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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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Augmented Reality Based Learning Media on Geometry Learning Integrated Science Technology Engineering Art Mathematic-Project Based Learning Dyah, Dyah Susilowati; Syafitri Chani Saputri, Dian; Ratu Perwira Negara, Habib; Rahim, Abdul; Marlina, Marlina; Rizki Aprilian, Faida
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.v9i1.88630

Abstract

Geometry learning, especially on the concept of building space, still faces challenges in delivering abstract material, so students have difficulty in understanding concepts visually and spatially. This study aims to develop learning media for building mathematical geometry on Augmaented Reality (AR) in integrated learning science, technology, engineering, art, mathematic project-based learning and determine the effectiveness in improving student learning outcomes. The research method uses Multimedia Development Life Cycle. The sampling technique used purposive sampling and the test subjects were elementary school students. Data collection instruments used validation sheets and questionnaires. The analysis technique used quantitative descriptive statistical analysis techniques and percentages. The results of Augmaented Reality learning media expert validation are in the very feasible category. Field trials of Augmaented Reality learning media produced were in the very interesting category. The effectiveness test with an N-Gain score of 0.81 shows that Augmaented Reality learning media can improve learning outcomes from before and after using integrated Augmaented Reality learning media-project based learning. The novelty of this research lies in the integration of AR with the STEAM-PjBL learning model in the context of geometry learning, which provides an interactive experience and improves students' understanding of spatial concepts. The broader implications of this research include the potential application of AR in various subjects to improve student engagement and learning outcomes in the digital era.
The Phonology Course E-Module Using the Canva Application Simaremare, Juni Agus; Beslina Afriani Siagian; Renita Saragih
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.v9i1.90013

Abstract

Students' lack of mastery of phonology courses is the basis for conducting this research. The factor causing the low ability of students is the minimal availability of teaching materials. The research objectives are 1) To produce a phonology e-module based on the Canva application; 2) find out the feasibility of e-modules based on the Canva application; 3) find out student responses to the development of e-modules based on the Canva application. This type of research is development research. The development model for this research uses a 4-D model (four D Model). The findings of this research are that e-modules are suitable for use as teaching materials for students. This feasibility is proven by the percentage of material expert validation obtained at 97.72% for the appropriateness aspect of content, 89.28% for the appropriateness aspect of presentation, 90% for the appropriateness aspect of language. Based on these three aspects, the feasibility of the material is 92.33% in the very feasible category. Then the media expert validation obtained a percentage of 88.22% with a very feasible category. The results of individual trials on this e-module are in the very good category with a percentage of 95%. In the small group trial, it was in the very good category with an average of 92.25%. Meanwhile, in the large group trial, the percentage obtained was 83.23% in the very feasible category. Based on this percentage, it can be concluded that this e-module is suitable for use as teaching material for phonology courses.
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.
Duolingo and Hello Talk Apps in Increasing Students Confidence and Motivation in Speaking English Yulianti, Putri; Hidayati; Irwandi; Dian Eka Mayasari; Bq Desi Milandari
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.v9i1.91180

Abstract

Low student motivation in English speaking skills highlights the need for technology-based learning innovations. This study aims to evaluate the effectiveness of Duolingo and Hello Talk applications in increasing students’ confidence and motivation. The method used in this study is quantitative. The subjects were 20 students from class A and 20 students from class B in Junior High School, selected using convenience sampling. Data were collected through pre-test and post-test administration after the treatment using Duolingo and Hello Talk applications. The research instruments consisted of a questionnaire and a test. Data were analyzed using paired t-test to compare the mean scores before and after the treatment in both groups. The analysis showed that students achieved a higher average score using Duolingo (7533.3) compared to Hello Talk (6966.7), with a statistically significant difference (p = 0.001) and a medium to large effect size (Cohen’s d = 0.789). A moderately strong positive correlation (r = 0.660) between the results of both applications indicates that they complement each other in supporting the learning process. It can be concluded that Duolingo is more effective in consistently increasing student motivation through structured practice, while Hello Talk contributes to building confidence through authentic social interaction. The results of this study imply the importance of integrating both applications into English learning strategies, particularly in developing students’ speaking skills more comprehensively and adaptively in accordance with 21st-century learning needs.
Optimizing Student Engagement and Skills through Meta Virtual Project-Based Networked Learning in Digital Environments Khusnul Khotimah; Sumarno, Alim; Citra Fitri Kholidya; Jang Ho Son; Sitompul, Nurmida Chaterine
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.v9i1.91399

