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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Correlation Analysis Between the Need for Interactive Ethnographic Bumper Videos and Elementary School Students’ Home Learning Activities
This study explores the relationship between the need to develop interactive ethnographic bumper videos and home learning processes related to cultural education at the elementary school level. The adopted method was descriptive quantitative, involving 330 students and 12 teachers from three elementary schools in South Sumatra Province. The data collection instruments encompassed six dimensions of needs (pedagogical, technical, cognitive, aesthetic, sociocultural, and evaluative) along with 20 indicators of home learning activities. Data were gathered through surveys, observations, and interviews, and subsequently analyzed using percentage techniques and Spearman correlation analysis. The findings indicate that all dimensions fall within the high to very high category, with a significant correlation between school media needs and home learning activities (rs = 0.70-0.75; p<0.05). The aesthetic (88.1%) and cognitive (86.7%) aspects were identified as top priorities in media development. These results emphasize that interactive ethnographic media play a vital role in integrating formal and nonformal learning experiences and supporting the implementation of collaborative learning that is relevant to local culture. Practically, the findings serve as a foundation for developing digital learning designs grounded in cultural values; theoretically, they reinforce the Cognitive Theory of Multimedia Learning within the field of elementary cultural education.
Copyright (c) 2026 Deden Nur Fatahillah, Aswasulasikin, Makmum Raharjo https://creativecommons.org/licenses/by-sa/4.0
Integration of Traditional Games in Educational Technology-Based Physical Education Learning to Improve the Physical Fitness of Female Students
This study aims to analyze the effectiveness of integrating traditional games into physical education learning based on educational technology to improve the physical fitness of female students. The study used a quantitative approach with a quasi-experimental method and a 2 × 2 factorial design involving 168 female students of PPMI Assalaam Surakarta aged 13–18 years. The sample was selected using a proportionate stratified random sampling technique and divided into treatment and control groups. The treatment group participated in physical education learning that integrated traditional games, while the control group received conventional learning. The research instrument used the Nusantara Student Fitness Test (TKPN) which includes measurements of body mass index, flexibility, muscle strength and endurance, and cardiorespiratory endurance. Data were analyzed descriptively and inferentially using the Wilcoxon Signed Rank Test and the Mann–Whitney U Test. The results showed that the treatment group experienced a higher increase in physical fitness than the control group with a gain score of 0.389 and 0.170. This increase was significant in both age groups, namely 13–15 years and 16–18 years (p < 0.05). These findings demonstrate that integrating traditional games into educational technology-based learning designs can create active, contextual, and meaningful learning experiences, making them more effective in improving the physical fitness of female students than conventional learning. This research confirms that utilizing local culture-based learning resources is an educational technology innovation that can support improvements in the quality of physical education learning.
Copyright (c) 2026 Wahyu Widiastuti, Sapta Kunta Purnama, Slamet Riyadi https://creativecommons.org/licenses/by-sa/4.0
Media Loose Parts to Improve The Operability of Children Aged 5-6 Years
This study aims to improve the ability of number operations in group B children in the Parakanlima Play Group through the implementation of loose parts media. Number operation capabilities are fundamental mathematical concepts that include addition, subtraction, many-bit concepts, and the ability to connect concepts with number symbols. The research used the Kemmis and Taggart model Class Action Research (PTK) which was carried out in 2 cycles with 4 actions per cycle each. The subjects of the study were 20 children of group B aged 5-6 years consisting of 11 boys and 9 girls. Data collection techniques use observation, interviews, and documentation, with data analysis carried out qualitatively and quantitatively. The loose parts used include natural materials (pebbles, tree branches, leaves, flowers) and used items (bottle caps, shells, ice cream sticks, straws). The results showed a significant increase in the operating ability of children from pre-cycle by 44.68%, increased to 66.25% in cycle I, and reached 84.68% in cycle II, with a total increase of 40%. Improvement occurs in all aspects of number operations: addition (50% to 70%), many-bit concepts (45% to 65%), subtraction (40% to 60%), and associating concepts with number symbols (55% to 75%). Research proves that the implementation of loose parts media can effectively improve children's number operation skills through concrete, meaningful, and fun learning, so that the abstract concept of number operations becomes easy for children to understand. Media loose parts provide a hands-on experience that facilitates multi-sensory stimulation and encourages active learning.
