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.
Articles
828 Documents
<![CDATA[Augmented Reality Media Design for Electro-Pneumatic Practical Learning for Vocational High School Students (VHS) ]]>
<![CDATA[Moch Sukardjo]]>;
<![CDATA[Uswatun Khasanah]]>;
<![CDATA[Stephanus Turibius Rahmat]]>;
<![CDATA[Khaerudin]]>
<![CDATA[ Journal of Education Technology Vol. 7 No. 1 (2023): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v7i1.57615
<![CDATA[Many students still need to be skilled and able to practice electro-pneumatic expertise. This research aims to design augmented reality media for electro-pneumatic subjects. This study uses the development research method by adopting the ADDIE model with 5 stages. The media produced in this study will be analyzed for its practicality. The sample in this study was 16 students of class X. The instrument used for experts was using a questionnaire with 4 options. The instrument given to students to find out practicality is in the form of a questionnaire with 2 yes and no options. Data collection techniques using documentation, interviews, questionnaires, and literature review. Data analysis used quantitative descriptive data analysis techniques. The study's results, namely the assessment of instructional design experts from two experts, obtained a score of 4.43. the assessment of two material experts obtained a score of 4.5, and the assessment of two media experts obtained a score of 4.22. It was concluded that augmented reality media designed for electro-pneumatic subjects is feasible. The results of the questionnaire filled out by students scored above 80. From the results of the practicality test, it can be concluded that augmented reality media is quite practical. The implications of applying augmented reality media in practical electro-pneumatic learning in schools will be able to improve students' practical skills.]]>
<![CDATA[Social Learning E-Module for Optimizing Critical Thinking Skills ]]>
<![CDATA[Karyadi Hidayat]]>;
<![CDATA[Sapriya]]>;
<![CDATA[Said Hamid Hasan]]>;
<![CDATA[Erlina Wiyanarti]]>
<![CDATA[ Journal of Education Technology Vol. 7 No. 1 (2023): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v7i1.59798
<![CDATA[Digitalization of learning is appropriate as a form of adjustment in facing the challenges of the 21st century. The problem faced is that teaching materials that are on the characteristics of students need to be developed properly, especially digital teaching materials, which also support improving critical thinking skills as one of the 21st-century skills. This study aims to develop digital teaching materials (e-modules) in social science learning to optimize students' critical thinking skills. The research design refers to Rowntree's development research which includes planning, development and evaluation. The e-module effectiveness test was carried out using a one-group pretest-posttest design. The research subjects were 104 class VIII students. Data was collected through interviews, observation, questionnaires and essay tests. Data analysis used the paired samples test, with the prerequisite test data being normally distributed and homogeneous. The tests' results stated that the research data were normally distributed and homogeneous. The results of the paired samples test stated that the social science learning e-module had a positive and significant contribution. It was concluded that social science learning e-modules were effectively used to optimize students' critical thinking skills.]]>
<![CDATA[Unpacking Stages of Mobile-Assisted Language Learning Adoption: A Narrative Inquiry ]]>
<![CDATA[Mahardika, Anak Agung Ngurah Yudha Martin]]>;
<![CDATA[Rahmajanti, Sri]]>;
<![CDATA[Suwastini, Ni Komang Arie]]>
<![CDATA[ Journal of Education Technology Vol. 7 No. 1 (2023): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v7i1.60644
<![CDATA[Technological advancements necessitate adaptation in the field of education, particularly for language teachers. This need cannot simply be accommodated in the classroom. In the process of adopting technology, teachers experience various processes that must be got through. This current study was aimed at filling the gap in the issues related to the complexity of MALL adoption in higher education. To fill the need for descriptive richness and picture the entire adoption process, a qualitative approach was used; specifically, Narrative Inquiry (NI). There was a total of three people who participated in the research. Data was gathered through the use of a narrative frame, an empty box, and a structured interview guide. The study's findings highlight the simultaneous and ongoing nature of the adoption process. Three distinct phases of adoption were identified by this research: acceptance (before use), usage (during use), and confirmation (after use), with three distinct evaluation procedures for each phase. Another important finding is that intention is not necessarily a drive to usage. There is review process that bridges the intention and usage. The process of intention and review are simultaneous. Nevertheless, whereas intention is likely immediate, the review takes longer period of decision making. The review process could be the answer to the debate in TAM studies related to the reasons of inconsistency of the intention to use to the usage.]]>
<![CDATA[Pre-service Teachers’ Use and Usefulness of Blackboard Learning Management Systems for Self-Regulated Learning ]]>
<![CDATA[Israel Kibirige]]>;
<![CDATA[Ronald James Odora]]>
<![CDATA[ Journal of Education Technology Vol. 7 No. 2 (2023): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v7i2.52194
