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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 25 Documents
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Search results for , issue "Vol. 9 No. 2 (2025): May" : 25 Documents clear
A Bridging the Digital Divide in Education: Disparities in Google Classroom Utilization and Technical Challenges among Urban and Rural Teachers Astari; Yulianto, Dwi
Journal of Education Technology Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i2.92897

Abstract

The digital divide remains a serious obstacle to the implementation of online learning in Indonesia. The inequality of access to Information and Communication Technology (ICT) is clearly visible, where urban areas have much better digital infrastructure than rural areas. This study aims to analyze the differences in supporting factors for online learning between secondary school teachers in areas with contrasting geographical characteristics, especially related to network connections, technical constraints, school infrastructure, and the use of Google Classroom. A total of 395 teachers participated in an online survey using a closed questionnaire consisting of 22 items. Data analysis through descriptive statistics and t-tests showed that teachers in rural areas faced higher technical constraints and lower utilization of Google Classroom compared to teachers in urban areas. This study provides an empirical contribution to mapping the dimensions of the digital divide between regions and emphasizes the urgency of region-based strategies, such as adaptive digital literacy training and proportional device distribution. These results can be used as a basis for formulating more inclusive and equitable education policies in the digital era.
Animated Video Media with the Contextual Teaching and Learning (CTL) Learning Model in Mathematics Subjects for Grade IV in Elementary Schools Ni Putu, Dewi Fitriyanti; I Nyoman Jampel; Desak Putu Parmiti
Journal of Education Technology Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i2.93065

Abstract

The utilization of educational facilities and infrastructure in learning remains suboptimal, as they are rarely maximized during the teaching and learning process. This study aims to develop, validate, and evaluate the effectiveness of animated video media based on the Contextual Teaching and Learning (CTL) model for fourth-grade mathematics instruction. This research employs a Research and Development (R&D) design. The research subjects include content experts, instructional design experts, media experts, and students as trial participants. Data were collected through interviews, validation questionnaires, and learning outcome tests. The instruments used consist of interview guides, validation sheets, and test items. Data were analyzed using descriptive quantitative, descriptive qualitative, and inferential statistical methods (t-test). The results indicate that the animated video media is highly valid, with validation scores from content experts (91.5%), instructional design experts (89%), and media experts (93.3%). Individual trials yielded a percentage of 95.15%, small group trials 93.73%, and field trials 93.93%. The media’s effectiveness is demonstrated by the t-test result showing that the tvalue exceeds the critical value (22.483 > 1.670). Therefore, the CTL-based animated video media is proven effective in improving students’ mathematics learning outcomes. These findings suggest positive implications for the development of contextual digital media that enhance meaningful learning experiences.
The Effectiveness of the use of Assemblr Edu-Based Augmented Reality Media on Student Learning Motivation Nurindah; St.Hajar; Akram
Journal of Education Technology Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i2.93546

Abstract

The low motivation of students to learn in science learning is caused by the limitations of interesting and interactive learning media. This is the fundamental problem behind this research. This study aims to analyze the influence of the use of Assemblr Edu's Augmented Reality (AR) digital media on students' learning motivation in science learning. The study used a quantitative approach with a pre-experimental design of one-shot case study on 51 students. Data collection techniques include observation sheets of learning activities, learning motivation questionnaires, and response questionnaires to media use. Data analysis uses descriptive and inferential statistics. The results of the study showed that 76.47% of students had learning activities in the very good category based on the results of observations. A total of 92.16% of students rated the media very positively on the use of AR Assemblr Edu digital media, and 96.08% of students showed excellent learning motivation. Hypothesis testing produced a correlation coefficient of 0.867 with a determination coefficient of 75.17%, indicating a significant and positive influence between the use of AR Assemblr Edu media and student learning motivation. This research shows that the use of AR technology in learning can be an effective solution to increase student engagement and learning motivation, as well as open up opportunities for the development of other immersive technology-based learning media in the context of science education.
Design and Development of Virtual Reality Media on Computer System Learning to Enhance Students' Cognitive Abilities Wahyudin; Akbar, Anthonio; Nugraha, Eki; Riza, Lala Septem; Nazir, Shah
Journal of Education Technology Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i2.94553

