Archive

Declined MIREJ: Multidisciplinary Innovation Research Journal

PERAN TEKNOLOGI DIGITAL TERHADAP KETIMPANGAN PENDAPATAN DAN KEADILAN EKONOMI

Akhmad Rindang Darmawan, Musaffak

Abstrak Perkembangan teknologi digital telah membawa perubahan signifikan dalam struktur perekonomian, khususnya dalam kaitannya dengan ketimpangan pendapatan dan keadilan ekonomi. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis peran teknologi digital dalam mempengaruhi ketimpangan pendapatan serta kontribusinya terhadap terwujudnya keadilan ekonomi di Indonesia. Metode penelitian yang digunakan adalah pendeketan kualitatif deskriptif dengan memanfaatkan data sekunder yang diperoleh melalui kajian literatur terhadap jurnal ilmiah, laporan resmi pemerintah, publikasi lembaga terkait, serta dokumen kebijaka yang relevan dengan ekonomi digital. Hasil kajian menunjukkan bahwa pemanfaatan teknologi digital, khususnya melalui fintech, e-wallet, dan e-commerce, berperan penting dalam memperluas akses keuangan dan pasar bagi masyarakat berpendapatan rendah serta pelaku UMKM. Digitalisasi mampu meningkatkan efisiensi transaksi, mempercepat pembiayaan usaha, dan membuka peluang ekonomi yang lebih inklusif. Selain itu, peningkatan literasi digital dan litersi keuangan terbukti memperkuat kemampuan masyarakat dalam memanfaatkan teknologi secara optimal, sehingga dampak langsung pada peningkatan pendapatan dan pengurangnan kesenjangan ekonomi. Dengan demikian, teknologi digital tidak hanya menjadi saran inovasi ekonomi, tetapi juga instrumen strategis dalam mendorong pemerataan pendapatan dan memperkuat keadilan ekonomi secara berkelanjutan.

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Declined JEES: Journal of Education and Educational Sciences

Federated Database System for Multi-Organization Sharing

Risca Wahyuni, Nur Asrori, Dwi Nugroho

The electric power industry, particularly large utilities such as PLN, increasingly requires cross-regional data analysis to support planning, monitoring, and decision-making. However, data sharing between organizational units is constrained by privacy concerns, data ownership policies, and the risk of sensitive operational information leakage. Centralized SCADA data analytics therefore become difficult to implement. This paper proposes a federated SCADA data analytics approach based on a Federated Database System that enables multi-organization collaboration without transferring raw data. Each organization retains its local database, while only privacy-protected statistics and model parameters are shared. Secure Multi-Party Computation (SMC) principles and Differential Privacy (DP) mechanisms are applied to ensure confidentiality and prevent data reconstruction. In addition, a lightweight artificial intelligence model based on local linear regression is integrated to demonstrate federated AI capability. Experiments using substation capacity data from two regions, West Java and East Java, show that the proposed system can successfully generate global statistics such as total capacity, average capacity, maximum capacity, and number of substations with minimal accuracy degradation. The results confirm that federated analytics is a secure and practical solution for SCADA-based data collaboration in the energy sector. Keywords: Federated Database, SCADA System, Secure Multi-Party Computation, Differential Privacy.

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Declined GENFABET: Generasi Pendidikan Dasar

Keterampilan Dasar Mengajar Guru Kelas IV Sd: Studi kasus di SDN 064966 Medan Perjuangan

anggun zayutri

Tujuan dari penelitian ini adalah menggambarkan penerapan keterampilan dasar mengajar oleh guru kelas IV di SDN 064966 Medan Perjuangan, dengan menggunakan pendekatan studi kasus. Keterampilan yang dikaji meliputi delapan aspek utama, yaitu dikaji meliputi delapan aspek utama, yaitu keterampilan bertanya, pemberian penguatan, variasi pembelajaran, keterampilan menjelaskan, membuka dan menutup pelajaran, pengelolaan kelas, pembimbingan diskusi kelompok kecil, serta pembelajaran kelompok kecil dan perseorangan. Penelitian ini menggunakan metode kualitatif deskriptif dengan teknik pengumpulan data berupa wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa guru telah memahami pentingnya delapan keterampilan dasar mengajar tersebut, namun penerapannya di kelas belum sepenuhnya optimal. Beberapa aspek yang masih perlu ditingkatkan meliputi penggunaan penguatan nonverbal, pemanfaatan variasi media, pelaksanaan diskusi kelompok kecil, serta pembelajaran secara individual. Adapun kendala yang ditemukan antara lain keterbatasan waktu pembelajaran, kurangnya variasi sarana pendukung, serta belum tersedianya pelatihan lanjutan terkait strategi mengajar. Penelitian ini menyimpulkan bahwa peningkatan penguasaan keterampilan dasar mengajar sangat diperlukan agar proses pembelajaran di kelas IV dapat berlangsung secara lebih efektif, interaktif, dan bermakna.

