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All Journal IJoLE: International Journal of Language Education Jurnal Nasional Pendidikan Teknik Informatika (JANAPATI) Jurnal EDUTECH Undiksha
Arimbawa, Gusti Putu Arya
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Arts Humanities Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Social Sciences

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Cognitive Load in English as a Foreign Language Speaking Competency of Vocational High School Students Dewi, Putu Wia Rosita; Arimbawa, Gusti Putu Arya; Putra, Harjuli Surya; Oya, Abas; Candiasa, I Made; Susilawati, Aay
International Journal of Language Education Vol. 9, No. 1, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i1.71702

Abstract

This study provides an overview of the level of students’ cognitive load in learning English in vocational schools. A quantitative descriptive study uses a cross-sectional survey conducted to measure the level of cognitive load of students in learning English in vocational schools. The subjects are 69 respondents who are students from one of the private vocational schools in Denpasar City. A questionnaire with 9 Likert scales is used to measure Intrinsic Cognitive Load (ICL) and Extraneous Cognitive Load (ECL). Data are analysed with 5 category scales based on the ideal score of the instrument used. The results show that Intrinsic Cognitive Load (ICL) dominates English learning in vocational schools compared to Extraneous Cognitive Load (ECL). The percentage of cognitive load level is dominated at a high level for Intrinsic Cognitive Load (ICL) and a medium level for Extraneous Cognitive Load (ECL). Because the results of this study explain the high cognitive load of Intrinsic Cognitive Load (ICL) level, it is recommended to balance the cognitive challenge in teaching materials so as not to burden students in learning English speaking in vocational schools. Future research should aim to examine the factors that influence these differences in cognitive load levels more comprehensively in a broader context to improve generalizability.
Exploring the Digital Literacy Levels of Junior High School Indonesian Language Teachers: A DigCompEdu Perspective Arimbawa, Gusti Putu Arya; Wikanta, I Made Indra Adhi; Sumarno, I Wayan; Dantes, Gede Rasben; Indrawan, Gede; Gunawan, I Made Agus Oka
Jurnal Edutech Undiksha Vol. 12 No. 2 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v12i2.86129

Abstract

The advancement of digital technology requires educators to possess adequate digital literacy to effectively integrate technology into the teaching and learning process. However, digital literacy among subject teachers varies widely and requires special attention, especially in maximizing the use of technology to support educational practices. This study aims to provide an overview of the digital literacy levels of Indonesian language teachers at the junior high school level. The research employed a qualitative method with an online survey involving 72 Indonesian language teachers, selected through a cluster-quota sampling technique. The research instrument was a questionnaire adapted from the DigCompEdu model, comprising 22 core statements and 13 additional questions to explore the sample’s characteristics and teaching environment. Data were analyzed by comparing the percentage scores in each aspect of digital literacy within the DigCompEdu model. The results showed that most teachers reached the B1: Integrator level of digital literacy, reflecting their ability to integrate technology effectively into teaching. Teachers predominantly used digital technologies such as presentation media when teaching Indonesian language subjects. However, the study also identified several areas for improvement, including reflective practice, resource selection, teaching, evidence analysis, differentiation and personalization, and communication skills. This study concludes by emphasizing the importance of continuous digital literacy development to enable teachers to maximize the potential of technology in education.
Effectiveness of Differentiated Explorative Flipbooks to Improve The Learning Independence of Junior High School Student Arimbawa, Gusti Putu Arya; Ni Putu Eva Yuliawati; Windhu, I Putu Tresna; Agustini, Ketut; Sudatha, I Gde Wawan
Jurnal Nasional Pendidikan Teknik Informatika: JANAPATI Vol. 14 No. 1 (2025)
Publisher : Prodi Pendidikan Teknik Informatika Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/janapati.v14i1.83918

Abstract

This research was conducted to overcome the low level of learning independence of students as indicated by dependent behavior among students at the junior high school level. The ADDIE development model was chosen as a model for developing and implementing learning tools to overcome the problem of student learning independence. Data was collected through non-tests using the Learning Object Review Instrument, User Experience Questionnaire and questionnaires to measure students' learning independence. Data analysis was carried out using percentages and n-gain scores. The result of this research was the creation of a product called Mekdi with an average gain score increase of 0.39 which is in the medium category. There are various elements that support the learning process and increase students' learning independence in this media including flipbook elements, GeoGebra exploration, diagnostic assessments, collaboration spaces, and ice breaking activity.
Co-Authors Dewi, Putu Wia Rosita Gede Indrawan Gede Rasben Dantes I Made Agus Oka Gunawan I Made Candiasa Ketut Agustini M.Pd S.T. S.Pd. I Gde Wawan Sudatha . Ni Putu Eva Yuliawati oya, abas Putra, Harjuli Surya Sumarno, I Wayan Susilawati, Aay Wikanta, I Made Indra Adhi Windhu, I Putu Tresna