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30,033 Article Results

Energy-aware inertial measurement units scheduling for wearable LoRa systems using quaternion features

10.11591/ijece.v16i3.pp1449-1465
Yudhi Adhitya , Indri Septiani
Wearable Internet of Things systems increasingly depend on inertial measurement units (IMUs) to capture human motion, yet continuous high-frequency sensing, on-device processing, and long-range (LoRa) communication impose significant energy and latency challenges for battery-powered devices. This study formulates a practical scheduling framework that optimizes IMU sampling, quaternion-based feature extraction, and transmission decisions within the wearable/LoRa architecture. The framework operates in discrete time windows of W=0.5−1 s, within which sensing, processing, and communication decisions are updated at the window level to balance energy consumption and responsiveness. The method models energy consumption, accuracy degradation at lower sampling rates, and communication constraints to define feasible operating modes and determine optimal configurations under varying activity levels. An empirical accuracy–frequency mapping and component-wise energy model support both offline optimization and lightweight online scheduling. The results show that the proposed framework can balance accuracy, responsiveness, and battery life by dynamically shifting between high-performance, balanced, and low-power surveillance states. This scheduling strategy extends operational lifetime while preserving motion-detection reliability and ensuring timely event transmission. The findings demonstrate the importance of energy-aware IMU management in long-range wearable systems and provide a foundation for adaptive sensing strategies in real-world deployments.
Volume: 16
Issue: 3
Page: 1449-1465
Publish at: 2026-06-01

A multi-modal framework for improving the accuracy of phishing email detection

10.11591/ijece.v16i3.pp1608-1625
Lamees Mohamed Faraj , Sayed Abdel-Gaber , Hanan Fahmy
Phishing emails continue to pose a significant cybersecurity threat, particularly through the increasing use of malicious attachments to evade traditional text-based detection systems. Most existing approaches focus primarily on email content, creating a blind spot in attachment-aware phishing detection. This paper proposes a multi-modal phishing email classification model that integrates email header features, body text analysis, and attachment inspection within an ensemble learning framework. Independent machine learning classifiers are employed for each email component, and a majority voting mechanism is used to determine the final classification decision. The proposed model is evaluated using publicly available email and attachment datasets that are combined to simulate attachment-bearing phishing emails. Experimental results demonstrate strong detection performance across multiple evaluation metrics. Nevertheless, the study acknowledges the limitation of using synthetically paired email bodies and attachments, which may not fully capture real-world semantic relationships. The findings highlight the importance of incorporating attachment-aware analysis into phishing detection systems and provide a foundation for future research on semantic consistency modeling and transformer-based architectures.
Volume: 16
Issue: 3
Page: 1608-1625
Publish at: 2026-06-01

An enhancement of stock price forecasting based on hybrid BiLSTM-Transformer model

10.11591/ijece.v16i3.pp1298-1306
Pham Hoang Vuong , Lam Hung Phu , Le Nhat Duy , Pham The Bao , Tan Dat Trinh
Stock price forecasting presents a challenging problem due to factors like nonlinearity, seasonality, and economic volatility in financial data. Deep learning approaches can handle nonlinearity and complexity of financial data, but they often face limitations in capturing both local and global dependencies. This study introduces a hybrid Transformer–bidirectional long short-term memory (BiLSTM) model to improve stock price forecasting. Our method combines the strength of BiLSTM with the global context understanding of the Transformer by embedding a 1D convolutional layer. The model can efficiently capture short-term and long-term dependencies in stock data. Experimental results on various datasets show that our hybrid model outperforms other well-known models.
Volume: 16
Issue: 3
Page: 1298-1306
Publish at: 2026-06-01

A critical review of information retrieval techniques: current trends and challenges

