Journal of Education and e-Learning Research

The challenges of implementing computerized adaptive testing in Indonesia

2025-05-12T09:11:42+00:00

This study explores the challenges of implementing computerized adaptive testing (CAT) for mathematics assessment among prospective elementary school teachers in Indonesia. It aims to describe (1) assessment practices of mathematics lecturers and (2) challenges in adopting CAT. Using a qualitative phenomenological approach, data were collected from 17 mathematics lecturers across Indonesia through questionnaires followed by in-depth interviews with four lecturers unfamiliar with or struggling to use CAT. Findings indicate that paper-and-pencil tests and computer- based testing (CBT) dominate university assessments. Key barriers to CAT adoption include limited lecturer knowledge and skills, technical constraints, inadequate infrastructure, and incompatibility with essay-based assessments. Despite these challenges, lecturers express interest in a more accessible and cost-effective CAT. The study concludes that lecturers acknowledge CAT’s potential to enhance fairness and accuracy in testing while they face difficulties in its implementation. A targeted CAT development program aligned with lecturers' needs with institutional support is essential for successful integration. CAT has the potential to improve assessment effectiveness and efficiency in Indonesian universities aligning with technological advancements and 21st-century education trends.

An investigation into the teaching challenges encountered in the grade 10 engineering graphics and design classrooms

2025-06-06T04:27:50+00:00

This study investigates the challenges faced by grade 10 teachers in Engineering Graphics and Design (EGD) classrooms and their impact on learners' performance, particularly related to poor outcomes on the National Senior Certificate (NSC) examination. The study used convenience sampling to select five EGD teachers from two schools offering the subject adopting an interpretivist paradigm and a qualitative research approach. Semi-structured interviews were conducted to explore teachers' experiences and perspectives with data analyzed using thematic analysis. The study used the Pedagogical Content Knowledge (PCK) theoretical framework to look at how content delivery and teaching strategies are related. The findings reveal a significant lack of basic resources in EGD classrooms which negatively affects teaching and learning processes. Teachers struggle to deliver effective instruction because of inadequate tools and materials, impacting learners' understanding and performance in the subject. The study concludes that addressing resource shortages in EGD classrooms is crucial for improving teaching effectiveness and student outcomes. Learners are deprived, contributing to poor performance in national examinations without adequate resources. Therefore, the study recommends that the Department of Education prioritize the provision of essential resources in EGD classrooms to enhance teaching and learning experiences, leading to improve learner performance.

ChatGPT in higher education: Opportunities, challenges, and required competencies in the absence of guiding policies

2025-06-06T12:03:18+00:00

This study examines the opportunities and challenges of employing ChatGPT in higher education, identifies essential user competencies, and evaluates its impact in the absence of formal policy guidelines. A qualitative case study design involved interviews with 10 faculty members and 10 students at a federal university in the United Arab Emirates. Documentation of live ChatGPT usage was also analyzed to triangulate findings. Thematic analysis revealed the following eight core themes: (1) Cost-effectiveness and time savings. (2) ChatGPT as a source of information and a flexible tool. (3) ChatGPT’s ability to adapt to the user. (4) Prompt engineering competencies in ChatGPT. (5) Addiction to ChatGPT. (6) The misinformation risks with ChatGPT. (7) Academic integrity concerns. (8) A lack of consensus on how to utilize ChatGPT appropriately. The findings underscore an urgent need for formal policies to guide the ethical and responsible use of ChatGPT in higher education. The study also emphasizes the necessity of targeted training workshops for teachers, curriculum integration, and adapting pedagogical approaches. It also calls for proactive attention to ethical concerns including misinformation, algorithmic bias, and overreliance to ensure that the educational benefits of ChatGPT are realized responsibly and sustainably.

