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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 868 Documents
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Mapping Essential Podcasting Competencies for Micro-Credential Development in Higher Education: An Exploratory Factor Analysis Laksmi Dewi; Ahmad Fajar Fadlillah; Della Amelia
Journal of Education Technology Vol. 10 No. 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v10i01.83127

Abstract

The number of podcasters and podcast listeners continues to increase each year, including among university students. Many individuals are interested in becoming podcasters; however, they often face challenges in understanding the necessary skills and how to start podcasting. This study examines the competency needs required to develop the micro-credential program ‘How to be a Podcaster,’ with the aim of mapping more targeted competencies as the program's curriculum objectives. Competency mapping in this study is the initial step in the overall development of the micro-credential program. The study involved 131 samples selected using simple random sampling techniques. The samples consisted of first to third-year students who were interested in becoming content creators. Data were collected using a structured questionnaire distributed through an online survey via the Google Forms platform. The data were analyzed using structured factor analysis, involving Exploratory Factor Analysis (EFA), Eigenvalue analysis, and Varimax rotation to identify patterns and trends in competency needs. The analysis revealed 11 sub-competencies that are the main targets of the program. These eleven sub-competencies are derived from three core competencies essential for basic podcasting skills: communication skills, audio production, and content management. These findings provide a foundation for developing a micro-credential program that can holistically meet the competency needs of aspiring podcasters. Each sub-competency is further elaborated in the discussion section.
Tri Kaya Parisudha–Based Interactive Learning Media for Promoting Global Diversity in Elementary Education I Komang Adi Wiyanta; I Gede Astawan; Gusti Ayu Putu Sukma Trisna
Journal of Education Technology Vol. 9 No. 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i4.92381

Abstract

Global diversity in elementary education is essential to be strengthened in order to develop students’ understanding of intercultural tolerance. This study aims to develop interactive learning media based on the local wisdom of Tri Kaya Parisudha. The development process employed the ADDIE model. Data were collected using a non-test method in the form of questionnaires. Data analysis was conducted using qualitative and quantitative descriptive techniques. Based on the validity assessment, the interactive learning media were evaluated by two subject-matter experts and two learning media experts. The subject-matter experts obtained an average score of 3.8, categorized as very high validity, while the learning media experts obtained an average score of 3.9, also categorized as very high validity. The interactive learning media that had passed the validity stage were then tested for practicality by practitioners or teachers, obtaining an average score of 3.9, categorized as high practicality, while student responses were tested in Class IV A consisting of nine students, with an average score of 3.8, categorized as high practicality. The effectiveness of the media was examined using a one-group pretest–posttest design with 15 student respondents. The correlated t-test results showed a significant value (Sig. 2-tailed) of 0.000, indicating a significance level lower than 0.05 (Sig. < 0.05). Therefore, the interactive learning media based on Tri Kaya Parisudha are considered valid, practical, and effective in improving elementary school students’ understanding of global diversity.
The Students’ Entrance to Industry through Engineering Subjects: A Case of TVET College Campus at Vhembe District Nduvazi Mabunda; Ramongwane Daniel Sephokgole; Moses Makgato; Jerald Hondonga
Journal of Education Technology Vol. 10 No. 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v10i01.92960

Abstract

Engineering subject instruction in Technical and Vocational Education and Training (TVET) colleges remains predominantly theory-oriented, limiting students’ readiness to enter industrial workplaces. Limited workplace practice, weak industrial collaboration, and insufficient access to authentic industrial tools hinder students’ opportunities to develop technical competence and industry-relevant employability skills. This study aimed to analyze the challenges affecting students’ entrance into industry through engineering subjects within TVET colleges, particularly in Report 191 programs in Limpopo Province, South Africa. A qualitative approach with a case study design was employed. Ten engineering lecturers were purposively selected from three TVET colleges. Data were collected through semi-structured interviews and classroom observations and analyzed using thematic analysis. Findings revealed that engineering instruction remained heavily classroom-centered, lacked meaningful industrial integration, and was constrained by inadequate facilities and limited lecturer industrial experience. Subjects such as engineering drawing, mathematics, power machines, and bricklaying required stronger implementation of practical learning and Work-Integrated Learning (WIL). The study highlights the importance of sustainable collaboration between TVET colleges and industries to strengthen practical competence, workplace readiness, and employability among engineering students.
Interactive Video Story Media to Improve Science and Social Studies Learning Outcomes in Elementary School Kadek Anggi Pratiwi; Kadek Suranata; Kadek Yudiana
Journal of Education Technology Vol. 9 No. 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i4.93471

