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All Journal International Journal of Evaluation and Research in Education (IJERE) JURNAL PENELITIAN ILMU PENDIDIKAN Penggunaan Media Sains Flipbook dalam Pembelajaran IPA di Sekolah Dasar Journal of Educational Science and Technology QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama FENOMENA Jurnal Dimensi Pendidikan dan Pembelajaran JKTP: Jurnal Kajian Teknologi Pendidikan Jurnal Kiprah Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Edukasi Islami: Jurnal Pendidikan Islam Journal of Education Technology JTP - Jurnal Teknologi Pendidikan Jurnal Ilmiah Mandala Education (JIME) Jurnal Pendidikan Edutama Social, Humanities, and Educational Studies (SHEs): Conference Series Journal of Islam and Science Respati Indonesian Journal of Instructional Media and Model Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Kalam Cendekia: Jurnal Ilmiah Kependidikan Jurnal Inovasi Pengabdian Masyarakat Pendidikan JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Indonesian Journal of Learning and Instructional Innovation Proceeding of International Conference on Biology Education, Natural Science, and Technology Jurnal Penelitian Kebijakan Pendidikan
Fatma Sukmawati, Fatma
IKIP PGRI Jember
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Needs Analysis for Designing Dynamic Game-Based Learning Media on Motion and Force in Junior High School Science Zarror, Afif Fauzan; Sumaryati, Sri; Sukmawati, Fatma
Indonesian Journal of Instructional Media and Model Vol 7 No 2 (2025): Indonesian Journal of Instructional Media and Model
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijimm.v7i2.7274

Abstract

Understanding Motion and Force remains challenging for junior high school students, particularly due to the abstract and multi-representational nature of the concepts. This study aimed to systematically identify learning difficulties, learner characteristics, media usage patterns, and digital habits through the Define stage of the 4-D development model as the foundation for designing game-based learning media. A mixed-methods needs analysis was conducted using classroom observations, a teacher interview, and a questionnaire administered to 93 seventh-grade students. Triangulated findings reveal persistent conceptual difficulties, especially in interpreting motion graphs, distinguishing types of motion, and understanding Newton’s Second Law. Classroom instruction was dominated by teacher-centered practices and static media, which constrained visualization and increased cognitive load. Despite frequent daily smartphone use, students had limited exposure to digital or interactive tools. Nevertheless, 98.9% expressed strong interest in educational games, indicating high readiness for game-based learning environments. The synthesis of front-end, learner, and task analyses highlights critical representational needs, including dynamic visualizations, interactive manipulation of variables, scaffolded conceptual tasks, real-time feedback, and mobile-friendly accessibility. These results provide explicit design specifications that will guide the next stage of media development, ensuring that the resulting game-based learning tool aligns with students’ cognitive, pedagogical, and technological needs.
Teachers' Readiness to Implement the Deep Learning Approach in Merdeka Curriculum: An Analysis Based on Psychopedagogical Characteristics Budhi Santosa, Eka; Sukmawati, Fatma; Ridhani, Jovita; Trisnaningsih, Sari; Prihatin, Relly
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.v27i3.58841

Abstract

This study aims to analyze the readiness of vocational high school (SMK) teachers to implement the deep learning approach within the Merdeka Curriculum, based on psychopedagogical characteristics, particularly self-efficacy and perceptions of the learning environment. Employing a quantitative correlational approach, data were collected through a closed-ended questionnaire administered to 285 teachers across three administrative regions in Central Java: Boyolali, Klaten, and Salatiga. The results reveal a significant positive correlation between self-efficacy and teacher readiness (r = 0.319; p < 0.01), as well as between the learning environment and teacher readiness (r = 0.381; p < 0.01). These findings highlight the critical role of teachers’ confidence in using technology and the supportive digital learning environment in facilitating the successful adoption of deep learning pedagogy. Therefore, enhancing individual teacher capacity and fostering a conducive learning environment are key strategies to support effective pedagogical transformation in the era of the Merdeka Curriculum.
The Silent Catalysts: How Engagement in Blended Learning Shapes Science Students’ Critical Thinking Ridhani, Jovita; Sukmawati, Fatma
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.v27i3.60853

