Archive

Scheduled 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 examines factors influencing the acceptance of e-comic use on digital learning platforms using an extended Technology Acceptance Model (TAM). A quantitative survey was conducted involving 118 elementary school students, and the data were analyzed using Partial Least Squares-Structural Equation Modeling (PLS-SEM) with SmartPLS 4.0. The results indicate that perceived usefulness significantly influences attitude and behavioral intention to use e-comics. Perceived ease of use does not directly affect attitude or behavioral intention but significantly influences perceived usefulness. Accessibility and student support also play important roles in increasing technology acceptance. The structural model explains 52.2% of the variance in behavioral intention (R² = 0.522), indicating moderate explanatory power. These findings strengthen the application of TAM in the context of digital learning media and highlight the importance of perceived usefulness, accessibility, and system support in supporting the adoption of e-comics in primary education.

Published: 01 Jun 2026 View Details

Scheduled LEOTECH: Journal of Learning Education and Technology

Practicality of Gamification-Based VPDLS Media and Its Association with Elementary School Students’ Digital Numeracy Achievement

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 practicality of gamification-based VPDLS media and examine its association with elementary school students’ digital numeracy achievement. 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 has the potential to support students’ engagement in digital numeracy learning, although the results should be interpreted cautiously because the study employed a descriptive quantitative design. In addition, the high level of practicality contributes to students’ acceptance and consistent use of digital learning media. The results are expected to support teachers and educational practitioners in designing effective and user-friendly digital learning media. This study provides empirical evidence regarding the practicality and potential contribution of gamification-based VPDLS media in supporting digital numeracy learning at the elementary school level.

Published: 01 Jun 2026 View Details

Scheduled 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 indicate that digital platforms contribute modestly to the development of students’ 6C skills and that their effectiveness largely depends on pedagogical implementation and school readiness.

Published: 01 Jun 2026 View Details

Scheduled 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.

Published: 01 Jun 2026 View Details

Scheduled 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, Hariharasudan Anandhan, Mustafa Kayyali

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.

Published: 01 Jun 2026 View Details

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

Production JEES: Journal of Education and Educational Sciences

Background and Scope of The Philosophy of Integrated Science Religion and Science and Their Goals and Benefits

Riskimilasari, Zulkifli Musthan

This study discusses the philosophy of science of integrating religion and science with an emphasis on its physiological and sociological background US well US its benefits and benefits. The study approach uses the library research method. The play data sources in this research are obtained from various references and research journals that are relevant and closely related to the issue of the integration of religion and science. All of the books and resources that have been successfully compiled are comprehensive guides that are relevant to the topics discussed. After the source collection process is completed, the next step is to analyze and synthesize the data to reach a valid conclusion from the results of this study. Physiologically, the relationship between modern science and religion has experienced dynamics from the 17th century to the 20th century from close encounters, views that reduce the role of God and the universe, to interactions that are dynamically re-formed. Sociologically, the integration of religion and science that was born in response to the dichotomy caused by the entry of secular western education into the Islamic world, resulted in two different educational systems, namely Islamic education and secular education. The philosophy of integrated science aims to create harmonization between religion and science, develop a holistic paradigm, strengthen Islamic epistemology and science, and develop an integrative educational curriculum. The benefits of this integration include moral and ethical foundations in the development of science and technology, motivating scientific research with religious nuances, bringing holistic and harmonious awareness in society, Reducing conflicts and dichotomies between religion and science.

Published: 01 May 2026 View Details

Production JEES: Journal of Education and Educational Sciences

The Effect of the Ethno-RME Learning Model on Improving HOTS and Self-Efficacy of Elementary School Students

Putik Rustika, Rifqi Hidayat

Mathematics learning in elementary schools is still largely abstract, as it focuses on memorizing formulas and procedures without involving cultural contexts that are close to students’ daily lives. This condition leads to low levels of higher-order thinking skills (HOTS) and self-efficacy. This study aims to examine the effect of applying the Ethno-Realistic Mathematics Education (Ethno-RME) model on improving HOTS and self-efficacy among elementary school students. This study highlights its novelty by simultaneously examining cognitive (HOTS) and affective (self-efficacy) outcomes within an Ethno-RME framework at the elementary school level, which remains underexplored in previous studies. The research employed a quantitative approach with a pre-experimental one group pretest-posttest design. The instruments consisted of a HOTS test and a self-efficacy questionnaire administered before and after the treatment. Data were analyzed concisely using multiple regression analysis to examine the contribution of Ethno-RME to both outcome variables. The subjects were 159 elementary school students in Kesambi District. The results showed a significant improvement in students’ HOTS and self-efficacy after the implementation of the Ethno-RME model based on traditional house miniatures. These findings indicate that integrating local culture into mathematics learning through a realistic approach not only enhances cognitive understanding but also strengthens students’ confidence. Therefore, the Ethno-RME model can serve as an alternative contextual learning strategy that supports the development of both HOTS and self-efficacy.

