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Technological and digital literacy challenges in implementing flipped learning: insights from Eastern Indonesia

10.11591/ijere.v15i2.37784
Haerazi Haerazi , Lalu Ari Irawan , Rimajon Sotlikova , Moti Alemayehu
This study explores the challenges faced by English as a foreign language (EFL) learners and teachers in Eastern Indonesia when implementing flipped learning, with a focus on technological access and digital literacy. Despite the potential benefits of flipped learning, such as increased learner autonomy and deeper cognitive engagement, these factors significantly hinder its effectiveness in under-resourced regions. The study employs a qualitative research design, utilizing interviews and questionnaires with 199 EFL learners and 10 certified EFL teachers from both West and East Nusa Tenggara. The findings reveal that limited internet access, lack of personal digital devices, and low digital literacy are the primary obstacles to successful engagement with flipped learning. These challenges prevent learners and teachers from adequately preparing for class, leading to reduced participation in interactive activities and ultimately hindering language acquisition for learners. In response, the study proposes strategies such as improving internet and device access, offering digital literacy training, and adopting a blended learning approach that combines both online and face-to-face learning. The study contributes to the existing literature by providing context-specific insights into the barriers faced by EFL learners in Indonesia and offering practical recommendations for overcoming these challenges to improve the efficacy of flipped learning in similar educational settings.
Volume: 15
Issue: 2
Page: 1776-1786
Publish at: 2026-04-23

How game–project learning enhances creative thinking in elementary geometry?

10.11591/ijere.v15i2.38692
Anton Prayitno , Abdul Hamid , Nanik Sulistiyah
The rapid advancement of technology and the demands of 21st-century competencies require mathematics instruction to move beyond procedural learning toward strengthening students’ creative mathematical thinking. However, elementary students’ creative thinking remains low, particularly in geometry problem solving. Although gamification and project-based learning (PjBL) have shown positive effects, empirical studies integrating both approaches to foster creative mathematical thinking in elementary geometry are still limited. This study examined the effect of game–project-based learning (GPBL) on fifth-grade students’ creative mathematical thinking in geometric problem solving. A quantitative quasi-experimental pretest–post-test control group design was employed involving 84 students assigned to an experimental group and a control group. The experimental group received GPBL supported by game and project activities, while the control group received direct instruction. Data were collected using a creative mathematical thinking test and analyzed using repeated measures analysis of variance (ANOVA). The results showed significantly greater improvement in the experimental group than in the control group, indicated by significant time effects, a significant time×group interaction, and significant between-group differences with medium-to-large effect sizes. These findings suggest that GPBL promotes progressive concept exploration and encourages solution strategies. Therefore, GPBL can be integrated into elementary geometry instruction to foster students’ creative mathematical thinking.
Volume: 15
Issue: 2
Page: 1698-1710
Publish at: 2026-04-23

An evaluation of student personality program in secondary schools: a systematic literature review

10.11591/ijere.v15i2.33651
Mohd Shaleh Mislan , Mohd Isa Hamzah , Khadijah Abdul Razak
The purpose of education is to uplift and develop human personality, morals, behavior, and character. Despite various initiatives and plans, the efforts to cultivate good values and character among students are increasingly challenging due to the negative influence of the local environment as well as the borderless social media. This issue called many researchers to conduct studies to evaluate the implementation of student personality programs in secondary schools, but systematic literature reviews (SLR) on this topic are still limited. Therefore, this study aims to conduct a SLR to evaluate past studies related to the assessment of student character programs. The SLR writing process was according to the preferred reporting items for systematic review and meta-analysis (PRISMA). Two main databases, namely Web of Science (WoS) and Scopus, were used to identify relevant articles and sources. Based on the thematic analysis, four main themes were found, which were behavioral, emotional, cognitive, and social. This study provides a comprehensive overview of the implementation of student character programs, which can serve as an important reference for educators to strengthen character development among secondary school students. These findings are expected to contribute to the development of more effective programs in addressing the challenges of nurturing character among the younger generation in the modern era.
Volume: 15
Issue: 2
Page: 989-1002
Publish at: 2026-04-23

Policies and governance for skills development in the fourth industrial revolution