Copyright (c) 2026 Eneng Sri Susilawati, Siti Bariyah, Suci Aprilyati Ruiyat, Uswatun Khsanah https://creativecommons.org/licenses/by-sa/4.0
Instructional Leadership and Data-Driven Inclusive Learning: A Bibliometric–Systematic Literature Review
and inclusive learning in nature-based elementary schools remains limited, particularly in terms of empirical evidence and contextual application. This study aims to synthesize existing literature and identify research trends and gaps related to principals’ instructional leadership in supporting data-driven inclusive learning. This study employed a bibliometric–systematic literature review design. Data were retrieved from the Crossref database using the SEforRA search engine, yielding 9,967 initial records. Through systematic screening stages (identification, screening, eligibility, and inclusion) based on predefined criteria, 397 articles were identified as relevant, and 36 articles were included in the final analysis. The study applied bibliometric mapping (publication trends, citation, and co-word analysis) and thematic synthesis. As a literature-based study, statistical measures such as mean differences, p-values, and effect sizes were not applicable. The results indicate that instructional leadership is consistently associated with collaborative practices, systematic data use, and technology integration in inclusive learning environments. Evidence suggests that data-informed practices support improved academic decision-making, learning personalization, and student outcomes. However, persistent challenges—including limited resources, insufficient professional development, and resistance to change—remain significant barriers. Bibliometric findings also show increasing research trends, although studies focusing on nature-based elementary schools remain scarce . In conclusion, instructional leadership is an important factor in advancing data-driven inclusive learning; however, further empirical and context-specific research is needed to examine its effectiveness and long-term impact.
Copyright (c) 2026 Fadhillah, Andi Kristanto, Amrozi Khamidi https://creativecommons.org/licenses/by-sa/4.0
Development and Feasibility of an LMS-Supported Collaborative Project-Based Learning Model for Classroom Action Research
This study aims to develop a collaborative project-based learning model supported by a Learning Management System (LMS) to enhance students' scientific reasoning skills in the Classroom Action Research (CAR) course within the Pre-service Teacher Professional Education Program (PPG Prajabatan) at Universitas Negeri Malang. Employing the ADDIE development model, the research indicate that instructional model was validated by experts and considered feasible for implementation in the Teaching of Classroom Action Research course. The validation process confirmed the model’s relevance, feasibility, effectiveness and sustainability. Expert validation yielded a feasibility score of 90% and the results from the lecturers likewise indicate a high level of feasibility; Respondent 1 obtained a total of 82.5%, which is categorized as highly feasible, while Respondent 2 obtained a total of 77.5%, which is categorized as feasible. indicating that the model is highly suitable for implementation. This article provides a detailed discussion of the model's design, implementation outcomes, challenges encountered, and recommendations for further development.
Copyright (c) 2026 Herlina Ike Oktaviani, Zihan Novita Sari, Yuniawatika, Citra Kurniawan, Mochammad Hilman Amirudin Nahri, Paundra Wangsa Fajar Kusuma https://creativecommons.org/licenses/by-sa/4.0
Raudhatul Athfal Teachers’ Preferences for Digital Presentation Media to Optimize Classroom Learning
Raudhatul Athfal (RA) institutions in Jambi Province face a critical infrastructure paradox in implementing the digital transformation mandated by the Merdeka Curriculum: while 100% of schools provide teachers with computers/laptops and reliable internet, only 50% are equipped with projectors or LCDs, a 50-percentage-point gap that constrains the delivery of digital presentations. This study aimed to (1) characterize the accessibility of digital resources and usage patterns of PowerPoint and Canva, (2) examine teachers’ perceptions of the features, usability, and impact of both media, and (3) determine training needs and facility-acquisition recommendations. Twenty RA teachers from three districts/cities in Jambi Province (Tanjung Jabung Barat, Kota Jambi, and Muaro Jambi) were purposively sampled for this descriptive quantitative study; data were gathered through a validated 16-item Google Forms questionnaire and analyzed using descriptive statistics, response categorization, and thematic coding. Teachers viewed digital media as improving teaching quality (100%) and student engagement (95%), with Canva preferred over PowerPoint by 90% of respondents for its user-friendliness and Islamic-appropriate templates. Only 60% received institutional technical support despite universal (100%) demand for government-funded training, indicating that multi-level intervention is required to close Jambi’s RA infrastructure and digital-competency gap.
Copyright (c) 2026 Ardhina Asri, Husin, Huda, Yusria https://creativecommons.org/licenses/by-sa/4.0
Learning Management System–Supported Project-Based Learning and Its Effect on Students' Critical Thinking Disposition
technology-mediated instructional design in higher education, enabling flexible learning environments that integrate student-centered pedagogical approaches. Project-Based Learning (PjBL), when supported by LMS platforms, has the potential to enhance higher-order thinking; however, empirical evidence regarding its effectiveness in developing students’ critical thinking disposition remains limited. This study aims to examine the effect of LMS-supported Project-Based Learning on students’ critical thinking disposition within a flexible learning environment. A quasi-experimental method with a one-group pretest–posttest design was employed involving 93 undergraduate students enrolled in three core courses in the Electronic Engineering Education Study Program at Universitas Negeri Jakarta during the 2024/2025 academic year. Critical thinking disposition was measured using a validated instrument covering seven dispositional dimensions. Data were analyzed using paired sample t-test and N-Gain index. The results indicate a statistically significant improvement in overall critical thinking disposition scores (t = 4.57; p < 0.05); however, the N-Gain value (0.09) suggests low practical effectiveness. Improvements were more prominent in procedural dimensions such as analyticity and systematicity, while epistemic dimensions showed limited development. These findings highlight that LMS-supported Project-Based Learning contributes to procedural aspects of critical thinking disposition but requires complementary instructional design strategies emphasizing reflective dialogue, argumentation, and epistemic engagement to achieve deeper dispositional development. This study contributes to educational technology research by demonstrating the importance of aligning technological tools with pedagogical design to maximize the effectiveness of LMS-supported learning environments.
