Archive

Scheduled JEES: Journal of Education and Educational Sciences

The Influence of Interest and Grit on Indonesian Primary Students’ English Language Performance

Detriana Abuk, Yumna Habibah Nurhasanah, Maria Cilia Nahak, Yeni Novelina Manek

This study investigated the relationship between learning interest, grit, and English language performance among Indonesian primary school students. A total of 240 students from three public elementary schools SDN Negeri 1 Tuk, SDN Negeri 1 Kedung Jaya, and SDN Negeri 1 Kedung Dawa participated in the study. Data were collected using structured questionnaires and analyzed through descriptive statistics, validity and reliability testing, and multiple linear regression analysis. The findings revealed that both interest and grit had significant positive correlations with English performance (r = 0.622, p < 0.001 for interest; r = 0.693, p < 0.001 for grit). Furthermore, regression analysis indicated that grit was the stronger predictor of English achievement (β = 0.503, p < 0.001), compared to learning interest (β = 0.278, p < 0.001), with the model accounting for 52.1% of the variance in performance (R² = 0.521). These results emphasize that while student interest enhances motivation, grit defined as perseverance and sustained effort-is a more influential factor in predicting academic success in English. The study highlights the importance of cultivating both interest and resilience in young learners. Teachers are encouraged to implement strategies that promote long-term motivation and persistence to support better outcomes in English language learning.

Published: 01 May 2026 View Details

Scheduled JEES: Journal of Education and Educational Sciences

The Validity and Reliability of Social Responsibility Among Senior High School Students

Mar'atu Nafilah, Charmelia Nuraini, Nasya Dinda Afrillah

The purpose of this project is to create and verify a measurement instrument for evaluating high school students' social responsibility. Data were gathered quantitatively from 248 kids who were chosen from a variety of metropolitan schools using purposive sampling. Based on a theoretical framework of social responsibility, the instrument was validated both constructively using Exploratory Factor Analysis (EFA) and content by experts using the CVR and CVI methods. Cronbach's Alpha and McDonald's Omega were used to assess for reliability, and both showed strong internal consistency (α > 0.80). The findings point to a realistic and trustworthy factor structure with three primary dimensions: social justice, social culture, and contextual understanding. These results lend credence to the instrument's usage in educational settings, especially character education, for diagnostic and assessment purposes. This study offers educators and policymakers a useful tool for assessing teenagers' social responsibility that is context-specific. To assess the instrument's external validity in various institutional and cultural contexts, further study is advised.

Published: 01 May 2026 View Details

Submission LEOTECH: Journal of Learning Education and Technology

Artificial Intelligence in Intelligent Tutoring Systems for Education Literature Review and Bibliometric Analysis Using R-Biblioshiny

Raudhatul Haura, Farouq Sessah Mensah, Alaa Hussein Jafar Al-Anbari

The rapid advancement of Artificial Intelligence (AI) has accelerated the integration of technology into digital learning, particularly through Intelligent Tutoring Systems (ITS) that are capable of adapting instructional content, feedback, and learning pathways to students’ individual needs. The growing volume of publications on AI-based ITS highlights the need for a systematic mapping of the literature to better understand research trends, thematic emphases, and future research directions. This study aims to analyze publication trends, identify influential authors, institutions, journals, and countries, map the conceptual structure of the research field, and uncover research gaps and potential avenues for future studies. A quantitative approach was employed using bibliometric analysis. Data were retrieved from the Scopus database through searches of titles, abstracts, and keywords, and were subsequently screened using the PRISMA flow diagram, resulting in 322 articles published between 2012 and 2026. Bibliometric analysis was conducted using the Bibliometrix package and Biblioshiny to examine publication patterns, citation performance, collaboration networks, and keyword and thematic relationships. The findings indicate a steady increase in publications, with dominant themes centered on AI, intelligent tutoring systems, and adaptive learning. However, studies focusing on pedagogical implementation and long-term learning outcomes remain relatively limited. These results point to significant opportunities for future research, particularly in empirical evaluation and pedagogical integration. Overall, this study provides a comprehensive overview of the development of AI-based ITS research and serves as a valuable reference for researchers and practitioners in designing learning systems that align with educational needs.

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Submission LEOTECH: Journal of Learning Education and Technology

Augmented Reality Comic-Based Learning: Its Impact on Student Learning Independence, Digital Literacy, and Literacy Achievement in Elementary Education

