JINEA: Journal of Innovation in Education and Learning
Field Details Journal Title Journal of Innovation in Education and Learning Initials JINEA Publication Frequency 3 Issues per Year (February, June, October) DOI Prefix 10.66031/jinea by E-ISSN 3110-4770 Editor in Chief Fatqurhohman Publisher CV. Ihsan Cahaya Pustaka Indexing Google Scholar | Copernicus | Garuda About the Journal JINEA: Journal of Innovation in Education and Learning is an international peer-reviewed scientific journal dedicated to publishing high-quality original research articles, review papers, systematic literature reviews, bibliometric studies, meta-analyses, scoping reviews, integrative reviews, and other scholarly contributions in the fields of education and learning. The journal promotes innovative, interdisciplinary, and multidisciplinary research covering curriculum development, instructional design, educational technology, digital learning, e-learning, artificial intelligence in education, STEM and STEAM education, educational assessment, teacher professional development, educational management, inclusive education, lifelong learning, and other emerging educational innovations. JINEA welcomes manuscripts written in both English and Bahasa Indonesia. JINEA is published by CV. Ihsan Cahaya Pustaka under an Open Access publishing model, allowing all published articles to be freely accessed, read, downloaded, distributed, and cited while maintaining proper attribution to the authors. Every submitted manuscript undergoes a rigorous Double-Blind Peer Review process and complies with internationally recognized publication ethics to ensure scientific quality, originality, methodological rigor, and meaningful contributions to educational research and practice. The journal serves as an international scholarly platform for researchers, academics, lecturers, teachers, practitioners, policymakers, educational professionals, and graduate students to disseminate innovative research findings and exchange scientific knowledge that supports evidence-based educational policies and practices. JINEA is committed to fostering academic collaboration, encouraging innovation in teaching and learning, and advancing educational research that addresses contemporary global challenges while contributing to sustainable educational development and lifelong learning.
All articles published in JINEA: Journal of Innovation in Education and Learning are made available under the Creative Commons Attribution–ShareAlike 4.0 International (CC BY-SA 4.0) license. Under this license, users are free to read, download, copy, distribute, print, search, link to, share, adapt, and build upon the published work for any lawful purpose, provided that appropriate credit is given to the original author(s) and the source of publication. Any derivative works must be distributed under the same CC BY-SA 4.0 license. Authors retain the copyright of their published work while granting the journal the right of first publication. Authors may also deposit, archive, and share the published version of their articles in institutional repositories, personal websites, and other scholarly platforms, provided that proper acknowledgment and citation of the original publication in this journal are included. For more information about the license, please visit: https://creativecommons.org/licenses/by-sa/4.0/
Pro-fashion Trivialization of Academic Researches: Mission Metamorphosing to Mockery
Research excellence and graph are popularly fashioned as well as deeply demanded attributes in almost every sector. Among others, it stands as no second priority or obsession- on any alibi or ground- to the professionals engaged in academic peregrination or galaxy/fraternity of higher education facilitators/resource persons. Most academicians opt to engage and present a tone of accruing confidence on commanding research skills followed with maintaining smart publication portfolio. Having number of publications and receiving wider citation responses are inherently presumed as an added charisma. Quite often, the same is deemed as core academic strength and pronouncedly ranked token of merit. Minus it, a bogeyman trap of incompetence is created and unethically extended too. However, the paper debunks the purported research culture and critiques the countless contemporary practices being exercised in name of research only as hugely hogwash attempts. Here, this paper boldly argues that most activities currently advancing in name of research are aligned to multifold mockeries, utter travesty than committed mission at all. Research attempts have been a cheap and light fashion instead, recently.
Copyright (c) 2026 Atindra Dahal (Author) https://creativecommons.org/licenses/by-sa/4.0
Peran Joyful Learning dalam Mendukung Efektivitas dan Adaptabilitas Pembelajaran di Sekolah Dasar
Peningkatan efektivitas dan adaptabilitas pembelajaran di sekolah dasar menjadi tuntutan utama dalam implementasi kurikulum yang menekankan pembelajaran berpusat pada siswa, bermakna, dan menyenangkan. Joyful learning diposisikan sebagai pendekatan pedagogis potensial, namun masih terdapat kesenjangan antara konseptualisasi, implementasi, dan kedalaman capaian kognitif yang dihasilkan di ruang kelas. Penelitian ini bertujuan menganalisis peran joyful learning dalam mendukung efektivitas dan adaptabilitas pembelajaran di sekolah dasar. Metode yang digunakan adalah critical review dengan pendekatan kualitatif yang dianalisis secara tematik, meliputi mekanisme pedagogis, efektivitas berbasis keterlibatan, adaptabilitas siswa, paradoks kesenangan-kedalaman, peran guru sebagai desainer pembelajaran, dan integrasinya dalam kurikulum. Hasil kajian menunjukkan bahwa joyful learning secara konsisten meningkatkan keterlibatan, motivasi, dan adaptabilitas siswa, namun efektivitasnya sangat ditentukan oleh kualitas desain instruksional, kejelasan tujuan pembelajaran, serta dukungan ekosistem pendidikan. Oleh karena itu, joyful learning merupakan mekanisme pedagogis strategis yang hanya optimal apabila diintegrasikan secara seimbang antara tujuan afektif dan kognitif, serta didukung penguatan kompetensi guru dan kebijakan pendidikan yang berkelanjutan dalam konteks sekolah dasar.
