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All Journal Jurnal Inovasi Teknologi Pendidikan JURNAL INSTEK (Informatika Sains dan Teknologi) Jurnal Teknologi Terapan Jurnal Dedikasi Joule (Journal of Electrical Engineering) UNM Journal of Technology and Vocational Journal of Vocational, Informatics and Computer Education
Mukhlisin
Universitas Negeri Makassar
Agriculture, Biological Sciences & Forestry Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Mechanical Engineering Social Sciences Other

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The effectiveness of augmented reality in enhancing learning outcomes in a microcontroller course Mukhlisin, Mukhlisin; Asrifan, Andi; Cardoso, Luís Miguel Oliveira de Barros
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 2 (2025): June
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i2.86903

Abstract

One significant challenge in technical and vocational education is students’ difficulty in achieving a deep conceptual understanding, particularly in complex subjects such as microcontrollers. Traditional methods often lack interactivity and real-world context, leading to low engagement and learning outcomes. Augmented Reality (AR) provides an immersive and interactive learning experience that enables students to visualize abstract concepts. This study examined the impact of AR-based instructional media on learning outcomes in a Microcontroller course, using a true experimental design (Solomon Four Group Design). Four student groups from four vocational higher education institutions in Makassar participated (total N = 143). Two groups received AR-based instruction, and two received conventional teaching; two of the groups also completed a pretest. Learning outcomes were assessed through essay-format pretests and posttests aligned with microcontroller learning indicators. Learning improvement was measured using normalized gain scores, and data were analyzed with normality tests, homogeneity tests, ANCOVA, independent t-tests, and N-Gain analysis. Results showed that AR significantly improved learning outcomes, with experimental groups achieving a mean gain score of 0.75 (in the high category), compared to 0.16 (in the low category) in control groups. Statistical tests confirmed significant differences between groups (p < 0.05), while comparisons among control groups indicated no substantial pretest effect. This confirms that the learning improvement resulted from the AR intervention. The findings suggest AR-based instructional media effectively enhance conceptual understanding, learning quality, and student engagement in technical education. The study concludes that AR is a viable instructional tool in vocational learning and recommends its broader use and further development in similar educational contexts.
Enhancing learning activity and learning outcomes in the electrical installation course using augmented reality Bakri, Hasrul; Mukhlisin, Mukhlisin; Sukma, Indra; Dzar Faraby, Muhira
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 4 (2025): December (On Progress)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i4.89327

Abstract

Student engagement and learning outcomes are two interrelated aspects that determine the effectiveness of the teaching and learning process. This study aimed to analyse the impact of Augmented Reality (AR)-based learning on student engagement and academic achievement compared to conventional instruction. The research employed a quasi-experimental design with an experimental and a control class. Student engagement was assessed through cognitive, affective, and psychomotor dimensions, while learning outcomes were measured using a post-test. The findings revealed that AR-based learning significantly improved student engagement across all domains, with average scores of 91.35% in the cognitive domain, 87.54% in the affective domain, and 90.04% in the psychomotor domain, all surpassing the success threshold of >75%. Conversely, the control class achieved only 79.67% in the cognitive domain, while the affective (66.62%) and psychomotor (69.34%) domains fell short of the expected standard. Similarly, the experimental group demonstrated higher academic performance, with a mean post-test score of 91.21, compared to 66.46 in the control group. These results indicate that AR-based learning not only fosters active student participation but also enhances academic achievement. The study implies that integrating innovative, technology-enhanced strategies in higher education is essential for promoting holistic learning that prepares graduates for professional and digital-era challenges.
Learning Agility Measurement Models in Technology-Driven Learning Environments: A Systematic Literature Review Nurhayi Musdira; Mukhlisin; Minah Sintian
Journal of Vocational, Informatics and Computer Education Vol 4, No 2 (2026): June 2026
Publisher : Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66053/voice.v4i2.472