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Published LEOTECH: Journal of Learning Education and Technology • 2025

The Role of Teacher Support, Self-Efficacy, and Academic Emotions in Predicting Primary School Students Learning Performance Within a Formative Assessment Model

Nonih Nur Syah Lukiyah, Hilyah Auliya, Khilda Tamami

This study investigates the influence of teacher support, academic self-efficacy, and academic emotions on the learning performance of elementary school students through the development of a formative assessment model. A supportive classroom environment is essential for fostering student motivation, emotional regulation, and optimal academic achievement. The study involved 240 students from public elementary schools in Cirebon, Indonesia, using a structured quantitative survey. Research instruments measured teacher support, academic self-efficacy, academic emotions, and student performance. Data analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM), a variance-based structural equation modeling approach, with SmartPLS 3.0 software. Results show that teacher support has a strong direct effect on learning performance (β = 0.845; f² = 2.524), and also exerts indirect effects through positive academic emotions (β = 0.134) and academic self-efficacy (β = -0.034). The structural model explains 75.9% of the variance in student performance (R² = 0.759). These findings emphasize the critical role of teacher support and students’ psychological factors in formative assessment, suggesting that integrating socio-emotional variables can improve learning effectiveness in primary education.

Published: 01 Dec 2025 View Details

Declined MIREJ: Multidisciplinary Innovation Research Journal

Kebijakan HAKI dalam Era AI-Generated Content Tinjauan pada Promosi Pariwisata Digital

PUTRI ISFAHANI FAJRI, RIZAL APRIZAL, MUHAMMAD RIZKI RAIHAN

Pariwisata digital merupakan pilar penggerak ekonomi Indonesia yang transformatif, berlandaskan pada prinsip keberlanjutan dan berbasis masyarakat. Inovasi terkini, AI-Generated Content (AIGC), menawarkan potensi revolusioner dalam meningkatkan skala dan personalisasi promosi pariwisata 4.0. Namun, adopsi AIGC secara masif memunculkan tantangan krusial di ranah Hak Kekayaan Intelektual (HAKI). Sistem hukum HAKI Indonesia, terutama UU No. 28 Tahun 2014 tentang Hak Cipta, belum secara eksplisit mengatur kepemilikan dan perlindungan karya yang dihasilkan oleh kecerdasan buatan, menciptakan kekosongan hukum yang berpotensi memicu sengketa dan menghambat inovasi. Selain itu, penggunaan AIGC wajib selaras dengan prinsip pariwisata berkelanjutan, termasuk perlindungan aset budaya nasional dari replikasi atau eksploitasi tanpa atribusi yang jelas. Makalah ini bertujuan untuk menganalisis dan mengkaji adaptasi kebijakan HAKI di Indonesia guna mengatur AIGC dalam konteks promosi pariwisata digital. Penelitian ini berfokus pada harmonisasi antara perlindungan hak cipta di era digital dengan dukungan terhadap inovasi teknologi, sambil menjamin kepatuhan pada prinsip pariwisata berkelanjutan dan perlindungan budaya. Diharapkan hasil penelitian ini dapat memberikan rekomendasi kebijakan yang adaptif dan komprehensif bagi pemangku kepentingan untuk menciptakan kerangka hukum yang adil dan pro-inovasi.

