Jurnal Teknologi Pendidikan |ISSN:https://sinta.kemdikbud.go.id/authors/profile/6039173 1411-2744 (Cetak), 2620-3081 (online)| is a peer-reviewed open-access journal. The journal invites scientists and educators throughout the world to exchange and disseminate theoretical and practice-oriented the whole spectrum of educational technology. Submitted papers MUST BE WRITTEN IN ENGLISH for an initial review stage by editors and further review process by a minimum of two anonymous reviewers. Starting in December 2020, Jurnal Teknologi Pendidikan will only publish manuscripts in English. Manuscripts that have been submitted in Indonesian must be translated into English and send the article again for the review. As of this announcement, all articles submitted in Indonesian will be automatically rejected. The journal has been ACCREDITED with "2rd" grade by the Ministry of Research, Technology and Higher Education (RistekDikti) of The Republic of Indonesia as an achievement for the peer-reviewed journal which has excellent quality in management and publication. Authors who intend to submit a manuscript for publication in this journal obliged to understand correctly the instructions and the ins and outs of the provisions in this journal. For authors who have never published the article in this journal, we recommend reading all of the terms and conditions are listed in the journal. The author who will submit the manuscript after the deadline for submission as long as meet the requirement for publication in this journal will process for the next issue. The paper submission and reviewing procedures in Jurnal Teknologi Pendidikan will be processed with the web-based system via the Open Journal System (OJS) by Public Knowledge Project (PKP). We strongly prefer to receive manuscripts via our online submission system. With using our OJS system, authors can upload manuscript files (text, figures, and supplementary information) directly to our office and check on the status of Reviews their manuscripts during the review process. Authors are requested to prepare a manuscript in accordance with the Instructions for the preparation of the manuscript and then to follow the Author Guidelines for submission. Before the manuscript is submitted to the editorial team, please make sure that your paper is prepared and refer to Jurnal Teknologi Pendidikan for writing format and style (Please download the template for the initial manuscript submission). This will ensure fast processing and publication. Any papers not fulfilling the requirements based on the guidelines to authors with great regret will not be processed. Accepted papers will be freely accessed in this website and the following abstracting & indexing databases:
Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta
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Development of Christian Character Education Learning Design
Despite the growing emphasis on character education, many Christian schools still lack a systematic and contextual learning design that effectively integrates Gospel values into classroom practice. This study addresses the problem of how to design a Christian character education learning model that is pedagogically structured, value-based, and applicable in real learning situations. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis of learning needs, design of instructional components, development of learning prototypes, implementation in an eighth-grade classroom, and evaluation through expert validation and user testing. The research involved 30 eighth-grade students and two Christian Religious Education teachers at SMPN 11 Tidore Kepulauan. The results indicate that the developed learning design achieved high validity scores from content experts (4.6), language experts (4.2), and media experts (4.1), and was positively received by users (4.4). In addition, observational data showed that 87% of students demonstrated improved understanding and application of Christian character values, particularly love and honesty. The novelty of this study lies in the integration of Gospel-based character values with an ADDIE-based instructional design that emphasizes active learning, reflection, and real-life application. The study concludes that the proposed learning design is feasible and effective for strengthening Christian character education and has practical implications for teachers in designing
Copyright (c) 2026 Jhoni Siang, Budi Harwanto, Subaedah Luma https://creativecommons.org/licenses/by-sa/4.0
The Impact of Digital Literacy on 三级的生词 (Third-Level Vocabulary) in Mandarin Language Learners
In the context of language learning, including Mandarin education in Indonesia, digital literacy provides substantial benefits such as broader access to diverse learning resources, interactive learning opportunities, and more personalized learning experiences, while vocabulary mastery remains a fundamental component of language acquisition because it underpins learners’ ability to comprehend and use the target language effectively. However, although digital literacy has been widely examined in general educational settings, empirical evidence that specifically links digital literacy to HSK Level 3 (三级) vocabulary mastery (三级的生词) among first-year Mandarin students remains limited; therefore, this study addresses this gap by investigating (1) students’ digital literacy levels, (2) their mastery of HSK 3 vocabulary, and (3) the relationship between the two variables among Mandarin Language Study Program students. Using a quantitative survey design, primary numerical data were collected from 205 respondents and analyzed statistically. The results indicate that digital literacy significantly predicts HSK 3 vocabulary mastery (p < 0.05) and demonstrates substantial explanatory power: based on the proportion of regression sum of squares to total sum of squares (13,093.326 / 15,307.395), the model accounts for approximately 85.5% of the variance in vocabulary mastery, with strong overall model fit (F = 1200.480). These findings suggest that higher digital literacy is associated with better HSK 3 vocabulary mastery, highlighting digital literacy as a key factor in supporting successful Mandarin learning in digitally mediated environments and providing evidence to inform more targeted digital-literacy strengthening to optimize students’ use of learning applications, educational videos, and digital dictionaries.
Copyright (c) 2026 Aiga Ventivani, Karina Fefi Laksana Sakti, Dhevy Olivia Firdaus, Galuh Bunga Usadani, Miftachul Amri https://creativecommons.org/licenses/by-sa/4.0
Digital Transformation of Learning in Islamic Boarding Schools in The Society 5.0 Era: A Qualitative Study on Enhancing Educators' Digital Competence
The purpose of this study is to describe the digital transformation process of learning at the At-Thahiriyah Kaloran Islamic Boarding School in Serang City as a response to the demands of education in the Society 5.0 era. Digital transformation in Islamic boarding schools is necessary to integrate traditional values ​​with breakthroughs in learning technology. This study uses a qualitative approach and descriptive-analytical methods with field research qualifications. Data obtained through interviews, observations, and documentation are then processed analytically using the Miles and Huberman model of data reduction, data presentation, and conclusion drawing. The results show that the At-Thahiriyah Islamic Boarding School implements digital learning through digital literacy training for students, both internal and external, the provision of internet-based computer laboratories, and the use of social media or websites as learning and promotional media for the institution. However, the digital transformation process also faces obstacles in the form of uneven quality of human resources in managing digital systems and limited costs for maintaining a number of technologies. The conclusion of the study is that the digital transformation of Islamic boarding schools equires improving the digital competence of educators adaptive managerial policies, and strengthening the digital literacy of students so that religious values ​​and the dynamics of the technological era are balanced.
