Journal of Education Technology
Journal of Education Technology p-ISSN : 2549-4856, e-ISSN : 2549-8290 is a publication of research results and scientific thoughts in the fields of education, learning, evaluation, innovation including the development and implementation of new technologies in education and learning.
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<![CDATA[The Impact of Technology Readiness on Undergraduate Students’ Acceptance of Learning Management System ]]>
<![CDATA[Maryani, Ika]]>;
<![CDATA[Puspitasari, Yunita Mega]]>
<![CDATA[ Journal of Education Technology Vol. 8 No. 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v8i1.51989
<![CDATA[The problem raised in this research is that there are no studies that measure the influence of technology readiness on student acceptance of the Learning Management System. This research aims to analyze the influence of technology readiness on acceptance of the Learning Management System among students. This research uses a quantitative approach with an ex post facto type. The research method uses associative research to determine the causal relationship between technological readiness and the Learning Management System. The data collection technique uses a technology readiness questionnaire and the Learning Management System which is then analyzed using simple linear regression analysis with t-test hypothesis testing. The questionnaire consists of 27 valid statements representing indicators, optimism, innovation, discomfort, insecurity, usefulness, ease of use, and interest in using. Questionnaires were distributed to students via WhatsApp using accidental sampling technique and obtained 152 respondents. The results show that 66.8% of acceptance of the Learning Management System is influenced by technology readiness. Meanwhile, 33.2% is influenced by other variables. The results of this research indicate that there is a positive influence of technology readiness on acceptance of the Learning Management System. This means that the higher the technological readiness, the higher the acceptance of the Learning Management System. The implication is that technological readiness must be improved to optimize the use of the Learning Management System. High acceptance of the Learning Management System can provide support for the success of the online learning process.]]>
<![CDATA[Perceptions of Industry and Education Practitioners Regarding the Implementation of Digital Learning in Automotive Engineering ]]>
<![CDATA[Firdaus, Muhammad Dzaky]]>;
<![CDATA[Sutarto]]>;
<![CDATA[Mutohhari, Farid]]>;
<![CDATA[Suyitno]]>;
<![CDATA[Nurtanto, Muhammad]]>
<![CDATA[ Journal of Education Technology Vol. 8 No. 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v8i1.55861
<![CDATA[Digital learning (DL) in vocational education has become a crucial issue that continues to be developed for innovation, including in the automotive engineering department. However, the problem is related to the relevance of the competencies to be achieved in accordance with industry qualifications. In addition, the stages of DL have not been fully understood by various educational practitioners. This study aims to analyze the perceptions of industry and education practitioners regarding the implementation of DL in automotive engineering (DL-AE). Sixteen key informants were involved in data collection through semi-structured interview techniques. Qualitative data were analyzed thematically with the help of the NVivo 12 Plus Software. The findings in this study are classified into three main aspects, namely activities prior to DL-AE implementation (Pre-DL-AE implementation), activities during DL-AE implementation, and evaluation of the DL-AE program. However, the lack of accessibility tools and the lack of intensive monitoring during the DL-AE was an obstacle that had to be solved. During the implementation of DL-AE, roles and responsibilities are needed which include aspects of facilitating, guiding and teaching material according to the portion. Evaluations regarding adjustments or changes to methods and ensuring equitable accessibility are also special considerations in increasing the effectiveness and efficiency of DL-AE in the future. These results have important implications in the development of digital learning that takes into account the aspects found in this research.]]>
<![CDATA[Digital Technologies: A Congregating pan-African Public Management on the Fourth Industrial Revolution for Employability and Sustainable Growth ]]>
<![CDATA[Atianashie, Miracle]]>;
<![CDATA[Adaobi , Chukwuma Chinaza]]>;
<![CDATA[Adinkrah-Appiah, Kwadwo]]>;
<![CDATA[Obeng-Ofori , Daniel]]>
<![CDATA[ Journal of Education Technology Vol. 8 No. 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v8i1.59267
<![CDATA[The Fourth Industrial Revolution (4IR) is the concept of blurring the real world with the technological world and it is characterized by a range of new technologies that are fusing the physical, digital, and biological worlds. The study analyze the state of pan-African public administration practice within the praxis of the Fourth Industrial Revolution (4IR) to enhance employability and sustainable development. The 4IR is the concept of blurring the real world with the technological world, and a range of new technologies that are fusing the physical, digital, and biological worlds characterizes it. At its core, the 4IR is driven by the convergence of physical and digital technologies. It is the current developing environment in which disruptive technologies and trends such as the Internet of Things (IoT), robotics or intelligent robots, mobile supercomputing, virtual reality (VR), and artificial intelligence (AI) are changing the way people live and work. Furthermore, the study interrogates the contentious and contemporary potentials of the pan-African public administration vis-à-vis the fourth industrial revolution as we draw closer to the future. The study employed a descriptive research design, relying on content analysis. A secondary source of data collection was employed. Some of the significant findings include sustainable development, Employability, and Fourth Industrial Revolution. The study advocates that for African public administration to be relevant to the governance and sustainable development needs of the continent, it must restructure its educational curriculum to take advantage of the benefits that the technological advancement of the fourth industrial revolution provides.]]>
