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All Journal Publikasi Pendidikan Jurnal Inovasi Teknologi Pendidikan Jatilima : Jurnal Multimedia Dan Teknologi Informasi FOSTER: Journal of English Language Teaching Jurnal Media dan Teknologi Pendidikan Journal of Environment and Sustainability Education
Ikanubun, Lucia Ekawati
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Chemistry Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Physics Social Sciences Other

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Audience engagement in practice tests and instructional videos on YouTube Ikanubun, Lucia Ekawati; Iwo, Lidiah Tereda
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 1 (2025): March
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i1.77488

Abstract

As a digital video-sharing platform, YouTube has vast resources for sharing educational content. It is an accessible, open educational resource to assist the audience in gaining information and knowledge for educational needs. The research explored audience engagement and viewing patterns between two types of educational videos- instructional videos and practice test videos on a single Indonesian educational YouTube channel. It employed a quantitative descriptive approach to identify audience engagement and viewing patterns for both categories of videos. The data is collected through YouTube analytics with a population of 218 educational videos. The sample used is 139 videos chosen from the two video categories using proportional random sampling, ensuring each category is represented. The finding reveals that instructional videos have high numbers in view and shares metrics, while practice test videos topped in likes, watching duration, and average view duration metrics. This research provides insight to teachers, educational content creators, and those involved in the educational field, optimizing content strategy for digital learning resources in video formats. Further research can explore audiences' motivations for watching educational content and other metrics related to watching long or short videos that can affect audience engagement, which can provide broader insights regarding learning preferences in online video platforms.
Development of an Instructional Guidebook In the Multimedia Laboratory Ikanubun, Lucia Ekawati; Dewi, Laksmi; Mulyadi, Dadi
Jurnal Multimedia dan Teknologi Informasi (Jatilima) Vol. 7 No. 02 (2025): Jatilima : Jurnal Multimedia Dan Teknologi Informasi
Publisher : Cattleya Darmaya Fortuna

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54209/jatilima.v7i02.1385

Abstract

Multimedia laboratory is crucial for supporting students' learning process in educational technology program. This relates to the implementation of knowledge into skills in producing digital learning media. However, many students still find it challenging to understand the function and use of tools and equipment in producing digital learning media due to the absence of a handbook to support learning in the lab. This situation came to light during the writer's observation of issues during the implementation of the Actualization phase of the 2024 CPNS basic training. This study aims to develop an instructional guidebook for students in the educational technology program at Universitas Pendidikan Indonesia (UPI). This study employed D&D with 4D Model: Define, Design, Develop, and Disseminate. The learning guidebook is produced in an E-book format, linked to 12 tutorial videos, that activates students to be more familiar with the lab equipment, know how to use the lab hardware and software and produce digital learning media. This research provides contribution to increase students' practical skills and foster the effectiveness of learning practice in the multimedia lab.
Pelatihan Pengembangan Desain Pembelajaran Mendalam (Deep Learning) untuk Guru Sekolah Dasar Susilana, Rudi; Ikanubun, Lucia Ekawati; Amelia, Della; Hadiapurwa, Angga; Dewi, Laksmi; Setiawan, Budi; Anisa, Desy; Sipayung, Amy Theresia
Publikasi Pendidikan Vol 15, No 3 (2025)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/publikan.v15i3.76539

Abstract

Digulirkannya kebijakan pendekatan Pembelajaran Mendalam (PM) untuk implementasi kurikulum nasional, menjadi tantangan tersendiri bagi guru-guru di lapangan. Kegiatan Pengabdian kepada Masyarakat ini dilaksanakan untuk menjawab permasalahan mitra berupa keterbatasan pemahaman guru sekolah dasar dalam mengimplementasikan konsep dan strategi Pembelajaran Mendalam (PM). Mitra kegiatan Pengabdian kepada Masyarakat ini adalah guru-guru sekolah dasar di Kecamatan Parongpong yang berjumlah 50 guru. Kegiatan yang dilaksanakan berupa intervensi terstruktur selama dua hari, meliputi: (i) pra-pelatihan dengan distribusi buku panduan PM yang memuat enam topik inti, (ii) pelatihan melalui penyampaian materi, diskusi, serta workshop praktik penyusunan desain pembelajaran, dan (iii) pascapelatihan berupa penguatan serta evaluasi tindak lanjut. Metode kegiatan mencakup asesmen awal dan akhir, praktik terbimbing, serta pendampingan langsung. Hasil pelaksanaan menunjukkan adanya peningkatan pemahaman guru dengan nilai normalized gain (N-gain) pada enam aspek PM berada pada kategori sedang (0,43–0,56); aspek prinsip PM memperoleh capaian tertinggi (0,56), sementara aspek pengembangan desain pembelajaran masih terendah (0,43) sehingga membutuhkan penguatan lanjutan. Evaluasi reaksi peserta juga memperlihatkan persepsi yang sangat positif (rata-rata ≥ 4,51/5) terhadap relevansi, kejelasan, manfaat praktis, kolaborasi, dan sikap reflektif. Secara keseluruhan, kegiatan ini berhasil meningkatkan kapasitas guru dalam merancang dan menerapkan Pembelajaran Mendalam, meskipun pendampingan berkelanjutan tetap diperlukan agar implementasi di kelas lebih optimal.
Reframing ESP for Educational Technology Students: A Needs Analysis of English Language Demands in Higher Education Lucia Ekawati Ikanubun; Luciana Calixto
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i3.444

