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30,907 Article Results

Evaluation of the efficiency of delay tolerant network routing protocols for smart environment development in Makassar

10.12928/telkomnika.v24i4.27102
Abdul; Universitas Handayani Makassar Latief Arda , Symsu; Universitas Handayani Makassar Alam , Agussalim; Universitas Pejuang Nasional Veteran Surabaya Agussalim , Matalangi; Universitas Kristen Indonesia Paulus Matalangi
Delay tolerant network (DTN) has become a promising communication paradigm for internet of things (IoT)-based smart environments, where intermittent connectivity and heterogeneous node mobility challenge reliable data delivery. However, selecting an appropriate DTN routing protocol remains difficult because existing protocols offer different trade-offs among delivery ratio, latency, communication overhead, hop count, and energy consumption. Although many studies have evaluated DTN routing protocols, few have examined their performance under heterogeneous urban mobility conditions representing emerging smart cities such as Makassar. This study compares four DTN routing protocols Epidemic, probabilistic routing protocol using history of encounters and transitivity version 2 (PRoPHETv2), spray and wait, and MaxProp using The ONE Simulator with a Makassar-inspired mobility scenario involving 50–125 nodes over a 12-hour simulation. Performance was evaluated using delivery ratio, average latency, overhead ratio, average hop count, and estimated energy consumption. The results show that MaxProp achieved the highest delivery ratio (0.69 at 125 nodes), whereas spray and wait consistently produced the lowest latency (≈118 s), overhead ratio (< 45,000), and average hop count (≈2). In contrast, epidemic generated excessive overhead and energy consumption because of uncontrolled message replication. These findings indicate that spray and wait is the most resource-efficient protocol, while MaxProp is preferable for applications prioritizing delivery reliability.
Volume: 24
Issue: 4
Page: 1143-1156
Publish at: 2026-08-01

Scenario-driven fault injection for realistic bugs in web application testing

10.11591/ijece.v16i4.pp2014-2030
Asri Maspupah , Joe Lian Min , Yadhi Aditya
Conventional mutation-based fault injection techniques generally produce single-line syntactic faults, which often fail to represent realistic errors at the functional requirement level because requirement context, execution paths, and functional dependencies are not considered. To address this limitation, this study proposes scenario-driven fault injection (SDFI), a scenario-based fault insertion approach that derives faults from functional requirements and test cases. SDFI integrates operational fault localization, web fault taxonomy, fault injection patterns, and functional scenario mapping to produce targeted fault injections at relevant code locations, resulting in a realistic bug dataset with multi-line faults. An experimental evaluation on a real web application produced 29 mutants, achieving a fault detection rate of 89.29% based on the RIP model. Further analysis shows that the generated mutants replicate common real-world bug characteristics, including logic errors, validation anomalies, inter-function data propagation, and multi-line faults affecting client–server application behavior. These results demonstrate that SDFI is effective in producing realistic bug datasets for evaluating software testing quality, improving test case effectiveness, and supporting further research on requirement-based fault realism.
Volume: 16
Issue: 4
Page: 2014-2030
Publish at: 2026-08-01

NLP-driven hate speech detection on TikTok: a case study from UIN Sunan Ampel Surabaya

10.12928/telkomnika.v24i4.27419
Achmad; UIN Sunan Ampel Surabaya Teguh Wibowo , Aris; UIN Sunan Ampel Surabaya Fanani , Mujib; UIN Sunan Ampel Surabaya Ridwan , Bramasta; UIN Sunan Ampel Surabaya Kurnia Aji
This study examines hate speech detection in TikTok comments using natural language processing (NLP) techniques within the student community of UIN Sunan Ampel Surabaya. A dataset of 10,000 comments associated with the hashtag #PBAKUINSA2023 was analyzed using a lexicon-based sentiment analysis approach implemented through the TextBlob library, combined with Indonesian text preprocessing techniques, including tokenization, normalization, stopword removal, and stemming using the Sastrawi library. The results indicate that the proposed approach achieved an accuracy of 0.85, with precision of 0.88, recall of 0.83, and an F1-score of 0.854. Most comments were classified as neutral, while 31.8% were positive, and only a small proportion were negative. These findings suggest that discussions related to campus activities tend to be neutral or supportive. However, the findings also reveal that sentiment polarity does not always directly correspond to hate speech, as certain harmful expressions may appear neutral in lexicon-based analysis. This limitation highlights the need for more context-aware approaches. Overall, the proposed method provides an efficient solution for monitoring online discourse in academic environments.
Volume: 24
Issue: 4
Page: 1157-1167
Publish at: 2026-08-01

