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29,325 Article Results

Neural-network based representation framework for adversary identification in internet of things

10.11591/ijece.v15i6.pp%p
Thanuja Narasimhamurthy , Gunavathi Hosahalli Swamy
Machine learning is one of the potential solutions towards optimizing the security strength towards identifying complex forms of threats in internet of things (IoT). However, a review of existing machine learning-based approaches showcases their sub-optimal performance when exposed to dynamic forms of unseen threats without any a priori information during the training stage. Hence, this manuscript presents a novel machine-learning framework towards potential threat detection capable of identifying the underlying patterns of rapidly evolving threats. The proposed system uses a neural network-based learning model emphasizing representation learning where an explicit masked indexing mechanism is presented for high-level security against unknown and dynamic adversaries. The benchmarked outcome of the study shows to accomplish 11% maximized threat detection accuracy and 33% minimized algorithm processing time.
Volume: 15
Issue: 6
Page: 6043-6052
Publish at: 2025-12-18

Challenges in radar-based non-supercell tornado detection using machine learning approaches

10.12928/telkomnika.v24i1.27451
Kiki; IPB University Indonesian Agency for Meteorology, Climatology and Geophysics (BMKG) Kiki , Yonny; IPB University Koesmaryono , Rahmat; IPB University Hidayat , Donaldi; Indonesian Agency for Meteorology, Climatology and Geophysics (BMKG) Sukma Permana , Perdinan; IPB University Perdinan , Abdullah; Indonesian Agency for Meteorology, Climatology and Geophysics (BMKG) Ali
Tornado detection in Indonesia remains challenging as most areas are monitored by single-polarization weather radar, while dual-polarization systems offer superior detection capabilities. This study presents a novel approach by applying random forest (RF) and XGBoost machine learning algorithms to detect tornadoes using single-polarization radar data, addressing a critical gap in tropical tornado monitoring where dual-pol infrastructure is limited. Four tornado cases in Surabaya during 2024 were analyzed. Radar features including reflectivity, radial velocity, vorticity, and angular momentum were extracted through a multi-elevation sliding window technique. Spatial labels were assigned based on reports from the Indonesian National Meteorological Services (BMKG) with a 7.5 km radius from the event center. The dataset was balanced using synthetic minority over sampling technique (SMOTE). Evaluation was performed using the leave one-case-out (LOCO) scheme. Within-case evaluation showed strong performance with area under the curve (AUC) >0.94 for both models. XGBoost achieved higher probability of detection (POD 0.67-0.72) but with elevated false alarm rates (FAR up to 70%). RF demonstrated more balanced performance (POD 0.61-0.65, FAR 0.34-0.35). LOCO evaluation revealed significant POD reduction and FAR increase when tested on new cases. This indicates generalization challenges due to variability in tornado characteristics. This study demonstrates the potential of machine learning for tropical tornado early detection using readily available single-polarization radar.
Volume: 24
Issue: 1
Page: 162-174
Publish at: 2025-12-08

Enhancing professional skills of prospective teachers in Kazakhstan through digital technologies

10.11591/ijere.v14i6.33834
Zheniskul Assylbayeva , Sazhila Nurzhanova , Nessibeli Kurman , Ulzhalgas Yessim , Maira Kudaibergenova
The study’s relevance stems from the increasing integration of digital technologies (DT) in education and the growing need for future educators to develop digital competencies. As teaching methods evolve to incorporate innovative tools, understanding how DT can effectively enhance professional skills (PS) is critical for preparing prospective teachers to meet the demands of 21st-century classrooms. This study aims to investigate digital technology’s effectiveness in enhancing prospective teachers’ PS. The research sample comprised 178 prospective teachers from the Abai Kazakh National Pedagogical University. Participants in the digital training constituted the sample of prospective teachers in the experimental group (EG). The results’ correlation shows that the groups’ indicators before and after the digital training differed significantly. The beneficial dynamics of dependent variables brought about by the digital training attest to the efficacy of the current pedagogical support in terms of enhancing the PS of teacher candidates. Given the country’s ongoing educational reforms and efforts to modernize the system, this study fills a crucial gap by providing region-specific insights and offering practical insights for enhancing the PS of prospective teachers, which can be applied in pedagogical universities. These findings help to bridge the theory-practice gap by investigating the practical applications of digital tools in skill development.
Volume: 14
Issue: 6
Page: 4957-4965
Publish at: 2025-12-01

