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Journal of Education Technology
Published by Universitas Pendidikan Ganesha
ISSN : 25494856     EISSN : 25498290     DOI : -
Core Subject : Science, Education,
Computer Science & IT Education
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.
Arjuna Subject : -
Articles 20 Documents
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Search results for , issue "Vol. 8 No. 4 (2024): November" : 20 Documents clear
Teaching Materials for Earth and Space Sciences Courses to Improve students Problem Solving Ruslan; Yanti, Meili; M, Irmawati
Journal of Education Technology Vol. 8 No. 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v8i4.85685

Abstract

The current problem is that students' problem-solving abilities are still in the low category because students do not understand the problems given. Based on this, this study aims to develop teaching materials in the form of E-modules for Earth and Space Science courses. This research type uses the ADDIE learning design model (Analyze, Design, Develop, Implement, and Evaluate). The subjects of the study were two experts, namely media experts and material experts. The subjects of the trial were science education students, especially in semester III, totaling 34 students. Data collection methods used observation, interviews, and questionnaires. Data collection instruments used questionnaire sheets. The techniques used in analyzing data were qualitative and quantitative descriptive analysis. The results of the study showed that the validation results showed that the module was declared very valid in terms of content and media. The results of small-scale and group trials also showed that the developed E-module was practical. The results of the N-gain test showed a score of 77, which was categorized as high, indicating the effectiveness of the intervention. It is concluded that the E-module is validated and effective in developing teaching materials using the ADDIE model, with potential improvements identified for future literacy. This study implies that the E-module developed represents a significant step forward in preparing students with important problem-solving skills to prepare them for the challenges of the 21st century.
Advanced Differential E-Module: Integrating Case-Based and Visual Exploration Takaendengan, Bertu Rianto; Nuha, Agusyarif Rezka; Damayanti, Taulia; Asriadi; Janna, Miftahul; Anggraini, Fitriana
Journal of Education Technology Vol. 8 No. 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v8i4.85781

Abstract

One of the main challenges in learning advanced calculus is students' difficulty understanding complex concepts and visualizing function graphs, especially in learning partial derivatives. To overcome this challenge, this study focuses on developing an advanced differential e-module that integrates case studies with visual exploration. This study uses the ADDIE development model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. The research subjects are material experts and learning media. The trial subjects are 15 students from the Mathematics Education Study Program. The data collection method uses a questionnaire. The research instruments include an assessment of the validity and practicality of the developed learning media. The techniques used in analyzing the data are qualitative and quantitative descriptive analysis. The study results indicate that this e-module achieves a good level of feasibility, which means that the module is in line with educational objectives and shows a very good level of practicality in the classroom. Students responded positively to its use, especially because of its case-based and visual nature. In addition, for further research, this e-module has the potential to be adapted to other areas of mathematics education by integrating additional technology features and other materials. By enhancing visualization and interactivity, this e-module can significantly enhance students' learning experience in mathematics education.
Using a Mobile Application to Teach Mathematics to Learners with Special Educational Needs: Exploring Teachers’ Experiences: Exploring Teachers’ Experiences Mboneni, Zandile; Cronje, Johannes
Journal of Education Technology Vol. 8 No. 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v8i4.86673

Abstract

Mathematics apps are increasingly being used to help learners improve their mathematics skills. The debate on their effectiveness suggests that they offer learners a personalized learning experience and the flexibility to learn anywhere and anytime. However, previous evaluation literature has demonstrated the effectiveness of mobile apps from learners’ perspectives. However, it offers little insight into how teachers view the use of mathematics apps to support learners with special educational needs, particularly in developing countries. This study aimed to analyze the experiences of secondary school teachers using the Siyavula app to improve the mathematics skills of learners with special educational needs. The study used a qualitative case study methodology. The sample included two female and two male teachers, with two male participants having more than 25 years of teaching experience. The data collection method used semi-structured interviews. The data collection instrument used a questionnaire. The data analysis technique used qualitative descriptive analysis. The study results showed that teachers faced more challenges than benefits when using Siyavula, including technical issues, overwhelming content, and limited adaptability to varying learner needs. Despite these challenges, teachers recognized the potential of Siyavula, particularly its detailed progress-tracking capabilities. This study provides valuable insights into the complex dynamics of integrating technology into mathematics education for learners with special educational needs.
Teachers' Perceptions of Independent Learning in the Merdeka Curriculum: A Phenomenological Study Renny Nur Afida; Haryono; Titi Prihatin
Journal of Education Technology Vol. 8 No. 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v8i4.86687