<![CDATA[Although BLB has many applications students use, it is not clear which applications are used most and perceived most useful for Self-Regulated Learning (SRL). The objective of this research is to establish applications pre-service teachers use most and perceive as most useful for SRL. The study used a cross-sectional survey design with 120 technology education undergraduate pre-service teachers. A questionnaire was distributed during the Technology Education period and collected after 45 minutes. Principal Component Analysis (PCA) determined the most BLB applications and their perceived usefulness, while a t-test examined male and female differences in the use and usefulness of BLB applications for SRL. Both tests were done using SPSS version 22. The major result shows half of all BLB applications perceived as useful were the ones used most and had positive associations. Three out of eight accounted for 95.69% of the use, while four applications accounted for 73.33% variances in usefulness. Component loadings 1-3 for BLB use variance were: subject content 80.9%, assessment 11.2%, and 3.55%, while usefulness components 1-4 variance were: subject content 26.7%, assessment 17.9%, class task 16.1%, and grade centre 12.6%. There were differences between gender in the use and usefulness of BLB applications, with males taking the lead in both. Thus, this study extends the debate on the gender gap in technology use in higher education.]]>
<![CDATA[The Effectiveness of Robot Learning Media to Support Self-Directed Learning during the Covid-19 Pandemic ]]>
<![CDATA[Ibnu Hartopo]]>;
<![CDATA[Masduki Zakarijah]]>;
<![CDATA[Akbar Aliyavi]]>
<![CDATA[ Journal of Education Technology Vol. 7 No. 2 (2023): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v7i2.52365
<![CDATA[The impact of the COVID-19 pandemic on practicum learning is enormous. Restrictions on learning activities make it difficult for students to accept lessons. Learning models in distance learning must be adjusted for more optimal learning. The level of effectiveness of learning methods is a measure of the success of the learning process. This study aims to test the performance and effectiveness of smart robot learning media in supporting Self Directed Learning during the Covid-19 pandemic. The study used ADDIE development procedures and, for effectiveness tests using, pre-experimental research with a model one group pretest-post-test design. The respondents were 32 students majoring in industrial electronics engineering. The data analysis technique in this study uses quantitative description. The learning media used in this study is in the form of smart robot learning media that has been tested for the material's feasibility level and the media's feasibility. The effectiveness of robot learning media obtained a moderate category predicate with an increase in a score of 6.22 and an acquisition value of 0.55. The results of the effectiveness value show that robot learning media can support independent learning in the Robotic System Control subject.]]>
<![CDATA[Online-based Learning Management System in the Industrial Revolution 4.0 Era: Reality in Islamic Higher Education ]]>
<![CDATA[Monalisa]]>;
<![CDATA[Khotimah Mahmudah]]>;
<![CDATA[Ika Aryastuti Hasanah]]>;
<![CDATA[Aryawira Pratama]]>;
<![CDATA[Mayang Sastra Sumardi]]>;
<![CDATA[Rahmadani Putri]]>;
<![CDATA[Wahyuni Fitria]]>;
<![CDATA[Edi Rozal]]>;
<![CDATA[Rijal Alhazzy]]>
<![CDATA[ Journal of Education Technology Vol. 7 No. 2 (2023): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v7i2.56612
<![CDATA[The impact of the industrial revolution 4.0 developments with physical and internet cyber systems in the education sector is the development of computer-based teaching which then propagates to the development of online learning and the use of e-learning media. With a combined system, distance learning occurs in a learning management system with web-based assistance platforms and social media which is the result of the development of Industry 4.0 during the 21st century. The main objective of this research is to analyze and compare student perceptions in implementing eight platforms of implementing an online-based Learning Management System at the tertiary level. Then, this study links students' perceptions in implementing online-based learning management with reference to three aspects of assessment; teaching and learning aspects, lecturer competency aspects, and infrastructure aspects. A quantitative approach with a survey design has been chosen. Sampling technique was purposive sampling and involved 147 respondents. The results concluded that the Zoom, Google Classroom and Whatsapp platforms were the most frequently used distance learning media and were also liked by students. Currently, not many lecturers use Moodle because there is not enough time to learn how to use Moodle and prepare all the resources to design the desired learning, while there are many alternative platforms that are easier to learn and use in a short time. The survey on the three aspects of daring learning has been agreed in detail and the results provide positive conclusions regarding the implementation of online-based learning in the past 4 years.]]>
<![CDATA[Predictors of Enrolment Intention on Social Media: Guidelines for Universities ]]>
<![CDATA[Joy Beesoon]]>;
<![CDATA[Michael C. Cant]]>
<![CDATA[ Journal of Education Technology Vol. 7 No. 2 (2023): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v7i2.57247
<![CDATA[Globally, a vast majority higher education institutions are using social media in their day-to-day activities. Consequently, the need for guidelines to effectively use social media in student recruitment has become a necessity as universities compete among themselves. However, guidelines to use social media are scarce, especially in the realm of higher education and student recruitment. This study analyze social media guidelines by determining the predictors of enrolment intention when social media are used during student recruitment. Literature review revealed the existence of five constructs that may be associated with the intention to enrol at a university. A questionnaire was developed and administered to a sample of students from the four public universities. A total of 412 questionnaires were analysed using multiple linear regression and it was found that there are four predictors of enrolment intention, namely social media functionalities, social media engagement, social media content and information needs. From the predictors of enrolment intention and from the descriptive findings of this study, and additional literature, social media guidelines were derived and were recommended to be used by universities during student recruitment.]]>
