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Journal of Educational Technology and Instruction
Published by Tauladan Fathimah Azzahra
ISSN : -     EISSN : 2963458X     DOI : -
Core Subject : Education,
Education
Journal of Educational Technology and Instruction (JETI; e-ISSN: 2963-458X) is a peer-reviewed, international academic open-access journal, and published twice a year (in March and September). JETI publishes original scientific research articles in the field of educational technology and instruction and related areas in primary education, secondary education, and higher education. It also publishes research using a variety of qualitative, quantitative, and mixed methods approaches. The audience includes researchers, academicians, professionals, and practitioners from all over the world. The papers should be submitted and will be published in English. All submissions go through a strictly double-blind review process. The focus of JETI is to publish articles related to educational technology and instruction at all levels of education. The range of topics covered by the journal includes: Educational Technology: Computer Technologies and Teaching Multimedia in Digital Learning E-learning Distance Education and MOOCs Virtual Learning Environments Open Education ICT and Education Learning Management Systems Flipped Classrooms Mobile Education Gamification Instruction: Assessment and Evaluation Curriculum and Instruction Classroom Teaching Innovative Methodologies in Learning Collaborative Learning Inquiry-based Learning
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 8 Documents
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Search results for , issue "Vol. 2 No. 2 (2023): Journal of Educational Technology and Instruction" : 8 Documents clear
Online Collaborative Learning Platforms in Science: Their Influence on Attitude, Achievement, and Experiences Gonzales, Glitzy Hart A.; Despe, Kimberly B.; Iway, Larabel J.; Genon, Robie Jane S.; Intano, Jerel O.; Sanchez, Joze Mar P.
Journal of Educational Technology and Instruction Vol. 2 No. 2 (2023): Journal of Educational Technology and Instruction
Publisher : Tauladan Fathimah Azzahra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70290/jeti.v2i2.55

Abstract

This study investigates the influence of online collaborative learning platforms on students’ attitudes, achievements, and experiences. Through a mixed-methods research approach, 100 students from public and private higher education institutes pursuing a Bachelor of Secondary Education major in Science responded to the online survey. At the same time, ten of them participated in the online interviews. Collected data were analyzed using descriptive statistics, t-tests for independent samples, simple linear regression, and thematic analysis. Study findings revealed that the students were generally satisfied (µ=4.08) with the collaborative learning platforms, had positive attitudes toward Science (µ=4.10), and got outstanding Science achievement (µ=1.85). The students from public and private universities were comparable in terms of the use of collaborative learning platforms (p=.302) and students’ satisfaction (p=.868), science attitudes (p=.830), and achievement (p=.158). Moreover, the students were challenged due to unequal participation, different perspectives, and lack of communication and self-confidence. Nevertheless, they also experienced opportunities such as developing social and higher-order thinking skills and values inculcation. In conclusion, collaborative learning platforms have helped and challenged students in learning science.
Adopting and Implementing Collaborative Invitation, Exploration, Proposing-Explanation and Taking-action (CIEPT) Instructional Approach and Students’ Academic Performance in Chemistry Ajayi, Victor Oluwatosin; Tanko, Christina Audu
Journal of Educational Technology and Instruction Vol. 2 No. 2 (2023): Journal of Educational Technology and Instruction
Publisher : Tauladan Fathimah Azzahra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70290/jeti.v2i2.58