<![CDATA[E-Modules for Computer Network Practicum Based on Problem-Based Learning and Peer Tutoring: A Practical Solution to Develop 21st-Century Skills ]]>
<![CDATA[Mursyida, Lativa]]>;
<![CDATA[Dewi, Ika Parma]]>;
<![CDATA[Samala, Agariadne Dwinggo]]>;
<![CDATA[Ranuharja, Fadhli]]>
<![CDATA[ Journal of Education Technology Vol. 8 No. 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v8i1.63568
<![CDATA[Learning in the era of the Fourth Industrial Revolution requires innovation in learning, one of which is through learning media. E module is a learning media that is more efficient and flexible than conventional media. E-modules that are integrated with appropriate learning models can help achieve optimal learning outcomes. This research aims to develop an electronic module (e-module) for Computer Network Practicum based on Problem-Based Learning (PBL) and Peer Tutoring (PT) and test its effectiveness in enhancing 21st-century skills among students. The research method applied is Research and Development (R&D), with module validity and practicality evaluated by experts and students. Effectiveness testing is conducted by comparing post-test results between the experimental group using PBL and PT e-modules and the control group using conventional worksheets. The research findings indicate that the developed e-module has strong validity, is easy to implement, and is effective in improving 21st-century skills among students. The post-test results of the experimental group are also significantly higher than those of the control group. The implications of this research are significant contributions to the development of technology-based teaching materials to enhance the quality of computer network practicum learning. The implementation of PBL and PT strategies in the e-module can be an effective alternative in designing teaching materials oriented towards the development of 21st-century skills, serving as a guide for educators and curriculum developers to enhance innovative learning approaches across various subjects.]]>
<![CDATA[Asynchronous vs Synchronous: Effects of Online Learning on Students' Oral Presentation Skills ]]>
<![CDATA[Indriyani, Vivi]]>;
<![CDATA[Jasmienti]]>;
<![CDATA[Fendi, Hasri]]>
<![CDATA[ Journal of Education Technology Vol. 8 No. 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v8i1.67113
<![CDATA[Online learning has become popular globally in every field of education as a result of advances in information and communication technology despite the COVID-19 pandemic. Online learning can be done synchronously and asynchronously. Based on this explanation, the purpose of this study was to analyze and compare synchronous and asynchronous online learning on students' oral presentation skills. This research method is an experiment with a quasi-experimental design. Two classes were selected as the sample for this study using a purposive sampling technique. With the provisions of one class as experimental class 1 by treating students with asynchronous online learning, while the experimental class 2 learning is carried out synchronously online. The research instrument used was a performance test, in which students made oral presentations. Analysis of research data using SPSS with the stages of normality test, homogeneity test, and t test. The results of the study showed that there was a difference in the average student learning outcomes, namely oral presentation skills and synchronous and asynchronous online learning processes. Based on the average difference, it shows that students are better at making oral presentations when learning is carried out asynchronously. Based on the results of this research, it can be concluded that online learning can be used as an alternative for the learning process, especially asynchronously, especially in relation to oral presentations.]]>
<![CDATA[Elevating Student Motivation: Constructing a Gamified Massive Open Online Courses using the MARC Framework ]]>
<![CDATA[Saputro, Rujianto Eko]]>;
<![CDATA[Salam, Sazilah]]>
<![CDATA[ Journal of Education Technology Vol. 8 No. 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v8i1.67624
<![CDATA[Education is undergoing a profound revolution in the current era of digital technology, primarily due to the implementation of Massive Open Online Courses (MOOCs). These courses have facilitated worldwide accessibility to education of exceptional quality, transcending geographical and institutional limitations. This study aims to evaluates the implementation of gamification in Massive Open Online Courses (MOOCs) to enhance students' intrinsic motivation and graduation rates. Facing the challenge of low graduation rates in MOOCs, this study designed and implemented a Gamified MOOC (GMOOC) platform using a new gamification framework, MARC. Through an experimental method, this study involved 101 students and collected data through a questionnaire based on the Instructional Materials Motivation Survey (IMMS) and ARCS Model. The data was analyzed using Structural Equation Modelling (SEM), and the results showed that all MARC variables have high reliability and positively impact students' intrinsic motivation, with the Autonomy variable having the most significant impact. This study underlines the importance of a gamification framework in enhancing motivation and graduation rates in MOOCs, as well as the importance of considering the correct design elements and gamification components in the development of MOOCs. This study provides significant implications for developing and implementing effective and engaging MOOCs.]]>
<![CDATA[Bilingual E-Magazine: The Development of Digital Teaching Resource on Students’ Literacy of Environmental Pollution ]]>
<![CDATA[Vonti, Lungguh Halira]]>;
<![CDATA[Indriyani]]>;
<![CDATA[Ganeswara, M. Ginanjar]]>;
<![CDATA[Rahmah, Mursidah]]>;
<![CDATA[Rosyid, Abdul]]>
<![CDATA[ Journal of Education Technology Vol. 8 No. 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v8i1.68115