10.11591/ijere.v15i2.29177
Mohd Aizuddin Saari , Nur Atiqah Jalaludin , Mohamad Sattar Rasul , Mohamad Hidir Mhd Salim , Zool Hilmi Mohamed Ashari
The fourth industrial revolution (4IR) has intensified policy concerns regarding the capacity of technical and vocational education and training (TVET) systems to support future workforce development. While national strategies increasingly emphasize skills development for industry 4.0, less attention has been paid to the governance mechanisms that shape policy coherence and implementation. This study examines skills governance within Malaysia’s TVET system, focusing on how policy alignment, quality assurance (QA), institutional coordination, and industry engagement influence workforce readiness for the 4IR. Adopting a qualitative approach, data were collected through focus group discussions (FGD) with key stakeholders from government agencies, industry, and TVET institutions, and analyzed thematically. The findings identify four key governance dimensions which are security procedures and policies in managing skills data, QA and standards, collaboration policy between institution and industry, and strengthens curriculum developments. Despite strong policy commitments, fragmented governance arrangements continue to constrain the effectiveness of skills development initiatives. By reframing skills development as a governance challenge, this study contributes to policy futures debates and offers insights for strengthening integrated and future-ready TVET governance frameworks in developing economies undergoing rapid socio technical transformation.
Volume: 15
Issue: 2
Page: 1079-1090
Publish at: 2026-04-23

University library indoor environment quality and student achievement: mediating role of learning engagement

10.11591/ijere.v15i2.35471
Lingbing Xie , Safial Aqbar Zakaria
This current study investigates how university library indoor environment quality (IEQ) influences academic achievement (AA) through learning engagement (LE), drawing on environmental psychology and learning space theory. Although IEQ has been widely studied in classroom contexts, little empirical evidence exists regarding its academic influence in university libraries, which represent critical yet understudied learning environments. Using survey data from 383 Chinese college students, the study demonstrates that IEQ positively predicts both LE and AA, and that engagement serves as a significant mediating mechanism. These findings highlight the academic value of improving acoustic comfort (AC), visual comfort (VC), thermal comfort (TC), and indoor air quality (IAQ) in library spaces, offering actionable guidance for educational planners seeking to enhance student performance through spatial design. The study contributes novel evidence to the literature on learning environments and suggests future research should incorporate multi-campus samples, broader achievement metrics, and contextual factors to deepen understanding of how environmental conditions shape student learning.
Volume: 15
Issue: 2
Page: 1598-1606
Publish at: 2026-04-23

From stories to numbers: development of folktale-based instructional materials in mathematics

10.11591/ijere.v15i2.37629
Cherry Joy B. Demingoy , Roberto G. Sagge Jr. , Tedric Dave E. Senosa , Renato V. Herrera Jr. , Jr., Salvador P. Bacio , Julynn J. Rico , Julie Gay B. Quidato , Rosemarie G. Felimon , Franz Ian D. Solomon
Persistent learning gaps and the scarcity of culturally anchored resources continue to challenge Grade 7 mathematics instruction in rural public schools in the Philippines, particularly under the MATATAG curriculum. This study developed and evaluated a folktale-based instructional material that integrates local Panay folktales with target Grade 7 competencies in measurement and geometry and number and algebra to support meaningful, context-rich learning. Using a Type I developmental research design guided by analysis, design, development, implementation, and evaluation (ADDIE) model and anchored on social constructivism and attention, relevance, confidence, and satisfaction (ARCS) motivational framework, the material was produced through competency mapping, story-task scripting, iterative expert review, and pilot implementation. Participants included 25 Grade 7 mathematics teachers who identified suitable competencies, 10 content and pedagogy experts who validated the material, and 66 Grade 7 learners from four public secondary schools who evaluated usability and learning support. Acceptability was measured using adapted expert and learner evaluation forms with a 5-point scale and summarized using descriptive statistics. Results indicated an overall rating of highly acceptable. Format and design received the highest evaluation, followed by organization and presentation and learning objectives; content and assessment were rated acceptable, highlighting specific areas for refinement. These findings suggest that embedding mathematical concepts in culturally familiar narratives can improve perceived clarity, engagement, and task coherence while maintaining alignment with curriculum standards. The study contributes a replicable, culturally responsive development process and a ready-to-adapt set of story-based math tasks for teachers in similar contexts. Future work may examine learning gains through quasi-experimental implementation and explore digital adaptations to broaden access and interactivity.
Volume: 15
Issue: 2
Page: 1196-1211
Publish at: 2026-04-01

Optimization of SAMR model scaffolding for the development of descriptive writing skills