Effectiveness of digital storybooks based on Balinese culture for enhancing cultural-civic literacy and Pancasila education outcomes

2025-06-08T13:03:24+00:00

The integration of local cultural content in educational materials has been increasingly recognized as an effective approach to enhance student engagement and learning outcomes. Empirical evidence on the specific impacts of digital storybooks based on local culture remains limited. This study aims to evaluate and determine the effectiveness of implementing digital storybooks based on Balinese local culture to enhance cultural civic literacy and learning outcomes of Pancasila education among fifth-grade elementary students. The effectiveness testing engaged 114 fifth-grade students in Jembrana Regency. The effectiveness analysis used multivariate analysis techniques and effect size transformation. The results show that digital storybooks demonstrated high effectiveness in enhancing cultural civic literacy and learning outcomes of Pancasila education. The effect size (ES) for cultural civic literacy was 0.849 indicating a high level of effectiveness. For Pancasila education learning outcomes, the effect size was 0.872 reflecting high effectiveness. When considering both cultural civic literacy and learning outcomes simultaneously, the effect size was 0.851 confirming the substantial impact of the digital storybooks. The conclusion suggests that digital storybooks based on Balinese local culture are highly effective tools for improving cultural civic literacy and Pancasila education learning outcomes. These results support the integration of local cultural content into educational materials.

Critical factors influencing online learning effectiveness: Insights from a local university

2025-06-08T14:25:08+00:00

This research evaluates student attitudes and perceptions towards online learning at a local institution in Fiji using critical success factors (CSFs), (1) student characteristics, (2) teacher characteristics, (3) learning environment and instructional design, and (4) support. Data was collected using quantitative research methodology. A validated online questionnaire was disseminated to the students and 436 students participated voluntarily. Once the data was collected, appropriate analysis was performed to evaluate the findings. The results indicated that the students perceived the four CSFs as influencing the success of online learning. Student characteristics, such as digital literacy, teacher characteristics, instant feedback, the quality and design of the learning environment, and institutional support were important for effective online learning. Additionally, the correlation analysis showed a significant relationship between the four CSFs. Evaluating critical success factors from the student perspective is essential for educational providers to gauge the effectiveness of the teaching and learning processes and improve them in the future. Educational institutions can leverage the CSFs identified in this study to assess the effectiveness of their online delivery and develop strategies to enhance the quality of online learning and teaching.

Impact of socio-constructivism on the academic performance of students and teachers in basic education: Evaluation of the approach and Peruvian educational policy

2025-06-08T15:13:43+00:00

This study examines the impact of the socioconstructivist approach on the academic performance of elementary school students and teachers in Peru to evaluate its implementation within the national educational policy. A mixed approach with a descriptive and causal-explanatory design was adopted, combining documentary analysis with bibliometric studies. The research reviewed the Ministry of Education regulations and empirical studies on basic education in the country. The results show that, although socio-constructivism has solid theoretical support based on the proposals of Piaget, Vygotsky, Bruner and Ausubel, its implementation has been fragmented. National and international evaluations reflect low student and teacher performance suggesting deficiencies in the application of the approach. Obstacles were identified as the lack of effective teacher training strategies, inadequate infrastructure and the absence of monitoring mechanisms. It is essential to strengthen teacher training, improve the conditions of educational institutions and establish monitoring systems to ensure effective application to enhance the impact of socioconstructivism. In practical terms, these findings underscore the need to reformulate the implementation strategies of this approach in Peruvian basic education to improve academic results and the quality of teaching.

Strengthening the competence of teacher training graduates through international collaboration e-mobility program

2025-06-08T15:45:55+00:00

In the 21st century, prospective teachers must think critically, communicate, collaborate, be creative, and use digital technology. However, many prospective teachers still who do not have these abilities. This study aims to analyze the strengthening of competencies of teacher graduates through the e-mobility international collaboration program and the results obtained by participants. This research uses a post-phenomenological paradigm with an interdisciplinary sociological approach. The subjects of this study were deans, directors of international class programs, participants and managers of the e-mobility program. Data were collected through interviews, focus group discussions, observations, and document studies. Data analysis was conducted using the thematic model. Data validity checks were carried out through triangulation of techniques and sources. The results showed that strengthening teacher competencies was effectively carried out through the international collaboration of the e-mobility program. The e-mobility program learning activities are carried out through online lectures. International e-mobility collaboration provides international experience to participants, improving their understanding of learning materials, pedagogic skills, and information technology skills. The e-mobility participants' competencies are acquired mainly through indirect learning. The findings of this study contribute to teacher education institutions to strengthen 21st-century teacher competencies through international collaboration.

