Journal of Education Innovation and Curriculum Development

Exploring the Influence of Information Technology on Family Social Rela-tions: Patterns, Perceptions, and Pathways

Christo Gau — 2025-08-30

Exploring the Influence of Information Technology on Family Social Rela-tions: Patterns, Perceptions, and Pathways

This research investigates the influence of information technology (IT) on family social relations, examining how digital technologies shape communication patterns, emotional connections, and familial dynamics within the family unit. Employing a mixed-methods approach, quantitative surveys and qualitative interviews were conducted to gather data from a diverse sample of fam-ilies. Quantitative analyses revealed varied patterns of IT usage within families, highlighting the prevalence of digital devices and communication platforms in everyday family life. Perceptions regarding the impact of IT on family communication and cohesion varied, with participants ex-pressing both positive and negative experiences. Qualitative interviews provided rich insights into lived experiences and perspectives, illuminating the complexities of IT-mediated family in-teractions and the strategies employed by families to navigate digital challenges. The findings contribute to existing theories and frameworks about technology and social interactions, en-hancing our understanding of the intricate relationship between IT usage and family dynamics.

The Impact of Video-Based Microlearning on Student Learning Outcomes and Motivation

Nurlaela Pitaloka — 2025-08-30

The rapid development of digital technology has significantly transformed the education sector, creating opportunities to adopt innovative learning strategies that align with the needs of digital natives. This study investigates the impact of using video-based microlearning on student learning outcomes and motivation. The research employed a quasi-experimental design involving two groups of students: an experimental group exposed to video-based microlearning and a control group taught using traditional lecture-based methods. Data were collected through pre-tests, post-tests, and student motivation surveys, and analyzed using both descriptive and inferential statistical methods. The results indicate that students in the experimental group achieved higher learning outcomes and reported increased motivation compared to the control group. Video-based microlearning, with its short, focused, and multimedia-rich content, was found to enhance comprehension, retention, and engagement, while reducing cognitive overload. These findings are consistent with previous studies highlighting the effectiveness of microlearning in improving academic performance, but this research further emphasizes its relevance in contemporary higher education settings. The study contributes to the field of educational technology by providing empirical evidence on the benefits of integrating microlearning into instructional practices. It also offers practical implications for teachers, institutions, and curriculum designers in adopting multimedia-based approaches to meet the learning preferences of digital natives. In conclusion, video-based microlearning represents a promising strategy for enhancing educational outcomes in the digital era.

Analysis of the Implementation of Blended Learning with a Differentiated Instruction Approach to Improve Student Learning Outcomes

Afifah Kamilia — 2025-08-30

This study investigates the implementation of blended learning with a differentiated instruction approach to improve student learning outcomes. The research was motivated by the growing demand for teaching models that integrate technology with pedagogy while accommodating the diverse needs of learners. Using a mixed-methods design, the study combined quantitative analysis of student performance with qualitative observations of engagement and motivation. Data were collected through test scores, surveys, and classroom observations during the application of blended learning supported by differentiated strategies such as flexible learning pathways, tiered assignments, and formative assessments. The results reveal that students experienced significant improvements in academic achievement, including higher test scores, enhanced skills, and stronger competencies. Additionally, students demonstrated greater engagement, motivation, and autonomy in the learning process, showing that the model fosters both cognitive and affective development. These findings align with previous research on blended learning and differentiated instruction while offering new insights into their combined effectiveness. The study concludes that differentiated blended learning is a promising approach for modern education, as it provides inclusive and personalized learning experiences. The implications extend to teaching strategies, curriculum design, and educational policy, emphasizing the need for teacher training, digital infrastructure, and institutional support. While limitations such as sample size and short-term observation are acknowledged, the research highlights the potential of this model to enhance learning outcomes and better prepare students for the demands of the 21st century.

Development of Inquiry Learning-Based Digital Teaching Materials to Enhance Critical Thinking Skills

Aijaz Indera Akbar — 2025-08-30

This study aims to develop and evaluate digital teaching materials based on inquiry learning to enhance students’ critical thinking skills. The research was conducted using a research and development (R&D) design with stages including needs analysis, material design, expert validation, implementation, and evaluation. Data were collected through validation questionnaires, student response surveys, and critical thinking tests. The results show that the developed digital teaching materials meet the criteria of validity, practicality, and effectiveness. Expert validation indicated that the materials were pedagogically sound and technologically appropriate, while student responses reflected high levels of usability and engagement. Implementation of the materials in classroom settings led to a measurable increase in students’ critical thinking skills, particularly in the areas of analysis, evaluation, and problem-solving. In addition, the materials fostered higher student motivation and active participation in the learning process. This research contributes to the integration of inquiry pedagogy with digital innovation, providing a practical model for 21st-century education that supports both cognitive development and student engagement.

Independent Curriculum Innovation for Enhancing Students’ Creativity and Critical Thinking in the Digital Era

Syanike Alkeva — 2025-08-30

This research examines the role of the Independent Curriculum as an educational innovation designed to enhance students’ creativity and critical thinking in the digital era. The study was motivated by the growing need for education systems to adapt to rapid technological advancements and the demands of 21st-century learning. Using a qualitative descriptive approach, data were collected through classroom observations, teacher interviews, and analysis of curriculum documents to evaluate how curriculum implementation influences student learning outcomes. The findings reveal that curriculum innovation fosters student-centered learning by promoting project-based and inquiry-based approaches, enabling students to generate ideas, develop innovative solutions, and engage in analytical reasoning and problem-solving. Evidence also shows that integrating digital tools within the curriculum enhances collaboration, creativity, and higher-order thinking skills. However, the study identifies challenges such as varying levels of teacher readiness, disparities in digital literacy, and unequal access to technological resources, which hinder the full realization of the curriculum’s goals. Despite these barriers, the research concludes that the Independent Curriculum has significant potential to prepare students for future challenges by encouraging autonomy, adaptability, and reflective learning practices. The study recommends strengthening teacher professional development, improving digital infrastructure, and continuously refining curriculum design to ensure effective and sustainable implementation.