Copyright (c) 2026 Ismail Marzuki, Yayan Sudrajat https://creativecommons.org/licenses/by-sa/4.0
Interactive Augmented Reality Media within the Contextual Flipped Group Classroom Model to Foster Students' Science and Social Learning Motivation
The advancement of educational technology presents significant opportunities for creating more interactive, contextual, and motivating learning experiences for students. However, Natural and Social Sciences (IPAS) instruction in elementary schools is still frequently conducted through conventional methods that fail to encourage active student participation and learning motivation. This study aims to develop and examine the effectiveness of innovative interactive learning media based on Augmented Reality (AR) integrated within the Contextual Flipped Group Classroom (CFGC) model to enhance elementary students' motivation in learning IPAS. This research employs a Research and Development (R&D) approach utilizing the ADDIE model (Analyze, Design, Development, Implementation, Evaluation). The research subjects consisted of 224 elementary school students divided into experimental and control groups. The research instrument comprised a learning motivation questionnaire encompassing five indicators: achievement goals, performance goals, learning value, active learning strategies, and self-efficacy. Data analysis was conducted using Analysis of Covariance (ANCOVA) and independent t-tests. The findings demonstrate that the implementation of AR-based interactive media within the CFGC model significantly enhanced students' IPAS learning motivation across all motivational dimensions (p < 0.05). The highest improvement was observed in the self-efficacy and active learning strategies dimensions, indicating that AR media effectively cultivates students' confidence and active engagement in learning IPAS concepts. These findings confirm that the integration of AR-based interactive media within the CFGC model represents an effective pedagogical innovation for fostering elementary students' IPAS learning motivation. This media provides more contextual, collaborative, and meaningful learning experiences, thereby strengthening the implementation of 21st-century digital technology-based learning.
Copyright (c) 2026 Nasrah Nasrah, Syarifah Aeni Rahman, Fitri Yanty Muchtar, Ummu Khaltsum, M. Takdir, Muh. Takbir, Sri Mahardini Putri https://creativecommons.org/licenses/by-sa/4.0
The Impact of Problem-Based Learning on Religious Poetry Writing Skills Among Senior High School Students
This study aims to determine the effectiveness of the Problem Based Learning (PBL) model on the religious poetry writing skills of tenth-grade high school students. The study used a quasi-experimental pretest–posttest nonequivalent control group design and was conducted in a public high school in the odd semester. The subjects were 60 tenth-grade students who were divided into two groups: the experimental group (PBL; n=30) and the control group (conventional learning; n=30). The main instrument was a religious poetry writing performance test on the pretest and posttest which was assessed using an analytical rubric on a scale of 1–4. Data were analyzed using descriptive statistics (mean±SD), independent t-test for initial equality, paired t-test for changes in groups, and Cohen’s d (within), Hedges’ g (between), and η² (Group×Time) effect sizes. The results showed that the experimental group experienced significant improvements in all indicators (p<0.05) with moderate to large effects, while the control group showed no significant changes (p>0.05). Thus, PBL is more effective than conventional learning in improving the quality of religious poetry of class X students and is recommended for poetry writing learning in high school.
Copyright (c) 2026 Marini Razanah, Nani Solihati, Zamah Sari https://creativecommons.org/licenses/by-sa/4.0
Organizational Commitment of Lecturers in Improving The Quality of Education
This study aims to fill this gap by exploring how lecturers’ organizational commitment in its three main dimensions can contribute to improving the quality of education at Alwashliyah University Medan. This study employs a qualitative approach, with data collection conducted through surveys, in-depth interviews, and institutional document analysis involving 85 lecturers. The data obtained were analyzed using NVivo and were systematically collected until data saturation was achieved. Data validity was examined through several techniques, namely credibility, transferability, dependability, confirmability, and triangulation. The conclusions of this study reveal that lecturers’ organizational commitment at Alwashliyah University Medan demonstrates emotional, moral, and rational attachment that forms the basis of loyalty to the institution. Normative commitment appears to be the most dominant, driven by moral awareness, religious values, and ethical responsibility inherent in an Islamic-based organizational culture. Efforts to enhance lecturers’ organizational commitment are carried out through managerial strategies of university leadership and individual initiatives of the lecturers. On the other hand, lecturers strengthen their commitment through improving professionalism, collaborative research, adaptation to technology, and the establishment of solid academic networks.
Copyright (c) 2026 Hotni Sari Harahap, Amiruddin Siahaan, Rahmah Fithriani https://creativecommons.org/licenses/by-sa/4.0
Health Education and Prospective Brides and Grooms Perceptions of Tetanus Toxoid Immunization: A Scoping Review
Maternal and neonatal tetanus remains a significant public health issue, particularly in areas with limited healthcare access. Tetanus Toxoid (TT) immunization plays a vital role in preventing this condition, but vaccination coverage among prospective brides remains low in many regions. This scoping review aims to map existing evidence on the influence of health education on the perceptions of prospective brides regarding Tetanus Toxoid (TT) immunization. Using the PRISMA-ScR framework, literature searches were conducted in PubMed, ScienceDirect, and Scopus, yielding 896 records, of which 10 studies met the inclusion criteria. Thematic synthesis identified three dominant themes: the role of health education in improving knowledge, the influence of individual and social perceptions on vaccination intentions, and the gap between knowledge acquisition and actual immunization compliance. The findings highlight that educational interventions such as counseling, booklets, and digital materials consistently improve knowledge and attitudes, yet these improvements do not always translate into completion of TT doses. Barriers related to service availability, administrative inconsistencies, and socio-cultural factors continue to hinder uptake. Strengthening communication skills among health workers and improving service integration between health facilities and marriage administration offices are essential to enhance adherence to TT immunization before marriage.