Copyright (c) 2026 Nabila Safira Azzahra, Nayla Azka Humaira (Author) https://creativecommons.org/licenses/by-sa/4.0
Smart Classroom dan Pedagogi Digital sebagai Transformasi Pembelajaran di Pendidikan Tinggi
Penelitian ini bertujuan menganalisis peran smart classroom dan digital pedagogy dalam transformasi pembelajaran di pendidikan tinggi melalui pendekatan mixed-methods. Sampel terdiri atas 100 mahasiswa dan 10 dosen. Hasil kuantitatif menunjukkan keterlibatan mahasiswa berada pada kategori tinggi (M = 4,12; SD = 0,67), kepuasan pembelajaran juga tinggi (M = 4,19; SD = 0,64), serta persepsi kompetensi abad ke-21 berada pada kategori tinggi (M = 4,14; SD = 0,66), yang mengindikasikan efektivitas integrasi LMS, media interaktif, dan AI dalam pembelajaran. Analisis kualitatif menunjukkan bahwa smart classroom meningkatkan interaktivitas, fleksibilitas, dan kolaborasi, namun implementasinya belum optimal karena variasi kesiapan pedagogis dosen, literasi digital, serta kecenderungan penggunaan teknologi yang masih bersifat instruksional. Integrasi AI dipandang memperkuat pembelajaran adaptif, tetapi masih memerlukan desain pedagogis yang lebih sistematis. Temuan ini menegaskan bahwa transformasi pembelajaran digital tidak hanya ditentukan oleh teknologi, tetapi oleh sinergi antara desain pedagogis, kapasitas dosen, dan dukungan institusional dalam membangun ekosistem pembelajaran yang berkelanjutan.
Copyright (c) 2026 Fatqurhohman (Author) https://creativecommons.org/licenses/by-sa/4.0
Peran Artificial Intelligence dalam Pembelajaran Adaptif untuk Meningkatkan Keterlibatan Siswa SMP
Peran Artificial Intelligence (AI) dalam pendidikan berpotensi merevolusi pembelajaran adaptif, namun bukti empiris pada konteks pendidikan menengah masih terbatas. Penelitian ini bertujuan untuk menganalisis peran AI dalam pembelajaran adaptif serta dampaknya terhadap keterlibatan siswa SMP melalui sintesis tematik dari berbagai studi ilmiah. Metode yang digunakan adalah literature review dengan pendekatan tematik terhadap 10 artikel terpilih yang dipublikasikan pada periode 2021–2026, mencakup studi review, konseptual, dan empiris dari berbagai konteks negara. Hasil penelitian menunjukkan bahwa AI berkontribusi signifikan dalam pembelajaran adaptif melalui personalisasi materi, umpan balik real-time, dan analitik pembelajaran yang meningkatkan keterlibatan, motivasi, serta penguatan kompetensi abad ke-21 seperti literasi digital, pemecahan masalah, dan berpikir kritis. Namun, efektivitas implementasi dipengaruhi oleh kesiapan literasi digital siswa, kompetensi pedagogis guru, infrastruktur, serta isu etika. Dengan demikian, AI memiliki potensi kuat dalam pembelajaran adaptif, tetapi memerlukan penguatan desain pedagogis dan penelitian empiris lanjutan pada jenjang SMP
Copyright (c) 2026 Duwi Purnama Sidik (Author) https://creativecommons.org/licenses/by-sa/4.0
Integrasi AI dalam Pembelajaran Matematika untuk Meningkatkan Kemampuan Berpikir Kritis dan Pemecahan Masalah Mahasiswa Calon Guru
Integrasi Artificial Intelligence (AI) dalam pembelajaran matematika membuka peluang strategis untuk mengembangkan kemampuan berpikir tingkat tinggi calon guru. Penelitian ini menganalisis efektivitas integrasi AI berbasis model Problem-Based Learning (PBL) terhadap kemampuan berpikir kritis dan pemecahan masalah matematis mahasiswa calon guru. Menggunakan desain quasi-experimental non-equivalent control group, 50 mahasiswa Pendidikan Matematika dibagi purposif menjadi dua kelompok masing-masing 25 orang. Kelompok eksperimen mengikuti PBL terintegrasi AI, kelompok kontrol mengikuti pembelajaran konvensional. Data dianalisis menggunakan independent sample t-test dan N-Gain. Hasil menunjukkan kelompok eksperimen memperoleh N-Gain kategori tinggi (0,72), unggul signifikan dibandingkan kelompok kontrol yang berkategori sedang (0,41), dengan p < 0,05. Peningkatan tercermin pada kemampuan menganalisis masalah, merancang strategi, mengevaluasi prosedur, dan merefleksikan hasil secara sistematis. Temuan menegaskan AI berperan sebagai thinking tool yang memperkuat eksplorasi dan refleksi matematis, sekaligus menawarkan kerangka pedagogis berbasis teknologi yang relevan untuk kurikulum pendidikan guru matematika.