Copyright (c) 2026 Wisnu Djatmiko, Arum Setyowati, Sri Wahyuni https://creativecommons.org/licenses/by-sa/4.0
Utilization of the Real Angklung Application in Cultural Arts Education to Improve High School Student Angklung Playing Skills
The low level of student skills in playing the angklung in the Cultural Arts subject shows that the traditional music practice learning process is not yet fully optimal. This condition is reflected in the learning achievement that is still below the set criteria, as well as the low level of active student involvement in practice activities. This problem requires learning innovations that can facilitate independent practice, collaboration, and systematic mentoring. This study aims to analyze the effectiveness of using the Real Angklung application in improving high school student' angklung playing skills. The method used is Classroom Action Research (CAR) conducted in two cycles, including the planning, implementation, observation, and reflection stages. There were 34 student participating in this study. Data were obtained through observation and practical tests, then analyzed quantitatively and descriptively using the percentage of learning completeness. The results showed an increase in mastery from 55.88% in the pre-cycle to 67.65% in Cycle I and further increased to 88.24% in Cycle II. Thus, the use of the Real Angklung application proved to be effective in improving student' angklung playing skills gradually and continuously.
Copyright (c) 2026 Lia Febria Kurnianingsih , Tri Karyono, Ayo Sunaryo https://creativecommons.org/licenses/by-sa/4.0
Effectiveness of Interactive Gamification-Based Learning Media: A Development Study Using DDR and the MDA Framework
The problem of monotonous and conventional teaching methods in English classes, particularly in teaching Parts of Speech, remains a persistent issue that often leads to low student motivation and poor cognitive achievement. Therefore, the research question guiding this study is: how effective is the interactive gamification-based learning media for Parts of Speech, developed using the DDR–MDA framework, in improving junior high school students’ cognitive learning outcomes. Accordingly, this study aims to design and develop an interactive gamification-based learning medium for junior high school students as an innovative solution. The method used is Design and Development Research (DDR), integrated with the MDA (Mechanics, Dynamics, Aesthetics) framework. The development stages include needs analysis through literature review and field study, lesson plan (RPP), material, and storyboard design, prototyping with expert validation, implementation using a pretest–posttest control group experimental design, and evaluation with descriptive and inferential analysis. The research subjects were 60 ninth-grade students of SMP Negeri 2 Bojongsoang, divided into experimental and control groups. Research instruments included validation sheets (LORI), pretest–posttest questions, and student response questionnaires based on TAM. Data analysis was conducted using descriptive statistics (mean, median, SD), assumption tests (Shapiro-Wilk and Levene’s Test), paired t-test and independent t-test, effect size calculation (Cohen’s d), and N-Gain accompanied by qualitative interpretation. The results showed that expert validation rated the medium as “very good.” The experimental group achieved a significantly higher posttest average score compared to the control group (t = 3.545; p < 0.001). The effect size was categorized as large, and the N-Gain indicated moderate improvement. Student responses through TAM were also very positive (classified as “very good”). These findings confirm that gamification is effective in improving learning outcomes, motivation, and technology acceptance in English language learning.
Copyright (c) 2026 Kania Athallah Yuhen, Maria Seraphina Astriani https://creativecommons.org/licenses/by-sa/4.0
The Influence of Critical Thinking and Student Engagement on Learning Outcomes in Gamification-Based Vocational Education
Vocational learning often faces challenges in fostering active student participation, particularly in practicum-based courses where more than 60% of students tend to be passively engaged during instructional activities, resulting in suboptimal learning outcomes. Therefore, an instructional approach that promotes active involvement is critically needed. This study aims to examine the role of critical thinking and student engagement in predicting learning outcomes within gamified vocational education, where gamification is positioned as a pedagogical approach rather than a statistical variable. This study employed a quantitative approach with an associative research design. The participants consisted of 22 students enrolled in a network programming practicum course, selected using a total sampling technique. Data were collected through Likert-scale questionnaires that met validity and reliability criteria (Cronbach’s Alpha ≥ 0.60). Data analysis was conducted using multiple linear regression with the assistance of SPSS software. The results indicate that critical thinking and engagement simultaneously have a significant effect on learning outcomes (p < 0.05), with a coefficient of determination (R² = 0.909), indicating a strong predictive model. Partially, engagement has a positive and significant effect on learning outcomes (p < 0.05), while critical thinking does not show a significant direct effect (p > 0.05), although it demonstrates a positive relationship. These findings suggest that the effectiveness of gamified vocational learning is more strongly influenced by student engagement as an active learning mechanism, rather than critical thinking as an independent factor.