Improving the communicative competence of prospective teachers through illusionism: A practical application of magical techniques

2025-06-08T17:11:38+00:00

This study aims to enhance communicative competencies in future teachers, a frequently neglected area in educational training by integrating illusionism as an innovative pedagogical tool. A quantitative analysis was conducted using a validated questionnaire across three dimensions to assess the communicative competence levels of 81 trainee teachers (mean age x=20.92 years and dt=2.58). Cluster classification and biplot methods (HJ Biplot and MANOVA Biplot) were employed to compare pre- and post-intervention measurements after incorporating card magic training sessions within a motor skills subject. The results identified three distinct clusters demonstrating significant and positive effects on future teachers' training following the illusionism intervention, notably surpassing programs lacking this approach. Enhanced self-confidence and security emerged as directly correlated with improved communicative competencies. The first cluster exhibited particularly developed communicative competencies, especially regarding control and security over the communicative process (non-verbal) linked to the emotional dimension. Illusionism, through adapted magic effects effectively improves students’ communicative skills by fostering self-confidence and emotional management. This research suggests that illusionism creates a motivating and innovative environment for more effective communication, addressing identified deficiencies in teacher communication skills and providing a structured methodology for enhancement.

Domain-specific epistemological beliefs’ expression in initial teacher education: A systematic review

2025-06-09T04:52:40+00:00

This systematic review examines how preservice teachers’ (PSTs) domain-specific epistemological beliefs (EB) are studied and understood within initial teacher education (ITE) with attention to theoretical, contextual, and methodological aspects. Findings from 24 empirical studies published up to 2024 were synthesized. The review analyzed theoretical frameworks, research designs, and tools commonly used to explore PSTs’ EB across specific domains. Cross-study evaluations are challenging due to the ambiguity created by the lack of justification for framework selection, although the variety of theoretical lenses enhances the field. Similarly, methodological preferences such as the dominance of quantitative and cross-sectional studies using closed questionnaires offer generalizable insights but limit the depth of understanding regarding EB development. Nevertheless, specific contexts of ITE were identified as catalysts for developing EB, and some EB were seen as key predictors of student-centered teaching practices. The field shows theoretical and methodological fragmentation but offers insights into how ITE might influence EB. Bridging current gaps is crucial for a deeper understanding of PSTs' conceptions of knowledge and learning. Recommendations include adopting longitudinal designs, clarifying theoretical foundations, and involving broader ITE stakeholders such as mentors and policymakers whose beliefs also shape teacher education.

Level of computational thinking skills among first-year university students: Variation across gender, geographical background, academic discipline, and programming learning experience

2025-06-09T07:56:40+00:00

This study explores the current status of computational thinking (CT) skills among first-year university students and examines whether any differences exist across genders, geographic backgrounds and academic disciplines with programming learning experience given the growing interest in computational thinking (CT) in recent years. It also investigates the correlations among the five sub-dimensions of CT. 375 Chinese undergraduates were selected through random sampling and completed a computational thinking skills questionnaire. Data were analyzed using quantitative methods, including descriptive statistics, independent samples t-tests, and Pearson correlation analysis. The following results were found: (1) The overall CT skills of the first-year students reached a moderate level. (2) Programming learning experience and academic discipline significantly influenced CT skills of undergraduates but no statistical difference was found across gender and geographic background. (3) There were significant and positive correlations among the five sub-dimensions of CT. The study reveals that differences in CT skills among first-year students are primarily associated with academic discipline and programming learning experience, emphasizing the need for targeted instructional strategies to support diverse learning backgrounds. The present study offers valuable insights into integrating CT into the university curriculum to benefit undergraduates across different academic disciplines.

