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All Journal JURNAL PENELITIAN ILMU PENDIDIKAN Jurnal Ilmiah Kursor Jurnal Pendidikan Ilmu Komputer (JPIK) Jurnal Computech & Bisnis (e-Journal) ELINVO (Electronics, Informatics, and Vocational Education) Indonesian Journal of Science and Technology Pedagogia: Jurnal Pendidikan MUST: Journal of Mathematics Education, Science and Technology METHOMIKA: Jurnal Manajemen Informatika & Komputerisasi Akuntansi Kwangsan: Jurnal Teknologi Pendidikan Minda Baharu Bitnet: Jurnal Pendidikan Teknologi Informasi CCIT (Creative Communication and Innovative Technology) Journal Edsence: Jurnal Pendidikan Multimedia TeknoIS : Jurnal Ilmiah Teknologi Informasi dan Sains CICES (Cyberpreneurship Innovative and Creative Exact and Social Science) JTIULM (Jurnal Teknologi Informasi Universitas Lambung Mangkurat) MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Edunesia : jurnal Ilmiah Pendidikan Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Journal of Creative Student Research Computing and Education Technology Journal JATIKOM: Jurnal Aplikasi dan Teori Ilmu Komputer Jurnal Guru Komputer Journal of Computers for Society Journal of Education and Teacher Training Innovation (JETTI) Curricula: Journal of Curriculum Development Inovasi Kurikulum
Eka Fitrajaya Rahman
Universitas Pendidikan Indonesia
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 Social Sciences Transportation Other

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Differentiated Problem Based Learning Elevates Vocational Student Collaboration Skills: Pembelajaran Berbasis Masalah Berdiferensiasi Meningkatkan Kolaborasi Siswa Vokasi Al Husaeni, Dwi Fitria; Rahman, Eka Fitrajaya; Mulyanti, Budi; Riza, Lala Septem; Sulistiyono, Yakub Eriyanto; Pratiwi, Pratiwi
Pedagogia : Jurnal Pendidikan Vol. 15 No. 2 (2026): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v15i2.1886

Abstract

General Background Collaboration skills are essential competencies in contemporary education, particularly within problem-based and interactive learning environments. Specific Background Problem-Based Learning integrated with deep learning and differentiated approaches has been proposed to support meaningful engagement and teamwork among vocational students. Knowledge Gap However, empirical evidence on how differentiated PBL combined with deep learning systematically strengthens collaboration skills in formal vocational education remains limited. Aims This study aims to examine the application of differentiated PBL with deep learning to strengthen students’ collaboration skills through iterative classroom action cycles. Results The findings show a progressive increase in collaboration skills from 30.22% in the first cycle to 87.21% in the third cycle, accompanied by improved teaching quality from 46% to 87%, indicating a strong positive relationship between instructional quality and collaborative performance. Novelty The study introduces the integration of differentiation across material, process, and product within PBL and combines qualitative and quantitative observations in a vocational classroom context. Implications These results highlight the importance of adaptive instructional design, learning style mapping, and structured group interaction to foster inclusive, collaborative learning aligned with 21st-century competencies. Highlights• Progressive cycles demonstrate substantial growth in cooperative performance indicators• Adaptive grouping and varied learning products support inclusive participation dynamics• Instructional quality aligns consistently with improved teamwork engagement KeywordsCollaboration Skills; Problem Based Learning; Differentiated Learning; Deep Learning; Vocational Education
Didactic Design Implementation on Algorithms and Programming to Improve Students’ High School Computational Thinking Hassan Hidayatullah; Eka Fitrajaya Rahman; Harsa Wara Prabawa
Jurnal Penelitian Ilmu Pendidikan Vol. 19 No. 1 (2026): January–June
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v19i1.94345

Abstract

This research is motivated by the urgency of mastering 21st-century skills, particularly Computational Thinking (CT) in Informatics learning, and the prevalence of learning obstacles experienced by students. This study aims to develop a valid and effective didactical design to overcome students' learning obstacles and enhance their CT skills. The research method used is Didactical Design Research (DDR), which encompasses three stages: prospective analysis, metapedidactical analysis, and retrospective analysis. The research subjects involved Senior High School students in SMAN 9 Bandung. Data collection instruments included CT ability tests, interview guides, and classroom observations to identify ontogenic, didactical, and epistemological obstacles. The results indicate that the developed Hypothetical Didactical Design (DDH) proved effective, with a success rate of approximately 77.14% in overcoming students' learning obstacles. The implementation of this design also positively impacted the improvement of CT pillars, including decomposition, pattern recognition, abstraction, and algorithmic thinking. Furthermore, through retrospective analysis, the Empirical Didactical Design (DDE) was formulated to refine the design and address shortcomings identified in the DDH. This study recommends the application of learning obstacles-based didactical design as a responsive alternative strategy for Informatics learning.
Development of Augmented Reality Learning System Based on Kolb's Experimential Learning Model Rasim Rasim; Seni Siti Inayah; Yudi Ahmad Hambali; Eka Fitrajaya Rahman; Dwi Novia Al Husaeni
Elinvo (Electronics, Informatics, and Vocational Education) Vol. 11 No. 1 (2026): May 2026
Publisher : Department of Electronic and Informatic Engineering Education, Faculty of Engineering, UNY

