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All Journal JOURNAL SCIENTIFIC OF MANDALIKA (JSM)
Kristiani Kristiani
Universidade Nacional Timor Lorosa’e, Timor-Leste
Humanities Languange, Linguistic, Communication & Media Other

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Identifying students’ knowledge of multimedia technology use in secondary education learning Paulo Alves Cabral; Kristiani Kristiani; Pedro Correia
Journal Scientific of Mandalika (JSM) e-ISSN 2745-5955 | p-ISSN 2809-0543 Vol. 7 No. 4 (2026): (In Progress)
Publisher : Institut Penelitian dan Pengembangan Mandalika Indonesia (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/10.36312/vol7iss4pp542-550

Abstract

This study presents an analysis of students’ knowledge regarding multimedia technology as a subject within the teaching and learning process, particularly in the context of practical laboratory sessions. The research is entitled Identification of Students’ Knowledge of Multimedia Technology Use in Secondary Education Learning. The objectives of this study are to examine the importance of multimedia technology in secondary education and to identify how multimedia technology is utilized by students in the teaching and learning process at the secondary level. The population of this study consisted of twenty (20) schools, while the sample included five (5) representative schools, involving a total of 50 students, comprising 28 male and 22 female students. This study employed a qualitative descriptive method, and the data collection techniques used were documentation and questionnaire-based surveys. The primary instrument for data collection was a structured questionnaire. The results of the study indicate that out of the 50 secondary school students from five schools, all respondents acknowledged that multimedia technology is a subject included within their learning context. Regarding familiarity with multimedia technology topics, 66% of students responded “yes,” while 34% responded “no,” indicating that the majority of students possess knowledge of multimedia technology. However, concerning the availability of practical laboratory sessions related to multimedia technology, only 36% of students responded “yes,” while 64% responded “no,” suggesting that most students still lack access to practical laboratory facilities. Furthermore, regarding the use of materials in practical sessions related to operating computer programs, only 10% of students responded “yes,” while 80% responded “no.” These findings indicate that only a small proportion of students understand the process of operating computer programs.
Students’ understanding of question-level difficulty in thematic unit a textbooks in secondary education Pedro Correia; Kristiani Kristiani; Paulo Alves Cabral; Julia Baquita Fatima Soares
Journal Scientific of Mandalika (JSM) e-ISSN 2745-5955 | p-ISSN 2809-0543 Vol. 7 No. 4 (2026): (In Progress)
Publisher : Institut Penelitian dan Pengembangan Mandalika Indonesia (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/10.36312/vol7iss4pp557-567

Abstract

This study aims to examine students’ understanding in solving questions presented in the additional questions section of the Grade 11 chemistry textbook, as well as to identify the distribution of questioning levels contained in that section. The research was conducted at a general secondary school, involving 52 Grade 11 science-track (TC) students as the research participants. Data were collected using multiple techniques and instruments, including documentation, observation, questionnaires, and interviews. The findings indicate that the cognitive questions in the additional questions section are predominantly categorized at the processing level, accounting for 53%. Based on the questionnaire analysis, students’ level of understanding of input-level questions is classified as high (61%), while their understanding of processing-level questions falls within the sufficient category (48%), and output-level questions are also categorized as sufficient (49%). Furthermore, from the 15 questions administered to the students, 5.8% of students demonstrated a lack of understanding in answering the questions, 76.9% provided neutral responses, and 17.3% showed adequate understanding in their answers. Overall, the results suggest that students’ level of understanding can be classified as sufficient. Interview findings further reveal that several factors contribute to this condition, including students’ tendency to forget the subject content, lack of note-taking, and limited concentration during learning. Therefore, it is recommended that teachers provide additional questions as part of daily exercises or homework to enhance students’ understanding and learning outcomes.
Co-Authors Julia Baquita Fatima Soares Paulo Alves Cabral Pedro Correia