Articles

Access the latest knowledge in applied science, electrical engineering, computer science and information technology, education, and health.

Advanced Search
Filter Icon

Filters article

Years

FAQ Arrow
Single Year
Range Year
0
0

Source Title

FAQ Arrow

Authors

FAQ Arrow

29,939 Article Results

Optimization and dimensioning of stand-alone systems: enhancing MPPT efficiency through DLGA integration

10.11591/ijape.v14.i2.pp308-318
Moufida Saadi , Dib Djalel , Kadir Erkan
This paper explores optimizing and sizing stand-alone solar power systems using an intelligent maximum power point tracking (MPPT) method, enhanced by artificial neural networks (ANN). The study focuses on both system sizing and energy optimization, integrating genetic algorithms (GA) with deep learning (DL) to optimize the architecture of the ANN for improved performance in predicting solar energy output. The hybrid method, deep learning genetic algorithms (DLGA), efficiently reduces computational complexity and enhances flexibility through parameter tuning, significantly improving the performance of multi-layer perceptron networks. Additionally, a precise sizing methodology based on solar irradiance data was implemented to ensure the system is neither oversized nor undersized. The system's performance was tested and validated using MATLAB/Simulink simulations, which demonstrated superior predictive accuracy, faster convergence, and optimized energy capture. This combined approach of intelligent MPPT and accurate sizing presents a highly effective solution for improving the efficiency and reliability of stand-alone solar energy systems under varying environmental conditions.
Volume: 14
Issue: 2
Page: 308-318
Publish at: 2025-06-01

Solar-powered bidirectional charging of electric vehicle

10.11591/ijape.v14.i2.pp382-391
Nachagari Karthik , Ravi Kumar Kallakunta , Sreevardhan Cheerla , Kaja Krishna Mohan , Syed Inthiyaz , Nelaturi Nanda Prakash , Bodapati Venkata Rajanna , Sk. Hasane Ahammad
Solar-powered bidirectional charging of an electric vehicle has three different modes of operation. The first mode of operation is “solar-powered electric vehicle charging” in which the vehicle is charged with solar energy. The second mode of operation is “grid-powered electric vehicle charging” which charges the vehicle in the absence of solar energy. The third mode of operation is “vehicle supplying to the grid” and in this mode, the vehicle energy is transferred back to the grid when there is demand to charge the other electric vehicles connected to the same grid. The system uses maximum power point tracking (MPPT) to improve power extraction from solar panels under standard test cell conditions, allowing for effective charging of electric cars. It also uses a proportional-integral (PI) controller to continually monitor the battery's state of charge (SOC). This controller modulates the duty cycle of pulse width modulation (PWM), which regulates the charging current. The charging system includes a buck-boost converter, which functions as a buck converter while supplying grid voltage to the vehicle, and a boost converter in supplying excess voltage of the vehicle to the grid. For three different modes of operation, the battery parameters such as voltage, current, and charging state are presented. The grid voltage and current are observed for the last two modes of operation.
Volume: 14
Issue: 2
Page: 382-391
Publish at: 2025-06-01

Primary school teachers’ competences in constructing quality multiple-choice questions in Tanzania

10.11591/ijere.v14i3.30825
Florence Kyaruzi , Kingtin Kisamo
Multiple-choice questions (MCQs) are highly used in assessing students’ learning outcomes due to their versatility in promoting test content validity. Nevertheless, teachers experience psychometric challenges in constructing quality MCQs. This study investigated primary school teachers’ competence in constructing quality MCQs in Dar es Salaam Region, Tanzania. Specifically, we examined teachers’ competence in constructing quality MCQs, analyzed the types of item-writing flaws (IWFs) found in teacher-made MCQs, and examined the challenges that teachers encounter in constructing quality MCQs. The study was guided the by classical test theory (CTT) and it employed a mixed-method research approach. In particular, data collection and analysis were conducted using a concurrent triangulation design. A total of 213 MCQs constructed by 20 teachers from ten primary schools were collected and analyzed. The results indicated that primary school teachers were less competent in constructing quality MCQs as 156 (73.2%) of the teacher-made MCQs assessed lower levels of Bloom’s cognitive domain. Similarly, most of the MCQs had IWFs, with 274 (69.2%) having test wiseness flaws and 122 (30.8%) having irrelevant difficulty flaws. The findings call for capacity building to promote teachers’ competence in constructing quality test items.
Volume: 14
Issue: 3
Page: 2051-2060
Publish at: 2025-06-01