Copyright (c) 2026 Intan Nuramalia, Andika Farhan Pratama (Author) https://creativecommons.org/licenses/by-sa/4.0
Analisis Persepsi Mahasiswa Terhadap Penggunaan Kahoot Sebagai Media Evaluasi Pembelajaran Pada Mata Kuliah Media Pembelajaran
Penelitian ini bertujuan untuk menganalisis persepsi mahasiswa terhadap penggunaan Kahoot sebagai media evaluasi pembelajaran pada mata kuliah Media Pembelajaran. Di tengah masifnya digitalisasi pendidikan tinggi, penelitian ini mengisi kesenjangan (research gap) dengan membedah persepsi mahasiswa calon guru yang memposisikan diri secara ganda: sebagai objek evaluasi sekaligus pengamat pedagogis. Menggunakan pendekatan kuantitatif deskriptif analitis, data dikumpulkan melalui kuesioner berbasis Technology Acceptance Model (TAM) kepada 40 mahasiswa. Hasil penelitian menunjukkan bahwa mahasiswa memberikan persepsi sangat positif pada aspek motivasi dan kompetisi (Behavioral Intention) sebesar 92.0% serta kemudahan operasional (Perceived Ease of Use) sebesar 88.0%. Fitur instant feedback efektif meningkatkan pemahaman kognitif (82.0%) dan mereduksi kecemasan ujian. Namun, kendala teknis akibat latensi jaringan berada pada kategori moderat (64.0%). Dapat disimpulkan bahwa Kahoot sangat direkomendasikan sebagai instrumen asesmen formatif, namun tidak disarankan untuk asesmen sumatif penentu nilai akhir di tengah ketimpangan infrastruktur digital.
Copyright (c) 2026 Lutfi Rohmawati, Widayati (Author) https://creativecommons.org/licenses/by-sa/4.0
RETRACTED: A STEAM-Ethnoscience Approach to Coffee Plant Education
RETRACTION NOTICE This article has been formally retracted by the Editorial Board due to confirmed authorship fraud. The listed lead author formally notified the journal that he did not author, contribute to, or approve the submission of this manuscript. Following preliminary verification, the Editorial Board determined that the submission involved unauthorized use of personal and academic identity, constituting a serious breach of publication ethics. The article has been retracted to preserve the integrity of the scholarly record. The original content has been removed from public access.
Copyright (c) 2026 Abraham Akpertey, Kevin Piato, Purnama Sidik, Gandha Satria Adi (Author) https://creativecommons.org/licenses/by-sa/4.0
Digital Distraction in University Students: A Critical Analysis for Higher Education Instructional Design
Digital technologies have transformed higher education learning environments, providing unprecedented access to information, communication tools, and online platforms. However, this transformation has introduced digital distractions, including off-task device use, habitual multitasking, and social media engagement, which can fragment attention and reduce learning effectiveness. This study critically analyzes the phenomenon of digital distraction among university students and its implications for instructional design. Through a synthesis of empirical and conceptual studies, digital distraction is shown to be multidimensional, arising from the interaction of learner characteristics, technology features, and learning environment factors. Evidence indicates that distraction can undermine engagement, perceived learning, and satisfaction, while self-regulation and attention management strategies can mitigate these effects. Instructional design that anticipates distraction, fosters structured interaction, and ensures equitable access to learning tools is essential for optimizing student focus and outcomes. Beyond immediate classroom strategies, the findings highlight the importance of ongoing reflection on how digital environments shape attention, engagement, and educational quality. Future research should explore adaptive pedagogical approaches, technology-supported scaffolds, and systemic interventions to sustain attention and enhance learning experiences in increasingly digital and hybrid higher education contexts.