Copyright (c) 2026 Ayu Idaningsih, Nita Arisanti, Endang Sutedja, Hadi Susiarno, Elsa Pudji Setiawati, Meita Dhamayanti https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of the Project-Based Learning Model Assisted by Artificial Intelligence on the Listening Skills of Indonesian Language Education Students
The integration of technology in Indonesian language learning has continued to develop alongside advances in Artificial Intelligence (AI), although its application in classroom practice remains limited. This study aims to examine the effectiveness of the Project-Based Learning (PjBL) model assisted by Artificial Intelligence in improving the listening skills of Indonesian Language Education students. The study employed a quasi-experimental design with two groups: an experimental group consisting of 23 students who received AI-assisted PjBL instruction and a control group consisting of 34 students who received conventional instruction. In the experimental group, AI was implemented through the use of speech-to-text tools and AI-based audio generators to support listening activities. Data were collected through pretests and posttests measuring listening skills, supported by observation and documentation. Data analysis included descriptive statistics, paired sample t-tests, independent sample t-tests, and N-gain analysis. The results showed that the AI-assisted PjBL model significantly improved students’ listening skills. The experimental group achieved a higher mean score compared to the control group, with an N-gain score of 0.42 (moderate category), while the control group obtained an N-gain score of 0.21 (low category). These findings indicate that AI-assisted PjBL is more effective than conventional learning methods in enhancing listening skills. This study implies that integrating AI into project-based learning can support more interactive and meaningful listening instruction and contribute to the development of students’ language skills in higher education contexts.
Copyright (c) 2026 Deby Luriawati Naryatmojo, Bambang Hartono, Diyamon Prasandha, Dyah Prabaningrum, Aldi Dwi Saputra https://creativecommons.org/licenses/by-sa/4.0
Development of a Google Forms-Based Five-Tier Diagnostic Test for Identifying Misconceptions in Modern Physics
Misconceptions in modern physics concepts such as X-rays, the photoelectric effect, the Compton effect, pair production, and photon–gravity interactions remain prevalent among students and are difficult to detect using conventional assessments. This study aims to develop and implement a Five-Tier diagnostic instrument based on Google Forms to identify students’ misconceptions in modern physics learning. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The instrument was validated by subject matter and evaluation experts and tested on 14 students and two physics education lecturers. Data were collected through validation sheets, lecturer response questionnaires, instrument practicality questionnaires, and Five-Tier diagnostic tests. Data analysis was conducted descriptively and quantitatively using content validity analysis, empirical validity testing, Cronbach’s Alpha reliability testing, and percentage analysis. The results indicate that the instrument has very high content validity (CVL = 1.00; IRA = 1.00), adequate empirical validity and reliability (α = 0.54–0.64), and a very high level of practicality, as reflected by lecturer responses (92.50%) and instrument practicality (90.5%). The implementation results reveal that students’ misconceptions are most dominant in the Compton effect and pair production topics. Therefore, the developed Five-Tier diagnostic instrument is feasible and effective as a digital diagnostic assessment in modern physics learning and can serve as a practical reference for future development of technology-based diagnostic instruments.
Copyright (c) 2026 Vini Asnidar, Abdul Halim, Sri Winarni, Nurulwati, Musdar, Teuku Muhammad Hary Ramadhan https://creativecommons.org/licenses/by-sa/4.0
A Critical Pedagogy-Based Andragogical Self-Learning Framework for AI/IoT-Enabled Hybrid Adult Education: A Systematic Review and Conceptual Model Development
This study aims to develop a validated conceptual model—the Andragogical Self-Learning Framework for AI/IoT-Enabled Hybrid Education (ASFAIHE) that integrates Knowles’ andragogy and heutagogy with AI/IoT-enabled hybrid learning environments, mediated by critical pedagogy principles of learner agency and digital equity. Method: A systematic mixed-methods review was conducted following PRISMA 2020 guidelines. Electronic searches were performed across five major databases (PubMed, Scopus, Web of Science, IEEE Xplore, and Google Scholar) for peer-reviewed studies published between 2005 and 2025. Inclusion criteria required studies to address adult learning theories (specifically andragogy or related models), AI and/or IoT in educational contexts, critical pedagogy principles, and hybrid or digital learning environments. Of 3,456 initially identified records, 85 studies met all inclusion criteria after two-stage independent screening. Qualitative data were analyzed through thematic synthesis following Thomas and Harden’s approach using NVivo; quantitative findings were synthesized via random-effects meta-analysis using R’s ‘metafor’ package; bibliometric mapping was conducted using VOSviewer. Results: Thematic synthesis yielded four interrelated themes: (1) Learner Autonomy and Scaffolding, (2) Adaptive Feedback Loops, (3) Contextual Sensing via IoT, and (4) Data Privacy and Ethical Concerns. Meta-analysis revealed that AI-driven adaptive systems significantly enhance learner engagement (pooled g = 0.65; 95% CI [0.52, 0.78], p < 0.001) and self-efficacy (g = 0.58; 95% CI [0.45, 0.71], p < 0.001). These findings were integrated into the ASFAIHE model, which conceptualizes adult learner engagement as a function of AI personalization, IoT contextual feedback, and critical consciousness. Contribution: This study produces a theoretically grounded and empirically supported conceptual model that constitutes a novel design architecture for hybrid AI learning ecosystems in adult education. The model advances existing frameworks by systematically embedding critical pedagogy as an ethical and transformative mediator. Longitudinal and cross-cultural empirical validation is recommended to strengthen the model’s generalizability.
