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All Journal DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Inovasi Kurikulum Tsaqila Jurnal Pendidikan dan Teknologi
Ahmad Fajar Fadlillah
Universitas Pendidikan Indonesia
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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Teachers' perceptions of media literacy in Junior High School Ahmad Fajar Fadlillah; Mohammad Ali; Asep Herry Hernawan; Cepi Riyana
Inovasi Kurikulum Vol 20, No 2 (2023): Inovasi Kurikulum, August 2023
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v20i2.61704

Abstract

Teachers play an essential role in the success of school media literacy programs. This study analyzes teachers' current perceptions of media literacy competence in junior high schools in West Java, Indonesia. Descriptive research methods have been used to describe and summarize data using statistical techniques. The sample consisted of 381 respondents obtained using a purposive sampling technique. Data collection was obtained from questionnaires distributed through online platforms. The results analyze teachers' perceptions of their knowledge, skills, and attitudes towards media literacy. Teachers understand this concept strongly, recognizing that it goes beyond traditional literacy concepts, including reading and writing. Expertise is also demonstrated in accessing various forms of media. However, media skills are still relatively weak in content analysis and integration into teaching practice because teachers lack the necessary skills to integrate concepts into their teaching practice effectively. A particularly positive attitude towards this concept, recognizing the ability to equip students with the 21st-century skills necessary for today and the future. The research implications describe their literacy conditions as a basis for developing media literacy education. AbstrakGuru memegang peranan penting dalam keberhasilan program literasi media di sekolah. Penelitian ini bertujuan untuk menganalisis persepsi guru saat ini terhadap kompetensi literasi media di sekolah menengah pertama di Jawa Barat, Indonesia. Metode penelitian deskriptif digunakan untuk mendeskripsikan dan merangkum data dengan menggunakan teknik statistik. Sampel berjumlah 381 responden yang diperoleh dengan menggunakan teknik purposive sampling. Pengumpulan data diperoleh dari kuesioner yang disebar melalui platform online. Hasilnya menganalisis persepsi guru saat ini mengenai pengetahuan, keterampilan, dan sikap mereka terhadap literasi media. Para guru memiliki pemahaman yang kuat tentang konsep ini, menyadari bahwa konsep ini melampaui konsep literasi tradisional yang mencakup membaca dan menulis. Keahliannya juga ditunjukkan dalam mengakses berbagai bentuk media. Namun, keterampilan media masih relatif lemah dalam bidang analisis isi dan integrasi ke dalam praktik mengajar karena guru kurang memiliki keterampilan yang diperlukan untuk secara efektif mengintegrasikan konsep ke dalam praktik mengajar mereka. Sikap yang sangat positif terhadap konsep ini, mengakui kemampuan membekali siswa dengan keterampilan abad ke-21 yang diperlukan untuk saat ini dan masa depan. Implikasi penelitian tersebut menggambarkan kondisi literasi mereka sebagai landasan dalam mengembangkan pendidikan literasi media.Kata Kunci: Literasi media; persepsi guru; sekolah menengah pertama
Needs analysis on digital learning objects for university students Nadia Hanoum; Ahmad Fajar Fadlillah; Dadang Sukirman; Cepi Riyana
Inovasi Kurikulum Vol 21, No 2 (2024): Inovasi Kurikulum, May 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia (HIPKIN)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i2.62688

Abstract

Using Digital Learning Objects as learning resources is essential in blended learning. However, the availability is still limited, so there is a need to design and develop digital learning objects to help students meet learning objectives. This study identifies and analyzes students’ needs for Digital Learning Objects relevant to the course's characteristics. This study employs the descriptive survey method to provide a quantitative description of students’ preferences for different Digital Learning Objects. The data for this study was collected using a questionnaire distributed to 54 students as the sample. The results revealed that the Digital Learning Objects needed for the Audio Media course consisted of digital module (87 percent), video (79,6 percent), and animation (74,1 percent). As for the learning method, practicum (98 percent) and team-based project (81 percent) were preferable to discussion or presentation. It was also found that the digital module was more compatible with the majority of the materials covered in the course. Thus, developing Digital Learning Objects will include digital modules, instructional videos, and animation, which are expected to support students in a blended learning environment effectively. AbstrakPemanfaatan Objek Pembelajaran Digital sebagai sumber belajar merupakan hal yang penting dalam blended learning, namun ketersediaannya masih terbatas oleh karena itu perlu dirancang dan dikembangkan Objek Pembelajaran Digital yang dapat memudahkan siswa dalam mencapai tujuan pembelajaran. Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis kebutuhan mahasiswa terhadap Objek Pembelajaran Digital yang relevan dengan karakteristik mata kuliah yang diambilnya. Penelitian ini menggunakan metode survei deskriptif karena perlu memberikan gambaran kuantitatif tentang preferensi mahasiswa terhadap berbagai jenis Objek Pembelajaran Digital. Data penelitian ini dikumpulkan dengan menggunakan kuesioner yang dibagikan kepada 54 mahasiswa sebagai sampel. Hasil penelitian menunjukkan bahwa Objek Pembelajaran Digital yang dibutuhkan pada mata kuliah Media Audio terdiri dari modul digital (87 persen), video (79,6 persen), dan animasi (74,1 persen). Sedangkan untuk metode pembelajaran, praktikum (98 persen) dan proyek berbasis tim (81 persen) lebih diutamakan dibandingkan diskusi atau presentasi. Ditemukan juga bahwa modul digital lebih kompatibel dengan sebagian besar materi yang dibahas dalam kursus. Oleh karena itu, pengembangan Objek Pembelajaran Digital akan mencakup modul digital, video instruksional, dan animasi, yang diharapkan dapat secara efektif mendukung mahasiswa dalam lingkungan pembelajaran terpadu.Kata Kunci: blended learning; kursus media audio; objek pembelajaran digital
Emerging Trends of Artificial Intelligence in Education (2021–2026): A Bibliometric Analysis of Curriculum and Vocational Education Transformation Amy Theresia Sipayung; Rusman; Ahmad Fajar Fadlillah
Tsaqila | Jurnal Pendidikan dan Teknologi Vol. 6 No. 1 (2026)
Publisher : Universitas Muhammadiyah Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/tjpt.v6i1.623