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/elinvo.v11i1.90265

Abstract

Students’ learning motivation often decreases when the learning method does not align with their individual learning styles, posing a challenge for effective and meaningful education. Augmented Reality (AR) technology offers an interactive solution to increase student engagement. This study aims to develop an AR-based learning system adapted to Kolb’s learning styles: Diverger, Assimilator, Converger, and Accommodator, to support personalized and enjoyable learning. The system was developed using the ADDIE model and an object-oriented approach. Evaluation involved black box testing and user testing based on the Technology Ac-ceptance Model (TAM). Results showed over 80% of students were satisfied with the application, 75% found learning more interesting, and approximately 70% demonstrated increased active participation. TAM analysis revealed an average score of 80.26 and a positive correlation between perceived ease of use and motivation. The application encourages deeper exploration of material and boosts students’ confidence in facing academ-ic challenges. In conclusion, the developed system effectively supports technology-based personalized learn-ing. Its implication suggests that AR integration in education can enhance learning quality and serve as a foundation for future intelligent systems incorporating artificial intelligence.
Implementation of a Semantic Wave-Based Simulation Computing Platform for Digital Infrastructure Literacy of High School Students Eka Fitrajaya Rahman; Erna Piantari; Dwi Fitria Al Husaeni; Renisa Nur Kamelia Putri; Eka Fitrajaya Rahman; Erna Piantari; Dwi Fitria Al Husaeni; Renisa Nur Kamelia Putri
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 9 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i9.2026.14

Abstract

The background of this research is based on students' low understanding of the concept of inter-computer collaboration which is abstract and difficult to visualize through conventional learning. This research aims to improve students' digital infrastructure literacy through the implementation of a Semantic Wave-based Distributed Computing learning platform and simulations in the classroom. This research used the Classroom Action Research (CAR). The participants were 30 grade XI students majoring in informatics. Data collection was carried out through learning outcome tests based on cycles, student responses, observation sheets, worksheets, and reflection notes. Quantitative data were analyzed using descriptive statistics and paired sample t-tests, while qualitative data were analyzed thematically based on student activities, teacher facilitation, and cycle reflections. The results showed a consistent increase in learning outcomes, with the average score increasing from 59.13 in Cycle I to 73.63 in Cycle II and 83.97 in Cycle III. The paired sample t-test showed a significance value of 0.000 in the comparison of the pre-test with the post-test of Cycle I, and 0.001 in the comparison of Cycle I with Cycle II (Sig. <0.05). Qualitative observations showed increased student engagement, collaboration, communication, and the ability to connect simulation experiences with conceptual terms. The semantic wave pattern helped students move from concrete experiences to contextual transitions, and finally to denser abstract understanding (Semantic Density). Therefore, the semantic wave-based learning intervention was effective in improving students' digital infrastructure literacy in distributed computing through meaningful, interactive, and reflective learning.
Innovative Virtual Reality Learning Media With a Problem-Based Learning Model to Enhance Cognitive Engagement Eka Fitrajaya Rahman; Erna Piantari; Sophia Zuyyinasyam
METHOMIKA: Jurnal Manajemen Informatika & Komputerisasi Akuntansi Vol. 9 No. 1 (2025): METHOMIKA: Jurnal Manajemen Informatika & Komputersisasi Akuntansi
Publisher : Universitas Methodist Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46880/jmika.Vol9No1.pp169-173