Abstract

This research is motivated by the gap between the accepted and practised Merdeka Belajar policies in the field. Based on data released by the Ministry of Education, Culture, Research and Technology, around 60% of teachers are still limited in mastering technology. Only 40% of teachers can learn the Merdeka Curriculum without experiencing obstacles. This has impacted the variation and readiness of all stakeholders in its operationalization in educational units. This study aims to understand teachers' perceptions as the spearhead of curriculum actors at the operational level regarding the meaning of Merdeka Learning. This study uses a qualitative approach with a phenomenological method, which is analyzed using Interpretative Phenomenological Analysis with the help of the ATLAS.ti application. The study results show similarities and differences in perceptions between driving and non-driving teachers regarding the understanding of the concept of Merdeka Learning, its relationship to implementation and challenges. Driving teachers understand this concept better by sharing knowledge with fellow teachers and receiving support from driving schools as pioneers in implementing the Merdeka Curriculum. In contrast, non-driving teachers try to follow the flow by learning through other platforms, such as social media. Challenges in implementing the Independent Curriculum involve support from all stakeholders and the diversity of student characters that give rise to response variations. Differences in perception between driving and non-driving teachers regarding the concept of the Independent Curriculum affect its implementation. This study can enrich the existing literature by adding new perspectives or relevant empirical findings.
PhET Simulation on Critical Thinking Skills of Preservice Elementary Teachers (PETs) in Science Learning Nafisa Salsabila; Wuri Wuryandani; Bambang Saptono; Woro Sri Hastuti; Ahmad Syawaludin
Journal of Education Technology Vol. 8 No. 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v8i4.86727

Abstract

Current science learning still has limitations in discussion, information evaluation, and opportunities for in-depth practice, thus inhibiting the development of students' critical thinking skills. This study aims to explore the effect of PhET Simulation on the critical thinking skills of elementary school teacher candidates in science learning. PhET Simulation is an interactive media to support in-depth understanding and critical analysis of basic scientific concepts. This type of research is a quantitative Pre-Experimental study with a one-group pretest-posttest Design approach, involving 43 elementary school teacher candidates. Data collection was carried out through a critical thinking skills test, including indicators of interpretation, analysis, evaluation, explanation, and self-regulation, which were applied before and after treatment. The statistical analysis results show a significant increase in students' critical thinking skills scores after using PhET Simulation. The paired T-Test test showed a significant difference, and the N-Gain test obtained a score of 0.3765, categorizing the increase to a moderate level, indicating that this simulation is quite effective in improving critical thinking skills. The increase in critical thinking skill scores can also be seen in the average pretest score, which is 74.09, increasing to 83.51 in the posttest score. This finding confirms that PhET Simulation can be used effectively in science learning and supports the development of students' analytical skills. Thus, it can be concluded that PhET Simulation has a positive impact on science learning and has the potential to be an important learning medium in building students' critical thinking skills.
Mobile Multimedia Based-Microlearning and Assessment on Calculus to Improve Student Mathematical Understanding Yendra, Novi; Ade Fricticarani; Beni Junedi; Hidayat, Amat
Journal of Education Technology Vol. 8 No. 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v8i4.86837

Abstract

Learning implemented in a blended form has not been maximized in presenting the material, the presentation of the material is extensive and extensive so that the material is difficult to understand, in the assessment aspect of online learning, it has not been able to measure individual abilities, and it is difficult to measure these abilities. This study aims to develop valid and practical multimedia mobile-based microlearning and assessment in calculus lectures. The type of research used is Research and Development (R&D) with a 4D development model (Define, Design, Development, Dissemination). The research instrument used is a validity sheet in the form of a questionnaire validated by material experts, media experts and language experts. The questionnaire was used to measure the practicality of student responses to the products developed on 40 students taking calculus lectures. The data analysis technique used is the percentage of validity and practicality of the products developed. The results of the study indicate that the development of multimedia mobile-based-microlearning and assessment developed based on material experts, media experts, and language experts obtained valid criteria and based on student responses, the multimedia mobile-based microlearning and assessment developed met practical criteria. It can be concluded that the development of multimedia mobile based microlearning and assessment meets the valid and practical criteria for use in calculus lectures and can facilitate the improvement of students' mathematical understanding.
Learning Model for Basic Manipulative Movements Using Si Buyung Gymnastics: Enhancing Movement Skills in Children with Mild Disabilities Nur Rohmah, Laila; Lufthansa, Luthfie; Artanty, Ary; Dwi Pradipta, Galih; Munir, Ali
Journal of Education Technology Vol. 8 No. 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v8i4.86845