Zahratun Nufus, Saleman Mashood Warrah

The rapid advancement of digital technology in the Industry 4.0 era necessitates innovative instructional media capable of fostering independent learning, digital literacy, and literacy achievement among elementary school students. This study examines the effectiveness of Augmented Reality (AR)-based comic learning media in enhancing learning independence, digital literacy, and literacy achievement. A quantitative descriptive research design was employed, involving 78 fifth-grade students from two elementary schools in Cirebon City selected through total sampling. Data were collected using closed-ended questionnaires to measure learning independence and digital literacy, along with essay tests to assess literacy achievement. Instrument validity and reliability were evaluated using Partial Least Squares Structural Equation Modeling (PLS-SEM), while Multivariate Analysis of Variance (MANOVA) was applied to examine the simultaneous effects of school differences on the three dependent variables. The results indicate a significant multivariate effect of school context on the combined variables. Post hoc analysis reveals that school differences significantly influence literacy achievement, whereas differences in digital literacy and learning independence are not statistically significant. Correlation analysis demonstrates a strong association between digital literacy and learning independence, but no direct relationship with literacy achievement. These findings suggest that AR-based comics effectively enhance students’ literacy performance through immersive visualization and narrative engagement, while behavioral competencies such as learning independence and digital literacy require sustained implementation and pedagogical support. This study contributes an adaptable AR comic-based learning model suitable for elementary education, particularly in resource-limited schools, and provides empirical evidence of the integrated cognitive and behavioral impacts of immersive digital learning media.

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Submission LEOTECH: Journal of Learning Education and Technology

The Effectiveness of Learning Platforms on Students' 6C Skills of Elementary School Students

Lailatun Najmiah, Fasihah Abidah binti Anoar

This study examines the effectiveness of digital learning platforms in supporting the development of elementary school students’ 6C skills, including critical thinking, creativity, collaboration, communication, citizenship, and character. Using a quantitative descriptive approach, data were collected from 382 students through 6C skills tests and questionnaires measuring students’ perceptions of platform effectiveness. The data were analyzed using descriptive statistics, Pearson correlation, and one-way ANOVA to identify patterns and differences across schools. The results indicate a positive and significant relationship between the use of digital learning platforms and students’ 6C skills, although the correlation strength is relatively low and varies between schools. These findings highlight that the effectiveness of digital learning platforms depends not only on technology use but also on implementation quality, pedagogical support, and school readiness.

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Submission LEOTECH: Journal of Learning Education and Technology

Effectiveness and Practicality of Gamification-Based VPDLS Media in Improving Digital Numeracy Skills of Elementary School Students

Hasbiyah Srianah Amir, Poopathy Dhanasekaran

The development of digital learning media is essential in improving elementary school students’ digital numeracy skills. This study aims to analyze the effectiveness and practicality of gamification-based VPDLS media in supporting digital numeracy learning. A descriptive quantitative approach with comparative analysis was employed. The research involved 343 elementary school students from eight schools. Data were collected using a digital numeracy essay test and a media practicality questionnaire based on the Technology Acceptance Model. Instrument validity and reliability were analyzed using SmartPLS, while descriptive statistics and ANOVA were conducted using SPSS. The results showed that the VPDLS media demonstrated high practicality, with students perceiving it as easy to use, practical, and comfortable for learning. Students’ digital numeracy scores also showed relatively high achievement, with significant differences among schools. The ANOVA results confirmed that both media practicality and digital numeracy achievement varied significantly across learning contexts. These findings indicate that gamification-based VPDLS media is effective in enhancing student engagement and supporting numeracy learning outcomes. In addition, the high practicality level contributes to students’ acceptance and consistent use of digital learning media. This study provides empirical evidence that integrating gamification into digital learning platforms can improve the quality of numeracy instruction in elementary schools. The results are expected to support teachers and educational practitioners in designing effective and user-friendly digital learning media. This study provides empirical evidence on the effectiveness of gamification-based VPDLS media in improving digital numeracy at the elementary school level.

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Submission LEOTECH: Journal of Learning Education and Technology

Analysis of Influencing Factors of the Use of E-Comic on Learning Platforms Digital Using Technology Acceptance Model (TAM)

Jumiati, Naufal Fidha Sulaeman, Pooveneswaran Nadajaran

This study aims to analyze the factors that affect the acceptance of e-comic use on digital learning platforms using an expanded Technology Acceptance Model (TAM). This explanatory quantitative study involved 118 elementary school students and was analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). Data processing is carried out using SmartPLS 4.0. The results show that perceived usefulness has a significant effect on attitude and intention to use e-comics, while perceived ease of use has an indirect effect through perceived usability. Accessibility and student support variables have proven to play an important role in increasing technology acceptance. The contribution of this research lies in strengthening the application of TAM in the context of digital learning media by emphasizing the importance of the perception of usability, accessibility, and system support in the adoption of e-comics in primary education.

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Under Review MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia

Exploring Students’ Use of AI Translation and Paraphrasing Tools during Academic Reading

Endang Siti Nurkholidah, Shafiq ur Rehman

The increasing availability of AI translation and paraphrasing tools offers new possibilities for supporting English as a Foreign Language (EFL) students’ academic reading. This qualitative study explored how university students use these tools across the before-, during-, and after-reading stages and how such use facilitates comprehension and meaning-making. Data were collected through think-aloud protocols, reading journals, and semi-structured interviews and analyzed thematically. Findings reveal that students engage with AI tools in a strategic and reflective manner, employing translation for lexical support, paraphrasing for structural simplification, and both tools for reflective consolidation. Students’ use of AI was stage-specific: pre-reading translation enabled previewing and activation of prior knowledge; during reading, paraphrasing supported comprehension monitoring and verification; after reading, students consolidated understanding through summarization and clarification. The study highlights that AI tools function as both cognitive and metacognitive scaffolds, extending learners’ capacity to navigate complex academic texts while promoting learner agency and self-directed reading. These insights offer practical implications for integrating AI tools into academic literacy instruction and suggest avenues for future research on longitudinal effects, disciplinary differences, and adaptive strategies for diverse proficiency levels.