<![CDATA[Based on research in ASIA, Indonesia is still in the lowest position in the term of literacy. Moreover, the students’ interest of using and exploring conventional teaching materials is also still low. One of the materials given in every level of education now is PLH or Environment Education. The government concerns about environment education should be supported by the availability of appropriate and interactive teaching media. Therefore, this study aims to develop and produce digital teaching media for the subject under the topic of environment pollution as well as improving students’ literacy and understanding of the subject material in PLH subject. The research employed research and development design started with analysis process, designing process, development process, implementation and evaluation process. The result of the research is E-Magazine as one of the Learning resources that contain learning materials that are displayed attractively with more interesting features such as images, videos, and interesting display. The result of the product’s implementation shows that the students’ digital literacy of environmental pollution is increased by the score of 82,11%. Based on results analysis of the students’ understanding of the environmental pollution for the subject, the N-gain score was 0,83 and it was higher than 0,70 as the standard for high level effectiveness.]]>
<![CDATA[The Impact of the Fuzzy Delphi Technique on Technology Methods Based on Design Thinking ]]>
<![CDATA[Daud, Anshar]]>;
<![CDATA[Sitio, Sartika Lina Mulani]]>;
<![CDATA[Bakri, Asri Ady]]>;
<![CDATA[Judijanto, Loso]]>;
<![CDATA[Ridwan]]>
<![CDATA[ Journal of Education Technology Vol. 8 No. 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v8i1.69185
<![CDATA[As technology becomes important in people's lives, there is a call to integrate technology into education. Therefore, this research aims to look at the elements needed to integrate technology as a learning platform based on design thinking. This research is quantitative research using the Fuzzy Delphi technique. The approach used to collect research data is to use a questionnaire instrument. The number of experts involved was 18 people, 8 people from the field of education, 5 people from educational technology, and 5 people from design thinking. The research results show that the eight elements are accepted by experts with a consensus percentage above 75% with a threshold value (d) ≤ 0.2. The conclusions of these eight elements are using technology or the internet, choosing technological tools or resources, assessing the credibility and relevance of sources, using technology to analyze information, using technology to support teamwork, using technology to help students share information, utilizing technology to monitor assignments, utilizing technology to interact directly with experts is necessary for integrating technology as a learning platform based on design thinking. This research implies that teachers and students have started to apply these eight elements in the classroom learning process.]]>
<![CDATA[The Impact of the Blended Learning Model on Student Learning Independence during the Learning Process ]]>
<![CDATA[Syarifudin, Achmad]]>;
<![CDATA[Sanulita, Henny]]>;
<![CDATA[Hajati, Erna Noer]]>;
<![CDATA[Lumbantoruan, Jitu Halomoan]]>
<![CDATA[ Journal of Education Technology Vol. 8 No. 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v8i1.69311
<![CDATA[The low level of direct interaction between teachers and students due to the restrictions and distance that must be observed forces students to learn independently. However, not all students have online skills. Therefore, teachers must develop competence by presenting the right model and by government policy, both online and offline. This learning model is blended learning. Teachers have no other choice but to carry out good blended learning management so that learning activities can continue. This research aims to analyze the effectiveness of blended learning management and online skills on students' learning independence. The method in this research is quantitative with an export facto type of research, namely comparative causal research. The data collection technique is by distributing instruments in the form of questionnaires to each teacher respondent by first creating a Google from link. The population in the study were all teachers in one district with a research sample of 90 people from 4 schools spread across one district. Data analysis techniques are correlation and regression. The research results show that blended learning management and online skills have an impact on student learning independence. The impact of the blended learning model and students' online skills is 52.10%. The conclusion is that to increase student learning independence, teachers must carry out the learning process using the blended learning model optimally. The research implies that teachers have implemented the blended learning model by training students who have difficulty online.]]>
<![CDATA[Android Based E-Module on Food Services Subjects for Culinary Students ]]>
<![CDATA[Akmal, Nikmat]]>;
<![CDATA[Putri, Yuzia Eka]]>;
<![CDATA[Sutanti, Siti]]>
<![CDATA[ Journal of Education Technology Vol. 8 No. 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v8i1.70115
<![CDATA[The unavailability of interactive learning media, namely e-modules, has resulted in reduced interest in learning Food Services which includes theory and practice in the Culinary Education Study Program, resulting in low learning outcomes. This research aims to develop an Android-based e-module for the Food Services subject. The research uses a 4D development model. Data collection was carried out through interviews and questionnaires. The research subjects were students and lecturers of the Culinary Education Study Program. Data were analyzed using descriptive analysis. The e-module developed consists of a front display (university logo, e-module description, guide, and start button), and a main menu (learning objectives, content, references, and evaluation). The results of the feasibility test for the e-module developed according to material experts, media experts and students were respectively 4.36 (very feasible), 4.43 (very feasible) and 4.40 (very high acceptance). This data shows that Android-based e-modules are very suitable for use as learning media. Android-based e-modules can make it easier for students to access learning materials anywhere and at any time so that students can repeat learning independently and are able to improve students' understanding of learning materials.]]>
