Articles

Performance analysis of intelligent controllers for permanent magnet synchronous motor drive systems

10.11591/ijai.v15.i3.pp2606-2617

Kasim Mousa Al-Aubidy , Izziyyah M. Alsudi , Abdullah F. Al-Saoudi

Permanent magnet synchronous motors (PMSMs) are utilized in robotics and automation applications due to their exceptional performance, compact dimensions, and minimal maintenance needs. To ensure dynamic operation and achieve outstanding performance, accurate rotor position detection and real-time control methods are required, independent of the motor's mathematical model. Several intelligent controllers based on soft-computing tools were designed and tested to evaluate the performance of the PMSM drive system. The performance of these intelligent controllers was compared to that of a conventional proportional-integral-derivative (PID) controller, which adjusts its parameters according to the mathematical model of the PMSM. The results indicate that the proposed intelligent controllers outperform the conventional PID controller in controlling the speed of the PMSM. The deep learning-based controller achieved the best results among all evaluated controllers, demonstrating rapid response, minimal overshoot (less than 0.35%), and improved capabilities for handling disturbances or changes in motor parameters.

Volume: 15

Issue: 3

Page: 2606-2617

Publish at: 2026-06-01

Image enhancement combined with EfficientNet-B7 for grading classification of diabetic retinopathy

10.11591/ijai.v15.i3.pp2554-2566

Nina Sevani , Edy Kristianto , Albert Salomo

Diabetic retinopathy (DR) is a complication caused by poorly managed diabetes that affects the eyes. According to the World Health Organization (WHO), 422 million people worldwide have suffered from DR in the past ten years. Manual detection using retinal fundus images is time-consuming and requires experienced ophthalmologists. This study proposes a deep learning method using the pre-trained model EfficientNet-B7 to identify this disease automatically. Five levels of DR will be classified: no-DR, mild-DR, moderate-DR, severe-DR, and proliferative-DR. The model was trained using "APTOS 2019 blindness detection" dataset, and image augmentation was performed. Image segmentation techniques such as contrast limited adaptive histogram equalization (CLAHE) and real enhanced super resolution generative adversarial network (Real-ESRGAN) were applied during preprocessing to improve the model's accuracy significantly. The implementation of CLAHE resulted in the validation accuracy improvement from 76.6% to 83.4% compared to no segmentation, while the combination of Real-ESRGAN and CLAHE increased the accuracy to 93.7%. Future research can explore the combination of CLAHE with other image processing techniques apart from the Real-ESRGAN model.

Volume: 15

Issue: 3

Page: 2554-2566

Publish at: 2026-06-01

Art therapy toward children with autism spectrum disorder in Kota Kinabalu, Sabah, Malaysia

10.11591/ijere.v15i3.37823

Naldo Janius , Mohammad Aniq Amdan , Mohd Salehudin Marji , Mohamad Izzuan Mohd Ishar , Nur Firzana Rosman , Vennyssa Anak Anthony , Faizul Hafizzie Dasuki

Autism spectrum disorder (ASD) is a neurodevelopmental condition that presents persistent challenges in communication, emotional regulation, and social interaction. Art therapy has emerged as a promising complementary approach that enables children to externalize emotions, foster creativity, and build social connections. This study is to identify the effectiveness of structured art therapy interventions in enhancing communication, emotional regulation, and social skills among children with ASD. The 10 children aged 4 to 6 years were purposefully selected in structured art therapy sessions for 3 weeks, which were facilitated by five experienced teachers with over 20 years of services (1 teacher: 2 children’s). Data collection employed the behavioral and emotional rating scale‑2 (BERS-2), artwork analysis using the visual emotional and social coding framework (VESCF), and semi‑structured interviews. Quantitative data were analyzed using descriptive statistics, correlations, analysis of variance (ANOVA), and regression, while qualitative data underwent thematic coding with NVivo, ensuring triangulation. Findings revealed significant improvements across communication, social interaction, and daily living skills, with mean scores more than doubling post‑intervention. Studies should be integrated as a complementary intervention alongside traditional therapies, with larger longitudinal studies needed to validate outcomes and support policy integration into early childhood programs.