<![CDATA[Cik Upik Application as Learning Media to Identify and Describe the Hikayat Values ]]>
<![CDATA[Hary Soedarto Harjono]]>;
<![CDATA[Bambang Hariyadi]]>;
<![CDATA[Priyanto]]>;
<![CDATA[Pranowo Yugo]]>
<![CDATA[ Journal of Education Technology Vol. 7 No. 2 (2023): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v7i2.57254
<![CDATA[The basic competence of students to be able to describe the values and content of hikayat or folklore, which is one of the achievement targets for learning literature in high school cannot be grasped optimally without the support of appropriate learning media. Therefore, the main objective of this research is to develop learning media in the form of an application that can be used to explore and describe the values included in the Cik Upik folklore, which is a form of Malay oral literature. In doing so, research and development model of ADDIE (Analysis-Development-Design-Implementation-Evaluation) is carried out by involving subject matter experts in Indonesian language and folklores and media experts as validators for instrument and product development. In addition, an Indonesian teacher and 10 class X students at a high school participated as research subjects. In the needs analysis stage, a questionnaire was used to explore the needs of teachers and students, which were used as a consideration in designing and developing learning media. The results of the validation of material experts and media experts as well as the responses of teachers and students show that the learning media applications developed in this study were declared valid with very good qualifications. This implied that the learning media application developed in this research and development is very feasible to be used as a learning medium to describe the values included in folklore.]]>
<![CDATA[Readiness of Gen-X English High School Teachers in Integrating Teaching with Technology ]]>
<![CDATA[Rima Andriani Sari]]>;
<![CDATA[Made Hery Santosa]]>;
<![CDATA[Ni Nyoman Padmadewi]]>;
<![CDATA[Ni Made Ratminingsih]]>;
<![CDATA[Putu Kerti Nitiasih]]>;
<![CDATA[I Gede Budasi]]>
<![CDATA[ Journal of Education Technology Vol. 7 No. 2 (2023): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v7i2.58077
<![CDATA[During pandemic, almost all school activities rely on the use of technology. Teachers are expected to teach using the online platforms. This study aims at analyzing the readiness of English high school teachers who are categorized into Gen X in integrating technology in teaching, by using TPACK framework. The study applies a descriptive qualitative design. Research subjects were 58 Gen X English high school teachers in one province in Indonesia. Data were collected by distributing online questionnaire to the teachers. Data analysis of triangulation was conducted by doing semi-structured interviews to volunteered teachers. The findings revealed that the Gen X teachers were not ready to integrate teaching with technology. Of all seven integration variables in TPACK, the first level knowledge bases are responded positively. When it comes to the second and third level knowledge bases, the teachers’ responses tend to decrease. Some problems in the technology integration were revealed during the interview. Trainings of teachers’ professionalism for teachers from generation X are considered necessary, especially training on the use of technology and the internet in learning. ICT curriculum integration is also an important issue. Finally, limitations and implications for the education authorities and future research were discussed.]]>
<![CDATA[The Integration of ICT in the Classroom: Pre-Service EFL Teachers Experiences ]]>
<![CDATA[Seli Marlina Radja Leba]]>;
<![CDATA[I Gede Bagus Wisnu Bayu Temaja]]>
<![CDATA[ Journal of Education Technology Vol. 7 No. 2 (2023): May ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v7i2.58442
<![CDATA[The use of ICT in teaching develops more important in present times because teachers also have to be able to keep up with the technological knowledge of their students. This study aims to analyze the pre-service teachers’ use of ICT in their classrooms during the practice teaching experience. This study employed both quantitative and qualitative data collection tools. The data were obtained from 86 pre-service teachers at senior high school and Junior High School. The data were collected qualitatively through observation and semi-structured interviews and quantitatively using a questionnaire. The qualitative results were mapped in tabular form. The researchers analyzed qualitatively to explain why pre-service teachers do not use ICT tools. The data were also made in tabular form and were described. The results showed that the practicum schools were not very rich in the technological devices offered to the pre-service teachers for their EFL classes. The pre-service teachers were not helped by ICT available to them in their teaching practice at a not satisfying level. Insufficient training, lack of basic facilities in the practicum schools, and pre-service teachers’ selections were the main reasons for teachers to utilize ICT in teaching practice. The study’s findings discovered a mismatch between teacher training programs and real-world classrooms in ICT integration in EFL instruction. Pedagogical inferences of the study consist of the need for better integration of ICT in EFL teacher training and a more vital link between the schools and the university.]]>