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Published MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia • 2025

Teachers’ Experiences Using ChatGPT for Lesson Planning in EFL Classrooms

Sirniawati Sirniawati, Azran Azmee

This qualitative study explores EFL teachers’ experiences using ChatGPT for lesson planning, focusing on both practical interactions and reflective perceptions. Through semi-structured interviews with eight teachers, the research investigates how ChatGPT influences lesson design, professional identity, and pedagogical thinking. Findings reveal that ChatGPT enhances efficiency by providing immediate access to diverse resources and stimulates creativity by suggesting novel teaching ideas. However, teachers also face challenges related to the contextual relevance and accuracy of AI-generated content, requiring critical evaluation and adaptation to align with local curricula and student needs. Additionally, teachers experience a shift in professional identity, viewing themselves as collaborators with AI rather than sole content creators. This shift fosters deeper pedagogical reflection and more flexible lesson design practices. At the same time, concerns about over-dependence on AI and the potential loss of authenticity highlight important ethical and professional considerations. The study emphasizes the need for balanced and critical engagement with AI tools in EFL teaching, advocating for teacher training programs that address both technical and ethical dimensions. The findings contribute to understanding the complex role of AI in language education and suggest directions for future research on AI-supported teaching practices.

Published: 12 Nov 2025 View Details

Published MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia • 2025

AI Writing Assistants in English Language Learning: Evaluating Feedback Quality and Learner Autonomy

Febri Dhany Triwibowo, Hidayat Polim

As artificial intelligence (AI) writing assistants become increasingly integrated into English language learning (ELL), their influence on feedback quality and learner autonomy warrants critical evaluation. This mixed-methods study investigates how AI-generated feedback compares to teacher feedback in terms of accuracy, clarity, usefulness, and its impact on learner autonomy. Forty university-level ELLs completed writing tasks using either AI tools or instructor input. Results showed that while AI feedback was effective for correcting surface-level errors, it lacked the pedagogical depth necessary to foster meaningful learning. Teacher feedback, by contrast, encouraged reflective revision, metacognitive engagement, and greater writing independence. Despite AI tools’ convenience and immediacy, learners often accepted suggestions passively, which hindered the development of critical evaluation skills and self-regulated learning. The study concludes that AI writing assistants can serve as useful supplements in writing instruction but should not replace human feedback. Instead, a hybrid model that combines technological efficiency with pedagogical insight may offer the most effective support for developing autonomous, reflective writers.

Published: 12 Nov 2025 View Details

Published MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia • 2025

Examining English Teachers’ Lesson Plans: A Content Analysis of Higher-Order Thinking Skill Integration

Ema Meida Tunnadia, Nur Syuhada Binti Mohd Rashid

This study investigates the extent and nature of higher-order thinking skill (HOTS) integration in English teachers’ lesson plans within English as a Foreign Language (EFL) context. Using Bloom’s Revised Taxonomy as the analytical framework, the research employed a qualitative content analysis of 12 lesson plans drawn from secondary and tertiary English teachers in Indonesia. The analysis focused on identifying the presence and types of cognitive processes embedded in learning objectives, instructional activities, and assessments. The findings reveal a predominant emphasis on lower-order thinking skills (LOTS), particularly understanding and applying, while HOTS—such as analyzing, evaluating, and creating—were included less frequently and often lacked alignment across instructional components. Among the HOTS categories, analyzing appeared most commonly, whereas evaluating and creating were significantly underrepresented. This suggests a limited instructional emphasis on critical and creative thinking development in EFL lesson planning. The study concludes that while teachers may recognize the importance of fostering HOTS, structural, curricular, and pedagogical constraints often hinder their consistent implementation. Limitations of the study include the small sample size and exclusive reliance on document analysis. Future research should incorporate classroom observations and teacher interviews to gain a more holistic understanding of how HOTS are operationalized in practice.

Published: 12 Nov 2025 View Details

Published MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia • 2025

Digital Literacy Among EFL Teachers: Navigating Technological Demands in 21st-Century Classrooms

Nur Ifadloh, Adebayo Sherifat Shola, Afifah Afifah

This study investigates the digital literacy of English as a Foreign Language (EFL) teachers and the challenges and support systems they encounter in integrating technology into 21st-century classrooms. Drawing on qualitative data from semi-structured interviews and classroom observations with seven EFL teachers, the research explores the multidimensional nature of teachers' digital literacy, the systemic and emotional obstacles they face, and the informal strategies they adopt to cope. The findings reveal that digital literacy among EFL teachers extends beyond technical skill to include pedagogical adaptability and critical awareness. However, limitations such as infrastructural instability, lack of institutional guidance, and emotional resistance often hinder full digital engagement. Despite these challenges, teachers demonstrate agency by forming peer support networks, engaging in self-directed learning, and drawing encouragement from student feedback. These informal mechanisms, while valuable, highlight the absence of coordinated institutional support. The study concludes that sustainable digital integration in EFL contexts requires a holistic approach that combines technological access, emotional support, and professional learning communities. By reframing digital literacy as a dynamic and context-sensitive practice, the study contributes to ongoing dialogues around teacher agency, equity, and innovation in language education.