Abstract

The study was on the adoption of the Collaborative Invitation, Exploration, Proposing-Explanation, and Taking action (CIEPT) instructional approach to design chemistry lesson plans and investigating if the implementation the of CIEPT instructional approach in chemistry classrooms could improve students’ academic performance. A pretest, posttest, control group, and quasi-experimental research design was adopted in this study. The instrument used for data collection was the Chemistry Academic Performance Test (CAPT). CAPT was adopted from the West African Examination Council (WAEC) past examination question papers of 2005-2022. Kuder-Richardson (KR-21) formula was used to test the internal consistency of CAPT which yielded a reliability value of 0.91. A sample of 152 students was purposively sampled from 4 schools out of 47 schools in the study area. Three research questions and three null hypotheses guided the study. The research questions were answered using Mean and Standard Deviation scores while the null hypotheses were tested at 0.05 level of significance using results from Analysis of Covariance (ANCOVA). The study revealed that there is a significant difference between the mean academic performance of students taught Chemistry using CIEPT and the discussion method of teaching [F1, 151=111.210, p<0.05]. It was found that no significant difference between the mean academic performance of male and female students taught Chemistry using the CIEPT approach [F1, 78 =.420, P>0.05]. It was recommended among others that since the CIEPT approach was found to be an effective approach for improving students’ academic performance irrespective of gender; Chemistry teacher’s trainee and serving teachers should be trained on how to adopt and use the CIEPT approach.
The Impact of Watching Foreign Movies Using English Subtitles on ESP Vocabulary Comprehension and Composition of Words in English Siregar, Nelia Fariani; Wibowo, Sandi Nasrudin; Noah, Bren
Journal of Educational Technology and Instruction Vol. 2 No. 2 (2023): Journal of Educational Technology and Instruction
Publisher : Tauladan Fathimah Azzahra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70290/jeti.v2i2.60

Abstract

English is one of the few international languages, therefore almost all countries have English lessons. Using English language movies to develop their vocabulary comprehension is the main goal of the study as English language movies possess the benefit of authentic input. Motivating students and more opportunities to develop their vocabulary and their comprehension also the composition of words in English. This research was conducted so that we can find out the benefits we get if we use English subtitles when watching foreign series or movies. This is one way to increase the amount of vocabulary that can be mastered and make it easier for us to memorize English vocabulary. With existing subtitles, we can also understand the conversation by itself. This research will be assisted by collecting information in the form of online questionnaires through Google Forms. The conclusion obtained from this study is that by watching English films we can develop our English skills in the aspect of Listening. Second, English subtitles can have a positive impact, especially if we are trained in aspects of Reading and Writing, because by paying attention to subtitles we can understand the composition - the order of words that exist. Third, it can facilitate the enrichment of our vocabulary or vocabulary so that we have more vocabulary that we know.
Challenges and Limitations of Moodle LMS in Handling Large-Scale Projects: West-African Universities Lecturers’ Perspective Olugbade, Damola; Ojo, Olayinka Anthony; Tolorunleke, Adebayo Emmanuel
Journal of Educational Technology and Instruction Vol. 2 No. 2 (2023): Journal of Educational Technology and Instruction
Publisher : Tauladan Fathimah Azzahra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70290/jeti.v2i2.71

Abstract

This study investigates the perceptions of lecturers from 11 West African universities about the effectiveness of the Moodle Learning Management System (LMS) in managing large-scale projects. Employing a cross-sectional survey design, data was collected through an online questionnaire encompassing demographic information and evaluations of Moodle LMS. A convenience sampling approach yielded responses from 51 lecturers, and data analysis involved descriptive statistics, t-tests, and ANOVA. The findings indicate that lecturers generally view Moodle LMS positively, citing its user-friendly interface and capacity for fostering collaboration and student engagement. However, areas for enhancement, particularly resource adequacy, were identified. Gender-based disparities were observed, with male lecturers exhibiting a more positive perception of Moodle’s capabilities. Satisfaction levels varied across features, with communication tools, assignment management, and gradebook/assessment tools receiving higher ratings. Overall, lecturers expressed high satisfaction levels, a willingness to recommend Moodle LMS to peers, and contentment with available technical support and training opportunities. Notably, no significant variations in perception emerged among lecturers from different universities using Moodle LMS. These findings offer valuable insights for optimizing the use of Moodle LMS in managing large-scale projects within West African universities, affirming its consistent impact across diverse institutional settings.
Teachers’ Attitudes Towards Desirable Intercultural Competences Necessary for Working in Multicultural Classrooms Adili, Bujar; Ameti, Makfirete; Zenki-Dalipi, Arbresha
Journal of Educational Technology and Instruction Vol. 2 No. 2 (2023): Journal of Educational Technology and Instruction
Publisher : Tauladan Fathimah Azzahra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70290/jeti.v2i2.74