Copyright (c) 2026 Amarulloh, Herpratiwi, Rangga Firdaus, Viyanti https://creativecommons.org/licenses/by-sa/4.0
Mapping Digital Content Needs Among Midwifery Students in Indonesia
Modern midwifery education demands that educators integrate technology to enhance student competency. As digital natives, midwifery students possess significant potential to leverage mobile applications. However, the specific usage patterns and the gap between available applications and priority clinical needs in Indonesia remain unmapped. Objective: This study aims to identify smartphone usage patterns and map priority digital learning material needs among midwifery students to inform curriculum enhancement. Methods: Utilizing a cross-sectional descriptive quantitative design, an online survey was conducted with 182 midwifery students in Bandung Raya, selected via convenience sampling. The instrument, evaluated for validity and reliability, measured demographics, device usage, and priority learning needs. Data were analyzed using descriptive frequency statistics. Results: All respondents (100%) owned smartphones, with 76.92% actively using them for learning, primarily favoring e-learning applications (80.22%). Crucially, the study identified a significant demand for digital content focused on patient communication (76.37%) and pregnancy care (27.47%), revealing a clear gap between students' high technological readiness and the availability of targeted clinical modules. Conclusion: Smartphones are essential, yet their specific clinical potential remains underutilized. To enhance the midwifery curriculum, institutions must employ established instructional design frameworks to develop targeted, interactive digital learning modules that directly address the identified high-priority clinical skills, thereby bridging the gap between digital readiness and professional competency.
Copyright (c) 2026 Harridhil Silmi, Dzulfikar Djalil Lukmanul Hakim, Ari Indra Susanti, Puspa Sari, Deni K. Sunjaya, Hadi Susiarno, Qorinah Estiningtyas Sakilah Adnani, Anis Novitasari https://creativecommons.org/licenses/by-sa/4.0
SMART-KU Module Based on Local Wisdom in Problem-Based Learning on Mathematical Problem-Solving Ability of Elementary School Students: An Experimental Study
Mathematical problem-solving ability is an important ability for students to master, but it is often not facilitated due to the lack of use of adequate teaching materials and learning models. This study aims to examine the effectiveness of SMART-KU local wisdom-based module in Problem-Based Learning on students' mathematical problem-solving ability. Using a quantitative method of quasi-experimental design, which specifically takes a non-equivalent control group design, with a total sample of 32 fifth-grade students of SDN 1 Mijen in the experimental class and control class, and data analysis through paired sample t-test, independent sample t-test, and N-Gain score test. The results showed that: (1) through paired sample t-test, there is a significant average difference in students' mathematical problem solving ability before and after treatment, both in experimental (Sig. (2-tailed) = 0.000 (≤ 0.05)) and control classes (Sig. (2-tailed) = 0.000 (≤ 0.05)), (2) through independent t-test, there is a significant average difference in students' mathematical problem solving ability between experimental and control classes (Sig. (2-tailed) = 0.000 (≤ 0.05)), and (3) through N-Gain test, students' mathematical problem solving ability in experimental classes (0.87) improved better than students in control classes (0.68). It can be concluded that the SMART-KU module based on local wisdom in PBL effectively improves students' mathematical problem-solving ability. This research contributes to alternative learning to improve students' mathematical problem-solving ability, which combines local wisdom-based teaching materials and contextual and meaningful learning models.
Copyright (c) 2026 Fitriyah Amaliyah, Fatikhatun Najikhah, Wulan Sutriyani, Femas Anggit Wahyu Nugroho, Otto Fajarianto https://creativecommons.org/licenses/by-sa/4.0
Beyond Routine Exercise: Integrating Digital Problem-Posing Tools to Cultivate Creative Mathematical Fluency
Creative Mathematical Fluency (CMF), the ability to produce multiple, diverse, and original ideas with procedural accuracy, is crucial for 21st-century problem-solving. Still, routine drill and practice often fail to foster it. Studies indicate that problem-posing teaching can help students to generate divergent thoughts, but little is known about how digital problem-posing (DPP) tools influence CMF in real classrooms. The present study aimed to determine whether incorporating a cloud-based DPP curriculum in standard algebra-based lessons would improve middle-grade students' CMF scores compared to business-as-usual instruction, and to investigate the cognitive-affective processes associated with any such improvements. This six-week mixed-methods quasi-experimental research was conducted with 124 eighth-grade students at two similar Indonesian schools. Pre- and post-tests used the Creative Mathematical Fluency Test (CMFT) with Rasch-calibrated Fluency and Originality scales. Qualitative data identified richer structural diversity of posed problems, metacognitive reflection, and peer inspiration as driving factors. Students indicated increased enjoyment and eye percept creativity, despite some cognitive overload. Integrating DPP tasks meaningfully into algebra instruction can substantially raise CMF, suggesting that well-designed digital scaffolds can support learning "beyond routine exercise”.
Copyright (c) 2026 Asmar Bani, Norma Angkotasan https://creativecommons.org/licenses/by-sa/4.0
Management of Guidance and Counseling Services: A Multi-Site in State Islamic Junior High Schools
This multi-site study aims to analyze the management of guidance and counseling (GC) at MTsN 1 and MTsN 3 Aceh Tengah, focusing on three management aspects: planning, implementation, and supervision. Using a qualitative approach, data were collected through observation, in-depth interviews, and documentation studies, and then analyzed continuously through data condensation, data presentation, and conclusion drawing to obtain a comprehensive understanding. The results indicate that the main difference lies in the methods of identifying needs, namely the Student Needs Questionnaire at MTsN 1 Aceh Tengah and the Problem Disclosure Instrument at MTsN 3 Aceh Tengah. However, the implementation mechanisms differ, in which MTsN 1 Aceh Tengah is more comprehensive by explicitly including the handling of high-achieving students in addition to students with problems, while MTsN 3 Aceh Tengah is more general. The implementation of core services (basic, responsive, specialization/career) also shows similarities. However, the focus of system support becomes a distinguishing factor. MTsN 1 Aceh Tengah prioritizes the implementation of assessment and follow-up, home visits, reporting, administration, and professional development of counselors. In contrast, MTsN 3 Aceh Tengah is oriented toward describing the dimensions of the Pancasila Student Profile, participation in the GC Subject Teacher Forum (MGMP BK), and self-development seminars. Finally, in supervision/evaluation, both madrasahs demonstrate the same commitment, namely focusing on the sustainable success of services.