10.11591/ijict.v15i2.pp456-464
Sanket D. Patil , Zahir Aalam
The realm of information retrieval is witnessing transformative advancements, driven by the integration of deep learning techniques, specialized algorithms, and domain-specific applications. Information retrieval systems play an important role in many applications including in the Artificial Intelligence powered systems that can be seen in many applications. Information Retrieval, generally, acts an important task in the knowledge discovery phase of any query based intelligent system. This paper presents a comprehensive review by conducting a detailed analysis of the technological nuances, dataset specifications, and pivotal findings. This detailed review has been done with the special emphasis on the kind of technology used to achieve accurate information retrieval, domain of the study, and the system’s ability to retain or work with tables and figures, among other parameters. Navigating through the rich tapestry of methodologies, the paper underscores the pivotal role of deep learning frameworks in revolutionizing traditional retrieval paradigms. Furthermore, it sheds light on the innovative integration of textual information, algorithmic advancements, and specialized datasets to enhance the efficacy and granularity of information retrieval mechanisms.
Volume: 15
Issue: 2
Page: 456-464
Publish at: 2026-06-01

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

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

Policies and guidelines for non-formal education retention in the digital age

10.11591/ijere.v15i2.38371
Chuleerat Charoenporn , Montouch Maglumtong , Tanpat Kraiwanit
Centering on the Office of Non-Formal and Informal Education (ONIE) Center in Bangkok, this study examines the multifaceted drivers of student dropout within Thailand’s evolving non-formal education system. Employing binary logistic regression on data collected from 428 learners, the analysis integrates demographic, familial, and psychosocial variables to identify statistically significant predictors of disengagement. Key findings reveal that exposure to violence, gender, educational attainment, and sibling-related responsibilities exert substantial influence on dropout likelihood. Specifically, learners tasked with caregiving duties or who had siblings currently enrolled in school exhibited elevated dropout risks. In contrast, those with siblings engaged in employment showed a comparatively lower propensity to disengage from education, suggesting a protective economic and emotional buffer. Notably, over 70% of participants reported prior experiences of violence—a psychosocial factor that emerged as a salient predictor, underscoring the compounded vulnerabilities faced by marginalized learners in urban settings with limited support infrastructure. The final regression model demonstrated strong sensitivity in identifying high-risk individuals and moderate explanatory power (Nagelkerke R²=0.211). These results underscore the imperative for multi-level intervention strategies that address both academic and emotional constraints. By elucidating the intersecting structural and psychosocial dimensions of dropout behavior, this study offers actionable insights to inform targeted retention policies and enhance learner persistence in Thailand’s non-formal education landscape.
Volume: 15
Issue: 2
Page: 1836-1852
Publish at: 2026-04-23

A multi-group structural equation modelling analysis for the impact of digital art on critical thinking across language contexts

10.11591/ijere.v15i2.37759
Gulvira Togabayeva , Rabilova Zoya , Miyat Janayev , Gulnar Shaizadanova , Anarbek Kozybay
This study investigates the structural relationships among creativity (Crtvt), technological adaptability (TchAd), problem solving (PrblS), analytical thinking (Anlyt), and self-reflection (SlfRf) in the context of digital art education. A total of 249 students from three higher education institutions in Kazakhstan participated in the study. Using a 25-item Likert-scale instrument, data were collected from students instructed in either Kazakh or Russian. Structural equation modeling (SEM) with multi-group analysis was employed to test a theoretically grounded model of critical thinking development through digital art. The results revealed that Crtvt and TchAd significantly predicted students’ problem-solving abilities, which in turn emerged as the strongest predictor of both Anlyt and SlfRf. Crtvt also had moderate direct effects on these higher-order thinking outcomes, while TchAd showed a stronger influence on PrblS and SlfRf than on Anlyt. Multi-group analysis indicated that the measurement and structural models were invariant across language groups.
Volume: 15
Issue: 2
Page: 1676-1686
Publish at: 2026-04-23

Teacher competency development in the digital age: promoting underprivileged students’ vocational skills