Copyright (c) 2026 Baiaturridwan, Dedy Irfan, Resmi Darni, Muhammad Giatman https://creativecommons.org/licenses/by-sa/4.0
Digital Transformation of Arts Learning for Early Childhood: The Effect of E-Module on Learning Achievement of Early Childhood Education Undergraduate Students
learning achievement of Early Childhood Education (ECE) undergraduate students in an arts learning course. The research background is rooted in the low digital transformation of arts learning in Indonesian higher education, with 81% of lecturers still relying on conventional teaching materials and student mean scores remaining at 63.8 out of 100. Employing a quantitative approach with a quasi-experimental Pretest-Posttest Control Group Design, this study involved 64 fourth-semester ECE students divided into an experimental group (n=32) using e-modules and a control group (n=32) using printed modules. Data was collected through validated learning outcome tests, student response questionnaires, and observation sheets. The e-module was assessed as highly feasible by content experts (91.6%) and media experts (90.4%). The independent-samples t-test revealed a significant difference in posttest scores: experimental group (M=84.22, SD=7.93) versus control group (M=70.47, SD=9.18), t (62) = 6.74, p<0.001, with Cohen's d=1.67 indicating a very large effect size. These findings confirm that e-module-based digital transformation significantly enhances ECE students' arts learning achievement and supports the advancement of 21st-century pedagogical practice in higher education.
Copyright (c) 2026 Suci Aprilyati Ruiyat, Uswatun Khasanah, Eneng Sri Susilawati, Otto Fajarianto https://creativecommons.org/licenses/by-sa/4.0
The Application of School-Based Management in Developing Teacher Professionalism
This study aims to conduct an in-depth analysis of the implementation of School-Based Management (SBM) in developing teacher professionalism at State Senior High School 1 Medan and State Model Senior High School 2 Medan. This study employs a qualitative approach with a multisite design, where data collection was conducted through in-depth interviews, participatory observation, and document analysis, involving school principals, vice principals, teachers, school committees, and school supervisors. The results indicate that the implementation of MBS at both schools has significantly contributed to enhancing teacher professionalism, though with distinct implementation characteristics. At MAN 1 Medan, MBS was implemented with an emphasis on program implementation, work discipline, and compliance with learning administration standards. Planning and evaluation were conducted periodically, but tended to remain administrative in nature, short-term in orientation, and not yet fully integrated with teachers’ continuous professional development. In contrast, MAN 2 Model Medan demonstrates a more systematic, participatory, and quality-culture-based implementation of MBS. Program planning is based on needs analysis and teacher performance data; implementation is focused on strengthening the professional learning community; and evaluation is utilized as an organizational learning tool that fosters collective reflection and innovation in teaching practices. This study offers new findings that the effectiveness of MBS in the madrasah context is determined not only by school management autonomy but also by the internalization of Islamic values and the development of a reflective culture among teachers as part of the madrasah’s internal quality assurance system.
Copyright (c) 2026 Faujiah Ramud, Amiruddin Siahaan, Salminawati https://creativecommons.org/licenses/by-sa/4.0
Teachers' and Students' Needs for Mathematical Literacy-Based Comics
This study aims to analyze the need for developing mathematical comics as a visual learning medium to improve fifth-grade students' mathematical literacy skills on fraction operations. The study used a Research and Development (R&D) approach with a (4-D) model, focused on the define stage. The research subjects consisted of 8 homeroom teachers and 1 principal, as well as 29 students at Rajawali Elementary School, Tanah Bumbu Regency. Data were collected through questionnaires and interviews, then analyzed descriptively quantitatively and qualitatively. The results of the analysis indicate that learning is still dominated by textbooks, so students have difficulty understanding and interpreting story problems. Teachers and students showed high support for print-based visual media that can be accessed offline. All students expressed a need and interest in mathematical comics to improve mathematical literacy. These findings emphasize the urgency of developing contextual and adaptive print-based mathematical comics to strengthen elementary school students' mathematical literacy skills.
