International Journal of Language and Ubiquitous Learning

Prediction of Indonesian Learning Achievement Using Machine Learning Models

2025-03-19T16:19:16+07:00

Background. Student learning achievement is one of the important indicators in assessing the effectiveness of education. Various factors such as student attendance and socioeconomic status have been known to affect learning outcomes. However, the influence of access to technology in the context of education in Indonesia has not been studied in depth. In today's digital era, access to technology is an important aspect that can support or hinder the learning process of students.

Purpose. This study aims to analyze the influence of student attendance, socioeconomic status, and access to technology on student learning achievement. In addition, this study also aims to test the accuracy of machine learning models in predicting student exam results based on these variables.

Method. This study uses a quantitative approach with the application of machine learning models, including linear regression and decision trees. The data used includes students' test scores, attendance levels, socioeconomic status, and access to technology devices and networks.

Results. The results of the analysis showed that student attendance, socioeconomic status, and access to technology had a significant influence on learning achievement. The machine learning model applied is able to predict students' exam results with a high level of accuracy, demonstrating the effectiveness of this approach in educational analysis.

Conclusion. This study emphasizes the importance of external factors, especially access to technology, in predicting student learning achievement. A more inclusive education policy is needed by expanding access to technology and educational facilities, in order to support the equitable distribution of learning quality in all circles.

Building Learning Awareness: Mindful Learning Strategies in the Independent Curriculum in Balinese Culture-Based Schools

2025-03-19T16:24:29+07:00

Background. Learning awareness is an important element in the modern education system, especially in the implementation of the Independent Curriculum which emphasizes the flexibility and independence of students. Mindful learning is present as a strategy that can help students manage attention, improve focus, and understand the material more deeply. Balinese culture-based schools have great potential in implementing mindful learning because of the values of local wisdom that are in line with the principles of mindfulness.

Purpose. This study aims to analyze the effectiveness of mindful learning strategies in increasing learning awareness in Balinese culture-based schools in the context of the Independent Curriculum. The study also explores how the integration of local cultural values can strengthen the implementation of mindful learning in the education system.

Method. This study uses a mixed-method method with a quasi-experimental design and a case study. The research sample consisted of several Balinese culture-based schools, namely SMA Negeri 1 Ubud, SMA Saraswati Denpasar, and SMA Negeri 2 Singaraja. Quantitative data was collected through mindful learning scale instruments and classroom observation, while qualitative data was obtained from teacher interviews and student reflections.

Results. The results showed that mindful learning applied with a culture-based approach increased students' learning awareness by up to 21.5%, with the greatest impact on emotional regulation and engagement in learning. The most effective approaches to mindful learning are awareness-based discussions, daily reflection journals, and learning based on local wisdom.

Conclusion. Mindful learning integrated with local culture has proven effective in increasing students' learning awareness. The integration of Balinese cultural values strengthens the relevance and depth of mindfulness practices in the context of Merdeka Curriculum education.

The Influence of Digital Culture on the Development of Students' Linguistic Identity

2025-03-19T16:21:16+07:00

Background. This research is motivated by significant changes in the way students interact and communicate due to the development of digital culture. In the midst of the rapid use of social media and other digital platforms, its influence on the development of students' linguistic identities has not been widely researched. Digital culture has created a new communication space that tends to be informal and different from the language norms in the academic space.

Purpose. This study aims to analyze how digital culture affects the development of students' linguistic identities in the context of education.

Method. This study uses a quantitative approach with a descriptive design. Data was collected through questionnaires and interviews involving 200 students from several high schools. The research instrument is designed to uncover the pattern of students' language use in the digital world and its relation to formal language skills.

Results. The results showed that most students use informal language, such as slang and slang, more often in cyberspace. This difference causes some students to have difficulty adapting to the formal language used in academic contexts. Although some students have successfully adjusted, there are indications that these changes have impacted the effectiveness of their formal language use.

Conclusion. Digital culture affects students' linguistic identities in a complex way. Therefore, a more flexible approach to education is needed to deal with these challenges. Advanced research can explore other factors that influence the development of students' linguistic identities, such as family factors and local culture.

The Utilization of Educational Technology to Improve the Bilingual Abilities of Elementary School Children: A Case Study of First and Second Language Interaction

2025-03-30T22:56:37+07:00

Background. Educational technology is increasingly being used to support bilingual learning in elementary school children. The interaction between first and second languages in the context of education is still a challenge in formal learning. The use of technology is expected to be able to improve children's bilingual skills without reducing their first language competence.

Purpose. This study aims to analyze the effectiveness of educational technology in improving the bilingual ability of elementary school children and understanding the interaction between first and second languages in the learning process. The study also explores the factors that contribute to the success of technology-based bilingual learning.

Method. The research method uses a quantitative approach with a pseudo-experimental design. The sample consisted of elementary school students who were divided into control and experimental groups. The instruments used included language tests, observations, and interviews with teachers and parents. Data were analyzed using statistical tests to measure improvement in bilingual skills before and after technological interventions.

Results. The results of the study show that the use of educational technology significantly improves children's bilingual skills. Second language scores increased higher than first languages, but without causing a decrease in first language competence. The factors of the duration of technology use, teacher guidance, and parental support play an important role in the effectiveness of technology-based bilingual learning.

Conclusion. The conclusion of this study confirms that technology can be an effective tool in increasing bilingualism in elementary school children if used in a directed manner and supported by a conducive learning environment. The implications of this research provide new insights for the development of technology-based curriculum as well as the development of language learning applications that are more balanced in accommodating the first and second languages.

Utilization of Technology in Early Childhood Education

2025-03-19T16:22:48+07:00

Background. The use of technology in early childhood education is growing along with the advancement of digitalization. Technology can be an effective tool in improving children's learning experience, but its excessive use also poses challenges in their social and emotional development.

Purpose. This study aims to analyze the impact of technology utilization on children's involvement in learning and identify the challenges faced in its implementation in the early childhood education environment.

Method. This study uses a quantitative method with a descriptive approach. Data was collected through observations, interviews with educators, and questionnaires given to parents and teaching staff. Data analysis was carried out using descriptive statistical techniques and reliability validity tests.

Results. The results of the study showed that technology had a positive impact on children's motivation and involvement in learning. Children who use interactive digital media show an improvement in material comprehension compared to conventional learning methods. However, several challenges such as limited access to technology and lack of educator skills in its use are still obstacles in the optimal application of technology.

Conclusion. Technology has great potential in improving the effectiveness of early childhood learning when used with a balanced and directed approach. The use of technology needs to be supported by training for educators and policies that ensure equal access to technology for all children.