Modeling English teachers’ intention to use ICT: technology acceptance and TPACK

10.11591/ijere.v14i3.30444
Li Cao , Mohamad Sattar Rasul , Marlissa Omar , Hutkemri Zulnaidi
Teachers’ acceptance of technology in the teaching setting is significantly influenced by their behavioral intention to utilize information and communication technology (ICT). A considerable amount of study has been done on the use of ICT in teaching English as a foreign language (EFL). Nevertheless, there exists a significant lack of deep studies among EFL teachers in Chinese vocational colleges. Drawing on the technology acceptance model (TAM) and technological pedagogical content knowledge (TPACK) theoretical frameworks, this current study aimed to ascertain whether EFL teachers’ TPACK levels could predict their intention to adopt ICT. A quantitative study was conducted with the participation of 440 EFL instructors from vocational schools in Shandong Province. The seven components met the scale’s validity and reliability requirements and the partial least squares (PLS) approach was utilized to describe the structural model and examine the relationships among significant components. The findings revealed that EFL teachers’ perceived usefulness (PU), perceived ease of use (PEU), and attitudes towards use (ATCU) significantly impacted their behavioral intention to use (BIU) ICT. Moreover, the TPACK framework exerted a substantial influence on their acceptance of ICT. The study’s findings may provide insights and resources for subsequent theoretical research and teaching approaches centered on enhancing the integration of technology in EFL education.
Volume: 14
Issue: 3
Page: 2314-2326
Publish at: 2025-06-01

The potential impact of generative AI on the future of higher education: a game-changer or a danger to academic integrity

10.11591/ijere.v14i3.32148
Pritam Kumar , Amarjeet Singh Mastana , Chainarong Rungruengarporn , Donyawan Chantokul
Artificial intelligence (AI) has the potential to improve education by substantially modifying knowledge acquisition. While the research on AI’s incorporation into higher education is growing, significant gaps exist in understanding its responsibilities, potential, implications for ethics, and privacy problems in educational settings. This study investigates AI’s transformative impact on higher education using a total of four essential objectives: the ever-growing capabilities of AI within customized instruction, the prospective use of smart tutoring platforms, AI-driven review and input procedures in learning evaluation, and the ethical and privacy issues inherent in these technologies. A systematic review of the literature (SLR) was carried out to answer research questions established utilizing population, intervention, comparison, outcome, and context (PICOC) criteria, resulting in a structured analysis of pertinent articles. To conduct a thorough literature search, the Publish or Perish (version 8) application and an API key were used to systematically access the Scopus database. Initial keyword searches yielded 567 articles, which were reduced to 29 following predetermined relevant screening, restricted access sorting, repetition removal, and content validation. The findings show that AI technologies are increasing personalized education by adapting instructional content to individual needs while also improving decision-making, resources deployment, and administrative duties. However, the integration of AI raises issues such as data privacy, potential redundancies of human educators, and ethical obstacles. These findings highlight AI’s immense potential for higher education, underlining the importance of tackling these problems regarding responsible and inclusive integration, furthering future research, and developing processes for responsible AI use in educational environment.
Volume: 14
Issue: 3
Page: 1731-1742
Publish at: 2025-06-01

The importance of international mindedness in promoting intercultural communication within international schools