10.11591/ijere.v15i2.34971
Suban Pornwiang , Monnapat Manokarn , Prajob Khwanmun
Vocational skills are essential for underprivileged students, providing practical job training that enables self-sufficiency, breaks the cycle of poverty, and improves job opportunities. The study addresses a critical gap, focusing on teacher competency for underprivileged students in urban communities of Chiang Mai, ethnic minority or stateless individuals, facing complex barriers to accessing fundamental rights and services. The concept of novel transdisciplinary research, comprising 10 vocational experts, 10 academic professionals from Chiang Mai-based universities, 35 school leaders and educators, and 261 parents, selected via purposive sampling. Data were collected through focus group discussions, field observations, workshops, and structured questionnaires, and were analyzed using descriptive statistics (mean, standard deviation) and qualitative content analysis. Public participation was crucial in developing guidelines for enhancing teacher competencies. The resulting framework consists of three components: challenges encountered by teachers; teacher development curriculum covering content, developmental approaches, and collaborative development networks; and development outcomes, including eight fundamental and eight specific outputs, and outcomes for improved student quality of life, competencies, and vocational skills across defined aspects. These guidelines provide a novel framework (outputs and outcomes) that integrates socio-legal knowledge and vocational training to sustainably improve the educational experiences and quality of life of this specific target group.     
Volume: 15
Issue: 2
Page: 1587-1597
Publish at: 2026-04-23

Achievement motivation as a predictor of historical empathy: a study of social studies university students

10.11591/ijere.v15i2.37119
Mohamed Ali Nemt-allah , Hamed Samy Ghareib , Elsayed Atef El-Hashimi , Mashael Nasser Al-Dosari , Mohamed Sayed Abdellatif , Tawfik Mahmoud Soliman , Ashraf Ragab Ibrahim Ibrahim
This study investigated the predictive relationship between achievement motivation and historical empathy among social studies university students. Using the achievement motives scale-revised (AMS-R) and the historical empathy scale-adult form (HES-AF), data were collected from 428 Egyptian university students aged 18-24 from education faculties at Al-Azhar University. Correlation analyses revealed significant positive relationships between achievement motivation dimensions (hope of success and fear of failure) and all historical empathy components (cognitive, affective, and behavioral). Multiple regression analysis demonstrated that achievement motivation significantly predicted historical empathy, F(2, 425)=86.035, p<.001, explaining 28.8% of the variance. Hope of success emerged as the primary predictor (β=.478, p<.001), with approximately four times the predictive strength of fear of failure (β=.109, p=.018). These findings suggest that approach-oriented achievement motivation, particularly hope of success, is crucial in fostering empathetic understanding of historical content. The results provide theoretical insights into the psychological mechanisms underlying historical empathy and offer practical guidance for educators seeking to enhance empathetic engagement in social studies education through motivation-focused pedagogical approaches.
Volume: 15
Issue: 2
Page: 1435-1445
Publish at: 2026-04-23

A pedagogical model for teaching action research in Kazakhstan’s EFL teacher education

10.11591/ijere.v15i2.38372
Marina Zhambylkyzy , Tolkyn Baibossynova , Anar Yessenbay , Makhabbat Adilkhan
This article examines the pedagogical use of action research (AR) in enhancing professional and problem-solving skills of prospective teachers in Kazakhstani secondary schools. The study involved twenty-seven pre-service and novice English as a foreign language (EFL) teachers, all of whom were master’s students at Kazakh National University. The study was implemented within the AR course integrated into the master’s program curriculum. To support participants’ understanding and practical application of AR, we designed “AR tree” model, a visual, cognitive and pedagogical scaffold. It was introduced to make the stages of AR more accessible for novice teachers. After presenting the model, semi-structured interviews were conducted with pre-service teachers to explore its pedagogical value for professional learning. The results indicate that the model strengthened connections between theory and practice, promoted reflective professional thinking, and enable novice teachers to systematically identify classroom challenges and develop pedagogically informed solutions. The study does not propose a new form of AR, instead, the model guided pre-service teachers through each phase, from finding a problem to developing interventions, reflecting with learners, and sharing results.
Volume: 15
Issue: 2
Page: 1253-1263
Publish at: 2026-04-23