10.11591/ijere.v15i2.38142
La Ode Nggawu , Nurindah Nurindah , Anugrah Puspita Ayu Muhammad , Waode Ade Sarasmita Uke , Nurul Atma , Wahyudin Madil , Nguyen Thi Phuong Thao , Minerva Apita-Chavez
This research presents an investigation of how the application of the digital substitution, augmentation, modification, redefinition (SAMR)-based scaffolding might be used to support first-semester basic writing students in overcoming challenges related to grammar proficiency and descriptive writing. A mixed-methods sequential explanatory design was used with 40 students enrolled in English language courses. Quantitative data were obtained through a 14-item Likert-type questionnaire measuring SAMR integration and challenges faced, while qualitative analysis was conducted on semi-structured interview data using NVivo to code thematically. The scores for all implementation indicators indicate that high average values were obtained (global M=3.37), indicating that SAMR-based activities and scaffolding were viewed as useful and engaging for supporting descriptive writing. The level of challenges was perceived as low to moderate (mean=2.59 overall). The key issues were that lecturers needed to offer more consistent support, access to devices was restricted, and students had uneven digital skills. Thematic results identified growth in grammatical consciousness, development of short texts, and creativity as projects that resulted in multimodal outcomes and student involvement. The research also underscores the importance of strong institutional structures and continued support for teaching. It concludes that employing SAMR-informed digital scaffolding is a strategy with the potential to support writing instruction through technology.
Volume: 15
Issue: 2
Page: 1749-1760
Publish at: 2026-04-01

The complexity of school leadership in Spain: between leadership and educational management

10.11591/ijere.v15i2.37279
Sergio Cored-Bandrés , María Mairal-Llebot , Sandra Vazquez-Toledo , Cecilia Latorre-Cosculluela
School leadership in Spain faces notable complexity arising from bureaucratization, limited autonomy, and the insufficient professionalization of the role. This study, grounded in perspectives from distributed, transformational and instructional leadership, analyses leadership teams’ perceptions regarding access to the position, training, the competencies required, and the satisfaction associated with these functions. To this end, a qualitative design was employed, based on semi-structured interviews conducted with 24 teachers holding leadership positions. The data were examined through categorical content analysis with the support of NVivo, ensuring both inter- and intra-rater reliability. The study offers an original contribution by providing updated empirical evidence on how structural and organizational conditions shape motivations, training relevance, and the relational competencies that underpin participatory leadership models. The thematic analysis identified several recurring themes: positive evaluations of initial training, diverse motivations for assuming the role (from vocation to compulsory appointment), the emphasis on communicative, collaborative and organizational competencies, and ambivalent professional satisfaction, combining fulfilment with administrative overload. In conclusion, the study underscores the need for more contextualized, practical, and sustainable policies and training programs that strengthen effective and humane pedagogical leadership, addressing the persistent gap between current training and real school demands.
Volume: 15
Issue: 2
Page: 1129-1141
Publish at: 2026-04-01

Knowledge graph-based enhanced virtual network embedding for 6G cloud datacenter deployment

10.11591/ijai.v15.i2.pp1181-1193
Shourok Abdelrahim , Samy Ghoniemy , Mohamed Aborizka
Virtual network embedding (VNE) is the effective mapping of virtual networks onto shared physical substrate networks while boosting resource utilization and ensuring quality of service (QoS). VNE is a real challenge in network virtualization, especially in the perspective of 6G-enabled datacenters, where the demand for ultra-low latency, heavy connectivity, and dynamic resource allocation is vital. The proposed solution enables the ability to infer indirect paths for the resources prediction task on the knowledge graph (KG) by making implicit meaningful relations among the entities that compose the resource network. The simulation results indicated the inference mechanism significantly improves efficiency and adaptability. This leads to overall performance gains in terms of runtime stability, resource utilization, and energy savings in dynamic 6G scenarios. The experimental results showed that the proposed solution provided a 24.9% reduction in energy consumption for small-sized virtual network requests (VNRs), while maintaining 24.8% and 23.9% for medium and large VNRs, respectively, while it significantly decreased the delay time compared to the resulted delay using the baseline models such as asynchronous advantage actor-critic (A3C) + graph convolutional network (GCN). The results also confirmed that the integration of the inference engine algorithm with the embedding process results in remarkable reduction in the execution time while preserving embedding accuracy.
Volume: 15
Issue: 2
Page: 1181-1193
Publish at: 2026-04-01