Immersive technology in English language learning: a bibliometric analysis

10.11591/ijere.v15i4.37947
Zhou Bo , Lim Seong Pek , Nahdia Kabir , Mohamed Bouteraa , Asna Asna
This bibliometric analysis, drawing on data from the Web of Science (WoS) core collection, explores the expanding role of immersive technologies in English language education. Virtual reality (VR) and augmented reality (AR) have shown strong potential to improve learner motivation, engagement, and communicative competence, yet their integration into formal English language settings remains uneven. By analyzing 248 peer-reviewed articles published between 2021 and 2025, this study finds significant trends, influential contributors, and emerging areas of interest within the field. The findings show a steady increase in publications and citations, reflecting growing recognition of the educational value of immersive environments. Prominent themes include emotional engagement, lowered language anxiety, and improved performance in vocabulary, speaking, listening, and cultural understanding. Much of the literature underlines authentic and situated learning, VR-based interactive environments, VR-supported problem-based learning, and AR-assisted vocabulary development. The analysis also identifies leading countries, with China and the United States producing the largest share of research, a pattern supported by strong institutional participation worldwide. These insights help guide educators and policymakers as they consider how to bring immersive technologies into English instruction. The study also establishes a foundation for future research on effective, engaging, and sustainable immersive language learning practices. Overall, these findings clarify how research on immersive technologies in English language education has evolved between 2021 and 2025 and identify influential studies and key contributors. They also point to persisting gaps, such as equity, teacher readiness, and cognitive-load–informed design, that warrant further investigation.
Volume: 15
Issue: 4
Page: 3623-3635
Publish at: 2026-08-01

Pedagogical environments for the formation of research competence in students within practice-oriented chemistry education

10.11591/ijere.v15i4.39216
Kanat Sadykov , Nesipkhan Bektenov , Nursulu Zhussupbekova , Ainash Baidullayeva
Despite the importance of research competence in modern chemical education, traditional instructional methods often fail to sufficiently prepare students for independent scientific inquiry and professional growth, creating a gap between theoretical knowledge and practical application. The research aimed to experimentally validate a multifaceted system of pedagogical environments (research-focused, metacognitive-digital, and motivational) designed to foster research competence in chemistry students through practice-oriented learning. The research design of the research was a 30-week longitudinal pedagogical experiment utilizing a quasi-experimental design with pre- and post-test assessments. The sample comprised of 325 third- and fourth-year future chemistry teachers (experimental group (EG)=165; control group (CG)=160) from a national university in Kazakhstan. Statistical analysis (Pearson χ² test) confirmed significant growth in the EG across all competence criteria, with the proportion of students reaching “high-level” research proficiency increasing from 10.9% to 38.8%. The key implication is integrating structured pedagogical environments into teacher-training curricula effectively bridges the gap between theoretical knowledge and practical inquiry, providing a scalable framework for modernizing science, technology, engineering and mathematics (STEM) education.
Volume: 15
Issue: 4
Page: 3463-3478
Publish at: 2026-08-01

Rethinking computer-based examinations in higher education: psychological, technical, and pedagogical challenges from students’ learning experience and future directions

10.11591/ijere.v15i4.39228
Ahmad Adnan AlZyoud , Eman Mohammad Qudah
The swift adoption of computer-based examinations (CBEs) in higher education has revolutionized assessment methods; nonetheless, there is a lack of thorough research investigating the psychological, technical, and pedagogical experiences of students using these systems. This research explores the various challenges associated with CBEs at Yarmouk University and assesses their influence on students’ learning experiences. A cross-sectional quantitative survey was conducted among 545 undergraduate students from various academic fields during the first semester of the 2025–2026 academic year. Both descriptive and inferential analyses were performed to evaluate students’ perceptions. Research shows a moderate level of acceptance for CBEs, but notable worries remain. The main source of stress was found to be technical reliability, often overshadowing worries about educational content. The one-way navigation aspect was recognized as a significant obstacle, which restricted students’ ability to review answers and added to cognitive strain and hasty decision-making. Furthermore, a significant gap in feedback was noted, as students mostly viewed the system as a tool for grading rather than a resource for ongoing learning. The research finds that successful digital assessment necessitates not just operational effectiveness but also adaptable design, alignment with pedagogical goals, and valuable feedback systems. Practical implications involve rethinking navigation elements, improving technical support, and offering focused training for faculty.
Volume: 15
Issue: 4
Page: 2861-2873
Publish at: 2026-08-01

