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[Addressing the Challenge of Mathematical Misconceptions: Development of Interactive Multimedia Based on Cognitive Conflict Strategy ]]>
<![CDATA[Winarso, Widodo]]>;
<![CDATA[Toheri]]>;
<![CDATA[Tamsik Udin]]>
<![CDATA[ Journal of Education Technology Vol. 7 No. 3 (2023): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v7i3.63037
<![CDATA[Mathematical misconceptions hinder students' learning and understanding of mathematical concepts. This study aims to analyze the issue of mathematical misconceptions by developing interactive multimedia based on the cognitive conflict strategy. The research design used was research and development with Design-Based Research (DBR), combining qualitative and quantitative data collection techniques. There were fourteen participants in this study including students, teachers, and expert validators, and the research procedure involved the implementation of interactive multimedia interventions. Data collection techniques had pretest and posttest assessments after the intervention, observations, and interviews. The research data were analyzed using the Paired Sample t-Test. The study's findings indicated that the interactive multimedia intervention based on the cognitive conflict strategy effectively reduced students' mathematical misconceptions. The results also demonstrated improved conceptual understanding and increased engagement in the learning process. This research contributes to the field of mathematics education by presenting innovative and practical solutions to address students' misconceptions. The research implications suggest that interactive multimedia based on the cognitive conflict strategy can be used as a pedagogical approach to promote conceptual understanding and reduce mathematical misconceptions.]]>
<![CDATA[Trapezoid Multimedia with Visual Thinking Approach to Enhance Achievement of 7th Grade Students ]]>
<![CDATA[Suarsana, I Made]]>;
<![CDATA[Nurjanah]]>
<![CDATA[ Journal of Education Technology Vol. 7 No. 3 (2023): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v7i3.63158
<![CDATA[The main factual error made by students in solving trapezium problems is the misunderstanding of concepts and principles. Trapezium concepts and principles presented with visual representations may reduce complexity and abstractness compared with relying solely on verbal representations. This study aimed at developing a multimedia trapezium with a visual thinking approach for 7th grade students. This research was development research with 4D design (define, design, develop disseminate). In this first year, research is focused on determining media feasibility based on expert validation, practicality trials, and effectiveness. The subjects involved were material experts, media experts and ten students. Data were collected using validation sheets, questionnaires as well as tests, and analyzed using descriptive statistics. The results of the data analysis showed that the level of feasibility in terms of material experts and media experts were 92% and 88% respectively with the Very Valid category. The practicality and effectiveness test results were 83.7% and 78% in the practical and effective category. Because the media met the valid, practical, and effective criteria, it can be said that the media is suitable to be applied in trapezoidal learning in 7th grade. The implication of implementing visual thinking approach in developing multimedia will be able to enhance students’ achievement.]]>
<![CDATA[Interactive Mobile Learning-Based Gamification to Improve the Collaboration Skills of 11th Grade Students in High School ]]>
<![CDATA[Sujarwo, Fakhrudin]]>;
<![CDATA[Sariyatun]]>;
<![CDATA[Rejekiningsih, Triana]]>
<![CDATA[ Journal of Education Technology Vol. 7 No. 3 (2023): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v7i3.63210
<![CDATA[Instilling multiculturalism and a community attitude of cooperation in maintaining national integration can be done through the Sociology learning process. However, the Sociology learning process that occurred have not been carried out optimally. Thus, collaboration skills as an essential skill in building a 21st-century knowledge society need to be achieved. It can be seen interaction between students who still prioritize personal interests rather than group interests to attain common goals. This happened in the Sociology subject in class XI high school. Based on these problems, this research aimed at optimizing the Sociology learning process through the development and elaboration of gamification-based mobile learning media to improve collaboration skills. This research was a development research (R&D). The gamification-based mobile learning media was tested using a static group comparison design approach in the experimental class and comparison class. The test results were that the practical course scored 82.66, and the comparison class scored 67.40. It indicated that, there were an average difference where the experimental type was 15.26 points superior or 22.63% premium to the comparison class. The t-test results showed that gamification-based mobile learning media products improved collaboration skills. It was concluded that the mobile learning media developed is suitable for use and effective in enhancing the collaboration skills of class XI high school students.]]>
<![CDATA[Sound Wave Digital Learning Material Integrated Augmented Reality and CTL Model to Promote Students' 21st Century Skills ]]>
<![CDATA[Jessica Alfa]]>;
<![CDATA[Asrizal]]>
<![CDATA[ Journal of Education Technology Vol. 7 No. 4 (2023): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v7i4.63479