Physical fitness interventions for primary school students with special educational needs: a bibliometric analysis of global trends in inclusive education (1964–2025)

10.11591/ijere.v15i2.37726
Ranjanie Karunamoorthy , Khairul Farhah Khairuddin , Nur Shakila Mazalan
Physical fitness is a critical determinant of health, development, and well-being for children with special educational needs (SEN), yet their participation in physical activity remains limited due to physical, social, and institutional barriers. Although adapted physical activity (APA) interventions have been widely investigated, the global evolution of research on physical fitness among children with disabilities has not been systematically mapped. This study conducts a bibliometric analysis of Scopus-indexed publications from 1964 to 2025 focusing on school-aged children (approximately 5-12 years) with physical, intellectual, sensory, and developmental disabilities. Studies unrelated to physical fitness or exercise outcomes were excluded. A total of 536 documents were analyzed using Scopus Analyzer, Microsoft Excel, and VOSviewer to examine publication trends, document types, country productivity, authorship patterns, collaboration networks, keyword co-occurrence, and bibliographic coupling. The inclusion of 2025 records reflect early-access indexing at the time of retrieval. Results indicate substantial growth in research output, particularly after 2016. Research is predominantly concentrated in high-income Western countries. Established themes center on rehabilitation and motor performance, while emerging topics include inclusion, adaptive sports, and psychosocial outcomes. Findings should be interpreted cautiously due to reliance on a single database and English-language dominance.
Volume: 15
Issue: 2
Page: 1290-1302
Publish at: 2026-04-01

Enhancing digital asset ownership through decentralized non fungible token applications

10.11591/ijai.v15.i2.pp1972-1981
Yusuf Kurnia , Rino Rino , Edy Edy , Junaedi Junaedi , Aditiya Hermawan , Kevin Kevin
The rapid expansion of the digital ecosystem has introduced pressing challenges surrounding identity, authenticity, trust, and transparency. The ease with which digital content can be duplicated often undermines creators, whose works are distributed without consent or fair compensation. Blockchain technology offers a transformative solution through its decentralized, transparent, and tamper-resistant structure. Among its innovations, non-fungible tokens (NFTs) provide a mechanism to verify the authenticity and ownership of unique digital assets. This study explores the transformative potential of NFTs in strengthening digital ownership and authenticity while identifying critical challenges such as market concentration, interoperability limitations, and security vulnerabilities within public NFT platforms. Employing the extreme programming (XP) methodology, this research proposes a secure framework for NFT creation outside public marketplaces to enhance the protection of smart contracts and user accounts. The findings demonstrate that this approach grants users’ greater control, minimizes exposure to platform-level risks, and promotes trust in decentralized asset management. Overall, this study underscores NFTs’ pivotal role in reshaping digital ownership models and highlights the need for continued innovation to ensure security, transparency, and equitable value distribution in the evolving digital economy.
Volume: 15
Issue: 2
Page: 1972-1981
Publish at: 2026-04-01

Beliefs of secondary school teachers towards education for sustainable development: a statistical research

10.11591/ijere.v15i2.35765
Sijo Varghese , P. M. Mathew
Educators are the architects of sustainable development (SD), transforming society and balancing development and sustainability. They enhance education for sustainable development (ESD) and societal transformation, driving innovative evolution and future-oriented development within the community. ESD, a millennium, and sustainable development goal (SDG), need to be implemented globally. Teachers are vital in transmitting knowledge, beliefs, and skills required for sustainability in the changing environment. This study examined secondary school teachers’ beliefs about ESD based on their professional qualifications, teaching experience, and position. The authors used a survey approach and collected the data using a belief assessment tool, i.e., the ESD beliefs scale. The respondents were 400 secondary school teachers in Kerala, India. The study used an item-based evaluation to achieve these objectives and calculated t-values, F-values, and percentages. The research findings indicated that teachers hold constructive opinions towards ESD. The positional status of teachers did not alter beliefs regarding ESD among secondary school teachers. In contrast, professional qualifications and years of teaching experience significantly influenced these ESD beliefs. The findings from this study enable education stakeholders to amend the current secondary education system for SD.
Volume: 15
Issue: 2
Page: 1332-1342
Publish at: 2026-04-01

Scaler enhanced deformable attention with graph neural network for video compression