Copyright (c) 2026 Ifnaldi, Amiruddin Siahaan, Abdurrahman https://creativecommons.org/licenses/by-sa/4.0
Motivation–Workload Paradox in Practice-Based Distance Learning: A Mixed-Methods Study at Indonesia Open University
This study comprehensively explores the perceptions, experiences, and challenges faced by students in taking practical courses at the Faculty of Teacher Training and Education (FKIP), Universitas Terbuka (UT). Practical courses are frequently hampered and encounter obstacles in assignment completion. Employing a mixed-methods design with 307 participants from two study programs at Universitas Terbuka (UT), this research collected quantitative data (perceptions) and qualitative data (constraints). Descriptive quantitative results reveal a notable paradox: the majority of students reported high independent learning motivation (68% - 88%) and positive perceptions of lecturer guidance quality (82% - 97%). However, these findings contrast with the operational reality, where students overwhelmingly perceived the workload as high (above 90%). Thematic analysis of qualitative data identified three main constraints: time management due to work conflicts (33.7% in TPEN), technical constraints (internet network and learning platforms), and difficulties bridging theory and practice (47% in PBIN). It is concluded that the success of practical courses in distance learning is heavily influenced by external structural and logistical factors, such as learning environment stability and system design, which hinder the actualization of student motivation and self-regulation. Research implications recommend instructional design flexibility, workload adjustment, digital infrastructure strengthening, and the provision of multimodal materials (demonstration videos) to bridge the theory-practice gap. Theoretically, this study contributes by mapping how external structural limitations in distance education impede student self-regulation mechanisms despite high internal motivation.
Copyright (c) 2026 Marisa Marisa, Murni Maulina, Muhammad Sulaiman, Susy Puspitasari, Dedy Aswan, Mohamad Adning, Johana Nurkhalifah https://creativecommons.org/licenses/by-sa/4.0
The Effectiveness of A Deep Learning Integrated E-Comic in Enhancing Students’ Reading of Descriptive Text
This study investigates how well students' reading comprehension of descriptive texts is enhanced by an e-comic that incorporates deep learning. The study used a pre-test–post-test control group and a quasi-experimental design. Students from SMPN 3 Bireuen participated in the study; they were split into two groups: an experimental group and a control group. While the control group received traditional reading training, the experimental group was taught using an e-comic that combined deep learning. A reading comprehension exam was containing five indicators—identifying core concepts, comprehending supporting information, vocabulary comprehension, drawing conclusions, and detecting descriptive text structure—was used to gather data. Descriptive statistics and an independent samples t-test were used to assess the data. The results demonstrated that following the treatment, both groups showed improvement. The experimental group continuously scored better than the control group in every reading feature, despite the control group showing a greater numerical rise in overall scores. According to the N-gain analysis, the experimental group outperformed the control group (0.44, medium category) in terms of improvement (0.67, high category). Additionally, the findings showed that the two groups differed statistically significantly (p < 0.05). These results imply that incorporating deep learning into e-comic content improves students' reading comprehension, especially in terms of word comprehension and inferential abilities. Thus, in EFL situations, deep learning-integrated e-comics can be a creative and useful teaching tool.
Copyright (c) 2026 Zuraini, Yunisrina Qismullah Yusuf, Muhammad Reza https://creativecommons.org/licenses/by-sa/4.0
The Impact of the Implementation of the Internal Quality Assurance System on Student Satisfaction in Academic Services
This study aims to examine the effect of the Internal Quality Assurance System implementation on student satisfaction with academic services in higher education. Using a quantitative explanatory design, data were collected from 200 active students selected through proportional random sampling. The research instrument consisted of a structured questionnaire measuring the implementation of the quality assurance cycle and student satisfaction across service quality dimensions. All items were declared valid and highly reliable, indicating strong internal consistency. The novelty of this study lies in its integration of the continuous quality assurance cycle with multidimensional measures of student satisfaction through a unified analytical framework, which goes beyond previous studies that typically examine these components in isolation. Specifically, this study provides empirical evidence by simultaneously analyzing multiple dimensions of student satisfaction within each stage of the quality assurance cycle, offering a more comprehensive and systematic understanding of their interrelationship. Descriptive results show that the implementation of the internal quality assurance system is categorized as good, while student satisfaction with academic services is high. Inferential analysis reveals that the implementation of the Internal Quality Assurance System has a positive and statistically significant effect on student satisfaction (β = 0.812, p < 0.001), explaining a substantial proportion of variance (R² = 0.659). These findings confirm that systematic planning, implementation, evaluation, control, and continuous improvement of standards contribute to more structured, transparent, and responsive academic services. Therefore, higher education institutions should strengthen participatory and sustainable quality assurance practices as a strategic policy to enhance service quality, institutional competitiveness, and long-term student satisfaction.
Copyright (c) 2026 Deden Deni Koswara, Dedy Achmad Kurniady, Aan Komariah, Enjang Yusup Ali https://creativecommons.org/licenses/by-sa/4.0
Peri Perabun Remalan Bertungket: Communication Values Based on Local Wisdom of Gayo Culture
This study aims to explore the philosophical and historical meaning behind the expression "peri perabun remalan bertungket" and to understand how these values once played a role in maintaining social harmony. This research was conducted in the form of an ethnographic study, by collecting the knowledge of traditional elders and analyzing historical and cultural literature. Data collection used interview, observation, and documentation techniques. This study uses a qualitative flow model analysis by following three stages, namely data reduction, data display, and drawing conclusions. The results of this study reveal that the community’s understanding from the adult generation comprehends the words, meaning, and actions regarding peri perabun remalan bertungket in Gayo community communication, whereas among the younger generation, they understand the meaning of peri perabun remalan bertungket, although the phrase is not verbally expressed. Modernization and globalization influence the shifting of customary values such as peri perabun remalan bertungket. Internal influences change the mindset of the younger generation, including the lack of inheritance of oral culture. Meanwhile, the external influences include modern communication technology, globalized popular culture lifestyles, and the dominance of national and foreign languages. Through this effort, it is hoped that the value of "peri perabun remalan bertungket" can once again become part of communication culture that brings harmony and respect in the present era.