Abstract

Engaging learning experiences are often more memorable and effective, contributing to long-term retention of knowledge. One effective approach to enhancing the appeal of educational content is through the development of innovative learning media that leverages digital technology. This study focuses on the creation of Virtual Reality (VR)-based learning media, which integrates video, audio, text, and music to enrich the educational experience. The aim is to optimize the learning process by utilizing VR to deliver compelling and immersive content. To further enhance learning efficiency with VR media, this research employs the Problem-Based Learning (PBL) methodology as the pedagogical framework. The development process of the learning media follows a design thinking approach to ensure the media is both engaging and educationally effective. Validation results from student assessments indicate that the VR learning media, incorporating the PBL method, has successfully improved students' cognitive abilities. The media demonstrated a gain value of 0.57, reflecting a moderate increase in learning outcomes.
ANALISIS PENERIMAAN PENGGUNA TERHADAP PEMBELAJARAN MULTIMEDIA PEMROGRAMAN BERORIENTASI OBJEK BERBASIS QR CODE PADA PENDIDIKAN VOKASI DENGAN PENDEKATAN TECHNOLOGY ACCEPTANCE MODEL (TAM) Dwi Fitria Al Husaeni; Mumu Komaro; Lala Septem Riza; Eka Fitrajaya Rahman; Erna Piantari; Amay Suherman
MUST: Journal of Mathematics Education, Science and Technology Vol 10 No 1 (2025): JULY
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/must.v10i1.25503

Abstract

The research objective is to analyze the Technology Acceptance Model (TAM) in measuring QR Code-based object-oriented programming learning multimedia in supporting vocational school students' learning on problem-based object-oriented programming (PBO) material. The TAM model variables used consist of Perceived Usefulness (PU), Perceived Ease of User (PEU), and User Acceptance of IT (UA-IT). The research respondents consisted of 35 students of SMK Negeri 1 Cimahi. The research stages consisted of familiarizing respondents with the use of multimedia, distributing TAM questionnaires, and testing the TAM model using SmartPLS software. The research results show that the average value of the user response questionnaire for QR Code-based PBO learning multimedia is 84.95% in the "Very Good" category. Based on the analysis of the relationship between TAM variables using PLS, it is known that the perceived ease of user variable has a positive influence on the acceptance of QR Code-based PBO learning multimedia, the perceived usage variable has a positive influence on the acceptance of QR Code-based PBO learning multimedia, and the variable perceived ease of use and perceived use. together they have a positive influence on the acceptance of QR Code-based PBO learning multimedia. This research is expected to provide an explanation regarding the use of TAM analysis in learning multimedia
DISHCODE: Design of an Educational Game for Computational Thinking Using the Game Development Life Cycle Model Alissa Isni Silviani Sutadi; Eka Fitrajaya Rahman; Erna Piantari
Journal of Education and Teacher Training Innovation Vol. 4 No. 2 (2026): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/6kjwez29

Abstract

The low level of computational thinking (CT) ability among Grade X Vocational School students in branching material is the primary problem underlying this research. This study aims to design an educational game named DISHCODE that systematically develops CT skills through structured branching programming material. The game targets Grade X PPLG students at SMKN 1 Sumedang, West Java, Indonesia. DISHCODE is developed as an extension of Kitchen Chaos, an open-source educational game developed by CodeMonkey, by adapting its culinary world theme and integrating branching code input as the core mechanic. The research employs a Research and Development (R&D) approach using the Game Development Life Cycle (GDLC) model, limited to the pre-production phase. The GDLC process produced five primary design artefacts, namely game mechanics and learning mechanics mapping, a Game Design Document (GDD), use case and activity diagrams, level mapping aligned with CT indicators, and a storyboard. The game comprises four levels of progressively increasing difficulty that map branching sub-topics, starting from single IF, sequential if-then, if-else, and nested if, onto four CT indicators covering decomposition, pattern recognition, abstraction, and algorithm design. Each level employs a distinct input mechanism calibrated to the cognitive demands of its target indicator. The design results indicate that the GDLC framework provides a systematic structure for translating CT-based learning objectives into coherent game design artefacts, and that DISHCODE's mechanic-indicator alignment positions it as a prospective structured medium for developing and reflecting students CT competency through gameplay, pending empirical validation in future implementation stages. These findings suggest that DISHCODE has the potential to offer teachers a ready-to-use game-based learning instrument that maps branching sub-topics directly onto CT indicators, enabling more structured and measurable CT instruction within vocational programming classes, and to provide learners with a progressively scaffolded gameplay experience that trains decomposition, pattern recognition, abstraction, and algorithm design through contextual branching problem-solving.
Improving vocational students’ learning outcomes through problem-based learning with multimodal learning media Dwi Fitria Al Husaeni; Eka Fitrajaya Rahman; Budi Mulyanti; Amay Suherman; Ade Gafar Abdullah; Lala Septem Riza; Erna Piantari; Sabila Fauziyya; Eki Nugraha
Curricula: Journal of Curriculum Development Vol. 4 No. 2 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i2.91733

