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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 6 Documents
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Search results for , issue "volume 12 number 2 august 2026" : 6 Documents clear
Beyond Mere Assistance: Exploring Generative AI’s Role in Polytechnic Students’ Critical Thinking Arif Ainur Rafiq; Dina Adinda; Hendi Purnata; Yuniarmelinda Ikha Meru Brahmanty; Purwiyanto Purwiyanto
Journal of Educational Science and Technology (EST) Volume 12 Number 2 August 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v12i2.85075

Abstract

Integrating generative artificial intelligence (GAI) tools into higher education has sparked debate over their impact on student learning outcomes. While concerns about academic dependency persist, limited empirical evidence exists regarding AI's potential to enhance critical thinking skills in technical education contexts, particularly in non-Western polytechnic environments. This study investigates how structured GAI integration influences the development of critical thinking among polytechnic students in electrical and mechatronics engineering programs. A mixed-methods design involving 515 students from Politeknik Negeri Cilacap, Indonesia, was employed. A pre-post intervention measured critical thinking using the Watson-Glaser Critical Thinking Appraisal–Short Form (WGCTA-SF). Qualitative data were gathered through focus group discussions, reflective journals, and interviews. Results indicated significant improvement in critical thinking scores (pre-test: M=67.3, SD=8.4; post-test: M=74.8, SD=7.2; t (495) = 12.67, p<0.001, Cohen's d=0.94). The largest gains appeared in argument evaluation (21.3%), inference making (18.2%), and recognition of assumptions (15.7%). Qualitative analysis identified four mechanisms underpinning these gains: scaffolded questioning, exposure to multiple perspectives, iterative refinement processes, and development of metacognitive awareness. These findings suggest that GAI tools, when embedded within structured pedagogical frameworks, function as sophisticated cognitive scaffolds that enhance rather than replace critical thinking. This study provides evidence for a paradigm shift: from viewing AI as a task-completion aid to recognising its potential as a critical-thinking development tool in technical higher education.
Promoting Responsible and Shared Technology Adoption in African Teacher Education Professional Practices Adedayo Olayinka Theodorio; Andrew Wambua
Journal of Educational Science and Technology (EST) Volume 12 Number 2 August 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v12i2.89500

Abstract

Technology adoption in African teacher education is increasingly essential to instructional processes. However, the African literature offers little guidance on how African teacher educators across the continent promote responsible adoption and build shared knowledge through critical conversations about the ethics of care in this era of technological uncertainty. This study addresses this gap by examining how African teacher educators promote shared, responsible technology adoption in African teacher education. Participants were conveniently sampled to complete a semi-structured online survey. The data were analysed thematically, and the findings indicated that, through a collegial safety net and a collective learning discourse on technology integration, African teacher educators may raise awareness and deepen understanding of responsible technology adoption in professional practice. These insights underscore the importance of collective effort and dialogical discourse on integrating technology into pedagogical plans to mitigate unethical practices related to technology adoption. The study concludes with a call for collaboratively funded, strategically planned teacher-education training, with a clear mandate to elevate African teacher education to match the Global North’s technological adoption standards.
Evaluating the Impact of GIL on Student Academic Performance in Plant Tissue Concepts: Evidence from a Quasi-Experimental Study Zulkifli Ahmad; Bahtiar Bahtiar; Fatima Buamonabot; Rusman Rasyid; Abdulrasyid Tolangara
Journal of Educational Science and Technology (EST) Volume 12 Number 2 August 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v12i2.88739

Abstract

Plant tissue concepts represent a foundational yet complex domain in secondary biology education, often characterized by persistent conceptual difficulties. This quasi-experimental study evaluated the empirical impact of Guided Inquiry Learning (GIL) on high school students' academic performance in plant tissue topics compared to traditional direct instruction. A total of 48 eleventh-grade students participated, divided equally into an experimental group (n = 24) exposed to GIL and a control group (n = 24) taught via conventional lecture methods. Pretest, posttest, and Hake's normalized gain (N-gain) scores were gathered to assess conceptual growth. Within-group analysis using the Wilcoxon signed-rank test demonstrated statistically significant performance gains for both cohorts (W = 0.000, z = -6.031, p < .001). Descriptive N-gain analysis revealed medium learning gains for both experimental (Mean = 0.455, SD = 0.134) and control groups (Mean = 0.436, SD = 0.063). Diagnostic checks revealed severe violations of parametric assumptions, including non-normality of posttest residuals (Shapiro-Wilk W = 0.935, p = .011) and heteroscedasticity (Levene's F = 13.17, p < .001). Inferential evaluation via Welch's t-test yielded t(29.74) = 1.701, p = .099, Cohen's d = 0.491, while the Mann-Whitney U test indicated U = 350.500, p = .192. Although between-group differences did not achieve formal statistical significance at the alpha = .05 threshold due to limited sample size, the moderate effect size (d = 0.491) highlights substantial practical significance, underscoring GIL's pedagogical potential in enhancing high-level cognitive mastery.
Virtual Campus Tours in Higher Education: A Systematic Review of Technological Applications, Recruitment, and Educational Benefits Diky Zakaria; Yayan Nurbayan; Suci Utami Putri; Nuur Wachid Abdul Majid; Hafiziani Eka Putri; Suprih Widodo; Dede Irawan Saputra
Journal of Educational Science and Technology (EST) Volume 12 Number 2 August 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v12i2.77584