Copyright (c) 2026 Audiyah Shinta Bella, Tri Candra Wulandari, Isbadar Nursit, Budi Hartono https://creativecommons.org/licenses/by-sa/4.0
Digitally-Enhanced Communication Competencies: Preparing the Next Generation of Healthcare Professionals: A Systematic Review
The adoption of digital technologies such as telehealth in health education requires the development of digital communication competencies among future healthcare professionals. Although health students generally demonstrate positive attitudes toward digital health, their readiness and practical communication skills remain limited. This systematic review aimed to identify the role of digital interventions in improving communication competencies (knowledge, skills, and attitudes) and to describe the characteristics of their implementation. A systematic search was conducted in five databases (PubMed, EBSCOhost, ScienceDirect, Scopus, and Sage Journals) for primary studies published between October 2020 and October 2025 following the PRISMA 2020 guidelines. Twelve studies met the inclusion criteria, with most conducted in the United States (41.7%) and Germany (25.0%), and the majority using quantitative designs (58.3%). Digital interventions—including telehealth modules, telemedicine simulations, telenursing training, virtual OSCEs, and video-based learning—consistently improved communication competencies. Knowledge scores increased significantly, with post-test scores reaching 57.1% in digital module interventions and telenursing knowledge scores increasing from 6.84 to 8.42 (Cohen’s d = 0.76). Communication skills also improved, with 100% of participants applying the Ask–Tell–Ask strategy after training and 98% recommending telemedicine simulation courses. Attitude outcomes showed increased confidence and readiness, with preparedness for telehealth rising from 37% to 78% and telenursing training demonstrating a large effect size (Cohen’s d = 1.04). However, ethical competencies, particularly informed consent, patient privacy, and virtual physical examination, remained relatively weak across studies. These findings suggest that digital interventions are effective in strengthening communication competencies among health students, but sustainable competency development requires structured integration of telehealth curricula with simulation-based learning, supervised practice, and explicit training in ethical and patient-centered communication.
Copyright (c) 2026 Anis Novitasari, Ari Indra Susanti, Dewi Marhaeni Diah Herawati, Nita Arisanti , Hadi Susiarno , Vita Murniati Tarawan https://creativecommons.org/licenses/by-sa/4.0
AI-Assisted Case Method Learning for Scientific Writing: A Design and Development Study
work, yet writing instruction remains largely lecture-driven and disconnected from students’ digital tools. This study designed, validated, and tested instructional products for an undergraduate Scientific Writing course that integrate the case method with Perplexity.ai, an AI answer engine providing source-linked responses. Combining an adapted Recursive Reflective Design and Development (R2D2) model with the Research-Development-Research (RDR) cycle, the study produced lesson plans, thirteen teaching-material units, a four-stage case-method syntax with explicit operational and ethical rules for AI use, and authentic assessment instruments, including a 22-indicator writing rubric (0–100 scale). Three practitioners and three experts judged all five products valid (M = 3.40 on a 4-point scale), and their feedback guided revisions through small-group and large-group trials and a semester-long implementation at Universitas Negeri Padang. Both the model class (n = 21; M = 65.24 to 83.33) and a conventionally taught class (n = 18; M = 62.22 to 72.78) improved significantly (Wilcoxon p ≤ .001). With classes equivalent at pre-test, analysis of covariance confirmed the model class’s advantage, F(1, 36) = 14.19, p = .001, partial η² = .28, adjusted difference 8.86 points, corroborated non-parametrically (p = .005). Students reported high knowledge gains (90.5%) and positive attitudes (81.0%). The findings establish the products’ validity and implementability, provide non-randomised evidence that the model outperformed conventional teaching, and show how responsible AI use can become an explicit object of writing instruction.
Copyright (c) 2026 Nurul Inayah Hutasuhut, Reska Mayefis, Fitri Yasih https://creativecommons.org/licenses/by-sa/4.0
Cognitive Task Analysis Against the Low Implementation of Data-Based Instructional Design in Kindergarten Teachers' Differentiated Learning Practices
The main objective of this study is to analyze the cognitive barriers that underlie the limited transformation of assessment data into proactive instructional design in the practice of Differentiated Instruction (DI) among Kindergarten teachers. The method used is descriptive qualitative with a Cognitive Task Analysis (CTA) approach to uncover expert decision-making processes that are often implicit. The research subjects involved 31 expert teachers from 31 districts/cities in Indonesia, with data collected through STAR essays, practice video recordings, and structured interviews. The analysis was carried out using the parameters of the DI 4:9:2 skill formula, which included the preparation, implementation, and evaluation phases. The results of the study revealed a significant phenomenon of "practice fragmentation"; Although 42% of kindergarten teachers routinely conduct pre-assessments, only 3% use them to determine learning objectives and materials. Teachers showed high dominance in reactive differentiation through the provision of additional support (90.32%) but very low dominance in proactive adaptation of instruction (26%). These findings suggest a cognitive barrier in "data translation" skills in the preparatory phase, where assessment is often only an administrative formality, rather than a pedagogical foundation. The main recommendation of this study is to reorient the teacher professional development program from merely a data-collection tool to one that strengthens skills in assessment-based instructional design. In addition, strengthening Learning Communities is highly recommended to facilitate the sharing of cognitive strategies and "rules of thumb" to bridge the gap between assessment data and adaptive learning planning.