Copyright (c) 2026 Irwansyah, Mesiono, Asnil Aida Ritonga https://creativecommons.org/licenses/by-sa/4.0
Exploring EFL Students’ Perceptual Dimensions of SAMR Model Integration in Basic Writing: Beliefs, Values, Motives, Experiences, and Expectations
The purpose of the present study is to examine university students’ perceptions of SAMR-based Basic Writing instruction, focusing on five main dimensions: beliefs, values, motive, experiences, and expectations. Through a quantitative descriptive research design, data were collected from the 40 undergraduate students of Basic Writing class through a Likert-scaled questionnaire administered after SAMR-informed lessons. Descriptive statistical analyses in the SPSS resulted in relatively high means of belief, value, motive and expectation (M = 3.23–3.69), which indicates strong cognitive acceptance to SAMR and positive perceptions with regards to its instruction utility. Negative-worded experience items showed low scores (M = 1.97–2.17), which suggests that students usually did not reject technical disturbance or problems. These findings support prior research on how SAMR might enhance language learning and digital competence through clarifying writing steps, motivating learners, and reducing technostress. Some practical suggestions are to improve the digital infrastructure of institutions, boost lecturer training in TPACK-SAMR, add ethical generative AI rules, and create scaffolded assignments that fit students' level of technological preparation. This study demonstrates that students possess favorable perceptions of SAMR-based Basic Writing training, evidenced by elevated levels of beliefs, values, motives, and expectations. The findings indicate that the SAMR model offers a viable pedagogical framework for enhancing academic writing in higher education; nevertheless, its efficacy is contingent upon instructor expertise and contextual assistance. Subsequent study ought to utilize mixed-methods or experimental designs and incorporate performance-based writing assessments to investigate the tangible effects of SAMR on writing quality.
Copyright (c) 2026 La Ode Nggawu, Nurindah, Anugrah Puspita Ayu Muhammad, Waode Ade Sarasmita Uke, Nurul Atma, Wahyudin Madil, Husniatul Amalia https://creativecommons.org/licenses/by-sa/4.0
Needs Analysis of A JOYDATA–STEAM Approach for Data Literacy in Statistics
Low levels of data literacy and students’ reasoning skills in statistics remain a major challenge in senior high school mathematics education. Procedural and decontextualized instructional practices have limited students’ engagement in meaningful data analysis activities. This study aims to analyze the needs of students and teachers as a foundation for developing a JOYDATA–STEAM learning model using a design thinking approach up to the ideate phase. A descriptive research method was employed, and data were collected using questionnaires distributed to senior high school students and teachers. The findings indicate that students prefer learning experiences involving real-world data, data visualization, simple project-based activities, and the use of digital media. Meanwhile, teachers reported a gap between current instructional practices and the need to develop students’ higher-order reasoning skills and data literacy. Based on the empathize and define stages, key instructional needs were identified, which informed the ideate stage in generating initial concepts for the JOYDATA–STEAM learning model. This model positions data literacy as a core component of learning, encompassing data collection, processing, visualization, and interpretation in a structured and progressive manner. These findings contribute to the development of an integrative and data-driven statistics learning model that supports student engagement and addresses the demands of 21st-century education.
Copyright (c) 2026 Elfa Mawadati, Nizaruddin, Muhtarom https://creativecommons.org/licenses/by-sa/4.0
Development of An Industry-Integrated Problem-Based Learning Model to Improve Work Readiness in The Field of Electric Vehicles for Vocational Students
Vocational High Schools (VHS) play a strategic role in preparing qualified and work-ready human resources to meet the demands of the energy transition era, particularly by equipping students with competencies in electric vehicle technology. However, the existing instructional practices remain predominantly teacher-centered and are insufficiently aligned with current industry needs. This study aims to develop and examine the effectiveness of a problem-based learning model integrated with industry (PL+ind) in enhancing vocational students’ work readiness in the electric vehicle sector. A research and development (R&D) approach was employed, encompassing preliminary study, needs analysis, expert validation, limited and extended field trials, and evaluation stages. Data were collected using observation sheets, interviews, questionnaires, and competency tests. The participants consisted of 15 vocational high schools and 12 industry partners, involving 88 teachers, 12 vice principals for curriculum, 220 students, and 35 automotive industry practitioners. Descriptive statistical analysis of expert validation results indicated that the PL+ind model achieved a high feasibility level, with a mean score of 3.40 on a four-point scale. The implementation results demonstrated a statistically meaningful improvement in students’ work readiness, as reflected in competency test scores that increased from a mean of 2.45 in the limited trial to 3.33 in the extended trial, both categorized as high achievement levels. The findings suggest that the PL+ind model effectively strengthens industry engagement in vocational learning processes and ensures alignment between school-based instruction and the evolving demands of the electric vehicle industry, thereby enhancing graduates’ work readiness.
Copyright (c) 2026 Fanani Arief Ghozali, Bambang Sudarsono https://creativecommons.org/licenses/by-sa/4.0
The Development of Interactive Media Based on the Quizizz Application for Science Subject
This study aims to produce interactive media based on the Quizizz application that is valid, practical, and effective for fifth-grade science subjects at SD Negeri 7 Lahat. This study involved 15 fifth-grade students. The study uses the Hannafin and Peck development model consisting of three stages: needs analysis, design–development, and implementation–evaluation. Based on the results of the needs analysis, it shows that the limitations of learning media mean that teachers need media that can support the learning process. Meanwhile, students are less motivated and have difficulty understanding science lesson concepts when delivered using conventional methods. The results of validation by experts show that this media is very valid, with a score of 98% for material, 94% for media, and 84% for language. The practicality test was carried out through one-to-one and small group tests with a score of 96.22%. The effectiveness test results showed an increase in learning outcomes from an average pretest score of 53.67 to 88.00 in the posttest, with an N-Gain value of 0.78, which is considered high. Thus, the Quizizz app-based interactive media was declared feasible and effective for improving fifth-grade elementary school students' science learning outcomes.