Classroom climate and absenteeism: modeling English achievement mediated by engagement

10.11591/ijere.v14i6.35795
Palash Majumder , Nimisha Beri , Salil Biswas
This study investigates the intricate relationships between positive classroom climate, student engagement, English as a second language (ESL) achievement, and absenteeism among 240 secondary school students in West Bengal, India. Addressing a significant research gap within the multilingual Indian ESL context, the study proposes and tests a novel multiple mediation structural model using structural equation modeling (SEM). Findings reveal that a positive classroom climate significantly predicts higher student engagement (β=.598, p<0.001) and ESL achievement (β=0.476, p<0.001). Crucially, both engagement (β=-0.250, p=0.002) and ESL achievement (β=-0.186, p=0.015) are negatively associated with absenteeism, with classroom climate exerting substantial indirect effects on attendance (total indirect effect β=-0.238, p<0.001). This research, aligned with sustainable development goal 4 (SDG 4): quality and inclusive education, provides empirical evidence for fostering supportive learning environments and engagement practices to simultaneously improve academic outcomes and reduce absenteeism, particularly for ESL learners in underserved contexts.
Volume: 14
Issue: 6
Page: 4432-4442
Publish at: 2025-12-01

The integration of scaffolding and augmented reality in physics learning

10.11591/ijere.v14i6.30575
Siti Nurqualbiah Mat Karim , Aidah Abdul Karim , Fariza Khalid
Physics learning often involves problem-solving in mathematical calculation that has become one of the many challenges among high school students. The integration of scaffolding and augmented reality (AR) has the potential to improve students’ understanding in problem-solving involving mathematical calculation in physics learning. Therefore, this study aims to increase gravitational knowledge among high school students using AR learning kit with the integration of scaffolding. This study employed mixed method case study research design and involved 15 high school students in urban areas. Data was collected using semi structured interview and pre and post gravitation test then analyzed using qualitative thematic analytic and descriptive statistics. The findings showed that an AR learning kit integrating scaffolding named FizaAR has increased gravitational knowledge among high school students in physics learning. The findings further indicated that scaffolding element employed in FizaAR have the feature of simplified small subtopics help to increase confidence among students in physics learning. Consequently, the AR learning kit might enhance high school students’ understanding of physics. This study found that integrating scaffolding and AR would help physics education.
Volume: 14
Issue: 6
Page: 5105-5116
Publish at: 2025-12-01

Enhancing teachers’ digital literacy for security: a systematic review of frameworks and analytical methods in education

10.11591/ijere.v14i6.32613
Nadirah Othman , Nor Aslily Sarkam , Norhayati Baharun , Teoh Sian Hoon , Suraya Masrom , Nor Faezah Mohamad Razi , Abdullah Sani Abd Rahman
The rising use of digital tools in education emphasizes the crucial need of teachers’ digital security, which relies on strong digital literacy. This study assesses teachers’ digital literacy on digital security literature to meet the urgent need for safe practices in schools due to increased security breaches. A total of 30 studies were reviewed using preferred reporting items for systematic reviews and meta-analyses (PRISMA) criteria to build frameworks and data analysis methodologies in this field. Five research areas were identified: teacher perspectives, security-related issues, educational impacts, pedagogical approaches, and instrument validation. The predominant framework used was the digital competence framework for citizens (DigComp), however hybrid frameworks that integrate other theoretical perspectives were highly commended for their comprehensive approach. The 30% of the studies focused on security issues, including cyberbullying and data protection, while 70% incorporated security dimensions into digital literacy frameworks. Quantitative approaches comprising 60%, including t-tests, analysis of variance (ANOVA), and regression analysis. Structural equation modeling (SEM) was used in several studies to examine complex relationships. Although current research predominantly emphasizes quantitative methods, future investigations could enhance knowledge of teachers’ digital literacy and security by integrating SEM with artificial neural networks (ANN). This review emphasizes the necessity for hybrid frameworks and sophisticated approaches to enhance research.
Volume: 14
Issue: 6
Page: 4276-4294
Publish at: 2025-12-01

