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All Journal Journal of Learning Technology Journal of Ethics and Character Education Jurnal Transformasi Pendidikan Dasar
Linda Monika
STIT Pringsewu
Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

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TRANSFORMASI LITERASI DIGITAL SISWA MELALUI PENGEMBANGAN APLIKASI ANDROID BERBASIS MODUL INTERAKTIF DAN VIDEO EDUKATIF DI MTS AL HUDA BANDUNG BARU Muhammad Andriansyah; Linda Monika; Siti Mukodimah
JECE (Journal of Ethics and Character Education) Vol. 3 No. 2 (2025): JECE (Journal of Ethics and Character Education)
Publisher : YHMM PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56327/jece.v3i2.197

Abstract

The rapid advancement of digital technology has increased the importance of digital literacy as a fundamental competency for students. However, many secondary school students continue to experience difficulties in understanding and applying essential digital literacy concepts, particularly in the areas of digital ethics, cybersecurity, information evaluation, and responsible technology use. Preliminary observations at MTs Al Huda Bandung Baru revealed that smartphones were predominantly utilized for entertainment purposes rather than educational activities, indicating the need for innovative learning media that can support digital literacy development. This study aimed to develop and evaluate EduTech, an Android-based learning application integrating interactive modules, educational videos, and assessment quizzes to enhance students’ digital literacy competencies. This research employed a Research and Development (R&D) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The application was developed using the Flutter framework with a local SQLite database, enabling full offline functionality to accommodate diverse learning environments. Functional feasibility was assessed through Black Box Testing, while effectiveness was evaluated using a One-Group Pre-test Post-test design involving 30 eighth-grade students. Data were analyzed using descriptive statistics to measure changes in students’ digital literacy understanding before and after the intervention. The findings demonstrated that all functional testing scenarios achieved a 100% validity rate, confirming the reliability and usability of the application. Furthermore, students’ mean scores increased substantially from 52.40 in the pre-test to 81.60 in the post-test, indicating a significant improvement in digital literacy comprehension. The results suggest that the integration of interactive learning materials, multimedia content, and self-assessment features effectively supports students’ engagement and learning outcomes. This study concludes that EduTech is a feasible and effective mobile learning solution for strengthening digital literacy education and may serve as a scalable model for technology-enhanced learning in secondary education settings.
Design and Evaluation of a Secure QR Code–Based Android Attendance System for Vocational Schools: A Case Study at SMK Darul Fikri Indriyani Indriyani; Linda Monika; Suyono Suyono
JELTec (Journal of Learning Technology) Vol. 4 No. 1 (2026): JELTec (Journal of Learning Technology)
Publisher : YHMM PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56327/jeltec.v4i1.210

Abstract

The digital transformation of educational administration requires efficient and secure attendance management systems to replace conventional paper-based methods. This study aims to design, develop, and evaluate a secure Android-based student attendance application utilizing QR Code technology at SMK Darul Fikri, Indonesia. The system was developed using the Waterfall software development model, encompassing requirements analysis, system design, implementation, testing, and deployment. Functional validation was conducted through Black Box Testing, while user acceptance was evaluated using a questionnaire covering three dimensions: usability, security, and user interface. The findings demonstrate that the proposed application significantly improves attendance efficiency by reducing attendance recording time from approximately 10–15 minutes to less than two minutes per class while providing automatic attendance reports for teachers. The application achieved usability, security, and interface satisfaction scores of 92%,88%, and 95%, respectively, with an overall average score of 91.7%, indicating that the system is categorized as highly feasible for implementation. In addition, server-side QR Code validation, role-based access control, and password encryption enhance data integrity and minimize attendance fraud. The results indicate that the proposed system not only improves administrative efficiency but also provides a reliable, secure, and user-friendly digital attendance solution that supports smart school initiatives and digital transformation in vocational education.
Strategi Integrasi Literasi Finansial-Digital dalam Pembelajaran Tematik SD/MI Linda Monika
Jurnal Transformasi Pendidikan Dasar Vol. 2 No. 2 (2026): Jurnal Transformasi Pendidikan Dasar
Publisher : Madiha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67197/jtpd.v2i2.296