Abstract

This research investigated the impact of the Meta Virtual Project-based Networked Learning (Meta VPNL) model on student performance within a virtual learning environment (VLE) in the subject of The Development of Audio/Radio Media at the State University. The study aimed to address the problem of low student engagement and practical skills development in traditional VLEs. By integrating meta-learning, project-based learning (PjBL), and networked learning, the Meta VPNL model sought to enhance student engagement, collaboration, practical skills, and self-regulation. Qualitative data were collected through reflective journals, focus groups, and observations. The findings indicated that the Meta VPNL model significantly increased student engagement and motivation due to its hands-on, real-world projects. Students developed better collaboration and communication skills, with many reporting improved teamwork and problem-solving abilities. Practical skills related to the subject also showed marked improvement, demonstrating the model's effectiveness in bridging the gap between theoretical knowledge and practical application. Furthermore, students exhibited increased self-regulation and meta-learning skills, becoming more autonomous learners. Despite these positive outcomes, challenges in time management and balancing coursework were noted, highlighting the need for additional support. The study suggests practical actions for educators, institutions, and students to enhance the learning experience. Integrating artificial intelligence (AI) into the Meta VPNL model could offer personalized learning experiences and facilitate effective collaboration, presenting an exciting opportunity for future improvement. The Meta VPNL model proved a practical approach for enhancing student performance in VLEs.
Metacognitive-Based Learning Management System in Natural and Social Sciences: A Study on Enhancing Independence and Critical Thinking Skills Septiari, Ni Kadek; Gede Wira Bayu
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.v9i1.91535

Abstract

This study was motivated by the low level of independence and critical thinking skills of students in elementary schools, especially in IPAS learning. This research has four main objectives, namely: (1) develop a prototype Learning Management System (LMS) based on metacognitive learning, (2) analyze the content validity of the LMS, (3) evaluate students' responses to the LMS, and (4) measure the effectiveness of the LMS based on metacognitive learning in increasing the independence and critical thinking skills of elementary school students in IPAS content with force material. This research uses the ADDIE development model. The subject of the research is the LMS based on metacognitive learning, while the object of research includes the validity of media content, learning design, material content, student responses, and media effectiveness. Data collection was done through questionnaires and essay questions. The results showed that: (1) the LMS based on metacognitive learning obtained a validity index of 0.995 which is included in the high content validity category, (2) the LMS learning design obtained a validity index of 0.984  with high content validity qualifications, (3) the LMS material content obtained a validity index of 0.986 with high content validity qualifications, and (4) the correlated t-test showed a significance value (2-tailed) of 0.000 or p < 0.05 at the 5% significance level, both for student independence and critical thinking skills. Thus, the LMS based on metacognitive learning is proven to be effective in improving the independence and critical thinking skills of elementary school students.
Entrepreneurial Mindset and Neuroscience: The Role of Electroencephalography in Measuring Risk-taking, Creativity, and Decision-Making Silitonga, Lusia Maryani; Dharmawan, Budi; Murti, Astrid Tiara
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.v9i1.91979

Abstract

Entrepreneurial skills such as risk-taking, creativity, and decision-making are critical for fostering innovation and business success. This study examined the correlation between electroencephalography (EEG)-measured attention levels and entrepreneurial skills among university students in Indonesia. Using a one-group pretest-posttest experimental design, data were collected through EEG recordings, pretests, posttests, surveys, and semi-structured interviews over five class meetings. The NeuroSky MindWave Mobile EEG headset was used to monitor students' real-time attention levels, while their learning engagement and satisfaction were assessed through validated Likert-scale questionnaires. The results revealed a significant positive correlation between EEG-measured attention and creativity, with students showing notable improvements in risk-taking and decision-making skills after EEG-monitored learning activities. Engagement was strongly linked to satisfaction, suggesting that EEG feedback enhanced students’ focus and motivation. Interview findings further confirmed that real-time EEG visual feedback helped students regulate their attention and optimize learning. These results demonstrate the potential of EEG technology in entrepreneurship education, providing objective cognitive engagement insights. Future research should explore EEG applications in diverse educational contexts with larger sample sizes to validate its impact.
The Effect of Microlearning Integration in Digital Platforms on Student Engagement: An Experimental Study in Higher Education Muali, Chusnul; Karlina, Lilis
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.v9i1.92613

