of Educational Science and Technology (EST) Volume 10 Number 3 December 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v10i3.66231

Abstract

The basic education system in the Philippines has transitioned from K-10 to K-12, introducing new courses in universities, including Science, Technology, and Society (STS). This course is valuable as it links science to technology and industry, vital for national growth. With STS now part of the curriculum, periodic assessments are essential to evaluate how instructors and learners are adapting, especially after the pandemic shifted classes to online and blended modalities. This narrative analysis research study was conducted to examine the online teaching and learning practices of students and teachers. The study suggests that students prefer collaborative and creative activities, asynchronous learning, practical content, and modules with visual aids rather than dense text. Teachers support students' education by using recorded videos for discussions, integrating creative assessments into various tasks, and maintaining communication through mobile instant messaging (MIM). To improve the online teaching and learning of STS, several factors are necessary. Modules should be clear and visually engaging, and content must be accurate and up-to-date. It is also important to revisit STS as a general education course to evaluate its relevance and impact, and to adapt content to local contexts. Assessments should prioritize quality over quantity, and asynchronous classes should be supported with face-to-face instruction to effectively blend online and in-person learning. Encouraging collaboration among educators to share best practices and resources is also recommended. These measures may help improve the implementation and effectiveness of STS in the Philippines' educational system to meet the present needs of both students and teachers.
Student Teachers’ Vocational Identity Formation: How the Impact of Moral and Ego Development? Akhmad, Sudaryat Nurdin; Suherman, Uma; Ilfiandra, Ilfiandra; Nadhirah, Nadia Aulia
Journal of Educational Science and Technology (EST) Volume 10 Number 3 December 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v10i3.67697

Abstract

The lack of concern teacher education for the formation of vocational identity and the controversy about relation between moral and ego development to identity formation become the reason why this research was conducted. The objective of this research to describe the causal relationship between three constructs. The design used is a cross-sectional survey with descriptive methods. The participants in this study were 465 prospective teacher students at a state university that provides teacher education in Indonesia, who were recruited using a multistage cluster sampling technique. The Defining Issues Test, Ego Development Inventory, and Vocational Exploration and Commitment Questionnaire were used to reveal the data, which were then processed statistically. The configuration of morals and ego in identity formation is mapped in the contingency table. In contrast, the causal analysis is tested through path analysis. From the results of this study, no systematic map was found regarding the configuration of morals and ego in the formation of vocational identity status. Unlike moral considerations, ego development has a positive effect on the vocational identity status of students. Moral development is not correlated with ego development and vocational identity status. This study also successfully revealed theoretical, methodological, and practical implications.
Exploring Distractions Impacting Arab EFL Learners in Online Environments Barkaoui, Mohamed Elboussairi Salih Elhaj Mohamed
Journal of Educational Science and Technology (EST) Volume 10 Number 3 December 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v10i3.67097

Abstract

This study investigates key distractions impacting Arab EFL learners in online education, shaped by unique socio-cultural, technological, and environmental factors. Using a qualitative approach, semi-structured interviews with ten online teaching experts from the Arab region identified primary distraction sources and context-specific solutions. Thematic analysis revealed four main types of distractions: cultural influences, technological limitations, household interruptions, and low engagement levels, all significantly hindering students’ focus and academic performance. Experts recommended strategies to address these challenges, including enhancing digital infrastructure, integrating culturally aware teaching practices, creating supportive learning spaces, and leveraging interactive tools to improve engagement. The findings emphasize the need for solutions tailored to the Arab context, offering practical guidance for educators, policymakers, and institutions to create more effective online learning environments. This research provides valuable insights into the distinct challenges faced by Arab EFL learners, promoting a more customized approach to support their success in online education.
Investigating the Correlation Between Soft Skills and Career Efficacy in Students with Disabilities Aryani, Farida; Anwar, Citra Rosalyn; Zulfitrah, Zulfitrah; Idris, Idriani; Rafli, Muhammad
Journal of Educational Science and Technology (EST) Volume 10 Number 3 December 2024
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v10i3.66256

Abstract

This study aims to explore the relationship through the correlation test between soft skills and career efficacy of students with disabilities in Makassar City. This study uses a type of quantitative research with a correlational design. The participants of this study involved 50 students with disabilities spread across four universities in Makassar City (Makassar State University, Hasanuddin University, Muslim Indonesia University, Muhammadiyah Makassar University). Data collection techniques were carried out using psychological scale instruments, namely the soft skills scale of 20 statement items using a Likert scale range of 1-5 and a career efficacy scale of 32 statement items using a Likert scale range of 1-5. The instrument was first tested for content validity by experts and item validity using the Confirmatory Factor Analysis (CFA) test. This research sample technique uses purposive sampling by determining sample criteria. The results showed the results of descriptive and correlation tests that there was a relationship or correlation between soft skills variables and career confidence variables in other words, the more soft skills increase, the career confidence in Makassar City disability students.

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