Abstract

The quality of education in Indonesia remains a significant concern, as reflected in the PISA survey, which ranks Indonesia 72nd out of 77 participating countries. One contributing factor is the limited development of Higher Order Thinking Skills (HOTS) among students, particularly in cognitive, psychomotor, and affective domains. This study aims to design and develop Virtual Reality (VR) media integrated with a Self-Directed Learning (SDL) model to enhance students' cognitive abilities in computer system learning. Employing a Research and Development (R&D) approach with the ADDIE model, this experimental research involved 33 students and applied a One Group Pre-test Post-test design. Data were collected through cognitive tests and student response questionnaires, and analyzed using paired sample t-tests and N-Gain calculations. The results indicated a significant improvement in students' cognitive abilities, with overall conceptual gains categorized as moderate and positive student responses toward the VR media. These findings suggest that SDL-based VR media can effectively foster students’ cognitive development, encourage active, independent learning, and serve as an innovative instructional solution to address educational quality challenges. The study implies that immersive technology integration, when paired with appropriate learning models, holds substantial potential in enhancing students' higher-order thinking skills in the digital era.
Computer Engineering Students’ Learning Experiences in Online Classes Mtshali, Thokozani Isaac; Mahlangu, Sizwe Marcus
Journal of Education Technology Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i2.94738

Abstract

Learning Computer Engineering concepts and skills can be challenging for any first-time student enrolled in this course. The challenge can even be greater when instruction to the course is offered through online classes where a host of technical and internet bandwidth challenges are unavoidable. Therefore, this study was conducted to evaluate computer engineering students’ experiences in online classes in a South African university. Through a convergent parallel mixed method research approach, this study purposively sampled 63 computer engineering students. Data was collected through questionnaires and interviews. Data was analyzed statistically and thematically to solicit the comprehensive findings of the respondent’s experiences. The study found that 41% of computer engineering students experienced reduced peer interaction, 45% had difficulty understanding course content due to limited lecturer responsiveness, 51% reported concentration issues caused by technical delays, and 87% faced internet connectivity problems that disrupted their learning. These findings indicate that although online learning offers flexibility, it is not fully effective for a hands-on program like computer engineering. The lack of real-time interaction, practical engagement, and stable digital infrastructure significantly hindered students' ability to grasp complex concepts. Therefore, the study concludes that online platforms are not yet suitable for delivering technical courses without substantial improvements in instructional design and technological support.
Gamification-Based Learning Design with Wordwall to Improve Learning Activities and Learning Outcomes Panis, Isabel Coryunitha; Ki'i, Oktavianus Ama; Juan, Fransiskus Andi; Freitas, Maria Lia Felizarda
Journal of Education Technology Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i2.96543

Abstract

Information and communication technology has brought about major changes in education, including more creative and engaging ways of teaching for students. Gamification, the application of game elements to non-game contexts, such as learning in schools, is a method that is starting to be widely used. This method is considered capable of increasing student engagement, motivation, and learning outcomes. However, media gamification in junior high school learning still faces many problems that need to be considered carefully. This study aims to (1) analyze student abilities as viewed from student activities when using Wordwall-assisted gamification learning design and (2) analyze student abilities as viewed from student learning outcomes after implementing Wordwall-assisted gamification learning design. This study uses the pre-experimental designs (non-designs) method with a one-group pretest-posttest design. The results of the study indicated that this media design met the eligibility criteria with a validity score of 0.67. The observation of student activities yielded an average score of 85.67%, placing it in the very high category. Apart from that, gamification-based learning with Wordwall also improves student learning outcomes, with an N-Gain value of 0.726, which is classified as high. The average initial test score of 31.5 increased to 80.3 in the final test, which shows a significant increase in student learning achievement. The results indicate that Wordwall media, which is designed with gamification principles, improves student learning outcomes and increases their learning activities. This makes learning more interactive and fun and encourages students to participate more actively in it.
Chaksu Bunga: Augmented Reality Media to Enhance Fourth-Grade Students’ Learning Interest I Putu Eka Indrawan; Ni Nyoman Parmithi; Ni Luh Putu Yesy Anggreni; I Wayan Eka Mahendra
Journal of Education Technology Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i2.96838