<![CDATA[The learning process should be able to develop students' 21st century skills. In fact, students' 21st century skills are still low. Skills in the 21st century that need to be developed by students are 4C abilities, including: critical thinking and communication. The purpose of this research is to analyze the results of the needs analysis, the results of the validity test, and the results of the practicality test of digital learning materials to support the improvement of students' 21st century skills. The type of research used is R&D with the Hannafin and Peck model. The subjects in this study were students of class XI senior high school. The instruments used are questionnaires, test questions, and performance assessment to analyze student needs; product validation sheets to determine product validity; and product practicality sheets to determine the practicality of product use. The data analysis used in this research is descriptive statistical analysis. The validity test data analysis was conducted using Aiken's V formula. The validity analysis results show that the average validation value of AR-CTL digital learning materials is in the valid category. The practicality analysis value of AR-CTL digital learning material is in the practical category. So, it can be concluded that the augmented reality digital learning material integrated with the CTL model are valid and practical to promote students' 21st century skills.]]>
<![CDATA[Design of an Electronic Test for Geometry Material Based on Students' Numeracy Literacy and Metacognitive Knowledge ]]>
<![CDATA[Siska Firmasari]]>;
<![CDATA[Setiyani]]>;
<![CDATA[Jajo Firman Raharjo]]>;
<![CDATA[Mohammad Dadan Sundawan]]>;
<![CDATA[Rismayani]]>
<![CDATA[ Journal of Education Technology Vol. 7 No. 4 (2023): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v7i4.63608
<![CDATA[Making electronic tests of students' numeracy skills based on metacognitive knowledge is important for students to have. Metacognitive knowledge are essential in mathematics performance. For this reason, it is significant to make metacognitive knowledge the basis of teaching, especially in teaching mathematics. This study aimed to design an electronic test based on students' Numerical Literacy Ability and Metacognitive Knowledge. The study used the ADDIE development model focusing on evaluating geometry material. This study chose subjects with random sampling from a high school that has good quality. The first stage of this study was to determine the nine research subjects by conducting initial interviews with class IX students. Then from the research subjects, researchers obtained information about numeracy literacy skills and metacognitive knowledge using test and interview methods. The results of a descriptive and in-depth analysis of the students' numeracy literacy skills and metacognitive knowledge became the basis for designing the electronic test. The study found that the electronic test design proved valid with an excellent category and practical with a positive response of 82.63%. This electronic-test design assessment shows that the digital-based instrument evaluation can have a broader range of users. The results of this study can be a recommendation for a digital-based evaluation instrument that adapts to the scope of the latest curriculum in Indonesia.]]>
<![CDATA[Audio-Visual Learning Media Based on Digital Literacy on the Topic of the Water Cycle ]]>
<![CDATA[Kadek Siska Wulandari]]>;
<![CDATA[Desak Putu Parmiti]]>;
<![CDATA[I Made Citra Wibawa]]>
<![CDATA[ Journal of Education Technology Vol. 7 No. 3 (2023): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v7i3.64228
<![CDATA[The use of digital learning media is currently very necessary. It is related to literacy, literacy skills, and the ability to use technology effectively. This research aims to develop Digital Literacy-Based Audio Visual Learning Media on the Topic of the Water Cycle. This type of research is developed using the ADDIE model. The research subjects were one learning material expert, one learning media expert and one practitioner. The test subjects were 25 fifth-grade elementary school students. Methods of data collection using interviews, questionnaires and tests. The data collection instrument uses a rating scale. The techniques used to analyze the data are descriptive qualitative analysis, quantitative and inferential statistics. The research results are the assessment of the learning design expert, getting a score of 97.5% (very good). The assessment of the learning material expert is 93.3% (very good). The assessment of learning media experts is 97.6% (very good). The results of the teacher's assessment were 95.2% (very good). The assessment results of student responses were 89.5% (very good). The t-test results showed a significant influence between Digital Literacy-Based Audio Visual Learning Media on the learning outcomes of fifth-grade elementary school students. It was concluded that Digital Literacy-Based Audio Visual Learning Media could improve student learning outcomes.]]>
<![CDATA[Science Learning E-Module for Fourth Grade Elementary School Students ]]>
<![CDATA[Oni Rianti]]>;
<![CDATA[Simamora, Alexander Hamonangan]]>
<![CDATA[ Journal of Education Technology Vol. 7 No. 3 (2023): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v7i3.64276