Development of research competences in undergraduate students

10.11591/ijere.v14i6.33724
Carmen Lily Winchez Aylas , Patricia Bejarano Alvarez
This study addresses the limited involvement of university students in research activities, which reflects a significant gap in the development of key research competencies for their academic and professional advancement. Lack of involvement restricts essential skills such as problem formulation, rigorous data analysis and communication of findings, preventing students from generating relevant knowledge and meeting the challenges of their future careers. Through a systematic review of the literature on the development of research competencies in undergraduate students, using reliable sources such as Scielo, Dialnet and other academic journals, this study identified effective methodologies to foster such competencies. Rigorous exclusion criteria were applied to ensure the relevance and timeliness of the selected studies. In conclusion, educational strategies such as flipped learning and research workshops were found to have a positive impact on the development of research competences, enhancing both technical and transversal skills, such as innovation and critical thinking. These methodologies prepare students for academic and professional challenges and foster a research culture in educational institutions. This article explicitly identifies and synthesizes innovative educational strategies (flipped learning, Lean startup, and research workshops) that have a proven impact on strengthening both technical and transversal research competences in undergraduates in Latin America. This systematic approach and regional focus are not found in prior reviews.
Volume: 14
Issue: 6
Page: 4928-4936
Publish at: 2025-12-01

Cultivating words: integrating immersive technologies and translation in agricultural settings

10.11591/ijere.v14i6.35451
Alma Karasaliu , Ilir Palla
This study explores an innovative pedagogical approach that integrates translation, educational technology, and virtual reality (VR) to enhance domain-specific language acquisition and digital engagement among undergraduate students in agricultural education. The 18 first-year students enrolled in “Agricultural Business Management” at Fan S. Noli University participated in a study combining immersive virtual experiences, translation tasks, and artificial intelligence (AI) tools. Students used platforms like Google Earth VR and 360Cities to describe agricultural environments in Albanian, and translated these texts into English using human and machine translation (Google Translate). The translated texts were then visualized through DALL·E to stimulate reflection on the semantic representation of the original scenes. Mozilla Hubs supported collaborative analysis of translation quality and peer feedback. Statistical analysis using R software (version 4.3.1) included the Welch two-sample t-test and Wilcoxon signed-rank test to compare translation outcomes. The results indicated significant improvement in technical vocabulary retention and increased students’ awareness of translation complexities. Moreover, students reported heightened motivation and positive attitudes toward technology-enhanced language learning. The study highlights the pedagogical value of immersive, interdisciplinary strategies in English for specific purposes (ESP), particularly in technical disciplines like agriculture.
Volume: 14
Issue: 6
Page: 4785-4795
Publish at: 2025-12-01

Investigating Japanese EFL learners’ communication apprehension and oral presentation strategies

10.11591/ijere.v14i6.34246
Akiko Kamata , Kamisah Ariffin , Roslina Abdul Aziz , Nadhratunnaim Abas , Badli Esham Ahmad , Hiroki Okada
This study examines communication apprehension (CA) and oral presentation strategies among Japanese English as a foreign language (EFL) learner to understand their impact on verbal communication challenges. Despite educational reforms prioritizing communicative competence, Japanese learners face persistent difficulties, particularly in formal contexts like public speaking. A descriptive quantitative design was employed, and a purposive sampling method was used to select a sample of 140 EFL learners from a private Japanese university. Data was collected using the oral presentation strategies inventory (OPSI) and the personal report of communication apprehension (PRCA). Quantitative analysis via SPSS 29 assessed learners’ apprehension levels and strategy use patterns. Findings revealed moderate CA levels, with interpersonal communication inducing the most anxiety and public speaking causing the least. Learners relied heavily on message reduction and alteration (MRA) strategies, simplifying expressions to manage anxiety, while non-verbal (NV) strategies were minimally utilized. Positive correlations between strategy use and CA highlight the potential of targeted strategies to mitigate apprehension. Practical implications include the need to integrate Japanese cultural values into pedagogy to manage CA through collaborative learning, peer assistance, and structured oral activities, while also balancing accuracy with fluency and utilizing technological tools to support language development.
Volume: 14
Issue: 6
Page: 4231-4243
Publish at: 2025-12-01

Cross-cultural exploration of stylized performance: traditional Chinese training methods in drama education