Copyright (c) 2026 Heri Supriyadi, Yusuf Hartono, Riswan Jaenudin https://creativecommons.org/licenses/by-sa/4.0
Developing Bilingual Narrative Writing Materials Based on Local Wisdom “Antara Lepet dan Sura” to Enhance Students’ Writing Proficiency and Bilingualism
This study aims to develop bilingual narrative writing materials based on local wisdom through the short story Antara Lepet dan Sura to enhance students’ writing proficiency, bilingual competence, and cultural awareness. The research employed a Research and Development (R&D) approach using the Dick and Carey instructional design model, which includes systematic stages of analysis, design, development, evaluation, and revision. The study was conducted at SMK Pancasila 1 Kutoarjo, involving 20 eleventh-grade students, two English teachers, and one lecturer as expert validators. Data were collected through questionnaires, interviews, and documentation, and analyzed using both quantitative and qualitative methods. Quantitative analysis using Pearson Product-Moment correlation revealed that all instrument items were valid (r-count > 0.433), while reliability testing showed a high Cronbach’s Alpha coefficient (α = 0.905), indicating excellent internal consistency. Qualitative findings from expert validation and user responses indicated that the developed materials are pedagogically appropriate, culturally relevant, and effective in supporting bilingual narrative writing. The integration of Central Javanese local wisdom enhanced students’ motivation, creativity, and understanding of narrative structure, while also strengthening their cultural identity. The findings demonstrate that the developed materials are valid, reliable, and effective for classroom implementation. Therefore, the bilingual narrative writing module based on Antara Lepet dan Sura can be recommended as an innovative and contextually grounded instructional resource for vocational high school English learning, with strong potential for further development in digital and broader educational contexts.
Copyright (c) 2026 Tria Oktafia, Junaedi Setiyono, Titi Rokhayati https://creativecommons.org/licenses/by-sa/4.0
The Development of Professional Educators from a Qur’anic Perspective
the Qur’an by revealing the related terms, as well as analyzing the duties of these educators and examining them in relation to teacher competencies. The results of this study are expected to add new perspectives in implementing the duties of educators found in the Qur’an. This type of research is classified as library research, using a qualitative method based on descriptive documents and tending to use analysis with an educational approach, namely collecting Qur’anic verses concerning the duties of educators. The approach used in this study is the science of tafsīr. Meanwhile, the data collection technique uses documentation techniques from primary data sources in the form of Qur’anic verses, supplemented by secondary data sources in the form of books of tafsīr and other supporting books related to the object of the research. The collected research data are then analyzed using the content analysis method through several steps, including: verses concerning the duties of educators, verse analysis, and drawing conclusions on the meanings of the verses. The role and position of professional educators as Ulul Albab. The role and position of professional educators as Ulul Absar. The role and position of professional educators as Ulul Ilmi. The role and position of professional educators as Ulun Nuha. The role and position of professional educators as Ulama. The role and position of professional educators as Ahlu Dhikr. The role and position of professional educators as Al-Rasikhun fil `Ilmi. The role and position of professional educators as Mubashshir.
Copyright (c) 2026 Fauzi Ananda, Achyar Zein, Zulheddi Zulheddi https://creativecommons.org/licenses/by-sa/4.0
Music Composition Learning Using Digital Audio Workstations in Higher Education: A Scoping Review
This study aims to map research trends, pedagogical strategies, learning practices, outcomes, and challenges in music composition learning using Digital Audio Workstations (DAWs) in higher education. A scoping review approach was employed using the Population, Concept, and Context (PCC) framework and the PRISMA-ScR guidelines. Literature searches were conducted through Scopus, ERIC, DOAJ, Google Scholar, and supplementary manual searches for publications from 2015 to 2025. After the screening and eligibility process, 15 publications were included in the final analysis. The findings show that DAW-based composition learning in higher education is commonly implemented through practice-based, project/studio-based, self-directed, and hybrid learning models, including DAW-live coding practices. DAWs are positioned not only as production tools but also as creative learning environments that support ideation, exploration, revision, collaboration, and digital music production. Reported learning outcomes include increased learning independence, production competence, creative exploration, and awareness of the composition process. However, the review also identifies several challenges, particularly the limited use of systematic assessment indicators, uneven digital literacy, and institutional readiness related to facilities and learning resources. This study contributes to the literature by clarifying how DAWs function as pedagogical media in higher music education and by highlighting the need for more structured assessment rubrics and sustainable learning designs.
Copyright (c) 2026 Uci Rahmawati, Rita Milyartini, Juju Masunah https://creativecommons.org/licenses/by-sa/4.0
Technology-Integrated Catechism Curriculum: A Systematic Literature Review on Strengthening Youth Faith and Preventing Juvenile Delinquency
This study addresses the increasing problem of juvenile delinquency among Indonesian youth, including church adolescents, by examining the need for a more relevant and transformative catechism curriculum. The research employs a qualitative systematic literature review of peer-reviewed articles on catechesis, Christian religious education, youth faith formation, and juvenile delinquency. The inclusion criteria covered publications from 2021 to 2025 in English and Indonesian; however, all selected studies were published between 2023 and 2025 due to their stronger relevance and methodological suitability. The findings indicate that effective catechism curricula must adopt a holistic, contextual, and participatory approach integrating theological perspectives, adolescent developmental psychology, and character education. In addition, this study highlights that the integration of educational technology—such as digital media, e-learning platforms, and interactive applications—is a critical component in enhancing engagement, accessibility, and learning effectiveness among digital-native youth. The proposed curriculum framework emphasizes contextual theological content, student-centered learning strategies, experiential spiritual practices, and sustainable mentoring supported by collaboration among church, family, and educational institutions. This study contributes theoretically by integrating faith formation and educational technology within a unified framework and practically by offering a technology-integrated catechism curriculum model to strengthen youth faith and moral resilience in addressing juvenile delinquency.
