Journal of Paddisengeng Technology

Adaptive AI Scaffolding within Gamified Reading Missions: Effects on Grade 10 Students Reading Comprehension in South Sulawesi

Firman Saleh, Hastuti Hamka, Selma Hachicha — Mon, 29 Jun 2026 00:00:00 +0700

Background. Reading comprehension remains a critical challenge in secondary education, while conventional instruction often provides limited opportunities for adaptive feedback and sustained student engagement.

Purpose. This study examined the effectiveness of an AI assisted gamified learning strategy in improving the reading comprehension of Grade 10 students at SMA Negeri 4 Sidrap, South Sulawesi, Indonesia.

Method. A quantitative quasi experimental method with a nonequivalent pretest posttest control group design was employed. The participants were 54 students divided into an experimental group (n = 29) and a control group (n = 25). Reading comprehension was measured using a 30 item test, and the data were analyzed using descriptive statistics and ANCOVA.was then processed using descriptive statistics in the form of percentages.

Novelty. The study integrates AI generated adaptive scaffolding with structured gamification elements, including reading missions, progress indicators, achievement badges, and immediate feedback, within a unified reading instruction design.

Results. The experimental group achieved a higher adjusted posttest mean than the control group (82.03 vs. 73.97). ANCOVA revealed a significant instructional effect, F(1, 51) = 15.00, p < .001, partial ?² = .227.

Conclusion. AI assisted gamified learning effectively improved students’ reading comprehension and offers a promising adaptive approach for secondary school literacy instruction.

Contextual Learning Design Based on Islamic Values: Integrating Simplicity, Anti-Waste, and Social Concern in Responding to Global Challenges

Faizal Hakim , Hani Fadilah, Halimah Halimah, Rina Farah, Zain Nizam — Mon, 29 Jun 2026 00:00:00 +0700

Background. Contemporary global challenges such as excessive consumption, resource waste, environmental degradation, and social inequality require educational approaches that connect ethical values with responsible action. Islamic values of simplicity, anti-waste, and social concern offer a relevant moral foundation, yet their integration into systematic contextual learning remains limited.

Purpose. This study aimed to develop and examine a contextual learning design based on Islamic values that integrates simplicity, anti-waste behavior, and social concern in responding to contemporary global and local challenges.

Method. The study employed Educational Design Research involving 61 students of an Islamic Religious Education program at a private higher education institution in South Sumatra, Indonesia. Data were collected through expert validation, student response questionnaires, observation sheets, and value-based learning assessments, and analyzed using descriptive and inferential statistics.
Novelty. The study proposes a Context Value Reflection Action (CVRA) instructional pathway that transforms Islamic values from normative concepts into contextual reasoning, critical reflection, and responsible action.

Results. The developed design achieved high validity (Aiken’s V = 0.91), high practicality (87.0%), and strong implementation (91.4%). Students’ mean scores increased from 62.18 to 81.46, with a significant difference, t(60) = 14.82, p < .001, and a large effect size (d = 1.90). Anti-waste awareness showed the greatest improvement.

Conclusion. The CVRA-based contextual learning design provides a promising framework for integrating Islamic values with sustainability and social responsibility, although long-term value internalization requires continuous practice and institutional reinforcement.

Adaptive Traditional Assistive Technology to Support the Motor Development of Children with Special Needs in Early Childhood Education: An Ethnographic Study of Inclusive Pedagogical Practices

Halimatul Saqdiyah, Jhoni Warmansyah, Rohan Kumar, Nikhil Desai — Sun, 28 Jun 2026 00:00:00 +0700

Background. Inclusive early childhood education requires learning environments that accommodate the diverse motor abilities and participation needs of children with special educational needs. Traditional play tools have strong cultural and pedagogical value, yet their potential as low-tech assistive technology remains underexplored, particularly when systematically adapted to children’s individual motor characteristics.

Purpose. This study aims to explore how traditional play tools are adapted and integrated as low-tech assistive technology to support motor development, participation, and inclusive pedagogical practices among children with special educational needs.

Method. An educational ethnography systematically observed 27 children in one inclusive West Sumatran classroom using observations, interviews, field notes, motor-response records, documentation, and teacher-mediated adaptation analysis.

Novelty. This study reframes culturally familiar traditional play materials as adaptive low-tech assistive technology through individualized modifications and iterative teacher-responsive pedagogy.

Results. Adapted traditional play tools improved accessibility and supported motor engagement, independence, participation, and peer interaction among children with special educational needs. Teacher responsiveness emerged as a key factor in aligning tool adaptations with individual abilities.

Conclusion. Traditional play tools can function as culturally responsive low-tech assistive technology when systematically adapted to children’s motor needs. Their effectiveness is shaped by cultural familiarity, functional adaptation, and continuous teacher support.

Development and Experimental Evaluation of a VR Based Cooperative Learning Model for the Human Circulatory System

Hasanuddin Hasanuddin, Abd Kahar, Jong Soo Ri, Diogo Lopes — Sun, 28 Jun 2026 00:00:00 +0700

Background. The human circulatory system is a complex biological topic that requires students to understand spatial structures and dynamic blood flow processes. Conventional instruction often provides limited opportunities for immersive visualization and structured collaboration.

Purpose. This study aimed to develop and evaluate a Virtual Reality Based Cooperative Circulation Learning Model (VR CCL) to improve Grade XI students’ biology learning outcomes.

Method. The study employed a research and development design based on the ADDIE model, followed by a quasi experimental pretest–posttest nonequivalent control group design. The participants were 52 students from two intact classes at a senior high school in Enrekang Regency, Indonesia. Data were collected using expert validation sheets, practicality questionnaires, observation sheets, and biology achievement tests.