Abstract

Purpose - This study systematically examines how learning agility has been measured in recent literature by identifying dominant measurement models, dimensional structures, and psychometric approaches across contexts. Methods - This study employed a Systematic Literature Review (SLR) guided by the PRISMA 2020 statement. A structured search was conducted in the Scopus database using predefined keywords. The selection process followed identification, screening, eligibility, and inclusion stages based on criteria such as publication year (2020–2025), document type (peer-reviewed journal articles), language (English), and full-text accessibility. A total of 24 articles were included and appraised using the Mixed Methods Appraisal Tool (MMAT) and analyzed through systematic synthesis. Findings - Learning agility is predominantly measured using self-report Likert-scale instruments, with validation through exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The four-dimensional model cognitive, people, change, and results agility remains the most widely used, with variations influenced by context. Analytical techniques are dominated by Structural Equation Modeling (SEM) and Partial Least Squares SEM (PLS-SEM), with learning agility often positioned as a mediating variable. Research Implications - Studies show overreliance on single-source data and limited use of behavioral, longitudinal, and multimethod approaches, indicating the need for more comprehensive, context-sensitive, and technology-integrated measurement models. Originality - This study synthesizes learning agility measurement approaches across contexts, clarifies dominant models, and identifies methodological gaps, highlighting the need for more robust and diversified measurement strategies
EFEKTIVITAS MODEL PEMBELAJARAN PROJECT-BASED LEARNING DENGAN PENDEKATAN DEEP LEARNING DALAM MENINGKATKAN KEMANDIRIAN BELAJAR Tita Nia Aurelia; Firdaus; Mukhlisin
UNM Journal of Technology and Vocational Volume 10, Issue 2, May (2026)
Publisher : Program Studi S2 Pendidikan Teknologi dan Kejuruan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/fbs6jx08

Abstract

Penelitian ini dilatarbelakangi oleh masih rendahnya kemandirian belajar peserta didik dalam proses pembelajaran. Pembelajaran yang cenderung berpusat pada guru menyebabkan peserta didik kurang aktif dalam mengelola proses belajarnya serta kurang memiliki dorongan untuk terlibat secara optimal dalam kegiatan pembelajaran. Oleh karena itu, diperlukan suatu model pembelajaran yang mampu mendorong keterlibatan aktif peserta didik, salah satunya melalui penerapan model Project Based Learning dengan pendekatan Deep Learning. Penelitian ini bertujuan untuk menganalisis efektivitas model Project Based Learning dengan pendekatan Deep Learning terhadap kemandirian belajar peserta didik serta mengetahui peningkatan kemandirian setelah penerapan model tersebut. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi experiment menggunakan desain pretest–posttest control group design. Pengumpulan data dilakukan melalui angket kemandirian belajar, kemudian dianalisis menggunakan uji statistik deskriptif, uji normalitas, uji homogenitas, uji t, serta analisis N-Gain. Hasil penelitian menunjukkan bahwa model Project Based Learning dengan pendekatan Deep Learning efektif terhadap kemandirian belajar peserta didik. Hal ini ditunjukkan oleh hasil uji t yang menunjukkan adanya perbedaan antara kelas eksperimen dan kelas kontrol. Selain itu, hasil analisis N-Gain menunjukkan bahwa peningkatan kemandirian belajar pada kelas eksperimen mencapai 0,65 sedangkan kelas kontrol 0,22. yang menunjukkan bahwa peningkatan pada kelas eksperimen berada pada kategori sedang dan lebih tinggi dibandingkan kelas kontrol. Berdasarkan hasil tersebut dapat disimpulkan bahwa penerapan model Project Based Learning dengan pendekatan Deep Learning efektif dalam meningkatkan kemandirian belajar peserta didik.  
Co-Authors Ahmad Daniel Aldi Mansur Andi Ambas Hafid Asrifan, Andi Bakri, Hasrul Burhan BJ Cardoso, Luís Miguel Oliveira de Barros Dzar Faraby, Muhira Fatmawati Azis Firdaus Hamsu Abdul Gani Indra Sukma, Indra Irvawansyah Irvawansyah Irvawansyah, Irvawansyah Mawardi Mawardi Minah Sintian Muammar Hamaluddin Hamaluddin Muh. Kivlan Wiguna Muhammad Aditya Bachri Maulana Muhammad Ivan Fadilah Nuardi Nuardi Nurhayi Musdira Ponta, Tasri Purnamawati Purnamawati St. Musdalifah Katjong SYAFAR, A. MUHAMMAD Tita Nia Aurelia Umar Muhammad