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All Journal Jurnal Pendidikan Vokasi Tekno - Pedagogi : Jurnal Teknologi Pendidikan Penggunaan Media Sains Flipbook dalam Pembelajaran IPA di Sekolah Dasar Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Pemberdayaan Masyarakat Madani (JPMM) JURNAL PETIK Jurnal Pendidikan Teknologi Informasi dan Vokasional Jurnal Ilmiah Wahana Pendidikan Jurnal Ilmiah Edutic : Pendidikan dan Informatika BAJET ( Baturaja Journal of Educational Technology) Indonesian Technology and Education Journal Akademika Jurnal Teknologi Pendidikan Edcomtech: Jurnal Kajian Teknologi Pendidikan
Heni Rita Susila
Universitas Baturaja
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Development of Video Simulation of Project Based Learning (PjBL) Model to Increase Teacher Competence in Implementation ‘Kurikulum Merdeka’ Heni Rita Susila; Edi Sutiono; Anisya Julia Putri; Qosim Arief
Teknodika Vol 23, No 1 (2025): Teknodika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/teknodika.v23i1.94980

Abstract

The purpose of this study is to examine the feasibility of a simulation film for Project-Based Learning (PjBL) model. PjBL model has become an important part of ‘kurikulum merdeka’. This learning model is closely related to the concept of independent learning to provide flexibility to students, but currently there are still many teachers in vocational schools who do not know the details of implementing the PjBL model. The objective of this study is to develop instructional simulation film. The method study refers to Alessi& Trollip model which is conducted through 4 stages, they are: planning, design, development and evaluation. This product was validated by experts before applied.  Three experts were involved to evaluate this model, they are: insrtuctional design expert, media expert and material expert. The average score from the instructional design expert is 85,63, media expert gained 83,75 and material expert gained 83,14. The avarage expert score gained 81,67 it showed that this film  is valid. One-on-one evaluation was conducted on vocational school teachers and obtained an average score of 84.17. and it belong to good category. Small group evaluations were conducted with vocational school teachers as subjects and it belong to very good category. Over all, it showed that the simulation video is valid and good to be applied in understanding about Project Based Learning (PjBL) model. The results of the field test stated that the PjBL learning model simulation video can improve teacher abilities.
Integrating Traditional Games into Literacy Instruction: The Development of 'Cak Ingkling' Media for Early Reading Skills Yuniarti; Leni Pebriantika; Heni Rita Susila
Indonesian Technology and Education Journal Vol 4 No 2 (2026): Agustus
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i2.1128

Abstract

Early literacy skills form the cornerstone of academic success, yet many first-grade students in primary schools struggle with foundational reading competencies due to limited access to contextual learning media. This research aimed to develop a non-digital, game-based learning medium called “Cak Ingkling” and evaluate its validity, practicality, and pedagogical potential for lower-grade primary school classrooms. The study employed a Research and Development (R&D) methodology using the ADDIE model integrated with Tessmer’s formative evaluation framework, spanning expert review, one-to-one, small group, and field testing phases. Data were gathered through validation sheets, user questionnaires, and structured observations. Evaluation results confirmed high feasibility: content validation reached 87.2% (Excellent), instructional design scored 84.2% (Good), and media expert validation achieved 87.3% (Excellent). Classroom field trials with first-grade students produced an overall practical and positive user response score of 87.2% (Excellent). The study concludes that the “Cak Ingkling” learning medium, as a culturally responsive innovation, shows strong potential as a valid and practical instructional tool for fostering student participation and supporting early reading engagement in resource-constrained primary school settings, although measurable reading achievement gains remain to be empirically tested through future longitudinal experimental designs.
Development of Interactive Learning Multimedia for Primary Science Education: An Alessi and Trollip Model Approach Partini; Leni Febriantika; Heni Rita Susila
Indonesian Technology and Education Journal Vol 4 No 2 (2026): Agustus
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i2.1137