Volume: 15

Issue: 3

Page: 2205-2216

Publish at: 2026-06-01

Expert-derived indicators for evaluating design thinking prototypes in teacher education

10.11591/ijere.v15i3.38476

Mary Cris J. Go , Jovelyn G. Delosa , Christine C. Royo

Evaluating design thinking prototypes in teacher education remains challenging due to the absence of standardized and theory-aligned evaluation criteria. Existing assessment practices are often inconsistent and insufficiently aligned with the process-oriented nature of design thinking–based research. This study aimed to develop expert-derived indicators to inform the construction of a prototype evaluation instrument for teacher education research. Using a qualitative instrument development approach, a focus group discussion (FGD) was conducted with research advisors and panel members experienced in evaluating undergraduate and graduate research outputs. Data were analyzed using Braun and Clarke’s reflexive thematic analysis, resulting in six evaluation domains: problem alignment and functional relevance, novelty and intellectual property integrity, standardization of evaluation practices, alignment with design thinking processes, feasibility and sustainability, and demonstration of research and professional competencies. These domains were operationalized into a pool of observable indicators representing key dimensions of prototype quality. The resulting domains provide initial content validity evidence for the development of a standardized prototype evaluation instrument, supporting subsequent content validation and psychometric testing. The findings offer an expert-informed evaluation framework that contributes to more rigorous, transparent, and consistent assessment of design thinking prototypes in teacher education and higher education research.

Volume: 15

Issue: 3

Page: 2305-2312

Publish at: 2026-06-01

The digital shift in parental strategies for heritage language maintenance among expatriate families in Saudi Arabia

10.11591/ijere.v15i3.37729

Musa Alghamdi , Said Muhammad Khan , Shazia Hamid , Saira Abbas

Around two-fifths of the population living in Saudi Arabia consists of expatriates. However, there is limited research on how these families maintain their heritage languages (HLs) in a digital world with limited institutional support. Maintaining HLs is important for identity, cultural continuity, and a sense of belonging across generations, especially for families living far from home. This qualitative study explores how expatriate parents in Saudi Arabia use digital tools to help their children maintain HLs, using Fishman’s reversing language shift (RLS) framework and family language policy (FLP) theory. Researchers interviewed 36 expatriate parents from 15 different national and linguistic backgrounds and analyzed the data with reflexive thematic analysis in NVivo. The results show that families are moving from exclusively home-based language practices to a mix of digital strategies, such as apps, video calls, and online learning spaces, which help strengthen cross-border connections and increase language exposure. However, these new practices also increase mothers’ workload, as they take on most of the planning, mediation, and emotional support. The study suggests policy and practical steps that fit with Saudi Arabia’s Vision 2030, such as providing subsidized multilingual digital resources and family-focused support programs. The clear research design makes the study easy to replicate, and future research should include lower-income families, children’s views, and long-term studies of digital family language practices.

Volume: 15

Issue: 3

Page: 2716-2728

Publish at: 2026-06-01

Assessing integrated social-emotional and cognitive competencies in pre-service teachers: scale development

10.11591/ijere.v15i3.38305

Joy D. Talens

Developing integrated social-emotional and cognitive (ISEC) competencies is essential for pre-service teachers (PST), yet these competencies are often underemphasized in teacher education programs. This study aimed to develop and provide preliminary evidence for a reliable, structurally sound instrument to measure ISEC competencies among PST. Using a design and development research approach, PST-ISEC learning competency scale was developed and examined for internal structure and reliability. An initial pool of 74 items, refined through literature review, and expert validation, was administered to purposively selected PST from higher education institutions in one Philippine region (n=370 for exploratory factor analysis (EFA); n=405 for confirmatory factor analysis (CFA)). EFA with Varimax rotation reduced the scale to 22 items across five dimensions: collaborative spirit (CS), hopeful mindset (HM), mindful confidence (MC), emotional resilience (ER), and responsible decision-making and accountability (RD). CFA confirmed five-factor structure with acceptable fit, and internal consistency indices indicated adequate reliability. Convergent and discriminant validity analyses supported construct distinctiveness. The PST-ISEC scale provides a theoretically grounded tool for formative assessment, program evaluation, and targeted interventions. Future studies should examine criterion-related and predictive validity, measurement invariance, and cross-context applicability to strengthen its utility.

