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All Journal Jurnal Pendidikan Vokasi Jurnal Nasional Pendidikan Teknik Informatika (JANAPATI) Jurnal Teknologi Informasi dan Pendidikan International Journal of Advances in Data and Information Systems Jurnal Pengabdian UNDIKMA
Saari, Erni Marlina
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Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Awareness on the Energy Saving Behaviour Among Students: Gamification Approach Saari, Erni Marlina; Ibrahim, Norshahila; Azmi, Noor Hidayah; Isa, Nor Kalsum Mad
Jurnal Teknologi Informasi dan Pendidikan Vol. 16 No. 2 (2023): Jurnal Teknologi Informasi dan Pendidikan
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jtip.v16i2.813

Abstract

Various ways or strategies to give awareness to the people of Malaysia about energy savings. However, the strategy used by researchers is the use of gamification to provide awareness for energy saving. Therefore, observations based on previous studies should be made based on gamification and energy saving. Results from previous studies show that gamification can motivate and change a person's behavior. In this study, researchers focus on obtaining information based on game design elements based on the researcher's objective which is What are the game design elements that are needed to improve learners' understanding of the content of energy-saving behavior. To qualify, researchers use quantitative methods. As a result of the study conducted, researchers present the findings of a pilot study on Bachelor of Design students. the reliability coefficients obtained for all five constructs in the assessment instrument for Bachelor of Design students. It is found that Cronbach Alpha values range from 0.955 to 0.984. This concludes the value that can be a guideline to develop gamification based on the design elements and can make users aware of energy saving.
Factor analysis of the relationship of curiosity and device addiction through motivation to digital literacy in the context of smart learning Hendriyani, Yeka; Anwar, Muhammad; Hidayat, Hendra; Sabrina, Elsa; Pardjono, Pardjono; Saari, Erni Marlina
Jurnal Pendidikan Vokasi Vol. 13 No. 3 (2023): November
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v13i3.62720

Abstract

This study aims to investigate the relationship between curiosity and device addiction factors and motivation towards digital literacy in the context of smart learning. This study used a qualitative approach involving 228 students majoring in Electronics Engineering Education at Universitas Negeri Padang. Data were collected through a Likert-scale questionnaire with a saturated sampling method, ensuring all relevant respondents were involved. To evaluate the measurement model of the research questions, Structural Equation Modeling (SEM) analysis was used. The results revealed that digital literacy is significantly influenced by three main factors: curiosity, gadget addiction and app addiction. Furthermore, the study found that curiosity-driven motivation tends to improve digital literacy, while gadget and app addiction have a negative impact. These findings provide valuable insights for curriculum development, especially in improving digital literacy among electrical engineering education students. In addition, this study highlights the importance of educational interventions that can manage the wise use of technology and promote constructive curiosity. This research contributes to the understanding of how curiosity and excessive use of technology can affect digital literacy skills, which are crucial to face the challenges of the Industrial Revolution 4.0 era. Thus, the results of this study can serve as a basis for more effective educational strategies in preparing students for future digital challenges.
Examining the Role of Augmented Reality Interactivity on Student Performance: Mediating Effects of Visuospatial and Auditory Knowledge Wahyuni, Dessy Seri; Koehler, Thomas; Saari, Erni Marlina; Sindu, I Gede Partha
Jurnal Nasional Pendidikan Teknik Informatika: JANAPATI Vol. 14 No. 2 (2025)
Publisher : Prodi Pendidikan Teknik Informatika Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/janapati.v14i2.93234