Abstract

Artificial intelligence (AI) increasingly reshaped educational practices, prompting growing scholarly inquiry into its pedagogical, curricular, and environmental implications. However, existing bibliometric reviews of Artificial Intelligence in Education (AIED) predominantly predated the generative AI inflection point and rarely disaggregated vocational education as a distinct theme. This study examined the intellectual structure and thematic evolution of AIED research published between 2021 and 2026, focusing on how curriculum development and vocational education transformation were represented within the field. Bibliographic data were retrieved from Scopus using the query "Artificial Intelligence" AND "Education" across title, abstract, and keyword fields, yielding 420 initial records. Following a four-stage Identification-Screening-Eligibility-Inclusion process, 107 peer-reviewed journal articles were retained. Publication output rose from five articles annually in 2021-2022 to 55 in 2025, with 83.2% of the dataset concentrated in 2023-2025, confirming a measurable post-generative AI acceleration. Arts and Humanities (45.0%) and Social Sciences (35.0%) dominated the disciplinary distribution, while China and the United States jointly led geographical output. Keyword co-occurrence mapping identified four clusters, with vocational education and training co-anchoring a cluster alongside deep and reinforcement learning, indicating an established rather than emergent research domain. This study offered the first structured mapping of vocational education's position within the post-2023 AIED landscape, informing curriculum developers, researchers, and policymakers.
Enhancing Students' Reading Literacy through the Implementation of Reading and Writing Across the Curriculum (RWAC) Using BukuAku Amy Theresia Sipayung; Asep Herry Hernawan; Ahmad Fajar Fadlillah
DIDAKTIKA: Jurnal Pendidikan Sekolah Dasar Vol. 8 No. 1 (2025): VOLUME 8, NUMBER 1, 2025
Publisher : Program Studi PGSD, Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/didaktika.v8i1.85539

Abstract

This study evaluated the effectiveness of BukuAku, an interactive digital library application, in enhancing elementary school students’ reading literacy through the Reading and Writing Across the Curriculum (RWAC) approach. As digital learning tools become increasingly integral in early education, this study aimed to assess the impact of BukuAku on students’ reading comprehension using a quantitative research design. A quasi-experimental one-group pretest–posttest design was implemented involving 30 third-grade students over a four-month intervention period (January–April 2025). Two main instruments were employed in this study. The first instrument was the Lumina Testing Service (LTS), a Lexile-based quantitative reading assessment tool that is widely used internationally and supported by documented validity and reliability. The second was BukuAku, a digital library that provided leveled digital texts, audio narration, and quizzes to support the learning process. Reading proficiency was measured using the LTS before and after the intervention. Statistical analysis using a paired samples t-test revealed a significant increase in students’ Lexile scores, from a mean of 700.17 (SD = 26.375) in the pretest to 832.33 (SD = 39.277) in the posttest. These results demonstrate a substantial improvement in reading comprehension following the intervention. The findings support the efficacy of integrating digital literacy tools with cross-curricular reading and writing approaches to strengthen reading comprehension in early grades. This study contributes to the empirical literature on educational technology integration and highlights the value of structured, interactive literacy interventions. Future research is recommended to explore long-term impacts and broader implementation across diverse educational context.
Co-Authors Amy Theresia Sipayung Asep Herry Hernawan Cepi Riyana Dadang Sukirman Mohammad Ali R. Nadia Hanoum, R. Nadia Rusman