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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
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Articles 322 Documents
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Direct Effects of Key UTAUT Drivers on AI Intention to Use in Teaching and Learning Norshima Humaidi; Nurul Atiqah Zamri
Journal of Educational Science and Technology (EST) Volume 12 Number 1 April 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v12i1.83079

Abstract

In today's academic environment, where academic staff face increasingly heavy workloads, the integration of Artificial Intelligence (AI) applications holds promise for enhancing productivity. This study investigates academic staff perceptions regarding the adoption of AI technologies to improve their work efficiency, focusing on key factors influencing their adoption intentions in teaching and learning. Drawing on the Unified Theory of Acceptance and Use of Technology (UTAUT), the research examines four dimensions: performance expectancy, effort expectancy, social influence, and facilitating conditions. Using a quantitative cross-sectional approach, data was collected via online questionnaire from 151 academic staff at Universiti Teknologi MARA (UiTM) Selangor. The findings highlight that both effort and performance expectancy significantly influence the intention to adopt AI, whereas social influence and facilitating conditions do not exhibit significant effects. These insights underscore the importance of positive perceptions and usability in fostering AI adoption within academic settings. The study concludes with actionable recommendations for organizations to enhance productivity and societal well-being through effective AI integration. Finally, implications for further research and practical strategies are discussed.
Validation of a Self-Directed Learning Instrument in Blended Learning: Evidence from Undergraduate Students Chantelle Bosch
Journal of Educational Science and Technology (EST) Volume 12 Number 1 April 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v12i1.83157

Abstract

Self-directed learning (SDL) is a critical competency in blended learning environments, where students are expected to assume greater responsibility for managing their own learning processes. Although the Self-Directed Learning Instrument (SDLI) has been validated in various educational settings, limited evidence exists regarding its structural validity within intervention-based blended learning environments characterised by cooperative learning and increased learner autonomy. This study therefore aimed to validate the SDLI within a cooperative blended learning context. A quantitative research approach was employed using pooled survey data collected from undergraduate students (n = 530) enrolled in a blended learning economics module at a South African university over two academic years. The broader study followed a quasi-experimental design investigating the implementation of cooperative learning to enhance self-directed learning. Confirmatory factor analysis (CFA) was conducted to assess construct validity, while Cronbach’s alpha coefficients were calculated to determine internal consistency. The findings supported the four-factor structure of the SDLI, with all factor loadings being statistically significant (p < 0.001) and ranging from 0.388 to 0.762. The model demonstrated adequate fit (CFI = 0.911; RMSEA = 0.062), while reliability analysis indicated satisfactory internal consistency across the subscales (α = 0.706–0.816). The results confirm that the SDLI is a valid and reliable instrument for measuring SDL within cooperative blended learning environments. This study extends previous SDLI validation research by demonstrating the applicability of the instrument within a pedagogically designed blended learning intervention characterised by collaborative and self-directed learning processes.
School Burnout as a Mediator Between Father-Love Absence and Meaning in Life Among Indonesian Adolescents Mufied Fauziah; Dody Hartanto; Prima Suci Rohmadheny; Aprilia Setyowati; Zerlinda Aurora Saputri
Journal of Educational Science and Technology (EST) Volume 12 Number 1 April 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v12i1.84945

Abstract

Abstract. Adolescents face increasing family and academic demands that may compromise their psychological well-being and sense of meaning in life. Father-love absence has been identified as a significant psychological risk factor undermining adolescents' well-being, yet its mechanism in affecting meaning in life remains underexplored. This study aimed to examine the mediating role of school burnout in the relationship between father-love absence and meaning in life among vocational high school adolescents. A cross-sectional design was employed involving 290 students from three vocational high schools in Yogyakarta, Indonesia. Participants were recruited through convenience sampling, which is acknowledged as a limitation to generalizability. Father-love absence was measured using a self-developed scale based framework, school burnout was assessed using an adapted School Burnout Inventory, and meaning in life was measured using the Meaning in Life Inventory. PLS-SEM via SmartPLS was employed given the exploratory and predictive nature of the model. The results revealed that father-love absence significantly influenced school burnout, and school burnout in turn significantly and negatively influenced meaning in life. The direct effect of father-love absence on meaning in life was not significant, whereas the indirect effect through school burnout was significant, indicating full mediation. These findings suggest that school burnout serves as a critical psychological bridge through which father-love absence erodes adolescents' sense of meaning in life, highlighting the need for school-based interventions targeting burnout reduction.
Development and Validation of an Instrument to Assess Lecturers' Verbal and Nonverbal Communication in Promoting Students' 4C Skills Adhi Kusuma; Artika Sari; Deni Iriyadi; Deni Ramdani
Journal of Educational Science and Technology (EST) Volume 12 Number 1 April 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v12i1.82404