10.11591/ijere.v14i6.34292
Jingying ZHANG , Syahrul Fithri Musa
This study explores the effectiveness of stylized performance training in cross-cultural drama education, focusing on how symbolic body language conveys emotions and character intent. Originating from traditional Chinese theatre, stylized training was adapted to help students from diverse cultural backgrounds achieve emotional resonance and cohesive character portrayal. Employing a participatory action research (PAR) design, the 16-week experiment involved performing arts students from six cultures, using iterative feedback and reflective practices to track changes in emotional expression and adaptation to symbolic movements. The training included three phases: basic training, emotional integration, and applied practice. Data was collected through classroom observations, interviews, feedback forms, and peer evaluations. Findings show that participants improved in non-verbal emotional expression, effectively conveying emotions across cultural barriers. Supported by Pavis’s “intercultural theatre” theory and Mead’s symbolic interactionism, the study highlights stylized performance’s potential to enhance cross-cultural emotional resonance in drama education.
Volume: 14
Issue: 6
Page: 4978-4991
Publish at: 2025-12-01

Impact of VR technology in physics teaching on students’ knowledge: a study on body acceleration

10.11591/ijere.v14i6.34942
Bakitzhan Kurbanbekov , Sherzod Ramankulov , Makpal Nurizinova , Beksultan Asanbek
The integration of virtual reality (VR) technology into education represents a promising innovation, particularly in enhancing the effectiveness of physics teaching. Traditional physics instruction often lacks interactive and immersive elements, which can limit students’ understanding of complex physical phenomena. This study addresses the challenge of improving comprehension of body acceleration by incorporating VR-based laboratory simulations. A quasi-experimental design was implemented, involving 222 university students randomly assigned to control and experimental groups. The experimental group conducted virtual experiments using VR simulations developed with Blender and Unity software, while the control group engaged in traditional lab activities. Data were collected through pre- and post-tests and analyzed using independent t-tests and G*Power software to assess statistical significance. The results revealed a notable improvement in learning outcomes for students exposed to VR-enhanced instruction, demonstrating increased engagement, deeper conceptual understanding, and improved ability to connect theoretical knowledge with practical application. This study confirms that VR technology is a powerful tool for modernizing science, technology, engineering, and mathematics (STEM) education and holds significant potential for improving cognitive outcomes and student motivation in scientific learning environments.
Volume: 14
Issue: 6
Page: 5038-5053
Publish at: 2025-12-01

Curriculum educators' perceived challenges in applying quality assessment criteria

10.11591/ijere.v14i6.35927
Thi-Thuy-Dung Ngo , Ngoc Tran Bao , Anh Hua Thi Tu , Nhu Huynh Yen , Tuong Thi Khanh Tran , Ha Nguyen Nam
This cross-sectional quantitative study investigates the implementation challenges of national quality assurance (QA) in Vietnam’s higher medical education system, with a focus on faculty engagement and educator perception during medical curriculum redesign. Conducted at Pham Ngoc Thach University of Medicine, a public institution dedicated to professional healthcare qualifications, the study applies the Ministry of Education and Training (MOET) quality assessment framework, which defines 11 standards central to quality assessment implementation in various domains. Results reveal that standard 4 (teaching and learning approach) received the lowest average score, highlighting significant barriers to implementation. Standards 1, 3, and 5 also emerged as areas of concern. Difficulty in applying quality assessment criteria varied by educator characteristics: younger, less experienced faculty with limited academic credentials, and no prior quality assessment training reported greater difficulty, while senior educators with quality assessment training demonstrated higher compliance and ease in application. To strengthen educator compliance and enable effective QA implementation, the study recommends targeted training programs and support resources for faculty, particularly for early-career educators. These findings offer practical guidance for policymakers, administrators, and academic leaders involved in medical curriculum redesign and QA reforms within Vietnam’s higher education landscape.
Volume: 14
Issue: 6
Page: 4580-4591
Publish at: 2025-12-01

The role of social support and academic self-efficacy in enhancing academic engagement among undergraduates