Abstract

This study is motivated by the limited ability of teachers to integrate Augmented Reality (AR) technology with local spiritual values, which results in low student participation and the suboptimal internalization of character values through culturally based visual learning. Existing learning media tend to be monotonous and one-directional, failing to stimulate students’ learning interest and appreciation for local culture. This research aims to develop and evaluate the effectiveness of the Chaksu Bunga AR-based learning media, which is grounded in the philosophy of Chaksu Indriya. The media not only presents three-dimensional visualizations of flowers but also incorporates Hindu local values in an interactive and visual format. The study employs a Research and Development (R&D) approach using the ADDIE model and involves 46 students as trial subjects. Data were collected through observations, validation questionnaires, and learning outcome tests. Instruments included expert validation sheets, student response questionnaires, and achievement tests. The data were analyzed using both descriptive quantitative and qualitative methods. The findings indicate that the Chaksu Bunga AR media is valid, practical, and effective in enhancing students’ understanding of science concepts and fostering the internalization of character values through a spiritually and aesthetically grounded cultural approach. The study implies the importance of developing contextual learning media that integrates technology and local wisdom as part of 21st-century educational transformation.
Reflections on the Impact of Generative AI in Educational Assessment Singh, Vidya; Singh, Balram
Journal of Education Technology Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i2.96909

Abstract

This study is based on the characteristics of the artificial intelligence era and the current status of school education development. This paper presents the latest developments in generative artificial intelligence (GenAI) technology, along with an analysis of its definition, specifications, and key characteristics. Furthermore, it explores the application of GenAI in language understanding, text production, and other fields. By promoting the improvement of intelligent educational environments, transforming educational relationships, creatively distributing educational resources, and reshaping intelligent teaching techniques, this study also emphasizes how the widespread adoption of generative artificial intelligence in education will contribute to the reshaping of educational paradigms and human learning. The primary goal of education reform in the intelligent era is to provide guidance for successful implementation and promote steady improvement in classroom teaching within the context of AI. This study utilizes a variety of research tools to efficiently collect and analyze data. Initially, for data collection, we developed a comprehensive questionnaire survey covering a wide range of topics, including understanding, real-world applications, efficacy assessment, and current challenges related to GenAI technology. The results demonstrate trends from the data by utilizing robust data processing and statistical analysis software capabilities, which can perform descriptive and inferential statistical analyses on the questionnaire data. In addition to ensuring data security and accurate information, GenAI technology can also improve access and equality while increasing the effectiveness of teaching and learning processes.
Digital Shift: Optimizing Sika LMS in Digital Communication Technology Education to Encourage Students' Discipline and Productivity in Reaching Goals Wulan, Rayung; Sunarto, Sunarto; Kholil, Kholil
Journal of Education Technology Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i2.97014

Abstract

The shift towards digitalization in higher education learning is marked by developments in communication technology and the transition from computer-mediated communication (CMC) to digital technology-based learning. This change has had a significant impact on improving student achievement and timely graduation. The study aims to analyze and explain the variables that are problems in the digital shift in digital technology-based learning patterns in SIKA LMS media and efforts to encourage Unindra informatics engineering students to achieve timely graduation by adopting the CMC (Computer Mediated Communication) theory. The method uses a comparative analysis approach by comparing and contrasting data based on categories and variables. Data collection involves interviews with students, blended learning managers, and lecturers. The interview results were processed with Computer-Assisted Qualitative Data Analysis Software (CAQDAS), Maxqda Analytics application, by identifying metadata, tabulation factor collection, coding system, and frequency of relations. The results of this study indicate that the Code model tendency obtained by a digital shift in the discipline of using digital technology has a very significant role in the change of learning patterns to achieve student graduation productivity; these results are input for higher education institutions in the current digitalization.
Reconfiguring Outward-Oriented Internationalization Management in Higher Education: Institutional Logics and Stakeholder Dynamics Guijun Zhang; Muhammad Faizal
Journal of Education Technology Vol. 9 No. 2 (2025): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i2.98556

Abstract

Despite national-level efforts to enhance China’s higher education global standing, limited research has examined how outward-oriented internationalization is interpreted and enacted at the institutional level. Misalignments often persist between policy directives and localized implementation in semi-peripheral context.This study aims to critically examine the institutional factors and stakeholder dynamics that shape the management of outward-oriented internationalization in Chinese higher education. Drawing on a qualitative multiple-case study approach, the research synthesizes insights from 12 semi-structured interviews, observational data, and institutional documents across three diverse universities. Thematic analysis using NVivo software identified three major findings: (1) varied institutional translations of centralized mandates, (2) performance-driven internationalization logics influenced by incentive structures, and (3) intercultural tensions reflected in the lived experiences of faculty and international students. The findings reveal systemic tensions between global competitiveness goals and local cultural practices, underscoring the limits of top-down strategies. This study contributes theoretically by integrating world-systems, soft power, and Confucian institutionalism, and practically by offering actionable strategies to enhance sustainable and inclusive internationalization in higher education.

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