Abstract

Learning in vocational schools, particularly in database subjects, is still hampered by conventional methods that do not develop critical thinking skills and practical applications that meet industry needs. This study aims to assess the effect of using learning media in implementing the Problem-Based Learning (PBL) model on improving vocational students' learning outcomes, particularly in database materials. The research employed a three-cycle Classroom Action Research (CAR) method, conducted with 32 students of class XI RPL at SMKN 13 Bandung. The learning strategy in this study was designed using a PBL approach and integrated multimodal media, including PDF modules, PowerPoint presentations, and learning videos. The results showed a significant and consistent increase in student learning outcomes, with the average score rising from 66.30 in the first cycle to 81.84 in the third cycle. This finding confirms that the use of varied learning media in PBL can enhance conceptual understanding and increase students' active engagement in learning.   Abstrak Pembelajaran di SMK, khususnya pada mata pelajaran basis data masih terkendala oleh metode konvensional yang kurang mengembangkan keterampilan berpikir kritis dan penerapan praktis sesuai kebutuhan industri. Penelitian ini bertujuan untuk mengukur pengaruh penggunaan media pembelajaran dalam penerapan model Problem-Based Learning (PBL) terhadap peningkatan hasil belajar siswa SMK, khususnya pada materi basis data. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) tiga siklus, yang dilaksanakan terhadap 32 siswa kelas XI RPL di SMKN 13 Bandung. Strategi pembelajaran dalam penelitian ini dirancang dengan pendekatan PBL yang diintegrasikan dengan media pembelajaran multimoda yang terdiri dari modul PDF, presentasi PowerPoint, dan video pembelajaran. Hasil penelitian menunjukkan peningkatan hasil belajar siswa yang signifikan dan stabil, dengan skor rata-rata meningkat dari 66,30 pada siklus I menjadi 81,84 pada siklus III. Temuan ini menegaskan bahwa penggunaan media pembelajaran yang bervariasi dalam konteks PBL dapat mendorong pemahaman konseptual yang lebih baik dan meningkatkan keterlibatan aktif siswa dalam pembelajaran. Kata Kunci: media pembelajaran; pembelajaran berbasis masalah; sekolah menengah kejuruan
Strengthening critical thinking through joyful learning implementation using the semantic wave approach Eka Fitrajaya Rahman; Jajang Kusnendar; Renisa Nur Kamelia Putri; Sarah Nurhaliza
Inovasi Kurikulum Vol. 22 No. 4 (2025): Inovasi Kurikulum, November 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v22i4.156

Abstract

Along with the rapid advancement of technology, critical thinking skills have become essential competencies for students. However, in education, many learning methods remain conventional and do not yet optimally support the development of students' critical thinking skills. Implementing joyful learning in combination with the semantic wave approach, it is expected that students will gain a learning experience that is more enjoyable, meaningful, and systematically structured. The purpose of this study is to analyze the effectiveness of applying joyful learning with the semantic wave approach in enhancing students’ critical thinking abilities. This research utilizes the Classroom Action Research (CAR) method, consisting of three cycles designed to evaluate the implementation of joyful learning based on the semantic wave approach. The results indicate a significant increase in pretest and posttest scores, with an average improvement, accompanied by a reduction in students’ learning achievement gaps. Furthermore, findings from the pre-cycle stage revealed low levels of motivation, engagement, and analytical skills among students in understanding the material. Through the implementation of the joyful learning model based on the semantic wave approach, there was a proven increase in students’ active participation, gradual conceptual understanding, and overall learning outcomes.   Abstrak Seiring dengan pesatnya kemajuan teknologi, keterampilan berpikir kritis menjadi salah satu kompetensi penting yang perlu dimiliki oleh peserta didik. Meskipun demikian, realitas di dunia pendidikan menunjukan bahwa metode pembelajaran masih banyak yang bersifat konvensional dan belum optimal dalam mendukung pengembangan keterampilan berpikir kritis murid. Penerapan joyful learning yang dipadukan dengan pendekatan semantic wave, diharapkan dapat menyebabkan murid memperoleh pengalaman belajar yang lebih menyenangkan, bermakna, dan terstruktur secara sistematis. Tujuan penelitian ini untuk menganalisis efektivitas penerapan joyful learning dengan pendekatan semantic wave dalam meningkatkan kemampuan berpikir kritis murid. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) yang terdiri dari tiga siklus, yang dirancang untuk mengevaluasi implementasi joyful learning berbasis semantic wave. Hasil penelitian ini menunjukan nilai pretest dan posttest meningkat signifikan, dengan rata-rata nilai meningkat, disertai kesenjangan hasil belajar murid semakin kecil. Selain itu, temuan pada tahap pre-cycle menunjukkan rendahnya motivasi, keterlibatan, dan kemampuan analisis murid dalam memahami materi. Melalui implementasi model joyful learning berbasis semantic wave yang dilakukan, terbukti terjadi peningkatan partisipasi aktif murid, pemahaman konsep secara bertahap, serta hasil evaluasi belajar. Kata Kunci: berpikir kritis; joyful learning; pembelajaran abad ke-21; semantic waves
CONNETIC Module: CTL-Based Interactive Media to Improve Students’ Logical Thinking in TCP/IP Oktavina Zahra Rahmawati; Eka Fitrajaya Rahman; Jajang Kusnendar
Bitnet: Jurnal Pendidikan Teknologi Informasi Vol. 11 No. 3 (2026): Bitnet: Jurnal Pendidikan Teknologi Informasi
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/bitnet.v11i3.13603