Abstract

The development of English courses across various disciplines in higher education has gained increasing attention to address students’ needs. However, few studies have examined the English-language needs of Educational Technology students who serve as instructional designers who must navigate pedagogical discourse and technical documentation in English. The study aims to identify the Educational Technology students’ needs regarding their current abilities, learning difficulties, and perceived needs. The analysis was conducted through three views: Discrepancy, Diagnostic, and Democratic. Data were collected through questionnaires distributed to 93 students and a semi-structured group interview with eight participants. Findings revealed significant gaps in speaking and academic writing, while listening and reading demonstrated moderate proficiency, underscoring the need to strengthen communication skills. Students also demonstrated strong awareness of English's importance to their academic and professional futures, despite considerable gaps in their productive performance. This study contributes to the ESP needs analysis literature in the Educational Technology context, revealing discipline- specific communicative gaps with direct implications for ESP course design. This study furthermore offers concrete guidance for instructors and curriculum developers seeking to design contextualized ESP courses that reflect authentic communicative demands of instructional design practice.
A Correlational Study between Intrinsic Learning Motivation and Cyberslacking Behavior Among College Students Putri Maharani; Ellina Rienovita; Lucia Ekawati Ikanubun
Jurnal Media dan Teknologi Pendidikan Vol. 5 No. 4 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jmt.v5i4.96865

Abstract

Cyberslacking behavior presents a significant challenge in the learning process, particularly among university students who have broad access to technology. This study aims to analyze the correlation between intrinsic learning motivation and student cyberslacking behavior. Intrinsic motivation in this study is based on Self-Determination Theory, encompassing the psychological needs for autonomy, competence, and relatedness. This research employed a quantitative approach with a correlational method. Data were collected using a closed-ended questionnaire with a Likert scale that had been tested for validity and reliability. A total of 167 students were selected as respondents through proportionate stratified random sampling. The Spearman rank correlation analysis revealed a significant negative correlation between intrinsic learning motivation and cyberslacking behavior (r = -0.200; p < 0.05). These findings indicate that higher intrinsic learning motivation is associated with a lower tendency to engage in cyberslacking during learning activities. The results highlight the importance of fostering intrinsic motivation as a preventive strategy against cyberslacking. The implication of this study encourages educators and instructional designers to develop learning experiences that support students’ basic psychological needs optimally.
Primary teacher backgrounds and ESD competencies: An exploratory study Dadi Mulyadi; Ridha Hidayani; Lucia Ekawati Ikanubun
Journal of Environment and Sustainability Education Vol. 4 No. 1 (2026)
Publisher : Education and Development Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62672/joease.v4i1.128

Abstract

Education for Sustainable Development (ESD) emphasizes the crucial role of teachers in cultivating students' sustainability competencies. However, studies on how teachers’ background characteristics relate to their ESD competencies remain limited, particularly at the primary school level. This study examined whether widely assumed demographic and administrative differences among teachers including gender, years of teaching experience, and employment status are associated with their ESD competence. A quantitative correlational design was employed using the Chi-Square test to analyze the association between gender and competence, and the Kruskal-Wallis test to assess the relationship between teaching experience and employment status to examine group-based differences and associations among demographic variables. The findings indicate no statistically significant differences across all variables. Gender was not associated with teachers’ ESD competence (p = 0.102), and competence levels did not differ significantly by teaching duration (p = 0.740) or employment status (p = 0.443). These results suggest that demographic and administrative characteristics are not decisive in shaping teachers’ ESD competencies, providing a broadly inclusive teacher training and curriculum initiatives. The study contributes to the conceptual insights for framing inclusive ESD primary teacher competencies. This implies that strengthening ESD implementation at the primary level requires sustained training programs, practical teaching materials, and a supportive school culture that empowers teachers to embed sustainability concepts into early learning. Future studies are recommended to investigate systemic and school-level factors such as curriculum design, leadership practices, and community engagement that may better explain variations in ESD competence among primary school teachers.
Co-Authors Angga Hadiapurwa Anisa, Desy Budi Setiawan Dadi Mulyadi Della Amelia Ellina Rienovita Iwo, Lidiah Tereda Laksmi Dewi, Laksmi Luciana Calixto Mulyadi, Dadi Putri Maharani Ridha Hidayani Rudi Susilana, Rudi Sipayung, Amy Theresia