Abstract

Augmented Reality (AR) has been widely used to support collaborative learning and provide students with facilities to complete tasks during the learning process. This study examines the impact of Augmented Reality on the interactivity, including controllability, responsiveness, and playfulness, of student performance through visuospatial and auditory Knowledge concerning Cognitive Load Theory (CLT). These elements must be processed simultaneously (both visually and audibly), resulting in a higher cognitive load. The CLT posits that learning is optimized when intrinsic, extraneous, and germane cognitive loads are balanced. This study employs the PLS-SEM approach to examine the conceptual model, as completed by 94 students in a vocational high school in Gianyar Regency who filled out the questionnaire. The findings of this study are novel, with visuospatial and auditory Knowledge that mediates AR interactivity on student performance in vocational high schools in Bali. These two forms of knowledge act as cognitive bridges, combining visuospatial and auditory knowledge between interactivity and achievement. When these modalities are well-integrated, they distribute cognitive load across channels (dual-channel processing), enhancing student performance. Antecedents of perceived AR interactivity, such as controllability and responsiveness, have a more significant influence on the mediator variables than playfulness, which enhances and enhances students’ achievement in vocational high schools. Visuospatial Knowledge helps learners mentally simulate spatial relationships, which is crucial in tasks like shaping ring components, whereas auditory Knowledge supports sequencing and procedural memory. The interactivity of AR can boost engagement and motivation, which translates into enhanced student performance, especially in vocational tasks like crafting a ring, which require precision, tactile feedback, and procedural mastery.
Enhancing ICT Teachers' Competence with Nearpod : Transforming Interactive Learning Media in the Digital Age Effendi, Hastria; Effendi, Hansi; Hendriyani, Yeka; Ranuharja, Fadhli; Novid, Igor; Saari, Erni Marlina
Jurnal Pengabdian UNDIKMA Vol. 6 No. 1 (2025): February
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v6i1.13553

Abstract

This community service program aimed to enhance junior high school teachers' understanding and ability to utilize interactive learning media through the Nearpod platform conducted in collaboration with the Technology and Information Communication Subject Teacher Consultation (MGMP TIK) in the Fifty Cities Regency, involving 25 teachers from junior high schools and Islamic junior high schools as participants. The initiative employed the ABCDE method, encompassing five stages: (1) Assessment, (2) Building, (3) Collaboration, (4) Delivery, and (5) Evaluation. Data analysis included pre- and post-test comparisons, descriptive statistics, and questionnaire evaluations to assess knowledge improvement, performance, and interest in adopting Nearpod Evaluation results indicated a high level of interest and readiness among teachers to implement Nearpod in their instructional practices. The results showed a significant increase in post-test scores compared to pre-test scores, meeting the target of a minimum of 20% knowledge improvement. A total of 80% of participants were able to apply Nearpod effectively, and 75% demonstrated a high interest in integrating this technology into their teaching These findings suggest that Nearpod-based training is effective in improving teachers' competencies and digital skills, thereby holding the potential to strengthen educational quality in the digital era.
Digital Reconstruction and Preservation of North Sumatra’s Cultural Heritage: Integrating Generative Adversarial Networks (GAN) and Augmented Reality (AR) for Enhanced Historical Site Visualization - Systematic Literature Review Eka, Muhammad; Saari, Erni Marlina
International Journal of Advances in Data and Information Systems Vol. 7 No. 1 (2026): April 2026 - International Journal of Advances in Data and Information Systems
Publisher : Indonesian Scientific Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59395/ijadis.v7i1.1494

Abstract

The integration of Generative Adversarial Networks (GAN) and Augmented Reality (AR) in cultural heritage preservation offers significant potential to enhance educational engagement and tourism experiences. GAN provides high-fidelity digital reconstructions of historical sites, while AR adds immersive, interactive elements that bring these reconstructions to life, fostering a deeper connection with cultural narratives. However, challenges such as data quality, technical constraints, and the need for user-friendly design must be addressed to fully realize the benefits of these technologies. These challenges are particularly prominent in remote or resource-limited areas, where infrastructure may be inadequate. To maximize the potential of GAN and AR, future research should focus on improving dataset quality, enhancing GAN algorithms, and developing accessible, scalable AR applications that prioritize ease of use. By addressing these challenges, GAN and AR can become transformative tools for preserving cultural heritage and fostering greater public engagement, ensuring that cultural treasures are both protected and made accessible for future generations.
Co-Authors Azmi, Noor Hidayah Dessy Seri Wahyuni Effendi, Hastria Eka, Muhammad Fadhli Ranuharja Hansi Effendi Hendra Hidayat Ibrahim, Norshahila Igor Novid Isa, Nor Kalsum Mad Koehler, Thomas Muhammad Anwar SABRINA, ELSA Sindu, I Gede Partha Yeka Hendriyani