10.11591/ijai.v15.i2.pp1473-1485
Revathi Kasinathaperumal , Hosanna Princye Periapandi
Video compression is widely used to reduce bandwidth and storage requirements when storing and transmitting videos, most existing neural video compression approaches adopt the predictive residue-coding framework, which is suboptimal for removing redundancy across frames. Additionally, minimizing only the pixel-wise differences between the raw and decompressed frames is ineffective in improving the perceptual quality of the videos, blocking artifacts degrade the visual quality, especially near edges and texture areas. Hence, to solve these problems, this research proposes a scaler enhanced deformable attention graph neural network (SEDA-GNN) to utilized for reduce inter-frame redundancy by employing a deformable attention mechanism that efficiently captures motion and structural changes, thereby minimizing redundancy. Modelling complex temporal dynamics with graph neural networks (GNNs) captures dependencies between frames, thereby facilitating highly efficient video encoding, then constrained directional enhancement filter (CDEF) effectively reduces blocking artifacts while preserving sharp edges through directional and constrained filtering, thereby improving visual quality in compressed video. The SEDA-GNN approach achieved a bjontegaard delta bit rate (BD-BR) reduction of 2.372% on the joint collaborative team on video coding (JCT-VC) database and 3.230% of BD-BR on the ultra video group (UVG) dataset, demonstrating significant performance when compared to invertible neural networks (INNs).
Volume: 15
Issue: 2
Page: 1473-1485
Publish at: 2026-04-01

Venture capital and risks in growth stages of artificial intelligence tech start-ups

10.11591/ijai.v15.i2.pp1036-1049
Sara Aziz , Noorlizawati Abd Rahim
Venture capital (VC) investment is important for the growth and innovation of artificial intelligence (AI)-driven tech start-ups, which are often characterized by high uncertainty and rapid technological change. While existing literature has explored general risk factors in AI start-ups, however, limited understanding of how these risks vary across different stages of start up development. This study addresses this gap through a systematic literature review (SLR) of 29 studies published between 2019-2024, sourced from IEEE Xplore, Web of Science (WoS), Scopus, and ProQuest databases. Guiding investment lifecycle, risks management and ISO 31000 principles, the study identified key risks variations including market, operational, financial, technological, performance, regulatory and exit risks faced by AI tech start-ups during the seed and early, growth and maturity stages. Findings indicate that early-stage start-ups are more affected by funding, market entry, and feasibility risks, while at growth stage face issues with scaling and resource management, maturity stage with regulatory and exit related risks become more significant. A taxonomy matrix is developed to categorize these risks in a stage-specific and AI-relevant context. The review contributes to the literature by offering a structured understanding of how VC related risks evolve across start-ups stages and highlights the need for further empirical research to validate these findings and guide better investment decisions.
Volume: 15
Issue: 2
Page: 1036-1049
Publish at: 2026-04-01

The role of prompt engineering in enhancing LLMs: a systematic review of applications and ethical implications

10.11591/ijai.v15.i2.pp1071-1086
Izzul Fatawi , Muhammad Roil Bilad , Muhammad Asy'ari
Large language models (LLMs) have transformed natural language processing (NLP), demonstrating exceptional proficiency in tasks such as text generation, translation, and summarization. However, LLMs are prone to generating biased, inaccurate, or contextually irrelevant outputs, posing significant risks in high-stakes domains such as healthcare, legal reasoning, and engineering. This paper systematically investigates the role of prompt engineering as a solution to these challenges. By strategically designing inputs, prompt engineering enhances LLM performance, yielding more accurate, contextually relevant, and ethically aligned outputs. Advanced techniques, including chain-of-thought (CoT) prompting and retrieval augmented generation (RAG), are examined for their ability to improve reasoning capabilities, reduce errors, and mitigate bias. CoT prompting facilitates structured, stepwise reasoning, while RAG incorporates real-time data, ensuring output accuracy in rapidly evolving fields. In addition, we present a novel comparative perspective on these techniques, highlighting their distinct strengths and limitations across specialized applications such as healthcare diagnostics and scientific data extraction. The findings demonstrate that sophisticated prompt engineering significantly elevates the reliability and precision of LLM outputs, while addressing critical ethical concerns such as data privacy, bias, and hallucination. These insights underscore the necessity of advanced prompt design in optimizing LLMs for high-impact applications, ensuring both performance and ethical integrity.
Volume: 15
Issue: 2
Page: 1071-1086
Publish at: 2026-04-01
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