Copyright (c) 2026 Ratna Juwita, Fatma Sukmawati, Eka Budhi Santosa, Budi Tri Cahyono, Relly Prihatin, Jovita Ridhani https://creativecommons.org/licenses/by-sa/4.0
Improving Critical Thinking Skills in Digital Electronics Education Through Simulation-Based Learning Media, Taking into Account the Basic ICT Skills of Vocational High School Students
This study aims to analyze the effect of using simulation-based learning media on students’ critical thinking skills in digital electronics learning, with basic information and communication technology (ICT) skills as a moderator variable. This study employs a quantitative approach using a quasi-experimental nonequivalent control group design. The research subjects were 11th-grade students in the Industrial Electronics Vocational Program at SMK Negeri 2 Kupang, comprising an experimental group and a control group. Data analysis was conducted using a Two-Way Analysis of Variance (ANOVA). The results indicated a significant difference in critical thinking skills between students who participated in simulation-based learning and those who participated in conventional learning (p < 0.05). However, basic ICT proficiency did not show a significant effect on students’ critical thinking skills. Furthermore, no interaction was found between learning strategies and basic ICT proficiency regarding critical thinking skills. These findings indicate that the use of simulation-based learning media can be an effective strategy for enhancing students’ critical thinking skills in digital electronics courses at vocational high schools, regardless of their basic ICT proficiency.
Copyright (c) 2026 Nixson Jeheskial Meok, Ichsan Fahmi, Godlief Erwin Samuel Mige, Frans F. G. Ray https://creativecommons.org/licenses/by-sa/4.0
Developing of Monitoring and Evaluation Instruments for Assisting Target Schools
This Research and Development (R&D) research aims to produce valid, reliable, and practical monitoring and evaluation instruments for mentoring of target schools by school supervisors in Jember Regency. The development procedure adapts the 10-step Borg & Gall model, including needs analysis, grid planning, development of an initial draft containing 36 items, expert validity tests, to a series of field trials, namely limited, main, and operational. The research data was collected through interviews, documentation studies, and user response questionnaires, which were then analyzed using Aiken's V coefficient, interrater reliability, and descriptive percentages. The results of the study show that the monitoring and evaluation instruments for assisted schools in Jember Regency are effectively used because they are able to improve the quality of monitoring implementation, simplify the evaluation process, clarify the follow-up of coaching, and support the improvement of the quality of supervision of target schools. It can be concluded that the monitoring and evaluation instrument of development results is empirically feasible and effective in minimizing subjectivity bias, thereby making a significant contribution to transforming the conventional supervision supervision system into a data-based one for the sake of ensuring sustainable quality of education.
Copyright (c) 2026 Christina Enny Chrisnan, Eges Triwahyuni, Gandung Wirawan https://creativecommons.org/licenses/by-sa/4.0
Bridging the Theory-Practice Gap: Exploring Instructors’ Perceptions of Multimodal Hypercontent E-Modules for Firearms Training in Military Schools
This study aimed to analyze instructors’ perceptions of the use of Multimodal Hypercontent E-Modules in teaching firearms knowledge and shooting skills at military schools. The study employed a quantitative approach with a descriptive survey design. The participants consisted of five firearms knowledge and shooting skills instructors at the Indonesian Air Force Officer Formation School (Setukpa TNI AU), who were selected using total sampling. Data were collected through a structured questionnaire developed based on the Technology Acceptance Model (TAM), consisting of the dimensions of perceived usefulness, perceived ease of use, and perceptions of multimodal-hypercontent features. The data were analyzed using descriptive statistics, including mean scores, standard deviations, and percentages. The results showed that instructors had a very high perception of the use of Multimodal Hypercontent E-Modules, with an overall mean score of 3.60 (90.00%). The multimodal-hypercontent dimension obtained the highest score (M = 3.75), followed by perceived usefulness (M = 3.55) and perceived ease of use (M = 3.50). These findings indicated that instructors perceived E-modules as useful, easy to use, and potentially supportive of procedural skills learning through the integration of various information representations. The multimodal and hypercontent features were perceived as capable of connecting theoretical materials with procedural visualizations that approximated real-world practice conditions. Overall, Multimodal Hypercontent E-Modules were perceived as having the potential to support digital learning innovations in military education contexts, particularly for high-risk procedural skills training.