Copyright (c) 2026 Harun Muhamed, Ihwana Noor Syuhada, Rahaimah Noor, Fatqurhohman (Author) https://creativecommons.org/licenses/by-sa/4.0
Evaluating Design Thinking in Mathematics Students: The Impact of AI Utilization and Digital Literacy
The accelerated expansion of artificial intelligence (AI) in mathematics education has transformed instructional practices; however, its effectiveness in fostering higher-order cognitive skills remains inconclusive. Although AI-enabled learning environments provide adaptive feedback and personalized support, limited student digital literacy often restricts meaningful and critical engagement with these technologies. This suggests that AI integration alone is insufficient to develop design thinking skills without adequate learner readiness. Accordingly, this study investigates the structural relationships among AI utilization, digital literacy, and design thinking in mathematics education, with particular emphasis on the mediating role of digital literacy. A quantitative research design was adopted, drawing on survey data collected from undergraduate students and analyzed using structural equation modeling. The results indicate that AI utilization explains 35% of the variance in digital literacy, while the combined effects of AI utilization and digital literacy account for 48% of the variance in students’ design thinking skills. Furthermore, digital literacy exhibits a statistically significant mediating effect, strengthening the influence of AI utilization on design thinking outcomes. These findings demonstrate that the pedagogical effectiveness of AI in mathematics education depends on the development of students’ digital competencies and provides a conceptual framework to guide future instructional design and research.
Copyright (c) 2026 Tommy Wijaya, Xiaoli Chen, Sidik Purnama (Author) https://creativecommons.org/licenses/by-sa/4.0
The Effect of Artificial Intelligence–Based Learning on Students’ Mathematical Thinking in Secondary Education
The rapid integration of artificial intelligence (AI) in secondary education has transformed mathematics learning through adaptive and personalized instructional support. This study investigates the effect of AI-based learning on students’ mathematical thinking by comparing AI performance with student performance across different mathematical problem types. A quantitative experimental–comparative design with a pretest–posttest control group approach was employed, involving 120 secondary school students assigned to experimental and control groups. The experimental group engaged in AI-assisted learning using ChatGPT, while the control group received conventional instruction. Mathematical thinking was assessed using accuracy, response time, and consistency across multiple-choice, short-answer, and essay tasks, with digital literacy examined as a mediating variable. The results reveal significant performance differences, with AI demonstrating higher accuracy, faster response times, and greater consistency, particularly on essay-based problems requiring higher-order reasoning. Mediation analysis further indicates that digital literacy significantly influences students’ mathematical thinking and partially mediates the relationship between AI interaction and learning outcomes. These findings suggest that AI-based learning can effectively enhance mathematical thinking when integrated with strong digital literacy development, highlighting implications for adaptive pedagogy and future longitudinal research.
Copyright (c) 2026 Monoko Haguchi, Nur Chalim Wachidah, Gandha Satria Adi, Fitri Irawijayanti Irawijayanti, Fatqurhohman (Author) https://creativecommons.org/licenses/by-sa/4.0
Analisis Pembelajaran IPA Berbasis STEM Pada Materi Zat Dan Perubahannya Di Kelas VII
Pendekatan Science, Technology, Engineering, and Mathematics (STEM) merupakan pendekatan pembelajaran terintegrasi yang mengaitkan berbagai disiplin ilmu untuk membantu peserta didik memahami konsep secara kontekstual. Pembelajaran Ilmu Pengetahuan Alam (IPA) tidak hanya menekankan penguasaan konsep, tetapi juga proses penemuan melalui kegiatan ilmiah. Penelitian ini bertujuan untuk menganalisis pelaksanaan pembelajaran IPA berbasis STEM pada materi zat dan perubahannya di kelas VII SMP Muhammadiyah 2 Kabupaten Sorong. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian terdiri atas guru IPA dan peserta didik kelas VII, sedangkan objek penelitian adalah pelaksanaan pembelajaran IPA berbasis STEM yang meliputi tahap perencanaan, pelaksanaan, dan evaluasi pembelajaran. Pengumpulan data dilakukan melalui observasi, wawancara, dan dokumentasi. Analisis data dilakukan secara deskriptif kualitatif dengan tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa unsur STEM telah diterapkan dalam pembelajaran IPA, meliputi unsur sains melalui pemahaman konsep zat dan perubahannya, unsur teknologi melalui pemanfaatan media pembelajaran, unsur engineering melalui pemberian tugas proyek sederhana, serta unsur matematika melalui kegiatan pengukuran dan pengolahan data. Namun, penerapan pembelajaran berbasis STEM belum sepenuhnya terintegrasi secara optimal pada seluruh tahapan pembelajaran.