Abstract

The rapid advancement of digital technology has brought about significant changes across various sectors, including the field of education. This transformation has profoundly impacted the ways in which learning materials are delivered and the interactions between educators and students, with an increasing reliance on digital platforms. This study aims to analyze the impact of integrating microlearning into digital platforms on student engagement in higher education. Microlearning integration, which breaks content into small, digestible units, is believed to enhance student participation, motivation, and retention of learning material. The study involved 80 students from three universities in Probolinggo, Indonesia. It measures the impact of microlearning through digital platforms on student engagement. The paired sample t-test analysis revealed a significant increase in engagement in the experimental group, with the average score rising from 65.4 before the intervention to 78.3 after the intervention (p < 0.05). In contrast, the control group showed no significant improvement, with the average score increasing from 64.9 before the intervention to 66.1 after (p > 0.05). These findings suggest that the use of microlearning platforms can significantly enhance student engagement. Additionally, the study provides practical recommendations for educators and institutions on integrating microlearning to create more interactive and engaging learning experiences that meet the needs of contemporary students in the digital age.
Addressing the Black-Box Challenge: Confidence Index Approach to Grading of Open-Ended Assessments in Accounting Education Husain
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.v9i1.92673

Abstract

Traditional grading systems have long been a common practice in the world of cross-disciplinary education, but they face challenges such as limited scalability, inconsistencies in assessment, and a lack of personalized feedback. This condition encourages the emergence of an alternative in the form of an automatic assessment system based on artificial intelligence (AI). Although promising, this approach is not without problems, especially regarding the transparency and reliability of assessments which are often referred to as the "black box" effect. This study aims to address this effect through the integration of the trust index into the AI assessment system, in order to provide more interpreted assessment results in the context of accounting education. This research is a quantitative study with a supervised machine learning approach. The AI model is trained to evaluate students' open-ended answers on several accounting subjects. Data was collected from students' answer scripts and compared to the results of human assessments. The analysis was conducted to see the relationship between AI scores and human assessment scores based on trust and experience levels. The results showed that the use of trust indexes significantly improved the consistency and reliability of assessment results, with a positive correlation between high trust scores and the suitability of AI assessment results with human assessments. However, variations were also found in some subjects, suggesting that the effectiveness of AI is influenced by the specific characteristics of the material. The conclusions of this study show that the integration of trust indexes into AI scoring systems can improve the transparency and accuracy of assessments. However, a hybrid approach that combines AI and human appraiser engagement is still necessary to ensure efficiency, educational integrity, and fairness in the assessment process. The implications of this study emphasize the need for adaptive automatic appraisal development strategies, especially in the context of accounting education. However, the results of the study cannot be generalized widely because they are limited to the context of accounting education only.
The Human Performance Technology Activities through Learning Management System-based Training Sudarmika, Putu; Wirianti, Ken; Sudatha, I Gde Wawan; Premananda, I Made Sathya
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.v9i1.92976

Abstract

The evaluation of employee performance following technology-based training in health institutions remains a challenge, particularly in developing comprehensive assessment strategies from both employee and managerial perspectives. This study aims to analyze the relationship between the application of a Learning Management System (LMS)-based learning model and employee performance. A mixed-method study design was applied. In the first phase, quantitative data were collected through an online questionnaire, which had previously been tested for validity (r > 0.361) and reliability (Cronbach's Alpha = 0.90). A total of 400 questionnaires were distributed, with 360 respondents meeting the inclusion criteria (response rate 96.7%). The second phase employed a Focus Group Discussion (FGD) involving 20 managers to explore and deepen the quantitative findings. Data were analyzed using Pearson’s correlation test to examine the relationship between variables. The results indicated a significant relationship between the acceptance of LMS-based learning and employee performance (p < 0.05; R = 0.615). The FGD findings revealed differing perceptions, although LMS-based learning was perceived to offer advantages in terms of time flexibility and enhanced employee self-confidence. This study concludes that integrating LMS in employee training positively impacts performance improvement, implying the need for its implementation through structured learning needs analysis, LMS-based content development, and continuous performance achievement evaluation.

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