Abstract

Science and Social Studies (IPAS) learning in elementary schools continues to face challenges in engaging students and facilitating understanding of abstract concepts. The use of conventional instructional methods often results in low student participation and suboptimal learning outcomes. This study aims to develop and evaluate the effectiveness of interactive video story learning media in improving fifth-grade students’ learning outcomes in IPAS subjects. The study employed a Research and Development approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The participants consisted of 25 fifth-grade elementary school students. Data were collected through questionnaires and multiple-choice achievement tests and analyzed using qualitative and quantitative descriptive analysis as well as inferential statistical testing. The findings indicate that the interactive video story learning media demonstrated a very high level of validity and practicality based on evaluations by experts, teachers, and students. The effectiveness test using a one-group pretest–posttest design revealed a statistically significant improvement in students’ learning outcomes (p < 0.05). In addition to academic improvement, the use of interactive video story media enhanced students’ motivation, engagement, and active participation in the learning process. This study concludes that interactive video story learning media is effective for IPAS instruction at the elementary school level and represents an innovative, technology-based alternative for improving the quality of classroom learning.
H5P-Based Interactive Video Learning Media to Enhance Elementary Students’ Critical Thinking Skills Kadek Ananda Pratiwi; I Made Citra Wibawa; Kade Sathya Gita Rismawan
Journal of Education Technology Vol. 9 No. 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i4.93518

Abstract

Critical thinking skills are essential 21st-century competencies that every individual needs to possess. However, the level of students’ critical thinking skills in Indonesia is still relatively low. This study aims to design, validate, and examine the practicality of interactive video-based learning media developed using the H5P website, as well as to test the effectiveness of this media in improving the critical thinking skills of fifth-grade elementary school students. The development model employed in this study was the ADDIE model. Data were collected through questionnaires and tests, while data analysis was conducted using qualitative and quantitative techniques. The research subjects consisted of two media and content experts, two teacher practitioners, and 24 fifth-grade students. The results indicate that the H5P-based interactive video learning media achieved a very high level of validity, with validity scores of 0.97 from media experts and 0.92 from content experts. The practicality of the media was also categorized as very high, with average scores of 3.85 from teachers and 4.00 from students. Furthermore, the effectiveness test results demonstrate that the H5P-based interactive video learning media is effective in enhancing students’ critical thinking skills. Therefore, it can be concluded that the H5P-based interactive video learning media is valid, practical, and effective in improving students’ critical thinking skills, enriching the variety of learning media, and creating more optimal learning experiences.
Perceived Usefulness of Educational Technology in Rural Accounting Education: Perspectives from School Management Teams and Teachers in South Africa Martha Matashu; Emmanuel Khameli
Journal of Education Technology Vol. 10 No. 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v10i01.94361

Abstract

Educational technology plays an important role in improving learning quality and learner performance, including accounting education in rural schools. This study aimed to explore School Management Teams’ and accounting teachers’ understanding and perceptions of using educational technologies to improve accounting learner performance in a rural area of Limpopo Province, South Africa. A qualitative approach was employed using purposive sampling. Data were collected through structured interviews with 12 participants, consisting of school principals, Heads of Department, and accounting teachers. The data were analyzed thematically to identify patterns in participants’ understanding and perceptions. The findings revealed that SMTs and accounting teachers understood educational technology as the use of digital devices, modern applications, communication platforms, and instructional equipment to support teaching and learning. Educational technology was perceived as useful because it saves time, simplifies the delivery of accounting content, enhances learner knowledge, supports syllabus completion, and provides access to learning materials and previous examination papers. These findings indicate that positive perceptions among SMTs and accounting teachers represent an important human capital resource for promoting educational technology adoption in rural schools. The study recommends strengthening infrastructure, connectivity, teacher training, and school leadership support to optimize technology-supported accounting learning.
Paralia (Paplajahan Aksara Bali Asyik): Interactive Multimedia Based on Local Wisdom to Improve Balinese Language Learning Outcomes Gede Wardana Yasa; Ni Putu Kusuma Widiastuti
Journal of Education Technology Vol. 9 No. 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i4.95332