Copyright (c) 2026 Yohana Kladit, Yannika Nidiasari, Mustika Irianti (Author) https://creativecommons.org/licenses/by-sa/4.0
The Role of Artificial Intelligence in Enhancing Digital and Data Literacy among Secondary School Students: A Systematic Literature Review
The advancement of artificial intelligence (AI) has brought significant changes to the learning paradigm in secondary schools, particularly in the development of digital literacy, data literacy, and 21st-century skills. This study aims to systematically review the role of AI in enhancing these competencies through a Systematic Literature Review (SLR), analyzing scholarly articles published between 2020 and 2025 from various international databases. The findings indicate that AI implementation can foster adaptive and personalized learning, while also improving students’ critical thinking, collaboration, and creativity skills. However, several challenges remain, including limited technological infrastructure, teacher readiness to utilize AI, and ethical and data privacy concerns that need careful consideration. Overall, AI has great potential as a catalyst for inclusive, effective, and sustainable educational transformation, provided it is supported by appropriate policies and enhanced educator competencies to optimize the use of technology.
Copyright (c) 2025 Duwi Purnama Sidik, Fitri Irawijayanti, Fatqurhohman Fatqurhohman (Author) https://creativecommons.org/licenses/by-sa/4.0
The Impact of Artificial Intelligence Utilization on Work Efficiency and Productivity of Secondary School Teachers
This study aims to explore the impact of artificial intelligence (AI) implementation on work efficiency and productivity of secondary school teachers. The research employed a descriptive approach combining quantitative and qualitative methods, involving 100 teachers in Bandung who participated through online questionnaires and in-depth interviews via Zoom. The findings reveal that the use of AI significantly helps reduce administrative workload, accelerates lesson planning processes, and facilitates more accurate and consistent student assessment. However, some teachers highlighted challenges, such as ethical concerns regarding data use, student privacy protection, and the risk of over-reliance on technology. Overall, AI serves as a supportive tool that enhances teachers’ work efficiency without replacing their professional roles. This study emphasizes the importance of improving digital literacy, adaptive skills, and teacher readiness in the technology-based learning era to ensure that AI implementation is effective and sustainable.
Copyright (c) 2025 Chandra Satria Rochmad, Irfan Nasar, Mochamad Mujiono (Author) https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of Innovative Audio-Visual Media on the Listening Skills of Folk Tales of MI Miftahul Huda Students
Listening skills are a fundamental component of language learning in Madrasah Ibtidaiyah, yet conventional methods often prove insufficient, particularly in fostering deep comprehension of folk tales. This study aims to examine the effectiveness of innovative audio-visual media in enhancing students’ listening skills at MI Miftahul Huda. Employing a quantitative approach with a quasi-experimental design of the Nonequivalent Control Group type, the study involved 62 students divided into an experimental group (<!-- [if gte msEquation 12]><m:oMath><m:r>n</m:r><m:r>=32</m:r></m:oMath><![endif]--> ) and a control group (<!-- [if gte msEquation 12]><m:oMath><m:r>n</m:r><m:r>=30</m:r></m:oMath><![endif]--> ). Data were collected through listening skill tests and observation sheets, and analyzed using paired sample t-tests and independent sample t-tests. Results indicated a significant improvement in the experimental group (posttest mean <!-- [if gte msEquation 12]><m:oMath><m:r>= 84.56</m:r></m:oMath><![endif]--> ) compared to the control group (<!-- [if gte msEquation 12]><m:oMath><m:r>74.12</m:r></m:oMath><![endif]--> ), with a statistically significant difference between groups (<!-- [if gte msEquation 12]><m:oMath><m:r>p</m:r><m:r><0.05</m:r></m:oMath><![endif]--> ). These findings confirm that innovative audio-visual media create a contextual, engaging, and meaningful multisensory learning experience, enhancing comprehension and active participation. This study provides practical and theoretical contributions to the development of adaptive language learning strategies in the digital era.
Copyright (c) 2025 Irfa Nur Amalia, Rini Azizah, Nurul Fahmi (Author) https://creativecommons.org/licenses/by-sa/4.0
Innovation in Automated Essay Scoring for Writing Assessment: A Case Study at SMA Negeri 1 Genteng
This study aims to developt evaluate a Bidirectional Long Short-Term Memory (Bi-LSTM) based Automated Essay Scoring (AES) system to enhance the efficiency and objectivity of student writing assessment. A case study was conducted at SMA Negeri 1 Genteng using student essays graded by teachers as the ground truth. Evaluation results show QWK 0.83, MAE 0.41, and PCC 0.86, indicating a high agreement between model and manual scores. Beyond quantitative results, teachers and students perceived AES as efficient, objective, and supportive of writing improvement. All teachers (100%) agreed that AES speeds up grading, and 90% of students stated that automatic feedback helps them revise their writing. However, creativity still requires human judgment. Overall, the Bi-LSTM based AES system is feasible as an intelligent assessment tool in secondary education.