10.11591/ijere.v14i6.33999
Elizabeth Ifeoma Anierobi , Amjad Islam Amjad , Favour Amarachi Ubani , Sarfraz Aslam , Mohamad Ahmad Saleem Khasawneh , Huda Alshamsi
Academic engagement is vital to students’ academic success, especially in higher education settings where motivation and support systems vary widely. This study investigated the influence of social support and academic self-efficacy on academic engagement among undergraduates of Nnamdi Azikiwe University. The main objectives were to determine the extent to which parental and peer support and students’ belief in their academic abilities correlate with their level of academic engagement. A correlational research design was used to guide the study. From a total population of about 20,000 undergraduate students enrolled in the 2023/2024 academic session, a sample of 403 students was randomly selected using a simple random sampling technique to ensure equal representation. Data were collected using three standardized instruments: the social support questionnaire (SSQ), the academic self-efficacy questionnaire (ASEQ), and the academic engagement questionnaire (AEQ). The data were analyzed using SPSS software. Pearson’s product-moment correlation and multiple regression analysis were used to test the research questions and hypotheses. Findings showed significant positive relationships between social support (both parental and peer), academic self-efficacy, and students’ academic engagement. These results highlight the importance of fostering supportive learning environments and building students’ confidence in their academic abilities. Practical implications suggest that universities should implement structured peer mentoring, parental involvement strategies, and workshops that enhance academic self-efficacy to improve student engagement and academic outcomes.
Volume: 14
Issue: 6
Page: 4689-4699
Publish at: 2025-12-01

Effect of a digital literacy through workshop training programs on older adults: a quasi-experimental study

10.11591/ijere.v14i6.32631
Ruthairat Siriwattanarat , Kittikhun Meethongjan , Ornuma Charoensuk , Donsak Tsailexthim , Weerawich Wongroj
In Bangkok, Thailand, workshop training programs aimed at enhancing digital literacy among older adults have been developed. The objective of this study was to assess whether a structured digital literacy workshop could improve mobile device proficiency among older adults in Bangkok. This program consisted of six workshops focusing on mobile devices such as smartphones or tablets. This quasi-experimental study investigates the impact of these workshops on digital device usage among urban community adults aged 60 and above. Digital literacy was assessed using the mobile device proficiency questionnaire (MDPQ-16) at three stages, they are baseline (pretest), immediately after program completion (post-intervention), and one month later (follow-up). A total of 84 older adults participated in these workshop training programs. Our findings indicate a significant increase in mobile device proficiency (P<.000). Participants showed substantial improvement in digital literacy at both the posttest and intervention assessments compared to pretest, with no significant difference observed between posttest and intervention scores. However, participants aged 70 and older with lower education levels demonstrated comparatively lower levels of digital literacy. These findings underscore the importance of implementing structured and accessible digital literacy training for older adults, particularly for those with lower educational attainment, to reduce digital disparities and promote inclusive access to essential digital services.
Volume: 14
Issue: 6
Page: 4389-4403
Publish at: 2025-12-01

Development and evaluation of a re-sequenced intervention module in learning chemical bonding

10.11591/ijere.v14i6.31851
Baby Eve N. Asequia , Leemarc C. Alia , Kevin Client B. Matutes
In the typical high school chemistry curriculum, chemical bonding precedes the chemical reactions. In this study, the re-sequenced effect of learning chemical bonding when chemical reactions are introduced first among grade 9 learners was investigated. A learning module with re-sequenced intervention in chemical bonding was developed using analysis, design, development, implementation, evaluation (ADDIE) model and validated by eight science education professionals rated as very satisfactory. A quasi-experimental research design was utilized in the implementation phase with 129 respondents selected through cluster random sampling. Pre- and post-tests, formative and summative assessments, and evaluation surveys were administered. Evaluation results revealed that the scores from the re-sequenced intervention group displayed a slightly higher overall satisfaction percentage (99.06%) compared to the control group (94.74%). In addition, the experimental group achieved significantly higher competency levels (M=49.3, SD=19.4) compared to the control group (M=41.4, SD=15.3), with p=0.016 and d=0.37. Furthermore, students reported positive perceptions despite initial misconceptions. These findings highlight that re-sequencing topic order enhances chemistry learning outcomes and student engagement. Hence, the re-sequenced learning module became a valuable tool for enhancing understanding of chemical bonding, independent of baseline competency or attitudes toward the material.
Volume: 14
Issue: 6
Page: 4864-4873
Publish at: 2025-12-01
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