This research looks into how well Duolingo and YouTube help people learn Japanese. A quantitative approach was taken, gathering information from 35 individuals through an online questionnaire. Participants were chosen based on whether they used Duolingo, YouTube, or both platforms. The questionnaire explored their past learning experiences, how they use these platforms, their preferences, how effective they think these tools are, and what challenges they encountered while learning. The findings reveal that most of the participants already had some background in Japanese and preferred online resources due to their accessibility, no cost, and fun features. Duolingo was liked for its organized, game-like approach, whereas YouTube was appreciated for its authentic, visual materials. A lot of people enjoyed learning at their own pace, finding listening and pronunciation to be useful strategies. Some individuals struggled with staying motivated and dealing with complicated grammar rules. To sum up, both Duolingo and YouTube are good resources for learning basic Japanese, especially for those studying on their own. However, they work best when used alongside other resources. It is suggested to combine digital tools with guidance from teachers for the best outcomes.

Innovation in the education sector has become essential with the advancement of digital technology, creating various new platforms and applications to enhance the quality of learning. This study aims to identify the role of Evaloexam in driving innovation in the education sector and fostering a spirit of technological entrepreneurship. The methodology used is quantitative research with a survey approach, involving educators and students who use Evaloexam in high schools (SMA). A total of 100 respondents were randomly selected, and data was collected through online questionnaires over one month. Data analysis was conducted using descriptive and inferential statistics. The research findings show that Evaloexam significantly contributes to facilitating the educational evaluation process and encouraging innovation in new ways of assessing and analyzing student learning performance. This application also sparks interest in technological entrepreneurship among students and educators. The research results also match the findings of previous studies that support the integration of technology in education for improved performance and efficiency. The practical implications of this research are that Evaloexam and similar applications can be more widely integrated into the education system to support innovation and the technological entrepreneurship ecosystem. However, this study is limited to a small sample and one type of evaluation application with a limited data collection period. For future research, it is recommended to involve a larger sample size, a longer duration, and to compare various evaluation applications to obtain more comprehensive insights.