Abstract

Blended learning becomes a central post-pandemic instructional model and understanding how learners engage within these environments is important for enhancing higher-order thinking skill. This study examines the extent to which students’ blended learning engagement predicts the critical thinking skills of high school science students, and whether socioeconomic status (SES) moderates this relationship. A quantitative correlational design was employed, involving 469 science students from Indonesian high schools that have consistently implemented blended learning. Data were collected through a 4-point Likert-scale questionnaire and analyzed using Spearman’s rank-order correlation and bootstrap regression. The results indicated that cognitive engagement was the strongest predictor of critical thinking (ρ = .793, p < .001; β = .751, p < .001), while emotional engagement had a positive but smaller effect (ρ = .291, p < .001; β = .066, p = .029), and behavioral engagement was insignificant (ρ ≈ .000, p = .998; β = –.028, p = .326). Simultaneously, the three dimensions of engagement explained 59.9% of the variability in critical thinking, with no significant moderating effect of SES. However, split-group correlations indicated that the correlation between blended learning engagement and critical thinking was stronger among students from low- (ρ = .512) and high- (ρ = .481) SES groups compared to those from the middle group (ρ = .386), indicating variation in effect magnitude but not direction, thereby clarifying the apparent contradiction with the non-significant moderation test. These findings confirmed cognitive engagement as the core component of reflective learning in blended learning, as well as highlighted the need for instructional designs that strengthen metacognitive regulation and epistemic autonomy for diverse learners.
Integrating Web-Based IoT Learning Media to Enhance Critical Thinking and Problem-Solving Skills in Vocational Education Sukmawati, Fatma; Santosa, Eka Budhi; Trisnaningsih, Sari; Ridhani, Jovita; Prihatin, Relly
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 Cahyono, Budi Tri; Sukmawati, Fatma; Santosa, Eka Budhi; Prihatin, Relly; Suparmi; Qodr, Taufiq Subhanul
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.
How to Differentiate Instruction for Deeper Learning Using Cognitive Task Analysis Juwita, Ratna; Sukmawati, Fatma; Santosa, Eka Budhi; Cahyono, Budi Tri; Prihatin, Relly; Suparmi, Suparmi; Ridhani, Jovita; Trisnaningsih, Sari
Jurnal Penelitian Kebijakan Pendidikan Vol 18 No 2 (2025)
Publisher : Pusat Standar dan Kebijakan Pendidikan, BSKAP, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpkp.v18i2.1312

Abstract

This study aims to explore the requisite skills for Differentiated instruction (DI) implementation and to identify best practices across school levels. Differentiated instruction (DI) for deeper learning is essential for responding to students’ diverse needs. Using 112 self-reported essays, interviews, videotaped practices, and experts meeting, this study employed Cognitive Task Analysis (CTA) to capture the knowledge experts use to carry out differentiation. The results revealed a 4:9:2 skill formula across the preparation, implementation, and evaluation phases. Notable differences across school levels emerged. In the preparation phase, primary and secondary school teachers prepared varied materials (34%) and grouping strategies (44%), whereas only a few kindergarten teachers (3%) employed these strategies. In the implementation phase, most primary (68%) and secondary (79%) teachers tailored materials to students' learning styles by offering content in multiple formats; however, only a small proportion of kindergarten teachers (26%) differentiated content, focusing instead on process differentiation and additional learning support. Despite the differing contexts, the study also identified cross-level similarities. Future research should investigate the long-term impacts of DI on student achievement and engagement, as well as examine DI practices in diverse educational settings.
Exploration of the Need for Developing ARCS Model-Based E-Module in Biology Learning: A Mixed-Methods Study Naadhiroh, Naila Zulfa; Sunardi, Sunardi; Sukmawati, Fatma
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 2 (2026): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i2.37679

Abstract

This study addresses the limited use of interactive digital teaching materials and the low level of student motivation in Biology learning. This study aims to analyze needs and explore the potential for developing e-modules based on the ARCS (Attention, Relevance, Confidence, Satisfaction) model in Biology learning. The research employs a mixed-methods approach with an exploratory sequential design. The qualitative phase involved interviews with three teachers, while the quantitative phase included 198 students through a distributed questionnaire. The results indicate that Biology learning still faces various challenges. Teachers reported that common teaching obstacles relate to student motivation and stated unfamiliarity with, and lack of implementation of, the ARCS model in their teaching. The majority of students expressed a desire for teaching materials that are more engaging and enjoyable, supplemented with images, animations, or videos. Both students and teachers showed interest in developing e-modules, viewing these as resources that can enhance motivation, facilitate understanding of the material, and support independent learning. These findings suggest that the ARCS-based e-module holds potential as a relevant solution for improving the quality of Biology learning through a motivational approach. This study provides a foundation for the development of the ARCS model-based e-module and recommends opportunities for further research on its effectiveness.
Capturing Teacher Readiness for Adapting Playful Virtual Reality in The Learning Process Sukmawati, Fatma; Ridhani, Jovita; Trisnaningsih, Sari
Teknodika Vol 23, No 2 (2025): Teknodika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/teknodika.v23i2.106523