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Published GENFABET: Generasi Pendidikan Dasar • 2026

Analisis Pengaruh Dimensi Kecemasan Terhadap Sikap Belajar Matematika Siswa Sekolah Dasar

Tri Yanti

This study aims to analyze the effect of anxiety on elementary school students' attitudes in learning mathematics, focusing on two dimensions of anxiety: cognitive and somatic. This study uses a descriptive quantitative approach with a path analysis method based on Partial Least Square (PLS). Data were obtained through a closed questionnaire that had been tested for validity and reliability, and distributed to 50 elementary school students. The results of the analysis showed that cognitive anxiety had a significant effect on students' attitudes (p

Published: 01 Feb 2026 View Details

Declined MIREJ: Multidisciplinary Innovation Research Journal

Studi Tentang Kesulitan Fokus Anak dalam Pembelajaran: Tinjauan Psikologis dan Edukatif

Adillah Hasibuan, Hilda Zahra Lubis, M. Pd

The advancement of technology and the transformation of learning methods in the modern era have brought positive impacts to children's education. However, these developments also pose challenges, including increasingly complex focus difficulties among children. These focus difficulties affect children's academic, social, and emotional aspects. This study aims to identify the factors contributing to focus difficulties, encompassing psychological and educational aspects, and their impact on the learning process. From a psychological perspective, focus difficulties are often linked to emotional conditions such as anxiety and disorders like ADHD. Meanwhile, educational factors include teaching methods, curricula, and less conducive learning environments. This research employs a literature review method, with data collection conducted by searching, reading, analyzing, and citing relevant information from available literature. The data obtained is analyzed using a content analysis approach. This study highlights the importance of a holistic approach, both through psychological interventions and adjustments in teaching methods, to create a learning environment that supports children's focus abilities. The findings are expected to serve as a foundation for educators, parents, and psychologists in supporting children's optimal development through interactive and adaptive learning strategies.

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Under Review MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia

Enhancing Oral Communication in Real Time: University Students’ Self-Directed Use of AI-Powered Speech Recognition in English Classrooms

Masrurotul Ajiza, Ali Said Al Matari, Muthmainnah Muthmainnah

The increasing availability of AI-powered speech recognition has created new possibilities for supporting oral communication in English classrooms. This study explores how university students use AI-powered speech recognition tools in a self-directed manner during real-time speaking activities and how they perceive the usefulness of these tools for enhancing oral communication. Adopting a convergent mixed-methods design, the study integrates qualitative data from classroom observations and semi-structured interviews with quantitative data from a descriptive Likert-scale questionnaire. The qualitative findings reveal that students use speech recognition strategically to monitor intelligibility, rehearse spoken output, and manage speaking-related anxiety during communicative tasks. Rather than replacing interaction, the tool functions as a flexible support that learners draw on selectively according to situational needs. The quantitative results indicate generally positive perceptions of the tool’s usefulness, particularly in relation to confidence, fluency awareness, and ease of use. By combining observed practices with learners’ reported perceptions, this study offers a classroom-grounded account of AI-powered speech recognition use in real-time speaking contexts. The findings contribute to ongoing discussions on AI-assisted language learning by highlighting the pedagogical potential of speech recognition as a learner-oriented resource for supporting oral communication.

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Under Review MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia

Supporting Spoken Interaction in Academic Settings: Students’ Use of Real-Time AI Transcription in EFL Classrooms

Irma Ratna Ningsih, Ken Paul M. Espinosa

Abstract: This study explores EFL students’ use of real-time AI transcription to support spoken interaction in academic classroom settings and examines their perceptions of its role during oral activities. Adopting an exploratory mixed-methods design, the study integrates qualitative data from classroom observations and semi-structured interviews with quantitative data from a self-report questionnaire. The qualitative findings reveal that students employ AI transcription in self-directed and interaction-sensitive ways, such as monitoring speech accuracy, managing communication breakdowns, supporting turn-taking, and reducing anxiety during real-time interaction. These practices indicate that AI transcription functions not merely as a corrective aid but as an interactional resource embedded within ongoing classroom discourse. Quantitative results further show generally positive student perceptions regarding the usefulness of real-time AI transcription for enhancing clarity, confidence, and engagement in spoken interaction. By foregrounding students’ situated practices and experiences, this study contributes to emerging research on AI-mediated spoken communication in EFL contexts. The findings suggest that real-time AI transcription holds pedagogical potential when integrated flexibly and responsively to learners’ communicative needs, offering insights for educators seeking to support spoken interaction through AI-enabled technologies.

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