<![CDATA[The background to this research development is the lack of use or provision of teaching materials or learning resources to support the science learning process and to improve student learning outcomes. Lack of increased student learning outcomes due to the lack of learning resources used. Therefore this study aims to development of e-modules with a natural science contextual approach in order to improve learning outcomes. This type of research uses the ADDIE model development (analyze, design, development, implementation, evaluation). Data collection methods used are questionnaires, pre-test and post-test. Data analysis techniques using descriptive qualitative analysis, quantitative and inferential statistics. The results showed that the developed e-module is valid with the validity results obtained from the review of learning content experts by 97% with very good predicate, 90.90% learning media expert with very good predicate, 91.66% learning design expert with very good predicate good, individual trials 95.51% with very good predicate, small group trials 96.15% with very good predicates and field tests 95.74% with very good predicates. Then the results of the effectiveness of developing e-modules with a contextual approach to science subjects showed that there were differences in student learning outcomes after and before using the learning e-module.]]>
<![CDATA[Examining the Roles of Self-Efficacy, Attitude and Self-Regulated Learning through Augmented Reality in Reading for EFL Learners ]]>
<![CDATA[Yulian, Ryani]]>;
<![CDATA[Yuniarti, Yuniarti]]>;
<![CDATA[Sirat, Okta Miftahul]]>
<![CDATA[ Journal of Education Technology Vol. 7 No. 4 (2023): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v7i4.64567
<![CDATA[In recent years, higher education institutions have faced challenges in the field of education. The impact of digital technology such as augmented reality increases the possibility of self -regulated learning. Therefore this study analyze the relationship between self-efficacy, attitude and self-regulated learning across cognition, motivation, behaviour, and context through augmented reality in reading for English as foreign language (EFL) learners. Data were collected from 213 undergraduate students in English for Specific Class (ESP) in an academic university in Indonesia. This study was used a non-experimental, analytic survey research design with SmartPLS. The study assessed the measurement model of the factor loadings, composite reliability, and convergent validity, and employed bootstrapping for p-values of the path coefficient. The findings of the study reported that self-efficacy has a statistically significant relationship with cognition, motivation, behaviour and context while attitude has a statistically positive relationship with motivation and context but not with cognition and behavior.]]>
<![CDATA[Interactive Multimedia with Problem-Based Learning in Mathematics ]]>
<![CDATA[Harianto, Nur Aliza]]>;
<![CDATA[I Gde Wawan Sudatha]]>
<![CDATA[ Journal of Education Technology Vol. 7 No. 4 (2023): November ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v7i4.64656
<![CDATA[Considering that mathematics material has an important role in everyday life, learning media in learning requires learning media to present learning material that is abstract to become concrete. Interactive multimedia can increase student learning outcomes in mathematics. Apart from that, the PBL learning model is able to encourage students to learn actively in solving a problem. Therefore this research aims to develop interactive multimedia with problems based on learning in mathematics for class VII students of junior high school. This type of research is development research with the ADDIE model which includes five systematic stages in it. The data collected are quantitative data and qualitative data using 3 data collection methods, namely interviews, questionnaires, objective tests. The stages of the ADDIE model which consists of five stages, namely the stages of analysis, design, development, implementation and evaluation. The results of this study indicate that problem-based interactive multimedia learning is valid with very good qualifications. Moreover multimedia interactive learning with problem-based learning was effectively used in learning class VII mathematics set material at junior high school.]]>
<![CDATA[Digital Game-Based Learning as a Strategy to Expand Vocational Students’ Vocabulary: A Mixed Methods Approach ]]>
<![CDATA[Abidah, Lailatul]]>;
<![CDATA[Asih, Ria Arista]]>;
<![CDATA[Estu Widodo]]>
<![CDATA[ Journal of Education Technology Vol. 7 No. 3 (2023): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v7i3.64778
<![CDATA[The Digital Game-Based Learning (DGBL) strategy is widely recommended for digital-native learners to enrich their vocabulary. The purposes of this study was to evaluate the effectiveness of DGBL in expanding students’ vocabulary knowledge. A mixed methods approach was implemented. The quasi-experimental design involved an experimental group (taught with DGBL, N = 29) and a control group (trained with conventional vocabulary learning, N = 28). Each group was assigned a test before and following the intervention, consisting of 30 similar questions. IBM SPSS Statistics 26.0 has been employed to gauge the data collected, and utilized a paired sample t-test in conjunction with an independent sample t-test. The inspection exposed that, using DGBL affects students’ vocabulary learning development. The experimental group’s average score rose from 44.83 to 63.45. However, there was no discernible distinction between the two groups’ mean post-test results. The researchers analyzed three factors causing the insignificant results of the independent sample t-test: time constraints, poor internet connection, and both groups obtaining intentional vocabulary learning. Eight questions in the interview session were asked to the experimental group to explore their views about the DGBL and confirmed the unclear information that resulted in quantitative data. Interviewees agreed that DGBL can enrich vocabulary, increase learning motivation, and reduce boredom.]]>