Copyright (c) 2026 Rependi Sianturi, Darul Ilmi https://creativecommons.org/licenses/by-sa/4.0
Analysis of the Impact of Job Demands-Resources and Teachers’ Burnout Levels on the Quality of Deep Learning Instruction
This study examines the relationships between job demands, job resources, burnout, and the quality of deep learning instruction among kindergarten teachers in Jayapura, Papua. Grounded in the Job Demands–Resources (JD-R) model, the research aims to analyze how job characteristics are associated with teacher burnout and instructional quality in an early childhood education context. A quantitative explanatory approach with a cross-sectional survey design was employed. Data were collected from 150 teachers using validated questionnaires and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4.0. The results indicate that job demands are positively associated with burnout, while job resources are negatively associated with burnout and positively related to instructional quality. Burnout is negatively associated with the quality of deep learning instruction and partially mediates the relationships between job characteristics and instructional quality. The model explains 61% of the variance in burnout and 57% in instructional quality. These findings highlight the importance of strengthening job resources, such as autonomy, collegial support, and professional development, to sustain instructional quality and teacher well-being in resource-constrained educational settings.
Copyright (c) 2026 Yuni Misrahayu, Nyoman Dantes, Firmansyah Firmansyah https://creativecommons.org/licenses/by-sa/4.0
Transformation of High School or Vocational School Teacher Competencies in the Era of Society 5.0
The era of Society 5.0 requires education systems to integrate digital technology and artificial intelligence (AI), positioning teachers as key actors in adaptive and innovative learning. This study aims to describe the performance and competencies of senior high school and vocational school teachers in South Kalimantan Province. A descriptive quantitative design was employed involving 279 teachers and 2,280 students from 30 purposively selected schools representing diverse geographical areas. The main variables measured include teachers’ competence in (1) planning learning (formulating objectives, developing teaching materials, selecting methods and media), (2) implementing learning, (3) evaluating learning outcomes, and (4) utilizing ICT-based learning media. Data were collected using structured questionnaires, observations, and documentation, and analyzed through descriptive statistics (percentage, frequency distribution, mean, median, and mode). The findings show that teacher competence is generally in the “adequate” category. Specifically, 39.4% of teachers are categorized as adequate in formulating learning objectives, 38.4% in selecting learning methods and strategies, and 41.2% in aligning methods with students’ cognitive, affective, and psychomotor development. These results indicate that although teachers have met basic competency standards, their ability to integrate digital technology into pedagogy remains suboptimal. Therefore, systematic and continuous efforts such as applied ICT-based training, mentoring, and strategic collaboration with universities and industry are essential to strengthen teachers’ pedagogical and technological competencies in supporting sustainable educational transformation.
Copyright (c) 2026 Syahlan Mattiro, Mastur, Hamsi Mansur, Bunyamin Maftuh, Encep Syarief Nurdin https://creativecommons.org/licenses/by-sa/4.0
Autonomous Pronunciation Learning in Higher Education Via Heutagogical Strategies: Implementation, Challenges, and Solutions
heutagogical strategies. While many studies have explored heutagogy across disciplines, limited research has addressed its application in pronunciation learning. This study examines how heutagogical principles are implemented in pronunciation instruction, highlighting the importance of pronunciation in effective oral communication. This study adopts a qualitative case study design involving two pronunciation lecturers at a higher education institution. Data were collected through classroom observations and semi-structured interviews. The study addressed three questions: (1) How is heutagogy applied in pronunciation learning? (2) What challenges are encountered by lecturers? (3) What strategies are used to overcome these challenges? The findings reveal that lecturers promoted learner autonomy through self-directed tasks, flexible learning pathways, and the integration of digital tools. Pronunciation websites and mobile applications were widely used to support independent practice and provide immediate feedback. However, challenges included students’ limited self-regulation, unequal access to digital devices, and lecturers’ varying technological skills. To address these challenges, lecturers engaged in professional development activities such as webinars and discussions. Students were supported through device sharing and campus internet facilities. These findings suggest that heutagogy has strong potential for pronunciation learning, but requires adequate institutional support and digital readiness in practice. This study contributes to the development of learner-centered approaches by emphasizing the role of autonomy and technology in language learning contexts, particularly in higher education settings where digital resources and independent learning are increasingly essential for improving students’ pronunciation competence and overall communicative performance in diverse educational contexts worldwide.
Copyright (c) 2026 Yulianto Sabat, Abd. Syakur, Lailatul Musyarofa, Ika Rahmania https://creativecommons.org/licenses/by-sa/4.0
ADDIE-Based Google Sites Media Development: Feasibility and Effectiveness Test on Creativity, Innovation, and Entrepreneurship Learning in Vocational Schools
Entrepreneurship is still not utilized optimally, which has an impact on the low achievement of student learning outcomes. This research aims to develop google sites-based learning media on business opportunity materials and test its feasibility and effectiveness. The method used is Research and Development (R&D) with the ADDIE model, which was carried out at the State Vocational School 1 Kuala Mandor B, Kubu Raya Regency, with 23 students in grade XI. The research instruments included expert validation sheets and multiple-choice questions. Data analysis was carried out through the calculation of eligibility percentage, normality test, paired sample t-test, and N-Gain. The results showed that the media was in the very feasible category with an assessment percentage of 88.21% from media experts and 88.89% from material experts. There was a significant increase in learning outcomes (Sig. 0.000 < 0.05) with the average score increasing from 55.87 to 86.09. The N-Gain value of 0.7112 was in the high category, which indicates that the media is effective in improving student learning outcomes. Theoretically, this study supports the application of the ADDIE model in the development of google sites-based media. Practically, media can be used as an interactive learning alternative to improve the quality of learning in vocational education.
Copyright (c) 2026 Wina Mardani, Warneri, Eka Ariyati, Urai Salam, Halida https://creativecommons.org/licenses/by-sa/4.0