The effect of learning leadership and capacity building on students' distance learning behaviour mediated by teachers' performance

2025-06-09T08:32:16+00:00

This study examines the influence of learning leadership and capacity building directly or indirectly on students' distance learning behaviour mediated by teachers' performance. Data were collected through a Google Forms questionnaire using stratified random sampling involving 43 teachers and 289 students from state and private Madrasah Tsanawiyah in Semarang City. Additionally, the data were analyzed using multiple regression, f-test, t-test, and path analysis with the assistance of SPSS 23. The study showed varied relationships among learning leadership, capacity building, teachers' performance, and students' distance learning behaviour. Leadership and capacity building simultaneously affect teachers' performance. However, only the capacity-building variable separately affects teachers' online teaching performance. Learning leadership, capacity building, and teachers' performance simultaneously or separately in different relationship patterns did not affect students' distance learning behaviour. The findings suggest that inadequate leadership and a lack of distance learning capacity building contribute to teachers' unpreparedness to implement effective distance learning. This unpreparedness leads to ineffective students' distance learning behaviour. Therefore, teachers must develop the necessary skills to enhance students' ability to engage in distance learning. This development should be supported by strong leadership and initiatives to build their capacity, ultimately resulting in more effective distance learning experiences.

Counseling communication competencies of counselors in Jordanian schools and their impact on gender and type of educational institutions

2025-06-09T10:01:05+00:00

This study aimed to identify the nature of counseling communication competencies among educational counselors in Jordanian schools and the extent to which these competencies are affected by gender and work organization variables. The study sample consisted of 115 male and female counselors in Jordanian schools. This study relied on the descriptive analytical approach. The counseling communication competencies scale which was prepared by the researcher himself was also applied to the study sample. The results of the study indicated the absence of a statistically significant relationship between the components of counseling communication competencies, especially between knowledge of counseling competency and training in counseling competency. There was also a statistically significant relationship between knowledge of counseling competency and the ability to practice counseling competency as well as between training in counseling competency and the actual practice of counseling competency and the ability to practice counseling competency. In addition, the results indicated the absence of statistically significant differences between the components of counseling communication competencies among educational counselors in Jordanian schools attributable to gender and work organization variables. The researcher recommends the necessity of qualifying and developing counseling communication competencies among educational counselors in Jordanian schools based on the results of the study.

Integrated behavior of parents regarding surrender, reflection, collaboration, talent, and nutrition patterns in treating ADHD in primary school-aged children

2025-06-09T10:30:11+00:00

Children with ADHD (attention-deficit/hyperactivity disorder) must receive special attention from teachers, parents, and health professionals, so integrated treatment is needed. This paper aims to describe the good practices of parents' integrated behavior in dealing with children with severe ADHD so that they have good abilities as reflected in the results of therapist examinations and school achievement measures. This study uses a qualitative approach with the main informants being one parent who has a child with ADHD, one homeroom teacher and one teacher as supporting informants. The research instrument consisted of interviews, observation sheets, and documentation. The research instrument was obtained through expert validation before being used. Data was collected from the interviews with informants and the consequences of children's assessments. Source triangulation was carried out with informants. The findings of this study indicate that parents' integrated behavior, sincerity, reflection, collaboration, talent, and nutrition (SRTCN) succeeded in increasing the ability of children with ADHD to develop better. The researchers recommend that parents carry out behavior that is integrated with the SRTCN pattern in dealing with their children who are detected as having ADHD based on these findings.

Balancing enthusiasm and engagement: The impact of AI chat tools on student learning habits and perceptions in higher education

2025-06-09T11:07:12+00:00

This study investigates the shift in the use of AI-based chat tools in higher education focusing on changes in student engagement, learning behavior, and perceptions during a heavily AI-integrated semester. The research is based on pre- and post-semester surveys conducted among students from diverse demographic backgrounds and academic disciplines to assess their experiences and attitudes toward AI tools. The findings show that students initially enthusiastically embraced AI tools but their deep engagement diminished over time, indicating the importance of continuous support and structure for sustained usage. Although demographic factors such as age and academic discipline influenced initial openness, extended use reduced these differences. AI tools were most beneficial for understanding concepts and completing assignments, particularly in technical subjects like programming. Collaboration among classmates remained unaffected with AI use complementing rather than replacing traditional learning methods. AI tools enhance learning experiences by addressing individual needs and improving productivity. However, targeted integration and ongoing support are crucial to sustain long-term engagement. The study offers valuable insights for teachers, technologists, and policymakers to optimize AI integration in education, making it accessible, inclusive, and supportive of diverse learners globally.