10.11591/ijere.v14i3.32135
Diana Trisnawati , Abd Razak Zakaria , Azni Yati Kamaruddin
The globalization has led to an increasing number of international schools worldwide, comprising individuals from diverse cultures. This trend presented numerous multicultural challenges, particularly for those who experience difficulties adapting to multicultural environments. International mindedness (IM) is a crucial aspect of the international baccalaureate (IB) curriculum, playing a significant role in promoting intercultural communication at international schools. This study aimed to explore the significance of IM in fostering intercultural communication, with a specific focus on five teachers in the middle year program (MYP) of two IB schools using a phenomenological approach. Data collection was conducted through semi-structured interviews, and the study employed thematic analysis to address research questions systematically. The findings revealed that participants recognize several elements of IM, including open-mindedness, acceptance of different cultures, empathy, and tolerance. Teachers were identified as vital in developing IM, necessitating them to be respected figures accepted by students and to provide effective teaching strategies. The study highlighted the importance of self-awareness and adaptability skills for teachers in fostering intercultural interactions. A cultural training program can be recommended for developing teachers’ IM, particularly to enhance teachers’ knowledge and perspectives in promoting intercultural communications.
Volume: 14
Issue: 3
Page: 2183-2196
Publish at: 2025-06-01

Higher education instructors’ and students’ attitudes toward distance learning

10.11591/ijere.v14i3.29383
Yousef M. Arouri , Yousef M. Alshaboul , Diala A. Hamaidi , Asia Y. Alshaboul
This study aimed at exploring the attitudes of higher education instructors and university students regarding distant learning during the COVID-19 epidemic. It took place at a higher education institution of Jordan. Using a mixed method approach, the researchers developed a two-part questionnaire and a semi-structured interview. The questionnaire was distributed questionnaire to 167 instructors and 349 students from the University of Jordan (UJ). The findings showed that the participants have a moderately favorable attitude toward distant learning. Additionally, the findings revealed no statistically significant differences (α=.05) in the attitudes of UJ instructors and students toward distance learning during the COVID-19 pandemic attributedto the study variables. Furthermore, the interviews revealed several themes that the university instructors and students identified as influencing the general effectiveness of their distance learning experience, including access to online platforms and professional training, offering electronic equipment, and protecting the integrity of exams. The study recommends that higher education institutions reconsider the concept of distance learning, considering lessons acquired from the era of compulsory distance learning.
Volume: 14
Issue: 3
Page: 1949-1960
Publish at: 2025-06-01

Developing local content-based teaching materials for improving students’ holistic reading

10.11591/ijere.v14i3.32665
Husni Mubarok , Sofyan Anif , Harun Joko Prayitno
Integrating local content into teaching materials greatly aids students in their English learning, but the lack of such materials remains an issue. This study aims to develop teaching materials based on local content. It focuses on four key areas: needs analysis, development, practicality, and effectiveness. Utilizing the ADDIE or analysis, design, development, implementation and evaluation research design, data collection was conducted with seventh-grade students in the Jepara through observation, interview, questionnaire, and test, which were then analyzed using both qualitative and quantitative method. The analysis revealed that both students and teachers required teaching materials that incorporated local content. The validation of teaching materials indicated a score of 3.56 for lecturers and 3.74 for practitioners, categorizing it as very feasible. The practicality of the teaching materials is indicated by an observation score of 3.4 and a questionnaire score of 3.21. Students’ holistic reading skills improved after utilizing teaching materials centered on local content, particularly in relation to their learning experiences, discourses, and reading comprehension. The findings suggest that the government should develop policies focused on utilizing local content in teaching materials.
Volume: 14
Issue: 3
Page: 1995-2006
Publish at: 2025-06-01

Exploring the factors influencing innovative teaching practices in Moroccan primary schools: an exploratory study

10.11591/ijere.v14i3.32917
Karim Lkamel , Jalal Assermouh
In education, pedagogical innovation is crucial for improving student learning outcomes, but teachers’ adoption of innovative practices is influenced by various sociodemographic factors, which remain underexplored. This study aims to investigate how factors such as age, gender, education level, and prior training shape teachers’ engagement with innovative teaching methods. A quantitative analysis of 110 teachers from multiple schools was conducted, utilizing multiple correspondence analysis (MCA) to identify distinct teacher profiles based on their innovation practices. The findings revealed four key profiles: non-innovative teachers, who rely on traditional methods; active teachers, who adopt active learning strategies; untrained teachers, who work without formal training; and innovative teachers, who integrate information and communication technologies (ICT) and blended learning techniques. The study concludes that sociodemographic factors significantly impact the adoption of pedagogical innovation. To address this, targeted professional development and tailored policies are needed to support teachers in overcoming barriers and adopting innovative practices. By promoting a more inclusive and adaptive approach to teacher training, this research offers valuable insights to improve teaching effectiveness and ultimately enhance student engagement and learning outcomes.
Volume: 14
Issue: 3
Page: 1834-1843
Publish at: 2025-06-01