Abstract

Technological Content Knowledge (TCK) is a concept that describes the three main components of knowledge that a teacher must possess such as content, pedagogy, and technology. TCK is a concept of how technology and content affect each other. Teachers need to use technology and explain lesson concepts in the form of learning content with the help of certain technologies. However, the problem is that some teachers are not proficient in creating learning content using technology, even though they are already proficient in using technology in everyday life. So it is necessary to map the teacher's ability to use technology and create content so that training activities can be planned to complement their teaching needs. In response to these problems, we conducted mixed method research (qualitative and quantitative method) that aims to capture the level of technology and content-creating skills of teachers in Indonesia. We involved 20 Motivating Teachers from several elementary schools in Surakarta. This study is preliminary research as part of our ongoing Virtual Reality development project. Data were collected from questionnaires and documentation. Based on data analysis, 80.75% of teachers can use ICT, 79.67% teachers can apply ICT in learning, and only 30% can manage content. The next stage of this research will train these teachers to create subject matter content using playful technology, creating content about care for animals using virtual reality technology. This study provides recommendations to teachers and local governments that efforts to improve the quality of classroom learning can be started by improving teacher literacy technology first and then training them to create interesting technology-assisted learning content for students
Analysis Of The Need For Using Mobile Games To Increase Environmental Awareness For Early Childhood Endriyati, Endriyati; Setiawan, Abdul Haris; Sukmawati, Fatma
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 6, No 2 (2023): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v6i2.79895

Abstract

Based on their basic needs, children can recognize the natural environment (animals, plants, weather, soil, water, rocks, etc.). In addition to increasing knowledge of the natural environment, children are expected to have responsible behavior, appreciation and concern for the surrounding environment so that later they become intelligent people, have positive values and always maintain safety and cleanliness, especially in the village environment. The aims of this study were to obtain: 1) an overview of the use of mobile game media as a means of learning about the environment for early childhood students, 2) views and constraints faced by students in increasing environmental awareness, 3) learning media formulations that need attention that can developed in increasing environmental awareness. The results of the observations were in the form of an instrument for assessing the needs of Early Childhood students which were analyzed descriptively qualitatively. The researcher found that the use of learning media as a learning resource in the process of understanding environmental awareness has been carried out in the field, but has not been implemented optimally.
Learning Media Chatbot: Technology Innovation for Stunting Prevention Sholihah, Umu; Sarwanto, Sarwanto; Sukmawati, Fatma
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 6, No 2 (2023): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v6i2.80040

Abstract

Stunting remains a global health issue at present. One important factor in preventing stunting is adequate nutrition from early stages. However, access to accurate and timely nutritional information continues to be a challenge, especially in remote and rural areas. In response, this qualitative study aimed to analyze the use of Chatbots as a facility for accessing nutritional information in an ef fort to prevent stunting. The data were collected through questionnaires and interviews. It involves 40 mothers with toddlers actively participating in the local integrated health posts (posyandu) as research subjects, selected specifically using purposive sampling. The data obtained from this research will be analyzed using the Miles and Huberman model. The research findings indicate that the current methods of delivering nutritional information, such as lectures and guidebook s, have limited impact in preventing stunting. Therefore, a chatbot emerges as a suitable medium for providing accessible nutritional information. This study contributes to addressing the global health issue of stunting and offers a potential technological solution to enhance access to nutritional information.
Co-Authors Abda Abda Agus Efendi Aris Setiawan Asrowi Baskoro Hadi, Baskoro Budhi Santosa, Eka Cahyono, Budi Tri Devi*, Erycha Arsita Djono Djono Elfrida Ratnawati Endriyati, Endriyati Ernawati, Yeni Purneni Susi Fatmala, Anggi Herry Widyastono, Herry Ilmi, Ma'rifatul Irmade, Oka Isnaini*, Novia Isnaini, Novia Moh Salimi Musthofa, Tatag Fajrin Naadhiroh, Naila Zulfa Nur Arifah Drajati Pratama, Alvonda Rizqi Prehantini, Musfita Eka Qodr, Taufiq Subhanul Rakerda, Hilda Ratna Juwita Raziana, Elvi Rejekiningsih , Triana Relly Prihatin Ridhani, Jovita Roemintoyo Roemintoyo Saefudin, Achemat Santosa, Eka Budhi Saputri, Sukartini Nani Sarwanto Sarwanto Setiawan, Riky Sholihah, Umu Singgih Subiyantoro Sri Sumaryati Sudiyanto Sudiyanto Sunardi Sunardi Suparmi Suparmi Suparmi Tri Cahyono, Budi Triana Rejekiningsih dkk Trisnaningsih, Sari Yosafat Hermawan Trinugraha, Yosafat Hermawan Zarror, Afif Fauzan