Copyright (c) 2025 Lestari Andhini, Reza Maulana, Naufal Rizky Pratama (Author) https://creativecommons.org/licenses/by-sa/4.0
Evaluation of Digital Learning Integration to Improve Junior High School Students' Digital Literacy
This study examines the role of digital literacy in mathematics education, focusing on students’ learning experiences with the Pythagorean Theorem and Linear Equations. Digital literacy, which includes the ability to search, evaluate, and synthesize online information, is increasingly vital in supporting effective learning. A total of 60 students participated in face-to-face lessons supported by digital applications such as Photomath, Microsoft Math Solver, and Mathway. Data were collected through classroom observation, worksheet analysis, documentation of interactions with digital tools, semi-structured interviews, and a validated digital literacy questionnaire covering three aspects: information searching, content evaluation, and knowledge assembly. The findings show that students achieved a very high level in information searching (80%), while content evaluation (75%) and knowledge assembly (70%) were categorized as high. These results highlight the effectiveness of digital tools in facilitating quick access to problem-solving procedures, but also reveal the need to strengthen students’ ability to critically evaluate and reconstruct knowledge. In conclusion, digital literacy is essential for enriching mathematics learning, enhancing engagement, and deepening conceptual understanding. However, instructional designs must emphasize critical and reflective thinking so that students can move beyond passive use of technology toward becoming active, independent, and critical problem-solvers in the digital era.
Copyright (c) 2025 Liony Margareta, Rina Avatus Marheni, Heni Purwitasari (Author) https://creativecommons.org/licenses/by-sa/4.0
Digital Transformation in Education: A Literature Review on Psychological Aspects of Learning and Pedagogical Innovations
Kemajuan teknologi digital yang pesat telah mengubah pendidikan serta menggeser paradigma dari metode tradisional ke pendekatan adaptif berbasis teknologi. Kajian pustaka ini mengeksplorasi bagaimana era digital membentuk pendidikan, dengan fokus pada psikologi pembelajaran, yang mencakup aspek seperti motivasi, perhatian, retensi, kelelahan digital, dan keseimbangan antara teknologi serta interaksi manusia. Tujuannya adalah memberikan gambaran komprehensif tentang dampak transformasi digital, termasuk inovasi pedagogis seperti personalisasi AI, simulasi AR/VR, dan gamifikasi, sembari mengatasi tantangan seperti kesenjangan digital dan kecemasan teknologi. Menggunakan metode deskriptif kualitatif, data dikumpulkan dari jurnal akademik dan artikel melalui basis data seperti Google Scholar dan DOAJ. Temuan utama menunjukkan bahwa alat digital meningkatkan aksesibilitas dan keterlibatan, tetapi memerlukan infrastruktur yang merata dan pelatihan guru untuk mengurangi ketidaksetaraan. Artikel ini menekankan pendekatan berpusat manusia untuk memastikan kesejahteraan psikologis dan kemajuan pendidikan berkelanjutan. Kajian ini menyarankan untuk melakukan strategi yang memanfaatkan potensi teknologi untuk mendorong pembelajaran inklusif, serta mendorong refleksi atas integrasi digital yang bijak bagi generasi mendatang.
Copyright (c) 2025 Arditya Prayogi, Riki Nasrullah, Novianto Ade Wahyudi (Author) https://creativecommons.org/licenses/by-sa/4.0
Narrative Review of Digital Literacy Curriculum Implementation in Early Childhood Education
This study examines the integration of digital literacy into early childhood education (ECE) through a socio-cultural and policy-aligned lens. Employing a qualitative document analysis and framework synthesis, policy documents from Indonesia and international organizations were reviewed alongside research on child development and pedagogical innovation. Findings reveal that effective digital literacy implementation requires culturally responsive strategies, equitable access, and alignment with national and international policies. The proposed framework emphasizes staged integration, play-based learning, teacher competency, family engagement, and community partnerships. Practical implications highlight that digital literacy is a transformative component bridging theory and practice, fostering holistic child development and preparing children for the digital age. Challenges include infrastructure disparities, limited assessment tools, and privacy concerns, necessitating targeted policy interventions and professional development. This study provides actionable guidance for curriculum designers and policymakers to ensure inclusive and effective digital literacy adoption in ECE.
Copyright (c) 2025 Betty Fitriani, Dian Yahya, Indrawati Setyaningrum (Author) https://creativecommons.org/licenses/by-sa/4.0
Transformation of Early Childhood Education Curriculum: The Role of Digital Literacy in the 21st Century
This study examines the integration of digital literacy into early childhood education (ECE) through a socio-cultural and policy-aligned lens. Employing a qualitative document analysis and framework synthesis, policy documents from Indonesia and international organizations (UNESCO, OECD) were reviewed alongside research on child development and pedagogical innovation. Findings reveal that effective digital literacy implementation requires culturally responsive strategies, equitable access, and alignment with national and international policies. The proposed framework emphasizes staged integration, play-based learning, teacher competency, family engagement, and community partnerships. Practical implications highlight that digital literacy is a transformative component bridging theory and practice, fostering holistic child development and preparing children for the digital age. Challenges include infrastructure disparities, limited assessment tools, and privacy concerns, necessitating targeted policy interventions and professional development. This study provides actionable guidance for curriculum designers and policymakers to ensure inclusive and effective digital literacy adoption in ECE.