Experiential learning using Google Classroom on students’ academic performance and motivation in language subject

10.11591/ijere.v14i3.29489
Loh Boon Ping , Norasykin Mohd Zaid , Nor Hasniza Ibrahim , Johari Surif , Megat Aman Zahiri Megat Zakaria , Hendro Permadi
This study investigates the effectiveness of experiential learning using Google Classroom on year 2 students’ academic performance and motivation in Malay language. This study also highlighted the elements in Google Classroom’s experiential learning that motivate students to achieve academic performance. The study conducted with 32 students at Chinese primary school in Johor Bahru; utilized online pre-tests, post-tests, and 5-point Likert scale online questionnaire to identify students’ motivation level. Results revealed significant improvements in students’ Malay language post-test scores, indicating the effectiveness of experiential learning using Google Classroom. Descriptive statistics showed a high level of student motivation, significantly motivated by the experiential learning treatment using Google Classroom, with the materials provided by the teacher being the most preferred by students and effective element in motivating them to achieve academic success. The study suggests that implementing experiential learning with Google Classroom positively influences academic performance in Malay language. Teachers, schools, and communities are suggested to review current learning methods and platforms; and strive to incorporate experiential learning through Google Classroom to enhance students’ academic performance in Malay language. Future studies are encouraged to provide more reliable data, particularly within the context of Chinese primary schools in Malaysia, to further enrich educational practices.
Volume: 14
Issue: 3
Page: 2304-2313
Publish at: 2025-06-01

Systematic review of teaching methods in language education: trends and innovation

10.11591/ijere.v14i3.31774
Nur Atikah Mohd Noor , Zamri Mahamod , Nurfaradilla Mohamad Nasri
This systematic literature review (SLR) examines the developing pedagogical methods in language instruction, emphasizing modern practices, technological advancements, and cultural diversity. The research seeks to fill significant gaps in the literature by examining effective pedagogical strategies that improve language acquisition results. In accordance with the preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology, a systematic search of the Scopus and Web of Science (WoS) databases was performed, focusing on publications published from 2022 to 2024. 30 primary studies were examined through topic synthesis and integrative analysis. The findings are categorized into three themes: i) contextualized and adaptive teaching methods in language education: balancing traditional approach and innovation; ii) impact of innovative teaching on language learning: technology and student engagement; and iii) cultural diversity’s impact on language education and engagement. The results underscore the imperative of modifying teaching strategies according to different situations and incorporating technology to enhance engagement and results. Furthermore, culturally sensitive techniques were demonstrated to improve inclusivity in multilingual classrooms. These insights are pertinent to academic and professional settings, indicating widespread significance for enhancing communication and cross-cultural skills. Future research should investigate the long-term effects of these initiatives and ensure equal access to educational resources and teacher training.
Volume: 14
Issue: 3
Page: 2031-2041
Publish at: 2025-06-01

Emotional empathy predicting subjective well-being: undergraduate and graduate comparison

10.11591/ijere.v14i3.32444
Samer Adnan Abdel Hadi , Mahmoud Fisal Alquraan
The current study aims to determine if emotional empathy predicts subjective well-being among undergraduate and graduate students. The current quantitative investigation is based on the survey research design. Participants were students from Al Ain University’s Abu Dhabi and Al Ain campuses (n=307). Data were gathered using the multidimensional emotional empathy scale (MDEES) and the subjective well-being scale (WeBs). The study found that increasing emotional empathy resulted in enhanced subjective well-being among undergraduate and graduate students. The findings also revealed that an increase in the emotional attention component of emotional empathy is associated with a decrease in subjective well-being. The suffering component of emotional empathy makes the greatest contribution to predicting subjective well-being among undergraduate and graduate students. The component of feeling for others ranks second in terms of capacity to predict subjective well-being among undergraduate students. Positive sharing is the second most effective predictor of subjective well-being among graduate students. We discovered that there is a need to increase college students’ subjective well-being, which has a major impact on their overall well-being.
Volume: 14
Issue: 3
Page: 1695-1705
Publish at: 2025-06-01

