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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 828 Documents
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The Role of Google Workspace in Facilitating Collaborative and Participatory Learning Higher Education Emilzoli, Mario; Hernawan, Asep Herry; Rullyana, Gema; Priandani, Ai Pemi
Journal of Education Technology Vol. 9 No. 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i1.84112

Abstract

Digital era of education at all levels is required to adapt and utilize technology to improve the quality of learning. This study investigates the role of Google Workspace in facilitating collaborative and participatory learning among higher education students. The research is driven by the need to address challenges in traditional learning environments, which often lack opportunities for collaboration and active participation. Using a quantitative approach, data were collected from 88 students in Educational Technology program through a survey based on the Technology Acceptance Model (TAM). The study analyzed four key dimensions: Perceived Ease of Use, Perceived Usefulness, Attitude Toward Using, and Behavioral Intention to Use. Results indicated that Google Workspace significantly enhances student collaboration and productivity, with high scores across all dimensions. The findings highlight the platform's potential to improve digital learning strategies and equip students with essential 21st-century skills. Future research should explore the long-term impact of Google Workspace on diverse educational settings and address potential implementation challenges.
Trends in Blended Learning Models for High-Level Thinking Skills (HOTS) Eges Triwahyuni; Pascalian Hadi Pradana
Journal of Education Technology Vol. 9 No. 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i1.84590

Abstract

Problems occur based on the field finding that the availability of time and space is limited during the learning process. In traditional classrooms, there is often not enough time to cover the material thoroughly, let alone build critical thinking skills. The aim of this research is to find out how the blended learning model can improve students' thinking skills. This research uses Systematic Literature Review (SLR) analysis with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta Analyses) method. To collect data, researchers used the Publish or Perish application. Currently, 49 articles from Scopus and 1 article from another application were selected, and then filtered using appropriate and relevant inclusion criteria. The research results show that combining the blended learning model with other learning models and supported by relevant learning media helps improve the assessment of students' HOTS thinking skills. This model allows for more thorough evaluation and encourages students to learn more, think critically, and find creative solutions independently. This results in a learning experience that is deeper, more meaningful, and relevant to real-world challenges. HOTS thinking skills needed for student success in the digital era can be built through a blended learning model that is integrated with appropriate learning models and media.
A Problem-Based Learning Mobile Application to Enchance Mathematics Problem-Solving Skills Wiryanta, Nyoman Agus; Agustini, Ketut; Parwati, Ni Nyoman
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.v8i4.84934

Abstract

Students' varying abilities in solving mathematical problems significantly impact their understanding of mathematical concepts. Limited comprehension among students often leads to learning difficulties and an inability to effectively engage in the learning process. This study aims to develop a problem-based learning (PBL) mobile application designed to improve the mathematical problem-solving skills of eighth-grade students. This research adopts a development approach using the 4D (Define, Design, Develop, and Disseminate) model. The research subjects include content experts and instructional design experts. Trial subjects consist of 10 students for a small group trial and two entire classes for the large group trial. Data collection methods involve questionnaires and tests. The instruments used include the LORI (Learning Object Review Instrument), the UEQ (User Experience Questionnaire), and problem-solving tests. Data analysis was conducted using qualitative analysis, quantitative analysis, and t-tests. The results indicate that the developed mathematics mobile application has been validated as effective by experts and deemed practical by end users, including teachers and students. The t-test results reveal a significant difference in students’ problem-solving abilities before and after the implementation of the mobile application as a learning medium based on the problem-based learning model. It can be concluded that the use of the mathematics mobile application leads to an improvement in students’ academic performance in mathematics. The implication of this research is that the developed problem-based learning mobile application can facilitate students’ learning processes and enhance their understanding in solving mathematical problems.
Exploring Student Perceptions of Virtual Learning Experiences: A Study of the Use of the Spatial.io 3D Metaverse Platform Rudi Susilana; Laksmi Dewi; Rullyana, Gema
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.v8i4.85190

Abstract

The advancement of virtual reality technology, such as metaverse, has attracted attention as a transformative innovation. This study was motivated by the lack of in-depth understanding of the use of virtual technology by students and their perceptions of the learning experience through the Spatial.io platform. The Spatial.io platform offers new opportunities to improve the quality of online learning in higher education. The Educational Technology Study Program developed a virtual learning space using the Spatial.io 3D metaverse platform. This study aims to explore students' perceptions of virtual learning through the platform and understand how to utilize this innovative learning space for academic purposes. A quantitative descriptive approach with a survey research design was used in this study, involving 82 students. Data collection was carried out using a questionnaire that measured six aspects of students' perceptions of immersive learning, namely Perceived Usefulness (PU), Perceived Ease of Use (PEOU), Perceived Satisfaction (PS), Interactivity (INT), Virtual Environment (VE), and Learning Experience (LE). Data analysis techniques used qualitative and quantitative descriptive. The results showed that students positively perceived virtual learning through the Spatial.io 3D Metaverse platform. These findings underscore the technology's enormous potential in improving the quality of online learning, particularly in higher education.
Web-Based E-Module with a Project Based Learning Approach to Improve Computational Thinking Skills of High School Students Selano, Yohanes Parsaoran; Sutimin, Leo Agung; Sumaryati, Sri
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.v8i4.85248