Published: 12 Nov 2025 View Details

Published MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia • 2025

Voices in Transition: EFL Learners’ Interaction with AI Tools to Improve Speaking

Zahratun Nufus, Pooveneswaran Nadarajan

This study explores how English as a Foreign Language (EFL) learners experience and make sense of their interactions with Artificial Intelligence (AI) tools to develop speaking proficiency. Using a narrative inquiry approach, in-depth interviews and reflective journals were collected from 12 learners who regularly used ChatGPT, ELSA Speak, Duolingo, and MySpeaker Rhetorich. Grounded in Sociocultural Theory and Swain’s Output Hypothesis, the analysis examined how AI mediated learners’ cognitive and affective engagement within their Zones of Proximal Development. Findings revealed that AI tools created psychologically safe spaces, reduced speaking anxiety, and provided immediate, precise feedback, fostering greater fluency, accuracy, and learner autonomy. Learners valued AI’s personalization and accessibility but also noted limitations in cultural nuance, humor, and emotional depth, positioning AI as a supplement rather than a substitute for human interaction. This study offers qualitative insights into the affective and social dimensions of AI-mediated speaking practice, highlighting strategies for integrating AI into EFL pedagogy to support both linguistic development and emotional readiness for communication.

Published: 12 Nov 2025 View Details

Published JEES: Journal of Education and Educational Sciences • 2025

Analysis of Reading Ability Towards Reading Interest and Difficulty Factors in Elementary School Reading Teaching

Sarif Maulana, Muhammad Topikin, Muhamad Aditya Saputra

Reading is a basic language skill that is essential for effective written communication and cognitive development, especially in upper elementary school students. The reading process involves converting language sounds into written symbols, recognizing letters, and ultimately understanding the content of texts. Reading facilitates critical thinking and enhances language skills, especially in grades four through six, when students transition from learning to read to reading to learn. Reading interest significantly influences comprehension ability; however, many literacy programs focus too much on technical skills, neglecting student engagement. Population in study This is all over the leader educate especially in class four, five and six with totaling 720 participants This study investigated the reading ability of upper elementary school students, the impact of reading interest and cognitive strategies, and the adequacy of teaching methods while highlighting the need for comprehensive assessment to identify barriers to reading. The study This use method through samples and procedures with technique data analysis method dependence multivariate. School basis observed at SDN Kertawaninangun Cirebon Regency, using questionnaire for evaluate progress reading, interest, comprehension, and difficulties reading. Variable in study This use interest read, ability reading, and difficulties related reading with development reading and some aspect as well as indicator from every variables. Research results This show correlation ability student Woman more tend tall in interests and difficulties read compared to student male. This study makes a significant contribution to the field of education, especially in basic literacy, by comprehensively identifying the relationship between reading interest, reading ability, and reading difficulties. These findings enrich scientific understanding of internal and external factors that influence children's literacy development and provide an empirical basis for developing more effective, contextual, and sustainable reading intervention models at the elementary school level.

Published: 01 Nov 2025 View Details

Published JEES: Journal of Education and Educational Sciences • 2025

Prediction of Elementary School Student Performance and Writing Interest Competency Based on Learning Engagement: Analysis with Binary Logistic Regression

Sofie Savitri, Anasya Putri Febgiyo, Intan Nurfadillah

This study aimed to predict the influence of age, grade level, and gender on learning engagement, writing interest competencies, and academic achievement of elementary school students. This study used a non-experimental quantitative approach with data collection techniques through structured observation and questionnaires, involving 240 elementary school students in the Cirebon City area. Data analysis was carried out using binary and multinomial logistic regression as well as Partial Least Squares Structural Equation Modeling (PLS-SEM) modeling through SmartPLS and SPSS software. The results showed that grade level was a significant predictor of writing interest competency and learning engagement while age and gender did not show a significant influence. In addition, learning engagement has a very strong positive impact on writing interest, and writing interest competency significantly affects academic achievement indicating the mediating role of writing interest in the relationship between engagement and learning outcomes. These findings confirm the importance of learning approaches that are able to increase students' active engagement to support the development of writing skills and academic achievement. This study contributes to educational practice by providing an empirical basis for the development of more contextual and interest-based learning strategies at the primary school level.

Published: 01 Nov 2025 View Details