Volume: 15

Issue: 3

Page: 2588-2596

Publish at: 2026-06-01

Cognitive and metacognitive learning strategies as correlates of university students’ mathematics proficiency

10.11591/ijere.v15i3.36934

Polemer M. Cuarto , Enya Marie D. Apostol

Mathematics remains one of the most difficult disciplines in the school curriculum. As such, strategies to address these difficulties are being implemented by educators over the years. This study aimed to determine the influence of the cognitive and metacognitive learning strategies on the mathematics proficiency of university freshmen. Specifically, it sought to assess how students’ use of various cognitive and metacognitive strategies relates to their performance in mathematics. A descriptive-correlational research design was employed to describe the prevailing levels of these learning strategies and examine their association with mathematics proficiency. Data were gathered from 80 randomly selected freshmen students through a validated researcher-made questionnaire and record analysis of their mathematics grades. Results revealed significant positive correlations between control, elaboration, rehearsal, planning, monitoring, and evaluation strategies with mathematics proficiency. The study recommends providing additional mathematics support to struggling students such as remedial and tutorial classes and integrating cognitive and metacognitive learning strategies into the mathematics syllabi. These findings imply that strengthening students’ cognitive and metacognitive awareness can significantly improve their ability to learn and perform in mathematics. Furthermore, integrating these strategies into instructional design may help develop more independent, reflective, and effective learners, leading to higher mathematics achievement.

Volume: 15

Issue: 3

Page: 2338-2347

Publish at: 2026-06-01

A qualitative study of mathematical content knowledge and pedagogical content knowledge and self-perception in Moroccan context

10.11591/ijere.v15i3.36923

Jamal Ahmichane , Mostafa El Mallahi , Youness Hadder

Pre-service teachers’ (PSTs) tertiary training is essential to their development as competent educators and to their professional readiness. Teachers must acquire the ability to communicate mathematical material in a variety of ways. Teachers of excellence must be proficient in the relevant mathematics content knowledge (MCK) and possess a strong foundation in interacting successfully with students. This study on education has two objectives: looking into how secondary PSTs who take part in a mathematics teaching unit view themselves as they interact with and solidify their MCK, and investigating how these PSTs view and understand their “readiness” to take on such a task. 25 PSTs participating in postgraduate teacher preparation programs were given the pre-unit survey (Phase 1), whose answers were subject to an extensive analysis through a high level of evaluation using a framework assisting the researcher in identifying relationships among social phenomena, based on the similarities and differences that connect these phenomena. Self-reflections of participants revealed different levels of readiness to teach lower secondary students in mathematics. All participants emphasized the need to enhance their pedagogical content knowledge (PCK) and their MCK, and a very limited number of studied participants said they felt comfortable teaching mathematics. The study implies a significant issue with professional readiness and self-efficacy, and it recommends a need for earlier and more intensive practical experience integrated with strong mentorship. A number of implications for either policy or teacher training practice are proposed. This study will cover the main outcomes of Phase 1 in light of the body of current studies on preparing PSTs of mathematics.

Volume: 15

Issue: 3

Page: 2261-2270

Publish at: 2026-06-01

Evaluating socioemotional skill interventions for preschool children with autism spectrum disorder: a systematic review

10.11591/ijere.v15i3.38875

Richard Rickie Akat , Suziyani Mohamed , Nurul Khairani Ismail

This study aims to systematically review and synthesize recent empirical evidence on socioemotional skill interventions for preschool children with autism spectrum disorder (ASD) from an educational evaluation perspective. Guided by the preferred reporting items for systematic reviews and meta-analyses (PRISMA) framework, a systematic search of Scopus and Web of Science (WoS) identified 15 peer-reviewed studies published between 2019 and 2025. The included studies were thematically analyzed and appraised using the mixed methods appraisal tool (MMAT). The findings revealed three dominant intervention themes: i) relationship-based and developmental interventions; ii) structured and skill-focused interventions; and iii) creative, expressive, and technology-supported approaches, demonstrating overall positive effects on socioemotional outcomes. However, the strength of evidence remains moderate due to methodological heterogeneity, small sample sizes, and limited longitudinal designs. These findings highlight the importance of developmentally appropriate and flexible intervention designs in inclusive early childhood education. The review offers practical implications for educators, curriculum developers, and policymakers. Specifically, it emphasizes the need for evidence-based socioemotional programs to strengthen inclusive preschool practices for children with ASD.