Blended-language instructional-approach as a determinant of science learning in rural classrooms

10.11591/ijere.v15i4.39263
Atomatofa Rachel Ovuezirie , Sekegor Crescentia Ojenikoh , Avbenagha Andrew , Ewesor Stella
Scientific concepts such as gravity continue to pose challenges for students in rural and under-resourced classrooms, where reliance on a single language of instruction often restricts access to meaning and limits conceptual understanding. This study investigated the impact of a blended English and Urhobo (BEAU) instructional approach on junior secondary one students’ learning and retention of gravity concepts in rural Nigeria. A quasi-experimental pre-test–post-test non-equivalent control group design was employed with 243 students assigned to English-only, Urhobo-only, or BEAU instructional conditions. A validated 30-item multiple-choice gravity test was administered, and analysis of covariance (ANCOVA) was used to examine differences while controlling for pre-test scores. The findings show that students taught using the BEAU language approach achieved better significantly in both post-test and retention tests compared to those taught using English-only or Urhobo-only instructional approaches. The findings provide empirical evidence that the blended language instructional approach enhances science learning outcomes in rural Nigerian contexts. Linguistically responsive instructional approach improves conceptual understanding and supports long-term retention of abstract scientific ideas, underscoring the importance of leveraging students’ linguistic resources to strengthen science education in rural and under-resourced classrooms.
Volume: 15
Issue: 4
Page: 3636-3645
Publish at: 2026-08-01

Enhancing students’ environmental literacy through STEM and project-based learning

10.11591/ijere.v15i4.39227
Akylbekova Turar , Bebolat Ibashev , Salih Çepni , Zhazira Mukataeva , Klara Sarsekova , Ibraimov Aibat
Amid escalating global environmental challenges and the increasing emphasis on sustainable development, enhancing students’ environmental literacy has become a critical priority in higher education. However, conventional instructional approaches remain predominantly theory-oriented and insufficient in fostering interdisciplinary thinking and real-world problem-solving competencies. Addressing this gap, this study proposes the integration of the science, technology, engineering, and mathematics–project-based learning (STEM–PjBL) model, which combines STEM education with PjBL to promote active engagement in authentic environmental problem-solving contexts. This study offers a novel contribution by implementing the STEM–PjBL approach within a Chemical Ecology course, thereby linking interdisciplinary STEM integration with the development of environmental literacy and systems thinking. A quantitative research design was employed involving 70 master’s students from Abai Kazakh National Pedagogical University with prior exposure to environmental disciplines. A 15-item diagnostic instrument was developed to assess environmental literacy, with content validity confirmed using Aiken’s V (0.70–0.91). Data were analyzed using descriptive statistics, correlation analysis, and Student’s t-test. The findings indicate a high level of environmental literacy (mean=85.1) and provide empirical evidence supporting the effectiveness of the STEM–PjBL approach. The results demonstrate improvements in systems thinking and environmentally responsible behavior, highlighting its potential to enhance environmental education practices in higher education.
Volume: 15
Issue: 4
Page: 3557-3566
Publish at: 2026-08-01

Policy–governance–culture dynamics in Myanmar education reform: implications for transformational leadership practice

10.11591/ijere.v15i4.39057
Chi Che , Win Pa Pa Tun
Myanmar’s education reform faces a persistent enactment gap because policy intent is filtered through governance feasibility and culturally grounded legitimacy norms. This study examined whether transformational leadership functions as a mediation practice that buffers policy–governance misalignment and under what conditions that buffering is stronger. The novelty of this study lies in proposing and testing an integrated policy–governance–culture (PGC) leadership mediation model that explains reform enactment through the joint effects of structural misalignment, leadership buffering, and culturally conditioned legitimacy. An explanatory sequential mixed-methods design combined a two-wave time-lag survey of teachers and middle leaders from 48 schools (N=720) with semi-structured interviews to clarify mechanisms. Measurement models showed acceptable-to-strong fit (CFA: CFI=0.956, TLI=0.948, RMSEA=0.044, SRMR=0.041). Multilevel SEM (ICC_RE=0.11) indicated that policy–governance misalignment directly reduced reform enactment (β=−0.15, p=.003) while increasing leadership mediation practices (β=0.25, p
Volume: 15
Issue: 4
Page: 2959-2972
Publish at: 2026-08-01