Abstract

Teachers’ intercultural competence is a key factor in the consistent implementation of intercultural principles in teaching practice. The study conducted among primary school teachers in North Macedonia aimed to examine the effect of sociocultural factors on the perception of desirable intercultural competencies for working in multicultural classrooms. 217 primary school teachers from multiethnic regions in North Macedonia participated in the study. The Scale for Assessing Desirable Intercultural Competences (SADIC) was used to collect data. Descriptive statistical procedures were employed in data processing to determine descriptive characteristics, and the comparison of respondents’ attitudes was conducted using the t-test and ANOVA. Additionally, a post hoc test (Scheffe’s test) was performed to determine the significance of the differences. The results showed a significant effect of sociocultural factors on the perception of desirable intercultural competencies. These perceptions range from teamwork skills to motivation for continuous learning and education, non-violent conflict resolution skills, a critical approach to societal events, openness to different cultures, and the ability to see problems from the perspective of culturally different students. This research forms a potential basis for considering the approach to designing a school that is open to diversity. 
Science Education Scholars’ Views and Approaches to Qualitative Research Prince, Adepeju
Journal of Educational Technology and Instruction Vol. 2 No. 2 (2023): Journal of Educational Technology and Instruction
Publisher : Tauladan Fathimah Azzahra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70290/jeti.v2i2.83

Abstract

The guidelines for qualitative research have been established in previous studies. However, it is subjected to the interpretation of individual researchers due to its nature in explaining complex phenomena about human interactions. Many areas of social science research utilize qualitative research as a primary research method or in addition to quantitative research. However, the approach of science education scholars has minimal documentation. This qualitative study uses a phenomenological approach to explore the views of four science education scholars and their approach to how they use qualitative research in their published works. The finding revealed that science educators ventured into qualitative research due to the influence of professors and courses they took in graduate school. Additionally, they established the strength of qualitative data in explaining the numbers.
Promoting Awareness about Pedagogical Content Knowledge Ouerghi, Meissa; Kilani, Chiraz
Journal of Educational Technology and Instruction Vol. 2 No. 2 (2023): Journal of Educational Technology and Instruction
Publisher : Tauladan Fathimah Azzahra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70290/jeti.v2i2.91

Abstract

The purpose of this research is to evaluate the impact of the feedback gained from targeted self-confrontation on a teacher’s knowledge about his own practice. To do so, we opted for a case study within a qualitative approach. Through a sequence of self-confrontations, we employed content representation (CoRe) as a tool to advance a teacher’s pedagogical content awareness. We investigated the evolution of content representation during three self-confrontations assisted by CoRe. And we used the outcomes to draw up a CoRe design for each self-confrontation. The topic of teaching was air components and combustion. The results show an important increase of content aspects considered by the teacher during self-confrontation. We concluded that CoRe is an efficient tool that can contribute to elicit teacher’s awareness about the significant aspects of content pedagogical knowledge.
Implementation of Computer Vision for Efficient Attendance and School Uniform Checking System Maulana, Faris; Sinaga, M. Ali Akbar; Rizal, Hairul; Mahendra, Bella Nideni; Anggraini, Lita; Amartiwi, Utih
Journal of Educational Technology and Instruction Vol. 2 No. 2 (2023): Journal of Educational Technology and Instruction
Publisher : Tauladan Fathimah Azzahra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70290/jeti.v2i2.94

Abstract

Managing school administrative tasks can consume substantial time and effort. Every semester, teachers find themselves occupied in repetitive manual tasks such as attendance tracking, disciplinary documentation, and assignment grading. These sometimes could take longer time than preparation for teaching. In this research, we proposed an Artificial Intelligence (AI) approach to handle this problem. In the era of Industry 4.0, AI has been managed to be personal assistance and do human repetitive tasks efficiently. However, the implementation of AI in Indonesia especially for educational institutions is still rare. Therefore, we have developed an innovative AI-driven attendance and uniform detection system by implementing computer vision models. Computer vision is a field of AI that equips machines with the ability to interpret and understand visual information from images and videos, enabling them to classify images and detect objects. The results show that computer vision has successfully facilitated swift and accurate detections for this task. We have also incorporated a timestamp to provide information about the time when students arrive at school. Subsequently, all the recorded data will be saved and organized within the school’s database. As a result, teachers are liberated from the tedium of manual data entry and can redirect their efforts toward pedagogical materials and instructional strategies.

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