Open Access Repository (OJS/OCS Mode)

Conference Proceedings Archive

Collection of peer-reviewed scientific proceedings from The 4th International Conference on Education (ICE 2026). All articles are freely accessible and downloadable (Open Access).

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Conference Tracks & Scope

Workflow Stage

Workflow Stages

5 Stages

1 Submitted

Initial manuscript (either abstract or full text) successfully entered into the conference submission system.

2 Abstract Accepted (Needs Full Paper)

Abstract meets topic scope and relevance. Author is approved to prepare and submit full paper within deadline.

3 Under Review

Submitted full paper is undergoing substantive evaluation by the designated peer-reviewer team.

4 Revision

Manuscript requires improvement based on reviewer notes and recommendations before final editorial decision.

5 Accepted / In Production / Published

Cycle concludes with Accepted (final manuscript approved) or In Production (final layout and typesetting prior to release).

Issue Information

Proceedings: ICE Vol. 4 (2026)

E-ISSN: 2985-847X

Publication: ICE Academic Press

Frequency: Annual

License: CC BY-SA 4.0

Vol. 4 No. 1 (2026): ICE 2026 Proceedings

Published: October 2026 • Managed via Open Conference System (OCS)

2 Articles Found

ICE-001 Education and Teaching Impact Published in Proceedings

11 Sep 2026

Implementation of Gamified Blended Learning to Enhance 21st Century Student Learning Motivation

Budi Santoso (Author / Peneliti)^✉* • Prof. Dr. Irwan Susanto • Dr. Nurul Hidayah, M.Pd. Universitas Indonesia

5 5. Accepted / In Production / Published • Published in Proceedings

Stage 5/5

The manuscript is officially published in ICE 2026 Scientific Proceedings (Open Access).

This study aims to investigate the efficacy of implementing a blended learning model integrated with gamification mechanics on student learning motivation and academic achievement in secondary education. Employing a quasi-experimental design with a pretest-posttest control group, 120 students were engaged as research participants. Empirical findings indicate a 34.5% increase in student learning motivation within the experimental group compared to the control group. Adaptive gamified learning demonstrably fosters active engagement, self-regulation, and superior cognitive retention.

Keywords: blended learning, gamification, learning motivation, 21st century education, instructional evaluation

Article Details & Citation Full Text Scheduled

ICE-002 Science Education Under Review

11 Sep 2026

Development of Authentic Assessment Based on Digital Portfolios in STEM Education

Budi Santoso (Author / Peneliti)^✉* • Siti Aminah, M.Pd. Universitas Indonesia

3 3. Under Review

Stage 3/5

The submitted manuscript/full paper is undergoing substantive peer review evaluation by designated reviewers.

Authentic assessment plays a pivotal role in measuring higher-order thinking skills (HOTS) within the STEM education framework. This research develops a digital portfolio assessment instrument based on analytic rubrics. Construct validity testing by panel experts yielded an Aiken V coefficient of 0.89, indicating very high validity and reliability. Field testing across 45 students revealed that digital portfolio assessment effectively stimulates self-reflection and collaborative problem solving.

Keywords: authentic assessment, digital portfolio, stem, hots, curriculum innovation

Article Details & Citation In Peer-Review Process