Abstract

Literasi finansial dan literasi digital menjadi kompetensi yang saling bertaut dalam kehidupan anak, tetapi keduanya masih lazim diajarkan sebagai domain terpisah. Pada jenjang sekolah dasar/madrasah ibtidaiyah (SD/MI), pemisahan tersebut problematis karena keputusan ekonomi sederhana anak, memilih barang, menggunakan uang saku, merespons iklan, dan melakukan transaksi digital dengan pendampingan, selalu berlangsung dalam lingkungan digital. Artikel ini bertujuan mengidentifikasi model dan strategi pengintegrasian literasi finansial-digital dalam pembelajaran tematik; menganalisis potensi dampaknya terhadap perilaku konsumsi bijak, pengambilan keputusan ekonomi sederhana, dan etika digital; serta memetakan kendala, kesiapan guru, dan faktor pendukung implementasinya. Kajian menggunakan sintesis kualitatif berorientasi PRISMA terhadap artikel akses penuh berbahasa Indonesia dan Inggris pada rentang 2019–2026. Pencarian dirancang pada Google Scholar, ScienceDirect, ERIC, SINTA, Scopus, dan DOAJ dengan kombinasi kata kunci terkait literasi finansial, literasi digital, pembelajaran tematik, dan pendidikan dasar. Sintesis menunjukkan bahwa bukti paling kuat masih tersebar dalam tiga rumpun: integrasi finansial melalui matematika kontekstual, pembelajaran berbasis proyek dan simulasi; literasi digital melalui multimedia interaktif, gim, dan pendidikan kewargaan digital; serta keterlibatan keluarga. Belum ditemukan bukti yang memadai mengenai model terpadu yang mengevaluasi secara serentak hasil finansial, digital, dan etis pada SD/MI. Artikel ini menawarkan kerangka TEMA-DUAL: tematik-kontekstual, eksplorasi digital aman, manipulasi keputusan ekonomi, aksi/proyek, dan asesmen reflektif. Kontribusi utama kajian ialah memindahkan fokus dari penggunaan perangkat menuju desain pengalaman belajar yang menautkan nilai, keputusan, dan jejak digital anak.
Digital Learning Strategic Management: Pengembangan Model Pembelajaran Berbasis Digital untuk Meningkatkan Kompetensi Lulusan SMA Plus Al Hamidy Linda Monika; Abdul Hamid
JELTec (Journal of Learning Technology) Vol. 4 No. 2 (2026): JELTec (Journal of Learning Technology)
Publisher : YHMM PUBLISHING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56327/jeltec.v4i2.223

Abstract

Digital transformation in secondary education requires an approach that goes beyond technology adoption by integrating strategic planning, digital readiness, learning implementation, data-driven evaluation, and graduate competencies. This study aims to develop and evaluate the Digital Learning Strategic Management (DLSM) model as an integrated framework for managing digital learning at SMA Plus Al Hamidy. A Research and Development (R&D) approach was employed through analysis, design, development and validation, implementation, and evaluation stages. The study involved 52 students, nine teachers, one principal, and one student affairs administrator. Data were analyzed using descriptive statistics, model validation, N-Gain analysis, pre-test–post-test comparison, and inter-variable relationship testing. The results showed that DLSM implementation reached 81.13%, while model feasibility achieved 89.40%. Students’ competency scores increased from 66.47 to 84.63, with an N-Gain of 0.54 and a statistically significant pre-test–post-test difference (p < 0.001). Strategic planning, digital readiness, digital learning implementation, and data-driven evaluation were positively associated with graduate competencies, with digital learning implementation demonstrating the strongest relationship (β = 0.361). Graduate competencies were also positively associated with continuous strategic improvement (β = 0.428). The novelty of DLSM lies in integrating strategic planning–digital readiness–digital learning implementation–data-driven evaluation–graduate competencies–continuous improvement into a continuous digital learning management cycle. The proposed model provides a practical framework for secondary schools to manage digital transformation systematically while maintaining a measurable focus on developing graduate competencies.
Co-Authors Abdul Hamid Indriyani Indriyani Muhammad Andriansyah Siti Mukodimah Suyono