Evaluating the knowledge ability of students by inquiry-based learning technique

10.11591/ijere.v15i2.31593
Wesam Salah Alaloul , Khalid Mhmoud Alzu’bi , Muhammad Ali Musarat
Inquiry-based learning (IBL) as an instructional approach has been popular amongst science, technology, engineering, mathematics disciplines, but the practice specifically in engineering education deserves further exploration. This study explores the impact of IBL on student engagement and learning within an engineering project management course. Using a case-study methodology, engineering students engaged in real-world problem-solving activities and provided feedback through a questionnaire assessing lecturer deliverables and IBL effectiveness. For this study, a questionnaire approach was adopted comprised of 34 questions compressed under two main groups. The distribution was made among engineering students of various disciplines. The descriptive and reliability analysis of the responses revealed that IBL positively influenced students’ engagement and problem-solving abilities, fostering a collaborative learning environment. However, students noted a high workload associated with IBL tasks, suggesting the need for careful assignment structuring. Overall, the study highlights IBL’s potential to enrich engineering education by aligning learning outcomes with industry demands, recommending that future implementations consider workload optimization to maintain balance. This research contributes to understanding effective pedagogical approaches in engineering, promoting student-centered learning that prepares students for professional challenges.
Volume: 15
Issue: 2
Page: 1343-1352
Publish at: 2026-04-23

Enhancing students’ intercultural communication competence: evidence from an Indonesia–Malaysia partnership program

10.11591/ijere.v15i2.38605
Athok Fu’adi , Afif Syaiful Mahmudin , Esti Yuli Widayanti , Beta Pujangga Mukti
International community service (ICS) is increasingly recognized as an effective approach for strengthening students’ global and intercultural competence. This study examined the impact of an ICS program conducted between State Islamic University of Kiai Ageng Muhammad Besari Ponorogo and Madrasah Utsmaniyah ABIM Penang, Malaysia, on students’ intercultural communication competence (ICC) and soft skills. Employing a mixed-methods convergent design, the study involved 12 participating students, faculty supervisors, ABIM coordinators, and local community leaders. Quantitative data were obtained through pre–post assessments using validated ICC and soft-skill scales, while qualitative data were collected through interviews, participant observation, and reflective journals. The findings indicate significant improvement across all ICC dimensions, including cultural awareness, sensitivity, communication skills, and reflective competence. Students also demonstrated notable enhancement in soft skills such as leadership, teamwork, adaptability, and empathy, supported by qualitative evidence of increased confidence, communicative flexibility, and ethical awareness during community engagement. Perspectives from supervisors and community stakeholders further corroborated the program’s effectiveness. Overall, the study highlights the value of culturally proximate international service-learning in fostering global competence within Islamic higher education and offers implications for developing sustainable cross-border community service initiatives in the ASEAN context.
Volume: 15
Issue: 2
Page: 1488-1495
Publish at: 2026-04-23

Mediating role of service quality between university social responsibility and student satisfaction in Peru

10.11591/ijere.v15i2.36750
Isac Fernando Espinoza Montes , Nérida Pilar Zevallos Cárhuaz , Martin Romeo Yurivilca Oscanoa
This study analyzed the influence of university social responsibility (USR) on student satisfaction (SS), mediated by service quality (SQ). It is relevant because it provides empirical evidence of how socially responsible practices strengthen educational quality and student well-being in a Latin American context that remains underexplored through structural equation modeling (SEM). The objective was to explain how USR affects SS through SQ, using SEM. Specifically, the study examined the direct effect of USR on SS, its influence on SQ, the impact of SQ on satisfaction, and the mediating role it plays in this relationship. A quantitative, non-experimental, cross-sectional design was employed with a sample of 505 undergraduate students from five Peruvian public and private universities, selected through non-probability convenience sampling. Data were collected using three validated and reliable Likert-type scales. The results showed that USR significantly influenced SQ (R²=0.60) and that SQ predicted SS (R²=0.67), confirming a partial mediation effect. The findings provide practical implications for strengthening institutional policies to enhance SQ and increase SS.
Volume: 15
Issue: 2
Page: 1142-1150
Publish at: 2026-04-23
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