Ceddi Journal of Education

Analysis of Early Childhood Education Teacher Training Needs in the Utilisation of Artificial Intelligence-Based Applications

Lusiana Wulansari — 2025-12-31

Educational transformation in the Society 5.0 era positions artificial intelligence (AI) as a strategic technology with the potential to improve the quality of learning, including in early childhood education (PAUD). However, the implementation of AI in PAUD units remains suboptimal due to limited teacher competence, attitudes towards technology, and institutional support. This study aims to analyse the training needs of PAUD teachers in the use of AI-based applications by examining the influence of teachers' digital competence, openness to technology, access to infrastructure, and institutional support on these needs. The study used a quantitative explanatory approach with purposive sampling to examine 150 non-formal PAUD teachers in the Arcamanik District, Bandung City. Data were collected using a standardised questionnaire that had been tested for validity and reliability, and were then analysed using multiple linear regression. The results showed that all four variables simultaneously had a significant effect on PAUD teacher training needs, with an Adjusted R² value of 0.659. In part, openness towards technology and teachers' digital competence were the most dominant predictors. These findings emphasise the importance of designing PAUD teacher training programs that are comprehensive, sustainable, and aligned with institutional policies that are adaptive to the development of AI-based technologies.

Web-Based Educational Game Development to Improve Elementary School Students' Learning Efficiency and Interest

Asri Asri — 2025-12-31

The development of digital technology has encouraged the use of interactive learning media in elementary education. However, various digital innovations have not fully demonstrated a consistent pedagogical impact on student learning efficiency and interest, especially when media development emphasizes technical aspects rather than instructional design and outcome-based evaluation. This study aims to develop and evaluate a web-based educational game designed to improve elementary school students' learning efficiency and interest. The study used a design and development research approach, which included needs analysis, design, development, and evaluation stages. The research subjects consisted of 32 fourth-grade elementary school students. Data were collected through learning outcome tests (pre-test and post-test), task completion time measurements, learning interest questionnaires, and classroom observations. Quantitative analysis using a paired-sample t-test showed a significant increase in student learning outcomes after using the educational game (t(31) = 9.27; p < 0.001; d = 1.64) and a significant decrease in task completion time (t(31) = 8.11; p < 0.001; d = 1.43). Students' learning interest scores were in the high category (M = 4.21). These findings indicate that pedagogically designed web-based educational games are capable of simultaneously increasing the efficiency and learning interest of elementary school students.

Design and Evaluation of a Gamification-Based Mobile Application for Mandarin Vocabulary Learning for Beginners

Akbar Iskandar — 2025-12-31

Vocabulary learning is the main foundation in mastering foreign languages, including Mandarin, which has a high level of complexity in terms of hanzi, pinyin, and lexical meaning. In Indonesia, the need for Mandarin mastery continues to increase along with the development of economic and academic cooperation with China. However, the process of learning Mandarin vocabulary for beginners is still dominated by conventional approaches that are less adaptive to the characteristics of digital-era learners. The contribution of this research lies in the design of a mobile application that integrates hanzi exercises, flashcard games, and a digital dictionary into a structured gamification mechanism based on levels, scores, and time limits for HSK 1–4 vocabulary learning. This study uses a quantitative descriptive method with a software engineering approach. Evaluation was conducted through direct trials with eight beginner learners using a five-point Likert scale questionnaire instrument. Data analysis was carried out using descriptive statistics and instrument reliability testing. The results showed an overall average score of 4.36 with a Cronbach's Alpha value of 0.87, indicating high reliability. These findings indicate that the application has good levels of usability, engagement, and user acceptance, and demonstrates the potential to support learning motivation and the effectiveness of mobile-based Mandarin vocabulary learning at the beginner level.

Design and Implementation of a Web-Based Online Exam System with Screen Monitoring for Academic Integrity

Rachael Davis — 2025-12-31

The widespread use of online exams has exacerbated academic integrity issues due to limited visibility of proctoring in a digital environment. This study designed and implemented a web-based exam system that integrates screen-monitoring features to support transparency in proctoring between proctors and students. The system was developed using a Waterfall approach, encompassing needs analysis, system design, implementation, and functional testing. System evaluation was conducted through a limited pilot test involving 4 participants, with quantitative data obtained from system logs that recorded successful answer saving, exam time control, tab-switching detection, and real-time screen monitoring. Descriptive analysis showed that 100% of participants' answers were saved without data loss, all exam sessions ended with automatic access lockout, and tab-switching activity was detected and acted upon with up to 3 warnings before the exam was disabled. The screen monitoring feature operated stably under standard internet network conditions, although performance was affected by user bandwidth. These findings confirm that integrating screen monitoring into online exam systems is a viable, globally replicable proctoring solution, particularly for educational institutions that require technology-based academic integrity mechanisms without relying on complex AI-based proctoring.

A Web-Based Student Learning Outcome Assessment System for Secondary Education: Design, Development, and Empirical Evaluation

Ryan Sadhana — 2025-12-31

Student learning outcome assessment is an essential component in ensuring the quality of learning and accountability in secondary education. However, in practice, many schools still implement fragmented, semi-manual assessment systems, resulting in low efficiency, poor data accuracy, and limited pedagogical use of assessment results. This study aims to design, develop, and empirically evaluate an integrated web-based student learning outcome assessment system to support assessment management in secondary schools. The study used a mixed-methods approach, combining qualitative system development and quantitative evaluation. The system was developed using the Waterfall model and Unified Modeling Language (UML). Empirical evaluation was conducted through system trials with 20 students as end users and validation by media, information technology, and language experts. Quantitative data were analyzed descriptively, while qualitative data were analyzed thematically. The results show that the developed system has a very high level of feasibility in terms of usability, functional reliability, and language clarity, and can improve assessment management efficiency while minimizing data inconsistencies. These findings have global implications for the development of efficient and sustainable digital assessment systems, particularly in developing countries with limited resources and varying levels of technological readiness.