Novelty. The model integrates immersive VR exploration with structured cooperative roles, group investigation, concept reconstruction, presentation, and individual evaluation.

Results. The model achieved an overall Aiken’s V coefficient of .91. Teacher and student practicality scores reached 91.50% and 88.70%, respectively. The experimental group obtained a higher posttest mean than the control group (73.76 vs. 64.52), with a significant adjusted group effect, F(1, 49) = 19.38, p < .001.

Conclusion. VR CCL was valid, practical, and effective in improving students’ learning outcomes on the human circulatory system.

Enhancing Cross-Cultural Collaboration through Real-Time AI Adaptation in Global Virtual Learning

Sheik Mohamed S H , Usman M, Hasan Hasan, Nurdianah Nurdianah — Sun, 28 Jun 2026 00:00:00 +0700

Background. Global virtual collaboration is increasingly used in higher education to develop collaborative skills and intercultural competence, but language differences, cultural norms, and technical issues can hinder effectiveness. Adaptive AI platforms with real-time cultural and linguistic support may help overcome these challenges.

Purpose. This study examined the impact of AI-supported global virtual collaboration on students’ collaborative skills, engagement, project output quality, and intercultural competence among university students from Indonesia and India.

Method. A total of 127 students (64 Indonesia, 63 India) were organized into 32 cross-cultural teams. Quantitative data were collected through collaboration rubrics, intercultural competence questionnaires, and platform activity logs, analyzed using descriptive statistics, t-tests, and correlation analysis. Qualitative data were gathered via interviews, observations, and project documentation, analyzed through thematic coding.

novelty. This study introduces a real-time culturally and linguistically adaptive AI model integrating engagement, output quality, and intercultural competence across countries.

Results. I-adaptive platforms significantly improved collaborative skills, engagement, and project quality. Indonesian students scored slightly higher than Indian students, but strategies such as manual clarifications and reflection sessions reduced gaps.

Conclusion. The study provides a practical model for inclusive, adaptive international learning and highlights the complementary role of AI and human facilitation.

Career Counseling for the Gig Economy: Preparing Gen Z for Non-Traditional Career Paths

Fauzi Aldina, Seema Bholah, Lila Ramchurn — Sat, 27 Jun 2026 00:00:00 +0700

Background. Rapid shifts in the global labor market driven by digitalization, platform-based work systems, and the expansion of non-standard employment have reconfigured conventional career pathways. Generation Z is increasingly oriented toward flexible employment forms such as freelancing, digital entrepreneurship, project-based work, and portfolio careers. These shifts raise questions about the adequacy of traditional career counseling models, which have largely been designed for linear, organization-based career trajectories.

Purpose. This study examines the extent to which career counseling contributes to enhancing Generation Z’s readiness for participation in gig economy employment and other non-traditional career pathways, with a focus on the development of career adaptability, digital competence, entrepreneurial readiness, and career self-efficacy.

Method. A sequential explanatory mixed-methods design was employed. Quantitative data were collected from 450 respondents using validated instruments measuring career adaptability, digital career competence, entrepreneurial readiness, career self-efficacy, and gig economy career preparedness. The quantitative data were analyzed using Structural Equation Modeling (SEM). Qualitative data were obtained through semi-structured interviews and analyzed thematically to enrich and explain the statistical findings.

Results. The findings indicate that career counseling has a significant positive effect on career adaptability, digital competence, entrepreneurial readiness, and career self-efficacy. These constructs collectively contribute to increased readiness for engagement in gig economy employment. Among the examined variables, career adaptability emerged as the most dominant predictor of non-traditional career preparedness. However, the results also suggest that counseling effectiveness may vary depending on the depth of exposure to digital and entrepreneurial guidance, indicating a potential limitation in conventional counseling models that remain overly labor-market traditional.

Conclusion. Career counseling plays a crucial role in preparing Generation Z for evolving labor market structures, particularly through strengthening adaptability and digital-entrepreneurial capacities. The findings suggest that career counseling frameworks need to move beyond conventional guidance models by integrating digital literacy, entrepreneurial education, and adaptive career management strategies to better align with the realities of fluid and technology-driven employment systems.

Beyond Classroom Time: Evaluating Mastery Based Learning and Competency Achievement in Secondary Schools

Wijaya Wijaya, Noerfannyda Noerfannyda, Kelepi Nalatu — Sun, 28 Jun 2026 00:00:00 +0700

Background. Competency-Based Education (CBE) emphasizes demonstrated mastery rather than learning duration as the basis for student progress. However, the continued dominance of seat-time-oriented practices raises questions about how effectively CBE principles are being implemented in secondary schools..

Purpose. This study aims to examine the relationship between mastery-based learning, classroom learning time orientation, competency achievement, and perceptions of learning effectiveness among secondary school students.

Method. A cross-sectional quantitative survey was conducted with 310 high school students in Palembang, Indonesia, selected through random sampling. Data were collected using a structured questionnaire and analyzed using descriptive statistics, Pearson correlation, and regression analysis.

Novelty. This study offers a multidimensional assessment of CBE by positioning mastery-based learning and seat-time orientation as contrasting predictors of students’ competency achievement and perceived learning effectiveness.

Results. Mastery-based learning was positively associated with perceived learning effectiveness (r = .610, p < .001) and significantly predicted competency achievement (? = .454, p < .001). In contrast, seat-time orientation showed a significant negative association with competency achievement (? = -.157, p = .002).

Conclusion. The findings support a shift toward mastery-governed learning in which demonstrated competency becomes the primary basis for academic progression, while instructional time functions as a flexible resource for achieving mastery.