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All Journal JPTK: Jurnal Pendidikan Teknologi dan Kejuruan Bikotetik (Bimbingan dan Konseling: Teori dan Praktik) International Journal of Educational Narratives
Dian Wahyuningsih
University of Southampton
Humanities Education Other

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Technologies in digital literacy training: how are collaborative, seamless, and online learning approaches utilized? Novi Trilisiana; Herman Dwi Surjono; Rukiyati Rukiyati; Dian Wahyuningsih
Jurnal Pendidikan Teknologi dan Kejuruan Vol. 31 No. 1 (2025): (May)
Publisher : Faculty of Engineering, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jptk.v31i1.82522

Abstract

Digital literacy has become an essential competency for educators in the context of rapidly evolving educational technologies and the increased prevalence of online and blended learning environments. However, the effective integration of collaborative and seamless learning approaches into digital literacy training remains a significant challenge, particularly due to disparities in technology access and varying pedagogical practices. This systematic study examines the utilization of technology in digital literacy training for instructors, emphasizing collaborative learning, seamless learning, and online learning methodologies. Out of an initial review of 95 articles from the Education Resources Information Center (ERIC), 15 were chosen based on relevancy and inclusion criteria. The investigation indicates that Learning Management Systems like Moodle, Google Classroom, and Blackboard are frequently utilized for the administration of digital content, assignments, and evaluations. Moreover, collaboration platforms such as Google Docs, Zoom, and Microsoft Teams enhance group discussions and projects. The digital literacy curriculum encompasses a spectrum of skills, from fundamental to advanced, including the utilization of instructional tools, management of digital content, digital security, and proficiency in social media. Mobile gadgets in Bring Your Own Device (BYOD) models facilitate uninterrupted, adaptable learning. Notwithstanding the benefits, access to gadgets and internet connectivity continues to pose a considerable barrier. This study shows that customized digital literacy curriculum can improve educators' skills, however further support is necessary to overcome technological obstacles. Further research is recommended to explore scalable solutions that can bridge these gaps and promote equitable digital literacy training across diverse educational contexts.
THE IMPACT OF EMOTION REGULATION ON AGGRESSIVE BEHAVIOR AMONG STUDENTS AT SMP NEGERI 19 JAMBI Bellin Dwi Indah Cahya; Siti Amanah; Nur Hasanah Harahap; Zubaidah Zubaidah; Rully Andi Yaksa; Dian Wahyuningsih
Jurnal Bikotetik (Bimbingan dan Konseling : Teori dan Praktik) Vol. 9 No. 2 (2025): Jurnal Bikotetik (Bimbingan dan Konseling : Teori dan Praktik)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/bikotetik.v9n2.p214-221

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This study aims to examine the influence of emotion regulation on aggressive behavior among students at SMP Negeri 19 Kota Jambi. The research employed a quantitative approach with an ex post facto design and involved 256 students selected through stratified random sampling. The research instruments consisted of an emotion regulation questionnaire (29 items) and an aggressive behavior questionnaire (26 items). The results showed that students’ emotion regulation levels were categorized as high (74.1%), while their aggressive behavior was categorized as moderate (56.4%). Regression analysis revealed a significance value of 0.000 with r = 0.468, indicating that emotion regulation contributed 46.8% to aggressive behavior. The better the students' ability to regulate their emotions, the lower their tendency to exhibit aggressive behavior. These findings highlight the importance of preventive Guidance and Counseling services in strengthening students’ emotion regulation to reduce the potential for aggressive behavior in the school environment
Enhancing Mathematical Communication Skills in Linear Algebra Through the Talking Stick Learning Model Vivianti Vivianti; Dwi Ratnawati; Oktavia Hardiyantari; Dian Wahyuningsih
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.4107

Abstract

Background. Mathematical communication competence is essential for Information Technology Education students, particularly in articulating linear algebra concepts underlying core IT domains such as data structures, algorithms, and programming. Purpose. This study examines changes in students’ mathematical communication skills and learning outcomes following implementation of the Talking Stick method, integrated with Flippity a digital random name picker in a Linear Algebra and Matrix course focusing on solving Linear Systems of Equations using Elementary Row Operations. Method. This study employed a pre-experimental one-group pretest–posttest design supported by classroom observation, measuring learning outcomes via pretest and posttest instruments. Data were analyzed using a paired-samples t-test and normalized gain (N-gain) analysis, with observational data analyzed descriptively. The study involved 18 undergraduate students in the Linear Algebra and Matrix course, selected through total sampling. Results. Observations indicate that the Talking Stick model fosters an active classroom atmosphere, peer interaction, and engagement. Statistical testing revealed a significant difference between pretest and posttest scores in mathematical communication ability (t(17) = ?4.826, p < .001), with the mean increasing from 2.5139 to 3.1028 and a large effect size (Cohen's d = 1.14), alongside a high N-gain of 0.898 in solving Linear Equation Systems through Elementary Row Operations. Conclusion. This research concludes that communication-based teaching-learning strengthens mathematical understanding and communication competencies among pre-service IT teachers through active explanation and classroom interaction.
Co-Authors Bellin Dwi Indah Cahya Dwi Ratnawati, Dwi Herman Dwi Surjono Novi Trilisiana Nur Hasanah Harahap Oktavia Hardiyantari Rukiyati Rukiyati Rully Andi Yaksa Siti Amanah Vivianti Zubaidah Zubaidah