Abstract

The era of Society 5.0 demands college tall For produce graduates who have skills 21st century, especially the 4Cs (critical thinking, creativity, communication, collaboration). In the context of said, the ability verbal and nonverbal communication of lecturers become element strategic determining quality interaction learning as well as success student in develop skills said. Research This aim develop instrument measurement ability verbal and nonverbal communication of lecturers in equip student with 4C skills. Research use Research and Development (R&D) method with the 4-D development model (Define, Design, Develop, Disseminate). Validity content tested through expert judgment and calculated using the Content Validity Index (CVI), while validity construct tested using Confirmatory Factor Analysis (CFA). The research results show that all instrument items declared valid and reliable, with the factor loading value is in the range of 0.61–0.87 and fulfillment part big goodness of fit criteria. Instrument This in a way overall capable describe quality verbal and nonverbal communication of lecturers in the learning process. Findings study indicates that ability communication lecturer contributes significant to strengthening 4C skills of students and become factor important in increase quality learning at college high in the Society 5.0 era. The instruments developed can used as base evaluation as well as development of improvement programs competence communication lecturers for better learning humanistic, interactive, and transformative. @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:-536870145 1107305727 0 0 415 0;}@font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:-536859905 -1073732485 9 0 511 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin-top:0cm; margin-right:0cm; margin-bottom:10.0pt; margin-left:0cm; line-height:115%; mso-pagination:widow-orphan; font-size:11.0pt; font-family:"Calibri",sans-serif; mso-fareast-font-family:"Times New Roman"; mso-bidi-font-family:"Times New Roman"; mso-ansi-language:EN-US; mso-fareast-language:JA;}.MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-size:10.0pt; mso-ansi-font-size:10.0pt; mso-bidi-font-size:10.0pt; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-fareast-font-family:Calibri; mso-hansi-font-family:Calibri; mso-font-kerning:0pt; mso-ligatures:none;}div.WordSection1 {page:WordSection1;}
Problem-Based Flipped Learning and Students’ Moral Judgment: The Mediating Role of Moral Sensitivity in Civic Education Selly Rahmawati; Marzuki Marzuki; Victor Novianto; Sharifah Zannierah Syed Marzuki
Journal of Educational Science and Technology (EST) Volume 12 Number 1 April 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v12i1.85364

Abstract

Moral reasoning has become an increasingly important issue in higher education due to the growing complexity of ethical dilemmas in digital society. However, Civic Education instruction in higher education remains predominantly normative and content-oriented, with limited emphasis on reflective moral reasoning and ethical decision-making. Previous flipped learning studies have primarily focused on academic achievement, engagement, and critical thinking, while limited empirical research has examined the integration of Problem-Based Flipped Learning (PBFL) with moral development constructs, particularly Moral Sensitivity and Moral Judgment, within a structural mediation framework. Therefore, this study aimed to examine the structural relationships among PBFL, Moral Sensitivity, and Moral Judgment in Civic Education learning. This study employed a quantitative cross-sectional survey design with construct validation and structural modeling. The study involved 330 students enrolled in Civic Education courses in the Primary School Teacher Education Program. Moral Judgment was measured using contextual moral dilemma instruments developed from Kohlberg’s moral development theory and Rest’s Neo-Kohlbergian framework. Data were analyzed using covariance-based Structural Equation Modeling (CB-SEM) with jamovi version 2.6.44. The results demonstrated that PBFL had significant positive effects on Moral Sensitivity and Moral Judgment. Moral Sensitivity also significantly influenced Moral Judgment and partially mediated the relationship between PBFL and Moral Judgment. The structural model demonstrated satisfactory validity, reliability, and model fit indices. These findings indicate that PBFL effectively enhances students’ moral awareness, reflective reasoning, and ethical decision-making through authentic problem analysis, collaborative inquiry, and reflective deliberation. This study contributes theoretically by extending flipped learning research into the domain of moral development through the integration of flipped learning, Problem-Based Learning, and moral development theory within a mediation model. Practically, PBFL offers an innovative pedagogical approach for strengthening reflective and morally responsible citizenship in Civic Education learning.
Modeling the Effects of School Resources and School Climate on Students’ Cognitive Achievement in Chemistry Sudarto M Abukasim; Faujia Umasugi; Jadaf Dahlan
Journal of Educational Science and Technology (EST) Volume 12 Number 1 April 2026
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/est.v12i1.84917

Abstract

This study examined the relationships among school resources, school climate, and students’ cognitive achievement in chemistry using a Structural Equation Modeling (SEM) approach. The study employed a quantitative survey design involving senior high school students from several districts/cities in North Maluku Province, Indonesia. Data were collected through questionnaires measuring school resources and school climate, as well as a chemistry cognitive achievement test. Instrument validity and reliability were evaluated using Exploratory Factor Analysis (EFA), Confirmatory Factor Analysis (CFA), Composite Reliability (CR), Average Variance Extracted (AVE), and Cronbach’s Alpha.The findings revealed that school climate had a positive and significant effect on students’ cognitive achievement in chemistry, whereas school resources did not demonstrate a significant direct effect on cognitive achievement. In addition, school resources were positively correlated with school climate. The SEM model demonstrated acceptable goodness-of-fit, indicating that the proposed structural model adequately represented the relationships among the variables. These findings suggest that supportive academic and physical school environments play a more important role in improving students’ chemistry achievement than the mere availability of institutional resources. The study highlights the importance of strengthening school climate to support students’ cognitive development and academic performance in chemistry education.
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.

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