Beyond narrative: a pedagogical, cultural, and psychological analysis of Saken Zhunusov’s Amanai and Zamanai for higher education

10.11591/ijere.v15i4.38486
Tokzhan Igenbay , Gauhar Baltabaeva , Amangaisha Bolsynbayeva , Gulnara Apeyeva , Sarash Konyrbayeva
This study offers a comprehensive pedagogical analysis of Saken Zhunusov’s Amanai and Zamanai, demonstrating that the novella functions as a multilayered educational text suitable for literature, cultural studies, teacher education, and psychology-of-literature curricula in higher education. Using qualitative content analysis, the study identifies six interrelated thematic domains; moral education, cultural learning, developmental psychology, folklore pedagogy, narrative methodology, and emotional literacy, through which the novel teaches readers to interpret emotional, ethical, and cultural meanings embedded in the narrative. The data consisted of the full text of Saken Zhunusov’s Amanai and Zamanai, analyzed using qualitative content analysis. Findings reveal that the text models moral dilemmas, cultivates empathy, preserves Kazakh cultural knowledge, exposes structural inequalities, and illustrates childhood cognition and trauma through symbolic and myth-infused storytelling. The study connects these themes to established theoretical perspectives including Vygotsky’s symbolic mediation, Bruner’s narrative cognition, Rosenblatt’s reader–response theory, and cultural-historical views of oral tradition. By developing a detailed codebook and pedagogical framework, the research provides a replicable model for analyzing culturally embedded literature and demonstrates the relevance of Amanai and Zamanai to contemporary Kazakh social issues such as poverty, gendered burden, and generational trauma. The study concludes that the novel offers rich opportunities for interdisciplinary teaching and contributes significantly to the integration of Kazakh literature into modern higher education pedagogy.
Volume: 15
Issue: 4
Page: 3591-3603
Publish at: 2026-08-01

Online collective efficacy and its relationship with organizational sustainable development in higher education

10.11591/ijere.v15i4.38721
Ashraf Ragab Ibrahim , Ibrahim Mohammed Ibrahim , Billal Mohamed Aboelhasayb , Mohammed Maher Mohammed , Ahmed Metwally Eissa , Mohamed Ali Nemt-allah
Digital transformation in higher education has intensified reliance on online collaboration, yet the role of shared digital capability beliefs in driving institutional sustainability remains underexplored. This study examined the relationship between online collective efficacy (OCE) and organizational sustainable development (OSD) among faculty members in Egyptian higher education. Using a quantitative correlational design, a purposive sample of 647 faculty members and teaching assistants from Al-Azhar University completed two validated instruments: the OCE scale and the OSD questionnaire. Pearson correlation and multiple regression analyses revealed exceptionally strong positive associations between all OCE dimensions and OSD outcomes (r=.887, p
Volume: 15
Issue: 4
Page: 2775-2785
Publish at: 2026-08-01

Motivational and normative drivers of generative AI substitution in academic work: a mixed-methods study from Saudi higher education

10.11591/ijere.v15i4.38745
Mazin Mansory , Zilal Meccawy
The rapid integration of generative artificial intelligence (GenAI) in higher education has intensified tensions between legitimate learning support and unauthorized task substitution, particularly where institutional guidance remains ambiguous. This mixed-methods study investigates how attitudes toward AI, moral rationalization strategies, and perceived institutional clarity interact to shape AI-based substitution behavior among 249 undergraduates at a Saudi university. Partial least squares structural equation modeling (PLS-SEM) revealed that positive attitudes and rationalization together explained 46% of the variance in substitution behavior, with perceived clarity of institutional guidance significantly moderating the rationalization–substitution link. Complementary interviews with seven students and ten instructors revealed that linguistic burden, peer norms, and fragmented faculty guidance facilitated boundary crossing from scaffolding to shortcutting. By exploring the relationship between moral neutralization and environmental clarity, this research offers a new approach to evaluating the effectiveness of institutional AI guidance beyond common technology acceptance models. The findings can be used to inform the design of multi-tiered, inclusive AI usage policies, assessments that value process over product, and culturally responsive academic integrity education within a multilingual higher education context.
Volume: 15
Issue: 4
Page: 2946-2958
Publish at: 2026-08-01