Volume: 15

Issue: 3

Page: 2021-2032

Publish at: 2026-06-01

Illuminative evaluation of mathematics curriculum implementation in improving students’ numeracy achievement

10.11591/ijere.v15i3.39078

Jose Bonatua Hasibuan , Deni Darmawan , Suhendra Suhendra , Deni Kurniawan

Persistent evidence from national and international assessments indicates that students’ numeracy achievement remains low, suggesting a gap between intended curriculum goals and classroom implementation. This study conducts an illuminative evaluation of secondary mathematics curriculum implementation as an instructional system, examining how curriculum enactment relates to students’ numeracy achievement in the Indonesian secondary context. Employing a sequential explanatory mixed-methods design, the quantitative phase assessed the numeracy performance of 288 secondary students across content domains, cognitive levels, and item formats, while the qualitative phase investigated instructional practices, assessment culture, and the school learning milieu to explain the observed achievement patterns. The findings indicate uneven numeracy achievement, with performance concentrated at procedural levels and declining from knowing to applying and reasoning. Students perform relatively better on objective formats but demonstrate a limited ability to justify solutions in open-ended tasks. Qualitative evidence further indicates a misalignment between reasoning-oriented curriculum intentions and efficiency-driven classroom practices that emphasize procedural accuracy. These findings provide evidence-based insights into aligning curriculum design, classroom instruction, and assessment practices to strengthen reasoning-oriented numeracy learning.

Volume: 15

Issue: 3

Page: 2608-2617

Publish at: 2026-06-01

Evaluation of oral tradition-based reading instruction on secondary students reading competence

10.11591/ijere.v15i3.38722

Teófilo Félix Valentín Melgarejo , Clodoaldo Ramos Pando , Pablo Lolo Valentín Melgarejo , Fidel Alberto García Yale , William Cesar Santos Hinostroza , Rober Wesmel Sánchez Trinidad , Ulises Espinoza Apolinario , Rosa Luz Gómez Segura , Tito Armando Rivera Espinoza , José Rovino Alvarez López , Julio César Carhuaricra Meza , Flaviano Armando Zenteno Ruiz

Reading competence is a developmental and multidimensional construct that is often evaluated through mean score comparisons that may obscure structural learning changes. This study examined the effectiveness of a culturally grounded oral tradition–based intervention on primary students’ reading competence in Pasco, Peru. A quantitative quasi-experimental pretest–posttest design with a control group was implemented using intact classrooms (experimental n=19; control n=14; N=33). The eight-week intervention integrated local myths, legends, and folktales into guided reading, inferential questioning, and evaluative discussion activities. Reading competence was assessed using narrative texts scored with an analytic rubric classifying students into four ordered achievement levels (initial, in process, expected, and outstanding). Data were analyzed using ordinal mobility analysis, distributional dominance testing, and dynamic-systems indicators. Results showed complete structural stability in the control group, whereas 89.5% of students in the experimental group demonstrated upward mobility and all reached expected or outstanding levels at posttest. These findings indicate that culturally responsive oral-tradition instruction can produce substantial structural improvements in reading competence. This study contributes to educational evaluation by demonstrating how ordinal mobility and dynamic-systems indicators reveal instructional effects that may remain hidden in traditional mean-based analyses.

Volume: 15

Issue: 3

Page: 2632-2647

Publish at: 2026-06-01

Educational support for disadvantaged students in Vietnamese higher education

10.11591/ijere.v15i3.38585

Quoc Cuong Nguyen Dinh , Van Vu Hong

This study aims to examine how social inequality is shaped; to determine the scope and evaluate the effectiveness of educational support programs for disadvantaged students in Vietnamese higher education. The study employs a mixed-methods design, combining document analysis, a questionnaire survey with 227 participants from 10 universities, and semi-structured interviews with 16 administrators, faculty members, and students. Quantitative data were processed using descriptive statistics, while qualitative data were analyzed thematically to clarify educational institutions’ practices and implementation gaps. The results show that support activities remain primarily focused on scholarships and financial aid, while academic support, psychological counseling, and capacity-building services are fragmented and not fully integrated into the management systems of higher education institutions. The study also indicates that inequality exists not only through economic disadvantage but also through deficiencies in cultural capital, learning skills, social support, and access to educational resources. From a theoretical perspective, the findings further clarify the theory of social reproduction and equity-oriented educational governance by showing that inequality is also reproduced through fragmented support governance. The conclusion is that support for disadvantaged students needs to be managed as an integrated, multidimensional, and systemic equity mechanism, rather than as isolated welfare interventions.