Context–based learning–a case study in the Central Highlands, Vietnam

10.11591/ijere.v14i3.31703
Do Huong Tra , Nguyen Thi Thanh Phuong , Phung Viet Hai , H’ Na My Nie
The Central Highlands (Vietnam) harbors a diverse array of traditional musical instruments belonging to 13 ethnic minority groups. However, this invaluable cultural heritage faces the imminent threat of being forgotten and lost due to the lack of generational transmission among the youth. Consequently, the preservation and development of these instruments have become a critical priority for the education sector. This study implemented context-based learning (CBL) approach in teaching the topic of sound-natural science in 7th-grade, to encourage students to engage in addressing issues related to the preservation of traditional musical instruments within their local communities. Through observations and in-depth interviews with nine “E De” ethnic minority students, the study found that students exhibited a strong interest in learning to craft and play traditional instruments. They recognized the importance of this learning in contributing to cultural preservation and demonstrated the ability to apply scientific knowledge effectively in the crafting and utilizing of these instruments. These findings underscore the potential of CBL as a powerful educational model for teaching cultural heritage in other countries. This approach not only deepens students’ understanding of cultural values and social responsibility but also fosters mutual understanding and respect among different cultures on a global scale.
Volume: 14
Issue: 3
Page: 1972-1984
Publish at: 2025-06-01

Effect of integrating student-developed videos into a virtual environment

10.11591/ijere.v14i3.32637
Khoo Yin Yin , Mohamad Rohieszan Ramdan
Many users experience loneliness’ and feel disconnected from teachers and friends during online learning. Lack of engagement between teacher and students can hinder learning and lead to unpleasant feelings such as anxiety and a lack of motivation. Hence, some lecturers require students to develop videos in pairs and share them with peers. The purpose of this study was to measure the effect of integrating of student-developed videos into a virtual environment. The quasi-experimental method with was conducted to investigate students’ perceptions of interest, motivation, engagement and performance. A total of 333 students was divided into experimental and control group. Results showed a positive impact of this approach, which can draw out students’ creativity and their understanding of the content knowledge to integrate these with information and communication technology skills. Examination of the qualitative results suggest that the students need to be closely monitored while making the video to prevent free-riders. This study also recommends that the design of the video must be integrated into the course in order to achieve the learning outcome. This study contributed to literature on the effect of student-developed videos.
Volume: 14
Issue: 3
Page: 2369-2380
Publish at: 2025-06-01

Managing cooperative learning and digital competences in secondary education: a systematic review

10.11591/ijere.v14i3.30449
Virginia A. Samane-Cutipa , Juan Carlos Callacondo Velarde , Fabian Hugo Rucano Paucar , Fabiola Talavera-Mendoza
The COVID-19 pandemic led most schools to opt for distance education, resulting in challenges in the educational field. However, the increased use of digital technology prompted studies on strategies to help reduce the digital divide concerning two key 21st-century skills: cooperation and digital competencies. This article aims to analyze the study of cooperative learning in relation to the achievement of digital competencies in secondary education. It was developed through a systematic literature review (SLR) using the preferred reporting items for systematic reviews and meta-analyses (PRISMA) methodology, retrieving scientific information from the Web of Science (WoS) and ERIC databases, published from 2018 to 2024. The results and findings emphasize the existence of strategies aimed at improving teaching and learning, academic performance, and students’ communication and social skills through task management, the formation of cooperative teams, and conflict resolution with shared leadership. Additionally, it highlights the development of digital competencies such as information retrieval, digital interaction, virtual object creation, digital security, and responsible citizenship. The conclusions focus on using cooperative learning strategies to make the teacher’s role more efficient in interactive spaces.
Volume: 14
Issue: 3
Page: 2088-2098
Publish at: 2025-06-01
1 2 3
...
1995 1996
Show 179 of 1996

Discover Our Library

Embark on a journey through our expansive collection of articles and let curiosity lead your path to innovation.

Explore Now
Library 3D Ilustration