Mapping influential CLIL research in English language teaching: a bibliometric SWOT analysis

10.11591/ijere.v15i4.38986
Lim Seong Pek , Fatin Syamilah Che Yob , Azie Azlina Azmi , Desmond Sandum , Gilbert C. Magulod Jr. , Choiril Anwar
Content and language integrated learning (CLIL) has gained increasing attention in English language teaching (ELT); however, existing reviews often describe trends without critically examining both research impact and developmental challenges. This study addresses this gap by investigating the question: what directions and challenges characterize influential CLIL research in ELT? An integrative approach combining document-level bibliometric performance analysis and strengths, weaknesses, opportunities and threats (SWOT) analysis was employed. Using the Scopus database, the ten most-cited CLIL-related studies published between 2021 and 2025 were identified and systematically analyzed. The findings indicate that influential CLIL scholarship centers on pedagogical scaffolding, teacher cognition, learner motivation, and technology-enhanced learning environments. At the same time, recurring challenges include role ambiguity between content and language teachers, policy-practice misalignment in English-medium instruction (EMI) contexts, and limited longitudinal evidence of language outcomes. The study concludes that while CLIL research is increasingly shaped by digital innovation, sustainable implementation depends on pedagogical clarity, teacher preparation, and institutional alignment. By integrating bibliometric evidence with critical qualitative synthesis, this study provides theoretical and practical insights to guide future research, teacher education, and policy development aligned with sustainable development goal 4 (quality education).
Volume: 15
Issue: 4
Page: 3015-3024
Publish at: 2026-08-01

Development of emotional empathy in future educators during the process of professional formation

10.11591/ijere.v15i4.38074
Maksat Aitzhanov , Ulzharkyn Abdigapbarova , Symbat Bekmuratova , Raissa Izmagambetova , Nazgul Kozhamkulova , Nadezhda Zhiyenbayeva
The aim of this study is to analyze the structural components of empathy among students majoring in pedagogical disciplines and to evaluate the effectiveness of an educational program designed to foster empathy during their professional training. The study involved 120 undergraduate students from two Kazakhstani universities enrolled in creative fields. An experimental approach was adopted in the research. To assess empathy levels, validated questionnaires and psychodiagnostics scales were used. The results of statistical analysis indicated that empathy levels did not significantly change following the completion of the empathy enhancement program. The mean scores across all measurement tools shifted only marginally, and the t-statistics and p-values (p>0.05) pointed to a lack of statistically significant differences. Additionally, analysis of variance (ANOVA) did not reveal any significant differences in the cognitive (F=0.42, p=0.53), emotional (F=0.38, p=0.54), or behavioral (F=0.31, p=0.58) dimensions of empathy. These findings may be attributed to senior students already possessing a relatively high level of empathy, making further development within a short-term program more challenging. The practical significance of the study lies in its in-depth analysis of students’ empathy levels.
Volume: 15
Issue: 4
Page: 3529-3541
Publish at: 2026-08-01

Moral disengagement, character strengths, and maladaptive behavior among university students: a structural equation modeling approach

10.11591/ijere.v15i4.38470
Akhmad Syahri , Nimatul Dinawisda , Sri Afsinatun
The increasing integration of digital technology in higher education has raised concerns about students’ maladaptive behaviors (MB), including academic dishonesty and cyber aggression. This study aims to examine the structural relationships among moral disengagement (MD), character strengths (CS), and MB, as well as the mediating role of CS in digitally mediated learning environments. A cross-sectional quantitative design was employed using data collected from 500 undergraduate students at a State Islamic University in Indonesia through purposive sampling. Data were analyzed using partial least squares structural equation modeling (PLS-SEM). The results indicate that MD significantly predicts MB (β=0.830, p
Volume: 15
Issue: 4
Page: 3049-3059
Publish at: 2026-08-01
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