Abstract

Low learning outcomes in Natural and Social Sciences (IPAS) among fourth-grade students at SD Negeri 14 OKU prompted this study. The predominance of conventional teaching methods and inadequate use of interactive learning media had led to monotonous learning conditions, reduced student engagement, and less meaningful educational experiences. This study aimed to develop PowerPoint-based interactive learning multimedia for fourth-grade IPAS instruction that meets the criteria of validity and practicality as judged by expert validation and student response data. A Research and Development (R&D) method was employed, guided by the Alessi and Trollip instructional design model and Tessmer's formative evaluation framework. The development stages encompassed planning, design, production, expert validation, and sequential field trials including one-to-one evaluation, small group evaluation, and field testing. Data were gathered through expert validation sheets and student response questionnaires. Results indicated that the developed multimedia achieved strong feasibility levels: media expert validation reached 87.5%, materials expert validation 88.2%, and instructional design expert validation 84.4%, yielding an overall average of 86.7% (Excellent category). Student trial outcomes showed progressive improvement in perceived practicality: 85.6% in one-to-one evaluation, 87.6% in small group evaluation, and 89.4% in field testing, all within the good-to-excellent range. These findings confirm that the PowerPoint-based interactive learning multimedia is valid and practical, and shows strong promise for supporting student engagement and perceived comprehension in IPAS at the elementary school level. Future research employing pre-test and post-test designs is recommended to provide stronger evidence of direct learning outcome gains.
Lecturers' Perceptions and Readiness to Implement the HOT-Teach Learning Model Supported by Digital Smart Book for Microteaching Courses Qosim, Arief; Susila, Heni Rita; Ningsih, Sulia; Wahidah, Nina Ikhwati
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 4 (2026): Tekno-Pedagogi| In Progress|
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v16i4.58748

Abstract

The study explores lecturers' perceptions and readiness toward implementing the HOT-Teach learning model supported by digital smart books in Microteaching courses for prospective teachers. Using a descriptive qualitative research design, data were collected from six lecturers at the Faculty of Teacher Training and Education, Universitas Baturaja, through semi-structured interviews analyzed using Miles, Huberman, and Saldaña's qualitative analysis procedures. The findings reveal that lecturers hold consistently positive perceptions of HOT-Teach across eight dimensions: conceptual quality, practicality, benefits for students, impact on lecturers, technological readiness, technological barriers, pedagogical readiness, and motivational readiness. Lecturers recognized the model as theoretically coherent, innovative, and aligned with higher-order thinking skills (HOTS) development objectives. They identified substantial student benefits including enhanced critical thinking, creativity, collaboration, and reflection. Regarding readiness, lecturers demonstrated willingness to redesign instructional components, moderate-to-good confidence in using digital tools, and strong motivation grounded in professional values and student benefit. However, implementation requires substantial preparation time, higher facilitation skills, and institutional support including professional development, technical resources, and teaching load adjustments. The study concludes that lecturers possess both positive perceptions and substantial readiness to adopt HOT-Teach, positioning them as capable agents of pedagogical innovation. Success depends on creating systemic conditions institutional policies, professional development, and technical support that sustain individual readiness and enable effective implementation in teacher education contexts.
Co-Authors Adesti, Anita Agustina, Nora Anisya Julia Putri Bagas May Sangaji Betty Aprianah Dewi Apriani Fr Edi Sutiono Elfiana Eriyanti Eriyanti Eriyanti Hendra Alfani Herman Dwi Surjono Hermanto Hermanto Isa, Yamanto Iskandar Iskandar Leni Febriantika Leni Pebriantika Mindie, Amalia Riezka Muhammad Japar Nikki Tri Sakung, Nikki Tri Ningsih , Sulia Partini Pensi Fransiska Pitriyanti Putri, Lusi Permata Amira Qosim, Arief Rinangkit, Ina Rizky, Astri Rully Shandy Fajar Ilhamsyah Siti Muyaroah Sri Febriani Sri Hartatik Sutiono, Edi Syarifah Tin Gustina Tin Gustina VIDIANTI, ADE Wahidah, Nina Ikhwati Wijaya, Ferbriani WIJAYA, JOHAN EKA Yamanto Isa yarifah yarifah Yuniarti