Abstract

Virtual Campus Tours (VCTs) are increasingly used in higher education to support campus familiarization, student recruitment, and digital engagement. However, their technological development, institutional applications, and educational outcomes require a focused synthesis that distinguishes campus orientation and user engagement from demonstrated learning outcomes. This study addresses this gap through a Systematic Literature Review (SLR) guided by the PRISMA 2020 guidelines and complemented by descriptive bibliometric analysis. A Scopus search conducted on August 20, 2025, identified 47 records published between 2013 and 2025, of which 35 studies met the eligibility criteria and were included in the final synthesis. The analysis examined annual publication output, citation distribution, and thematic clusters based on author keyword co-occurrence, alongside a thematic synthesis of technological applications, recruitment and marketing, educational roles, and implementation challenges. Publication output peaked in 2023 with ten studies, followed by eight studies in 2024, while publications from 2018 accumulated the highest annual citation total (116), largely driven by one highly cited article. The technological landscape reflects a progression from 360-degree panoramic imagery and basic web interfaces toward interactive 3D environments, VR/AR-based applications, game-engine technologies, and metaverse-based experiences. Reported applications extend beyond institutional promotion to include campus orientation, user engagement, spatial understanding, experiential learning, and social connection. However, these outcomes are not equivalent, and engagement or positive user perceptions alone do not establish improved learning outcomes or actual enrolment effects. Key implementation challenges include development and maintenance costs, infrastructure and expertise requirements, accessibility limitations, limited pedagogical integration, and data privacy concerns. This review maps the VCT research landscape and highlights the need for inclusive design, greater pedagogical integration, and rigorous empirical evaluation of educational and recruitment outcomes.
Integrating Dual Hydrocarbon Crack System into Teaching Factory Learning: Effects on Engine Efficiency, Vocational Competence, and Teacherpreneur Character Sena Mahendra; Fahmy Fatra; Bayu Ariwibowo; Budiyanto Budiyanto; Saian Nur Fajri
Journal of Educational Science and Technology (EST) Volume 12 Number 2 August 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v12i1.89210

Abstract

Vocational education is expected to build applied technical mastery and an entrepreneurial mindset together, yet the two are usually cultivated separately. HCS research has concentrated on engine performance without examining pedagogical value; teaching factory research has relied on routine, low-technology products; and no study has examined how an applied automotive product can build student competence and teacherpreneur character together. This study addressed that gap by developing a dual Hydrocarbon Crack System (HCS) fuel-saving prototype as part of a teaching factory learning strategy, then evaluating its effect on students' cognitive achievement, practical skills, and teacherpreneur character. A research and development approach following Borg and Gall's model guided product design, fabrication, and expert validation, followed by a quasi-experimental, nonequivalent control-group field trial across one semester in four Central Java vocational high schools, in partnership with PT Triangle Motorindo. Expert validation rated the finished prototype very good, and performance testing on the industrial partner's vehicle showed a meaningful, consistent reduction in fuel consumption and in carbon monoxide and hydrocarbon emissions within the tested operating range. Students taught with the product substantially outperformed a conventionally taught comparison group in cognitive achievement, practical skills, and all four teacherpreneur indicators, with the advantage holding consistently across schools of differing workshop provision. The findings suggest that a single, technologically substantive product can strengthen school industry collaboration, build student competence, and cultivate entrepreneurial character at once, offering vocational schools and their industry partners a concrete model for linking applied research to classroom practice.
Developing Instructional Quality Through Teacher Coaching to Improve Student Learning Outcomes Sabariah, Sabariah; Suharti, Suharti; Fitriatien, Sri Rahmawati; Asmaul, Rina; Mahmud, Hafini Bin; Rahmi, Agustina; Suharyanto, Suharyanto
Journal of Educational Science and Technology (EST) Volume 12 Number 2 August 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v12i2.89738

Abstract

Improving student learning outcomes remains a critical issue in school quality development, particularly when instructional practices are not yet supported by systematic teacher coaching. Although teacher coaching is widely promoted as a strategy for professional development, empirical evidence explaining how it affects instructional quality and student achievement remains limited. This study examines the effect of teacher coaching on instructional quality and student learning outcomes. A quantitative approach with a causal-correlational design was employed. The sample consisted of 120 respondents selected through proportional random sampling. Primary data on teacher coaching and instructional quality were collected using Likert-scale questionnaires, while student learning outcomes were obtained from academic achievement records. The instruments were tested through content validity, empirical validity, and reliability analysis using Cronbach’s Alpha. Data were analyzed using descriptive statistics, Pearson correlation, simple linear regression, and multiple linear regression at a 0.05 significance level. The results show that teacher coaching had a positive and significant effect on instructional quality, with r = 0.684 and R² = 0.468. Instructional quality also had a positive and significant effect on student learning outcomes, with r = 0.621 and R² = 0.386. Simultaneously, teacher coaching and instructional quality explained 45.3% of the variance in student learning outcomes. These findings indicate that teacher coaching strengthens learning outcomes through improved instructional quality. The study contributes to educational development by emphasizing the need for academic supervision, structured feedback, and continuous reflective practice in schools.

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