Copyright (c) 2025 Hernina Anggraeni, Septiana Firia, Dina Setya Ningsih (Author) https://creativecommons.org/licenses/by-sa/4.0
Cultivating Digital Fluency in Schools: Challenges and Sustainable Solutions
This study examines the integration of digital fluency in educational systems through an integrative model combining technical, pedagogical, and equitable access dimensions. Using a narrative literature review of interdisciplinary sources (2020–2025), the research identifies key challenges: infrastructure gaps, pedagogical misconceptions (e.g., the "digital native" myth), and policy fragmentation. Findings highlight successful global practices, including 1:1 device program with offline capabilities (Uruguay), TPACK-based teacher training (South Korea), and community partnerships (Portugal). The proposed model emphasizes aligning DigComp 2.2 frameworks with localized strategies to address disparities, particularly in resource-constrained settings. Results demonstrate that holistic approaches, combining infrastructure investment, transformative pedagogy, and inclusive policies are essential for developing ethical, critical, and creative digital competencies. The study contributes actionable insights for policymakers and educators to bridge the digital fluency gap in diverse contexts.
Copyright (c) 2025 Anwar Dzikrullah, Fatimah Ramadhani, Prastio Efendi, Monoko Haguchi (Author) https://creativecommons.org/licenses/by-sa/4.0
Digital Learning 5.0: Leveraging Adaptive, Immersive, and Inclusive Technologies to Overcome Educational Inequity
Digital Learning 5.0, emphasizing adaptability, immersion, and inclusivity, offers a promising approach to reducing educational inequities. This study aims to examine how these technologies are conceptualized and implemented to enhance equitable learning opportunities. A qualitative case study was conducted through an integrative literature review, analyzing peer-reviewed articles, conference proceedings, and authoritative reports from major databases. Data were synthesized to identify key strategies, frameworks, and outcomes of Digital Learning 5.0 across diverse educational contexts. Findings reveal that combining adaptive learning platforms with immersive and inclusive features creates an engaging, personalized, and accessible learning ecosystem. This approach improves learner motivation, knowledge retention, academic performance, and equitable access for students, including those with disabilities and from underrepresented backgrounds. The study underscores the importance of strategic investment, professional development, and inclusive design in education, providing practical and policy implications for implementing Digital Learning 5.0 to achieve high-quality and equitable learning outcomes.
Copyright (c) 2025 Duwi Purnama Sidik S. Kom., Fitri Irawijayanti, Abdullah Baihaqi (Author) https://creativecommons.org/licenses/by-sa/4.0
Innovation Digital and Virtual Reality Based Instructional Design for High School Students
This study introduces an innovative instructional design integrating digital technology and virtual reality (VR) to enhance high school students’ mathematics learning. The research involved tenth-grade students as end-users and expert validators, including digital media specialists, subject matter experts, and instructional design professionals. Using a research and development approach, data were collected through expert validation questionnaires, classroom observations, and student interviews. Quantitative data were analyzed descriptively with Aiken’s content validity coefficient, while qualitative data underwent thematic analysis. Findings reveal that the VR-based instructional design achieved high validity (Tc>Tt) and effectively improved students’ conceptual understanding, engagement, and motivation in mathematics. The instructional design facilitated engaging and interactive learning experiences that made abstract concepts more accessible for students to grasp. Findings highlight the value of integrating virtual reality and digital media in building student-centered learning environments, with practical implications for improving mathematics teaching in secondary schools and fostering innovation in instructional design.
Copyright (c) 2025 Fatqurhohman, Nia Wahyu Damayanti, Cholis Sa`Dijah, Xiaoli Chen (Author) https://creativecommons.org/licenses/by-sa/4.0
Transformative of Problem-Based Learning Model to Enhance Learning Outcomes of Muhammadiyah High School Students
This study examines the transformative application of the Problem-Based Learning (PBL) model to improve learning outcomes of Muhammadiyah high school students. The research responds to the demand for developing critical thinking, problem-solving skills, and conceptual understanding in line with the Muhammadiyah educational mission. Using a quasi-experimental design with a pretest–posttest control group, participants were drawn from selected Muhammadiyah high schools in Jember. Data were collected through achievement tests, classroom observations, and student reflections. Findings indicate that students taught with the transformative PBL approach achieved significantly higher learning outcomes than those in traditional instruction. This improvement was linked to active participation, collaborative group work, and contextual problem scenarios that connect lessons to real-life situations. The integration of transformative elements, such as character building, reflective practice, and digital learning support, further strengthened cognitive mastery and Islamic values. The study concludes that transformative PBL offers a viable instructional strategy to enhance both academic performance and character development, supporting Muhammadiyah's vision in the era of Society 5.0.