Copyright (c) 2026 Ardiyan Eko Saputro, Akhmad Arif Musadad, Triana Rejekiningsih https://creativecommons.org/licenses/by-sa/4.0
Development of Digital Learning Resources for Educational Technology-Based Disaster Mitigation Blogs through Mount Merapi Alms Rituals
This study aims to develop a Digital Learning Resource Blog for Disaster Mitigation Based on Educational Technology through the Sedekah Gunung Merapi Ritual as a learning medium that integrates educational technology with local wisdom. The background of this study is the limited contextual disaster mitigation learning resources that are able to connect disaster knowledge with local culture. The study uses the Research and Development (R&D) method with the ADDIE model which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The product developed is an educational blog that contains disaster mitigation materials, documentation of the Sedekah Gunung Merapi ritual, learning videos, infographics, and interactive activities to improve students' understanding of disaster preparedness. Product validation was carried out by material experts, educational technology experts, and local cultural experts using a Likert scale instrument. The results showed that the product obtained a feasibility percentage of 93.00% from material experts, 94.40% from educational technology experts, and 96.00% from local cultural experts, with an overall average of 94.47% which is included in the very feasible category. These results indicate that the developed blog meets the content, media, and cultural requirements and is suitable for use as a learning resource for disaster mitigation. This research contributes to the development of local wisdom-based educational technology to improve disaster literacy while preserving the culture of the communities on the slopes of Mount Merapi.
Copyright (c) 2026 Mukhlis Mustofa, Dewi Liesnoor Setyowati, Juhadi, Suwito Eko Pramono https://creativecommons.org/licenses/by-sa/4.0
Development of a ChatGPT Integration Framework in the Informatics Curriculum to Support AI-Augmented Learning in Secondary Education
This study aims to develop a conceptual framework for integrating ChatGPT into the informatics curriculum to support AI-augmented learning in secondary education. Although ChatGPT offers significant potential, its use in classrooms is often unstructured and not fully aligned with curriculum goals. This study adopts a conceptual research approach based on a systematic review of literature published between 2019 and 2025. Relevant sources, including journal articles and conference proceedings, were analyzed using content analysis to identify key themes and patterns. These findings were then synthesized to construct a coherent framework grounded in both technological and pedagogical perspectives. The results show that the proposed framework consists of five interconnected components: input, process, AI role, learning strategies, and output. Within this framework, ChatGPT serves as a tutor, assistant, and evaluator, supporting more interactive and student-centered learning experiences. The integration of ChatGPT also contributes to the development of higher-order thinking skills, computational thinking, and learner autonomy. Overall, this study offers a practical and structured guideline for educators to integrate ChatGPT into informatics learning while maintaining alignment with educational objectives and pedagogical principles.
Copyright (c) 2026 Jereld Agra Yodha Eriano, Rusijono https://creativecommons.org/licenses/by-sa/4.0
Islamic Religious Education in Addressing Radicalism and Liberalism Through Moderate Islamic
Islamic Religious Education (Pendidikan Agama Islam/PAI) has an important role in addressing contemporary ideological challenges, particularly radicalism and liberalism among students in the digital era. The increasing exposure of young people to exclusive religious narratives, social media content, and transnational ideological influences has created challenges for educational institutions in developing moderate and contextual religious understanding. This study aims to analyze the role of Islamic Religious Education in addressing radicalism and liberalism through the development of moderate Islamic attitudes among students. The study employed a qualitative approach using a library research method. Data were collected from books, scientific journal articles, government reports, and relevant literature related to radicalism, liberalism, religious moderation, and Islamic education. The data were analyzed using content analysis techniques to identify key themes and relationships among concepts discussed in the study. The findings indicate that radicalism and excessive liberalism represent two extreme tendencies in religious understanding that may influence students’ perspectives and social attitudes. Islamic Religious Education may contribute to preventing ideological extremism when implemented through contextual, dialogical, and humanistic learning approaches emphasizing tolerance (tasamuh), balance (tawazun), justice (i’tidal), and moderation (tawasuth). The study also highlights the importance of teacher competence, digital literacy, curriculum strengthening, and collaboration among schools, families, and communities in supporting moderate religious understanding among students. Therefore, strengthening inclusive and moderation-oriented Islamic Religious Education remains important in developing students who are religiously committed, tolerant, and socially responsible within multicultural societies.
Copyright (c) 2026 Muhammad Syauqillah, Achmad Sauri, Ahmad Faujih, Fathurrahman, Sahiruddin, Dede Rosyada https://creativecommons.org/licenses/by-sa/4.0
Implementation of Deep Learning: An Effort to Strengthen the Character Quality of Elementary School Students
This study aims to analyze the implementation of deep learning, its supporting factors, as well as obstacles and solutions. This type of research is descriptive qualitative; the research location is Muhammadiyah 1 Elementary School in Tegal City; data sources include informants, activities, documents. The research results in three points: the implementation of deep learning, its supporting factors, as well as obstacles and their solutions. First point, the implementation of deep learning at Muhammadiyah 1 Elementary School was effective in strengthening character quality. The learning is meaningful, reflective, and value-based. In addition to being academically intelligent, students’ characters meet Islamic values and national education goals. Second, several factors support the effectiveness of deep learning. Two of these are strong school vision and leadership, i.e., the principal's commitment as an agent of change who inspires the entire school community. The next factor is the character curriculum development team. Two other factors are teacher quality and competence, i.e., understanding of deep learning concepts, pedagogical skills, role models, and ongoing professional training and development. Other factors include integrated curriculum design, a conducive school environment and culture, active parent and community involvement, authentic and ongoing assessment, and the use of technology. Third, the following are obstacles and their solutions. For the constraint of limited teacher understanding and competence, the solution is regular practice. The solution to teachers' time constraints and administrative tasks is to reduce and simplify non-essential administrative tasks. So, teachers can focus on learning. The lack of parental support and involvement can be overcome by holding seminars, workshops, or regular meetings with parents. Limited facilities and infrastructure can be overcome by maximizing the use of existing facilities or recycling them for projects.
