A Determinant Study of Smart Classrooms and Teacher Digital Fluency on Instructional Quality Enhancement Through Real-Time Learning Feedback Utilization and Classroom Interaction Quality

Authors

  • Matlaul Anwar
  • Euis Indrawati
  • Debi Yusuf Ardabil
  • Neneng Khaerunnisah
  • Riana

Abstract

The rapid advancement of Education 4.0 has driven higher education institutions to heavily invest in smart learning technologies and teacher training. However, the exact structural mechanisms translating these inputs into pedagogical enhancement remain complex. This study examines the direct and indirect effects of Smart Classroom Orchestration Technology (SCOT) and Teacher Digital Fluency (TDF) on Instructional Quality Enhancement (IQE), using Real-Time Learning Feedback Utilization (RTLFU) and Classroom Interaction Quality (CIQ) as dual-mediating variables. A quantitative approach with an explanatory design was implemented at Universitas Bina Bangsa, Indonesia. Data were collected via digital questionnaires from a purposive sample of 250 active undergraduate students and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) in SmartPLS 4. The empirical results reveal that neither SCOT nor TDF exerts a significant direct positive effect on IQE. Instead, the structural and human inputs are fully mediated by Classroom Interaction Quality (O = 0.289, p = 0.000 for SCOT; O = 0.212, p = 0.002 for TDF), establishing CIQ as the ultimate driver of pedagogical growth. Crucially, while both determinants significantly foster high Real-Time Learning Feedback Utilization, the feedback loop pathway completely fails to directly enhance instructional quality (p = 0.654), indicating that automated AI dashboards or live diagnostic data remain superficial unless absorbed into qualitative classroom dialogue. These findings challenge technological determinism in higher education, demonstrating that sustainable instructional transformations in the digital era are strictly dependent on leveraging technology to enrich human-to-human connectivity, collaborative engagement, and communicative presence within the learning space.

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Published

2025-12-05

How to Cite

Anwar, M., Indrawati, E., Ardabil, D. Y., Khaerunnisah, N., & Riana. (2025). A Determinant Study of Smart Classrooms and Teacher Digital Fluency on Instructional Quality Enhancement Through Real-Time Learning Feedback Utilization and Classroom Interaction Quality. Philippine Journal of Basic Studies, 1(2). Retrieved from https://pjbs.pti.edu.ph/index.php/pjbs/article/view/90

Issue

Vol. 1 No. 2 (2025): PJBS Special Issue of 2025

Section

Articles

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Copyright (c) 2025 Randy Joy Ventayen; Matlaul Anwar, Euis Indrawati, Debi Yusuf Ardabil, Neneng Khaerunnisah, Riana

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