Abstract

Technology integration in education faces significant challenges, including the limited use of interactive learning media. This study addresses these challenges, so the purpose of this study is to develop a website-based e-module integrated with the Project-Based Learning (PjBL) approach to improve computational thinking skills in high school programming education. This type of research is developed with the Borg & Gall model, which is simplified into three stages (planning, development, and testing). This study involved media experts, content experts, practitioners, and students as research subjects. Data was collected through observation and questionnaires, while the product's effectiveness was analyzed using N-Gain score analysis. The research findings revealed that the limited variety of learning media used by IT teachers reduced students' enthusiasm and hindered their computational thinking development. In response, a website-based e-module was designed and validated during development. Feedback from media experts, content experts, teachers, and students during individual and small group testing indicated a "very good" qualification for product feasibility. The test results showed that the e-module significantly improved students' computational thinking skills, with an increase in scores from 73.6 (pre-test) to 97.3 (post-test), which is categorized as "high" in the N-Gain score analysis. These results confirm that the website-based e-module with the PjBL approach is very effective and suitable for addressing the challenges of programming education and fostering computational thinking skills in high school students. The study implies that the website-based module with the PjBL approach can be used in learning.
The Influence of Digital Learning Media Nearpod on The Motivation and Academic Achievement of Elementary School Students Widodo Pujo Bintoro; Eges Triwahyuni; Ahmad Zaki Emyus
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.v8i4.85613

Abstract

This research is motivated by the low motivation of elementary school students, which also impacts their learning achievement. Low learning motivation is caused by the lack of supporting media for learning activities. The purpose of this study was to analyze the significant effect of the use of Nearpod digital learning media on elementary school students' learning motivation and learning achievement. The study used the Quasi Experiment method with a nonequivalent pretest-posttest control group design. The data collection method used questionnaires and tests. The instruments used were motivation questionnaires and learning achievement tests. The data analysis technique used inferential statistics with the t-test. Based on the results of the study, it can be concluded that the use of Nearpod digital learning media has a significant effect on elementary school students' motivation and learning achievement. This is evidenced by the analysis results showing that the tcount for the motivation and learning achievement variables is greater than the ttable, which means that the alternative hypothesis is accepted. Nearpod, with interactive and multimedia features, increases student involvement in the learning process, which ultimately positively impacts understanding concepts and academic achievement. This study implies that the application of Nearpod digital learning media has a positive impact on elementary school students' motivation and learning achievement.
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.
Forecasting University Admissions through Student Achievement using Arima Method Maslamah, Siti; Aripriharta; Handayani , Anik Nur; Horng, Gwo-Jiun
Journal of Education Technology Vol. 9 No. 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i1.86015

Abstract

Education is a means that allows individuals to develop their potential through the learning process. Vocational High School (SMK) is a formal education that prepares students to become middle-level workers, enterpreneurs, or continue to college. The admission system for State Universities (PTN) is divided into three pathways: SNBP, SNBT, and Independent Selection. This study aims to forecast new student admissions through the achievement pathway, specifically based on report card grades, with a case study at vocational school. The forecasting method used is the Autoregressive Integrated Moving Average (ARIMA), by analyzing the trend of student grades data admitted to state universities in 2020-2023, which includes report card grades from semesters 1 to 5. From the ARIMA analysis that was carried out for student admissions at state universities, the best ARIMA model was obtained (1,1,2) with an average MAPE error value of 2.12%. This indicates that the ARIMA model has good performance and can be used to forecast new student admissions to state universities. This research is expected to provide recommendations to educational institutions for better planning in student assessments, thereby increasing the probability of students being admitted to state universities.
The Effect of Perceived Ease and Benefits on Intention and Behavior to use E-Learning Islamic Higher Education Bakhri, Syaiful; Dewi Rahayu Ningsih; Imelia Sahda Salsabilla
Journal of Education Technology Vol. 9 No. 1 (2025): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i1.86537

Abstract

Although e-learning has been widely implemented in higher education institutions, the level of acceptance and actual usage among students still varies considerably. This study aims to examine the influence of perceived usefulness and perceived ease of use on students' intention to use and actual usage behavior of e-learning in Islamic public universities. A quantitative research approach was employed. The population consisted of 240 students majoring in Islamic Education Management, with 150 participants selected through stratified random sampling. Data were analyzed using outer model, inner model, and model fit tests with the assistance of PLS-SEM version 3. The findings indicate that perceived usefulness significantly influences the intention to use, perceived ease of use significantly affects the intention to use, and intention to use significantly influences actual usage behavior. Among all the tested hypotheses, intention to use had the strongest influence on usage behavior, while perceived usefulness had the weakest influence on intention to use. This study differs from previous research in its focus and the model applied to assess information system implementation. Furthermore, the types of information systems analyzed—ranging from e-learning to software or digital payment systems—also vary across studies. This research investigates the acceptance of e-learning based on four main variables: perceived usefulness, perceived ease of use, intention to use, and usage behavior, modified from the Technology Acceptance Model (TAM). The study reveals how users' perceptions affect the adoption of e-learning, providing insights for the development of more effective and user-friendly systems.

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