Abstract

Logical thinking is an essential competence for vocational high school (SMK) students learning TCP/IP within the Basic Computer Network and Telecommunication Engineering (DDTJKT) subject due to its abstract, layered reasoning requirements. Preliminary findings indicate conventional instruction leaves students passive and unable to connect concepts logically. This study develops CONNETIC Module, a Contextual Teaching and Learning (CTL)-based interactive learning module built with React, TypeScript, and Supabase, to improve Grade X students' logical thinking. Employing a quantitative Research and Development (R&D) approach following the ADDIE model, a One-Group Pretest-Posttest design was applied to 36 Grade X TJKT students at SMK Negeri 4 Bandung. Data collected via tests, validation sheets, and questionnaires were analyzed using Wilcoxon signed-rank and N-Gain tests. The results show that CONNETIC Module is highly feasible based on expert validation (88.57%), significantly improved students’ logical thinking (Z = -5.224; p < .001; r = .87) with a high overall N-Gain of .77, and achieved excellent usability (82.44%). Integrating a sequential locking mechanism and real-time feedback successfully creates an impactful, responsive learning experience.
Co-Authors -, Rasim Abdan Syakur Rabbani Abdullah, Cep Ubad Ade Gafar Abdullah, Ade Gafar Agung Arya Anggara Aisyah Nursyahidah Al Husaeni, Dwi Fitria Alhamid, Basthatan Ihsan Alif Ismail Salem Alissa Isni Silviani Sutadi Almira Kiasati Solehudin Amay Suherman Ani Nuraeni Asep Wahyudin Bahar Nugraha Praja Basthatan Ilham Alhamid Budi Mulyanti Cep Ubad Abdullah Damayanti, Tiara Ayu Dewini Dewini Dika Aprilia Kusuma Dwi Fitria Al Husaeni Dwi Fitria Al Husaeni Dwi Novia Al Husaeni Eka Fitrajaya Rahman Eki Nugraha Enjang Ali Nurdin Enjun Junaeti Erlangga Erlangga Erna Piantari Erna Piantari Faisal Syaiful Anwar Farah Shahnaz Imami Hanum Salsabilla Harsa Wara Prabawa Hassan Hidayatullah Jajang Kusnendar Judie, Rizky Rachman Lala Septem Riza M. Daffa Al-Qory Milenia, Krisna Mubaraq, Ziady Muhammad Akmaluddin Andayani Komara Muhammad Dafit Muldani, Henhen Imam Mumu Komaro Munir Prof Novi Sofia Fitriasari Nurdyansah, Meggy Nusuki Syari&#039;ati Fathimah Oktavina Zahra Rahmawati Pertiwi, Anita Dyah Piantari, Erna Prabawa, Harsa Wara Pratiwi Pratiwi Purnama Muntaharridwan Purnama Muntaharridwan Putro, Budi Laksono Rani Megasari Rasim, Rasim Renisa Nur Kamelia Putri Renisa Nur Kamelia Putri Rizky Rachman Judhie Putra Rizky Rahman Judhie Putra Rossy Rossy Agustriyanda Sabila Fauziyya Sarah Nurhaliza Selvi Marcellia Seni Siti Inayah Shah Nazir Shalih, Puji Rahmah Sofhia Nabilah Sophia Zuyyinasyam Sulistiyono, Yakub Eriyanto Tsabita Widya Septivani Waslaluddin MT Wawan Setiawan Wihardi, Yaya Yudi Ahmad Hambali Zuyyinasyam, Sophia