Published: 01 May 2026 View Details

Production JEES: Journal of Education and Educational Sciences

The Effect of the Snowball Drilling-Based Jigsaw Model on Learning Independence and Mathematical Spatial Ability of Elementary School Students

Ike Kurniawati, Herlin Kurniasari

This study aims to determine the influence of variables in the snowball drilling-based Jigsaw learning model. The research method employed a pre-experimental design using a one-group pretest–posttest design. The research subjects were school students with a saturated sampling technique and a sample size of 60 respondents. The research instruments consisted of a cognitive test of mathematical spatial ability and a questionnaire on students' mathematical learning independence as well as a questionnaire on responses to the Jigsaw learning model. Data analysis techniques used multiple linear regression tests to determine the effect of the snowball drilling-based Jigsaw model on students' learning independence and mathematical spatial ability. Path analysis was used to test the relationship between aspects of independence and mathematical spatial ability. The results showed that the application of the snowball drilling-based Jigsaw model had a significant effect (p < 0.05) on improving elementary school students' mathematical learning independence and mathematical spatial ability. This study contributes novelty by integrating the Jigsaw cooperative model with Snowball Drilling to simultaneously strengthen students’ learning independence and mathematical spatial ability at the elementary level, an area that has been rarely examined in previous studies. In addition, there is a positive relationship between aspects of the variables of learning independence and mathematical spatial ability, as can be seen from the p-value < 0.05. The Jigsaw model can encourage students to increase their learning independence through responsibility and develop mathematical spatial abilities through understanding relationships, perception, visualization, rotation, and spatial orientation. Thus, this study can be used as a reference in similar studies.

Published: 01 May 2026 View Details

Production JEES: Journal of Education and Educational Sciences

The Effect of the Project-Based Learning Model in Terms of Learning Styles on the Literacy and Numeracy Skills of Elementary School Students

Irma Sofiasyari, Rizky Arianty

This study aims to determine the effect of the project-based learning model in terms of learning styles on the literacy and numeracy skills of fourth-grade elementary school students in the Jamblang sub-district in 1 cluster, namely SDN 1 Wangunharja, SDN 2 Wangunharja, SDN 1 Sitiwinangun, SDN 2 Sitiwinangun, SDN 3 Sitiwinangun, SDN 1 Bojong Wetan, SDN 2 Bojong Wetan, and SDN 3 Bojong Wetan. This study used a quantitative method with a one-group pretest-posttest design. The sample in this study consisted of all 240 fourth-grade elementary school students. The research instruments consisted of a learning style questionnaire, literacy and numeracy tests with multiple choice questions for the pretest and posttest. Data collection was conducted before and after the implementation of the PjBL learning model. Data analysis included validity, reliability, normality, homogeneity, simple linear regression analysis, and paired sample t-test. The results show that each data point in the variables also meets the assumptions of normality and homogeneity. From the descriptive statistics calculation results, the hypothesis test of simple linear regression analysis and the paired sample t-test show a significant difference between the pretest and posttest scores for students' literacy and numeracy abilities. with the students' literacy ability level at the time of the pretest averaging 42.88 and the posttest score averaging 76.33, and the students' numeracy ability level at the time of the pretest averaging 43.46 and the posttest score averaging 71.21. Based on the hypothesis test, the significance value of each variable was 0.000 (

Published: 01 May 2026 View Details

Under Review MIREJ: Multidisciplinary Innovation Research Journal

A Comparative Evaluation of Large Language Models for Enterprise Deployment: Performance, Safety, Cost, and Scalability Using a Multi-Criteria Decision Framework

Jurgen Mecaj, Erarda Vuka

The proliferation of large language models (LLMs) across enterprise, research, and public-sector applications has created an urgent need for rigorous, multi-dimensional evaluation frameworks. This paper presents a comprehensive comparative analysis of seven state-of-the-art LLMs — GPT-4o, Claude 3.5 Sonnet, Gemini 1.5 Pro and Flash, LLaMA 3 70B, Mistral Large, and Claude 3 Haiku — across eight evaluation dimensions: benchmark accuracy, safety alignment, cost efficiency, inference latency, context handling, deployment flexibility, multilingual capability, and scalability. A weighted Multi-Criteria Decision Analysis (MCDA) framework is applied to produce transparent composite rankings from empirical benchmark data using five standardized benchmarks (MMLU, HumanEval, HellaSwag, GSM8K, MATH). Results indicate that Claude 3.5 Sonnet achieves the highest MCDA composite score (0.801), driven by accuracy (90.4% MMLU, 92.0% HumanEval) and safety alignment (4.9/5). Gemini 1.5 Flash emerges as optimal for cost-sensitive deployments ($0.075/1M tokens; 210 tok/s). The paper analyzes architectural trade-offs between dense transformers and Mixture-of-Experts designs, provides a deployment recommendation matrix, and contributes an extensible, evidence-based decision framework for enterprise AI practitioners.

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