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All Journal JTP - Jurnal Teknologi Pendidikan
Eka Budhi Santosa
Educational Technology Department, Universitas Sebelas Maret, Surakarta, Indonesia
Education

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Integrating Web-Based IoT Learning Media to Enhance Critical Thinking and Problem-Solving Skills in Vocational Education Fatma Sukmawati; Eka Budhi Santosa; Sari Trisnaningsih; Jovita Ridhani; Relly Prihatin
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 3 (2025): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v27i3.61132

Abstract

The integration of Internet of Things (IoT) technology in vocational education is essential for preparing graduates to meet Industry 4.0 demands. Although digital learning technologies have been widely studied, empirical evidence on the effectiveness of web-based IoT learning media integrated with problem-based learning (PBL) in vocational contexts remains limited. This study examines the instructional impact of web-based IoT learning media on vocational students’ critical thinking and problem-solving skills. A quasi-experimental non-equivalent control group pretest–posttest design was employed involving 60 eleventh-grade Mechanical Engineering students (30 experimental, 30 control). The experimental group participated in PBL activities supported by a web-based IoT platform for eight weeks, while the control group received conventional instruction. Data were analyzed using Analysis of Covariance (ANCOVA) to compare posttest outcomes while controlling for initial differences in pretest scores. The results indicate statistically significant improvements in critical thinking and problem-solving skills among students in the experimental group compared to the control group (p < 0.05). The effect sizes indicate a strong instructional impact within the studied context, though findings should be interpreted cautiously given the sample size. Overall, this study provides empirical support for the pedagogical potential of web-based IoT learning media in fostering 21st-century competencies in vocational education.
Enhancing Junior High School Teaching Performance Through AI-Supported Deep Learning Approaches Budi Tri Cahyono; Fatma Sukmawati; Eka Budhi Santosa; Relly Prihatin; Suparmi; Taufiq Subhanul Qodr
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 3 (2025): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v27i3.61743

Abstract

supported deep learning approaches in improving the teaching performance of junior high school teachers. With the increasing demand for 21st-century teaching competencies, there is a need for innovative instructional strategies that enhance teacher effectiveness and engagement. A quantitative quasi-experimental method was employed, involving pre-tests and post-tests administered to both control and experimental groups. The study involved 64 junior high school teachers across science and social studies subjects. Teaching performance was assessed using structured observation and evaluation tools covering lesson planning, implementation, and assessment practices. Data analysis was conducted using t-tests and normalized gain (n-gain) scores. The findings demonstrated that the teachers in the experimental group—who utilized AI-supported deep learning approaches—showed significantly greater improvement in teaching performance compared to the control group. The intervention was classified as “effective” in fostering meaningful, interactive, and future-ready instructional practices. The study concludes that integrating AI-supported deep learning strategies can substantially enhance teaching quality. It is recommended that educational institutions incorporate these approaches into ongoing professional development initiatives to better prepare teachers for modern educational demands. The findings demonstrated that the teachers in the experimental group showed significantly greater improvement in teaching performance.
Co-Authors Budi Tri Cahyono Fatma Sukmawati Jovita Ridhani Relly Prihatin Sari Trisnaningsih Suparmi Taufiq Subhanul Qodr