Copyright (c) 2026 Tri Astuti, Kurotul Aeni, Noening Andrijati, Purwo Susongko, Yuli Witanto, Arif Widagdo https://creativecommons.org/licenses/by-sa/4.0
Developing of Digital Storytelling Learning Media to Improve Early Childhood Creativity
Facts on the ground show that based on initial observations in Kindergarten, it was identified that most children still experience obstacles in expressing original ideas, developing imagination, and divergent thinking during conventional storytelling activities. The development of digital technology has brought significant changes in the world of education, including in early childhood learning. However, the use of digital technology in early childhood education is often undirected and does not consider children's developmental needs, so that children's creativity levels have not developed optimally. This study aims to develop digital storytelling learning media that can enhance early childhood creativity as measured by 6 Torrance aspects (fluency, flexibility, originality, elaboration, imagination, and curiosity). The research method uses Research and Development (R&D) with the ADDIE model which includes needs analysis, prototype design, product development, implementation, and evaluation. The targeted output is the creation of interactive digital storytelling media that is proven to be effective in enhancing early childhood creativity based on observations of creative behavior. The conclusions of the study are expected to serve as a reference for educators in utilizing digital technology to support more effective and enjoyable learning.
Copyright (c) 2026 Safrida Umami, Eges Triwahyuni, Gandung Wirawan https://creativecommons.org/licenses/by-sa/4.0
The Effect of Game-Based Learning on Financial Literacy and Critical Thinking Skills in Developing Economic Strategies in Junior High School
he importance of financial literacy has become a competency for adolescents as access to online shopping services, digital finance, and e-wallets is growing rapidly. This low literacy often leads to excessive consumptive behavior, failures in future planning, and vulnerability to increasingly sophisticated financial fraud schemes. The purpose of the research is to test the effectiveness of game-based learning on students' financial literacy and critical thinking. In this study, it was designed as an experimental study that aims to explore the effectiveness of the application of game-based learning on students' financial literacy and critical thinking. This is evidenced by the results of the t-test showing a significant difference in the mean posttest score between the experimental class and the control class on both bound variables (p < 0.05). Furthermore, the effect size test using Cohen's coefficient d yielded a value of 0.977 for the financial literacy variable and 0.955 for the critical thinking variable, where both achievements were included in the strong effect criterion (large effect). The analysis results indicate that game-based learning influences students' financial literacy and critical thinking, as it enhances conceptual understanding, fosters risk-free financial decision-making skills, and provides an enjoyable learning experience. Thus, this data analysis provides valid and convincing scientific evidence that the implementation of game-based learning can improve financial literacy and critical thinking.
Copyright (c) 2026 Nanik Rustiana, Evi Hanizar, I Wayan Wesa Atmaja https://creativecommons.org/licenses/by-sa/4.0
Conceptual Framework for Digital Transformation of Islamic Religious Education: Integrating Technology Acceptance Model, Digital Competence, and Pedagogy
learning strategies, particularly in Islamic Religious Education (PAI). This paper aims to comprehensively examine the theoretical basis for developing a digital technology-based PAI teacher learning strategy model to improve the effectiveness and quality of learning. The discussion focuses on three main theoretical pillars: the Technology Acceptance Model (TAM) to analyze the perceived ease and usefulness of technology, the theory of teacher digital competence as a foundation for educator professionalism, and the theory of Digital Pedagogy relevant to the characteristics of students as a digital generation. Through a literature review, this paper explores how the integration of multimedia, online-based learning, and digital pedagogy can improve the effectiveness and quality of learning. Platform Interactive learning can address the digital divide and strengthen students' learning motivation without compromising Islamic spiritual values. The study's findings confirm that the success of Islamic Education's digital transformation depends not only on the availability of infrastructure but also on a shift in teachers' pedagogical paradigms from traditional (teacher-centered) models to modern, interactive, collaborative, and value-oriented learning (values-based learning). This paper recommends the need strategic model framework to realize the profile of moderate and digitally literate Muslim students.
Copyright (c) 2026 Endah Rahmayanti, Wasehudin, Yahdinil Firda, Itang, Deni Iriyadi, Fitri Hilmiyati https://creativecommons.org/licenses/by-sa/4.0