Abstract

SLB students, including students with mild special needs, it was found that students had difficulties in mastering basic manipulative movement skills. These obstacles were seen when students did activities that involved interaction with objects, such as throwing, catching, or dribbling the ball. Based on this, this study aimed to produce an effective learning model to develop basic motor skills, such as manipulative, locomotor, and stability movements. This study involved needs analysis, design, trial, revision, and model implementation. The subjects were students with mild mental retardation in SLB, selected based on their motor limitations. Data were collected by observing and measuring motor skills before and after applying the model. The analysis used quantitative and qualitative approaches. The results showed that this model significantly improved students' basic motor skills. This model increased student motivation, participation, and skills by using simple, repetitive, and game-based movements. These findings support the implementation of the Senam Si Buyung-based learning model in SLB as part of the physical education curriculum, providing a positive impact on the physical, social, and emotional development of children with mild mental retardation. This research implies that this learning model provides a comprehensive and applicable framework for teachers to assist students with special needs in optimizing students' movement potential.
A Bibliometric Study Investigating the Emerging Digital Behaviour Trends in Education: Implications for Teaching and Learning Practices Trihantoyo, Syunu; Achmad Supriyanto; Amrozi Khamidi; Muhammad Faizal Bin A. Ghani; Muhamad Sholeh
Journal of Education Technology Vol. 8 No. 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v8i4.87100

Abstract

Recent studies have indicated a significant increase in the investigation of digital behaviour in education, coinciding with the advent of distance learning in the aftermath of the global pandemic. The objective of this study is to analyse contemporary research trends on digital behaviour in education through bibliometric analysis of data sourced from Scopus. This research method employs a literature review with bibliometric analysis.The research stage was conducted by determining: (i) the purpose and scope of the study, (ii) bibliometric study techniques, (iii) data collection, (iv) data analysis, and (v) reporting findings.Data analysis was carried out by determining keywords in the data collection process, namely "digital behavior" and "education".A total of 66 relevant articles were identified from Scopus data sources between 2011 and 2024. The results of the analysis revealed a significant relationship between digital behaviour research and education, with this trend capturing important momentum starting in 2020. This indicates that the integration of digital behaviour in education during the pandemic has driven a substantial shift in the learning process.The findings recommend the long-term adoption of educational technology in shaping digital behaviour as an integral aspect of the education system. The implications of the research highlight the need for teaching methods and educational policies to maximize the potential of technology in supporting effective and meaningful learning.
Doing Knowledge Learning Model to Strengthen Media Production Skills: Feasibility Analysis and Implementation Kristanto, Andi; Dewi, Utari
Journal of Education Technology Vol. 8 No. 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v8i4.88022

Abstract

Students face difficulties in graphic design practice. Currently, students rely on automatic templates on software such as Canva that facilitate the design process but do not support their understanding of the basics of graphics. This study aims to analyze the feasibility and effectiveness of developing a Doing Knowledge learning model to improve mastery of media production skills. The development research uses the ADDIE development model. The development stages include Analysis, Design, Development, Implementation, and Evaluation. This development produces a Doing Knowledge learning model for the Media Production course that meets the rules and provisions of learning media. Furthermore, validation is carried out by learning design experts and material experts to determine the feasibility of the learning model. Pretest and posttest data were analyzed using N-Gain to determine the increase in learning outcomes after implementing the learning model on the trial subjects. The trial subjects were the students in the Educational Technology study program who had taken the Media Production course. The findings showed that the results of the media expert test, material expert test, individual test, and small group test were very good criteria. In contrast, the effectiveness test using N-Gain showed a high category. This study concludes that Doing Knowledge is a feasible learning model to improve media production skills. This study recommends wider application of the model to other learning contexts based on practical and collaborative skills.
Problem Based Learning Flipbook Media to Improve Students' Listening and Writing Skills Dian Anggita, Desak Ayu Made; Nice Maylani Asril; Ni Ketut Desia Tristiantari
Journal of Education Technology Vol. 8 No. 4 (2024): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v8i4.91160

Abstract

The problem of this research focuses on the low listening and writing skills of descriptive texts from students due to student interest factors and teacher innovation in delivering learning materials. This condition requires a solution through the learning media and an innovative learning approach. This study aims to develop flipbook media based on the Problem-Based Learning model to improve listening and writing skills to influence student learning motivation. This type of research is developed using the ADDIE model. The study subjects were 2 learning design experts, 2 learning media experts, and 2 learning material experts. The subjects of the study involved 24 fourth-grade students. Data were collected using skill tests and writing descriptive texts as research instruments. Data analysis was conducted using inferential statistical tests, namely the t-test, to determine significant differences before and after implementing flipbook media. The study showed that flipbook media based on Problem-Based Learning received very good qualifications from experts. The results of the practicality test also showed that the media was very practical to use. The hypothesis test results showed that flipbook media based on Problem-Based Learning significantly improved students' listening and writing skills compared to conventional learning. It is concluded that applying flipbook media based on Problem-Based Learning effectively improves the listening and writing skills of descriptive texts students, which answers the problem of low listening and writing skills in descriptive texts. This study implies that teachers can use flipbook media based on Problem-Based Learning to improve listening and writing skills.

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