Volume: 15

Issue: 3

Page: 2082-2095

Publish at: 2026-06-01

Academic engagement and artificial intelligence platform behaviors in grammar achievement

10.11591/ijere.v15i3.37822

Wang Yadan , Soon Singh Bikar Singh , Connie Shin , Zheng Juncai , Zhang Qianqian

This study is among the first to use archival institutional records to test the incremental validity of artificial intelligence platform behaviors (AI_index) in predicting grammar achievement (GA). Using data from 405 non–English-major freshmen enrolled in a compulsory grammar course at a private Chinese university, we examined whether AI_index predicts end-of-semester grammar exam performance beyond course-embedded behavioral academic engagement (AE_index). AE_index was derived from grade-book quizzes and class interactions, whereas AI_index was constructed from institutional platform logs capturing coursework completion and assigned video viewing. Indices were scaled to a 0–100 range, and GA was measured by a unified final exam. Descriptive statistics, correlations, and hierarchical regression analyses showed that AE_index was a small but significant predictor of exam performance, whereas AI_index was weak and non-significant and added no incremental predictive value beyond AE_index. Together, the two indices explained a modest proportion of variance in GA. These findings suggest that completion-based platform metrics are unlikely to reflect effortful learning unless platform tasks align with summative assessment demands (e.g., translation and proofreading). The findings caution against using completion-based AI metrics as high-stakes indicators without demonstrated task–assessment alignment.

Volume: 15

Issue: 3

Page: 2690-2699

Publish at: 2026-06-01

Development of a recommendation system for selecting a formula in cataract surgery

10.12928/telkomnika.v24i3.27580

Arseniy; Volgograd State Medical University Lomakin , Anastasiya; Volgograd State Technical University Donskaya , Alexander; Volgograd State Medical University Zubkov

Accurate intraocular lens (IOL) power calculation remains a critical factor for achieving optimal refractive outcomes in cataract surgery. This study analyzes existing methods and software solutions for selecting formulas used to calculate IOL power. To solve this problem, a support medical decision-making recommendation system (SMDRS) was developed to analyze patient biometric data and predict the most suitable calculation formula. Among the evaluated machine learning approaches, the random forest (RF) algorithm demonstrated the highest stability and classification accuracy, leading to its selection as the core predictive engine. The system was validated using retrospective clinical data and evaluated in a functioning ophthalmology clinic. Performance evaluation demonstrated that the system increased the success rate of surgical outcomes in complex cases from 73.5% to 90.5%, thereby confirming its impact on improving the efficiency of optical calculations in clinical practice. By minimizing human error and standardizing decision-making, the proposed solution offers a robust tool for ensuring consistently superior surgical results.

Volume: 24

Issue: 3

Page: 904-914

Publish at: 2026-06-01

Human-centered higher education reform in Vietnam

10.11591/ijere.v15i3.38664

Dung Huy Nguyen , AnLong Dang Nguyen

This study uses an explanatory sequential mixed-methods design to assess the level of implementation and effectiveness of human-centered higher education innovation in Vietnam in the context of digital transformation and international integration. Instead of just analyzing policy directions, the study focuses on evaluating: i) the level of awareness of educational stakeholders regarding four content groups (technology, culture-humanities, integration, and humanities); ii) the implementation gap between direction and practice; and iii) the relative weight of each group of factors in educational innovation. Quantitative data were collected from 247 survey responses and analyzed using repeated measures ANOVA. The results showed statistically significant differences between the content groups (F(3,247)=15.32; p<0.001; η²=0.24), with the “human-centered” group having a significantly higher average score than the technology and integration group. The statistically insignificant difference between the human group and the culture group suggests a complementary relationship between these two factors. The research results provide empirical evidence that human-centered indicators can be used as evaluative benchmarks for educational innovation in the context of developing countries.

Volume: 15

Issue: 3

Page: 2121-2132

Publish at: 2026-06-01

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30,938 Article Results

Performance analysis of intelligent controllers for permanent magnet synchronous motor drive systems

Image enhancement combined with EfficientNet-B7 for grading classification of diabetic retinopathy

Art therapy toward children with autism spectrum disorder in Kota Kinabalu, Sabah, Malaysia

Expert-derived indicators for evaluating design thinking prototypes in teacher education

The digital shift in parental strategies for heritage language maintenance among expatriate families in Saudi Arabia

Assessing integrated social-emotional and cognitive competencies in pre-service teachers: scale development

Cognitive and metacognitive learning strategies as correlates of university students’ mathematics proficiency

A qualitative study of mathematical content knowledge and pedagogical content knowledge and self-perception in Moroccan context

Evaluating socioemotional skill interventions for preschool children with autism spectrum disorder: a systematic review

Illuminative evaluation of mathematics curriculum implementation in improving students’ numeracy achievement

Evaluation of oral tradition-based reading instruction on secondary students reading competence

Educational support for disadvantaged students in Vietnamese higher education

Academic engagement and artificial intelligence platform behaviors in grammar achievement

Development of a recommendation system for selecting a formula in cataract surgery

Human-centered higher education reform in Vietnam

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