Copyright (c) 2025 Nia Anggraeni, Irfan Kholid Sofhan (Author) https://creativecommons.org/licenses/by-sa/4.0
STEM Digital Collaboration to Enhance Critical Thinking Skills of Secondary School Students: A Literature Review
This literature review explores the role of STEM digital collaboration in enhancing critical thinking skills among secondary school students. As global demands for higher-order cognitive abilities intensify, integrating digital tools within STEM education has emerged as a promising approach to foster interactive, collaborative, and contextually meaningful learning experiences. The review synthesizes recent empirical studies and theoretical perspectives, highlighting innovative pedagogical models such as STEM-Blended Learning, Project-Based Learning, and STEM-based digital modules that effectively cultivate critical thinking. Notably, this study advances the understanding of how balanced technology integration, coupled with collaborative STEM activities, optimizes cognitive skill development while mitigating risks of overdependence on digital resources. The novelty of this review lies in its comprehensive focus on digital collaboration as a catalyst for critical thinking enhancement, bridging theoretical frameworks and practical applications in diverse secondary education contexts. Implications for educators and policymakers emphasize the strategic adoption of integrated STEM-digital pedagogies to prepare students for complex 21st-century challenges. Future research directions include evaluating cross-cultural effectiveness and addressing implementation barriers in technology-supported STEM collaboration.
Copyright (c) 2025 Journal of Innovation in Education and Learning https://creativecommons.org/licenses/by-sa/4.0
Digital-Based Learning Innovation of Health Psychology and Physical Activity to Promote Healthy Lifestyles among High School Students
This study develops and evaluates a digital-based learning innovation integrating health psychology and physical activity to promote healthy lifestyles among high school students. Despite the proven benefits of exercise in enhancing physical and psychological health, many adolescents neglect regular physical activity due to busy schedules and lack of motivation. The innovation combines psychological theories with interactive digital modules to increase students’ awareness and engagement in daily exercise. Using a mixed-methods approach, the module was implemented in selected schools and assessed through pre- and post-tests, questionnaires, focus groups, and interviews. Findings reveal significant improvements in students’ knowledge of health psychology, motivation for physical activity, and adoption of healthier habits. The novelty of this study lies in leveraging digital media to bridge theory and practice, providing an accessible and engaging platform for health education. This research offers valuable insights for educators and policymakers aiming to enhance adolescent well-being through innovative, technology-driven learning strategies.
Innovative Reading Aloud Approach for Enhancing Pronunciation and Speaking Fluency of Students
Pronunciation is a vital component of English language mastery, yet many EFL learners face persistent challenges due to limited exposure and practice. This study examines the effectiveness of an innovative Reading Aloud approach in enhancing pronunciation and speaking fluency among students. The approach integrates structured phonetic drills, prosodic awareness training, and peer feedback within a communicative learning framework. Using a pre-experimental design with a single-group pretest–posttest, participants were assessed through targeted pronunciation tests focusing on the /ʃ/, /ð/, and /θ/ sounds. Data were analyzed using the Wilcoxon signed-rank test to measure improvement. Findings reveal a significant enhancement in pronunciation accuracy (p = 0.0367 < 0.05; Z = –2.089), with most participants demonstrating notable progress. Students also reported increased confidence and motivation in oral communication. The novelty of this study lies in combining traditional reading aloud with interactive, feedback-driven activities to address specific phoneme articulation issues in the school context. These results underscore the potential of the Reading Aloud approach as an effective, low-cost, and adaptable technique for EFL pronunciation teaching. Future studies should expand the sample size and compare its effectiveness with other pronunciation-focused instructional strategies.
The Effectiveness of Interactive Worksheets in Improving Student Learning Outcomes at SMAN Bandar Lampung
Learning often faces challenges such as low student engagement and the lack of media that facilitates independent concept discovery. This study aims to analyze the effectiveness of interactive Student Worksheets (LKPD) in improving the learning outcomes of tenth-grade students at SMAN Bandar Lampung. The research employed a quasi-experimental method with a pretest-posttest control group design. The subjects consisted of two classes: the experimental class used interactive LKPD based on Discovery Learning, while the control class used conventional LKPD. Learning outcomes were measured using a validated multiple-choice test and analyzed with an independent t-test at a 5% significance level. The results indicated that the experimental class achieved significantly higher posttest scores than the control class (p < 0.05), with a high category gain score in the experimental class and a medium category in the control class. These findings demonstrate that interactive LKPD based on Discovery Learning is effective in enhancing student learning outcomes on the ecosystem topic. The application of interactive learning media aligned with active learning approaches is recommended to improve the quality of learning interactive.