Abstract

Balinese language instruction in elementary schools continues to face challenges related to low student learning outcomes, particularly in learning Balinese script, due to the limited use of innovative and interactive learning media. This condition often results in monotonous learning experiences that reduce students’ interest and engagement. This study aims to develop and evaluate the validity and effectiveness of Paralia (Paplajahan Aksara Bali Asyik), an interactive multimedia learning resource grounded in local wisdom, to improve fifth-grade students’ learning outcomes. The study employed a Research and Development approach using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The research participants included two content experts, two media experts, three students for individual trials, nine students for small-group trials, and 30 students for effectiveness testing. Data were collected through questionnaires and essay-based tests and analyzed using descriptive quantitative techniques and paired-sample t-tests. The results indicate that the Paralia interactive multimedia achieved very high validity scores from content experts (0.983) and media experts (0.980), as well as very positive responses in individual (95%) and small-group (93.05%) trials. The effectiveness test revealed a statistically significant improvement in students’ learning outcomes after using the interactive multimedia. This study concludes that Paralia interactive multimedia based on local wisdom is valid, feasible, and effective for enhancing elementary students’ learning outcomes in Balinese language instruction, particularly in Balinese script learning.
Interactive Multimedia Based on Entrepreneurship Learning of Tandusan Oil on Needs and Economic Activities Topic Ni Putu Martha Pebrianti; Anak Agung Gede Agung; Made Vina Arie Paramita
Journal of Education Technology Vol. 10 No. 1 (2026): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v10i01.97322

Abstract

Low learning outcomes in elementary science subjects related to “Our Needs” and economic activities indicate the limited use of interactive and contextual learning media in classroom instruction. This study aimed to develop and evaluate the feasibility and effectiveness of entrepreneurship-based interactive multimedia on minyak tandus for fourth-grade elementary school students. Research employed a research and development approach using the ADDIE model. Research subjects involved learning content experts, learning design experts, learning media experts, and fourth-grade students of SD. Data collection methods included questionnaires, observations, interviews, and multiple-choice tests. Data were analyzed using descriptive qualitative analysis, descriptive quantitative analysis, and inferential statistics through the dependent sample t-test. Validation results showed that the multimedia achieved very good qualifications from learning development design experts (93.18%), learning content experts (93.75%), learning design experts (95%), learning media experts (95%), individual trials (93.44%), and small-group trials (92.46%). Effectiveness testing demonstrated significant improvement in students’ learning outcomes, with the average score increasing from 50.67 in the pre-test to 84.33 in the post-test. Dependent sample t-test results indicated that tcount exceeded ttable (39.414 > 2.045), confirming a significant difference before and after multimedia implementation. Findings indicate that entrepreneurship-based interactive multimedia on minyak tandus is valid, feasible, and effective for improving students’ understanding, learning motivation, and entrepreneurial values.
Advancing Knowledge and Skills through Mobile Learning in the Informal Economic Sector Melanie Julie; Ugorji Iheanachor Ogbonnaya; Golekane Mthelebofu
Journal of Education Technology Vol. 9 No. 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i4.98163

Abstract

Workers in the informal economic sector often face limited access to formal education and professional training, which restricts their opportunities for knowledge and skills development. This study aims to explore how mobile learning supports the acquisition of knowledge and practical skills among informal economy workers in the Global South. The study employed a qualitative descriptive case study design. Data were collected through semi-structured interviews with 11 informal economy workers from Africa and Asia who had participated in mobile learning courses delivered via the Online Labour Academy (OLA) mobile application. The interview data were analyzed using thematic analysis to identify key patterns related to participants’ learning experiences and outcomes. The findings reveal that mobile learning has a transformative impact on informal workers. Participants reported increased competence, empowerment, digital literacy, problem-solving skills, and readiness to teach others. Mobile learning also enhanced their confidence to apply new knowledge in real work contexts and motivated them to continue learning independently. Furthermore, participants perceived that the skills acquired through mobile learning were demonstrable and marketable, contributing to improved employability and community-based knowledge sharing. This study concludes that mobile learning is an effective, inclusive, and scalable educational approach for supporting knowledge and skills development among informal economy workers. By providing flexible and accessible learning opportunities, mobile learning enables marginalized populations to overcome educational barriers, promotes lifelong learning, and contributes to socio-economic empowerment within the informal sector.
Empowering Vocabulary Mastery through Digital Game-based Learning: A Pathway to Enhance Reading Comprehension Atika Zami Fauzia; Yuyun Yulia
Journal of Education Technology Vol. 9 No. 4 (2025): November
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i4.98454

Abstract

The low level of students’ vocabulary mastery, which affects reading comprehension, needs to be addressed through the implementation of appropriate instructional strategies. The increasing use of digital games in education indicates a growing demand for more interactive learning techniques to enhance vocabulary retention and language proficiency. This study aims to explore the impact of Digital Game-Based Learning using Bamboozle on students’ vocabulary mastery in relation to their reading comprehension. The Digital Game-Based Learning strategy was implemented in an experimental class using a quantitative pre-experimental design. The participants of this study were 34 eleventh-grade students. Data were collected through vocabulary tests and reading comprehension tests administered at the pretest and posttest stages. Data analysis was conducted using descriptive and inferential statistics, specifically the Wilcoxon Signed-Rank test. The results indicate a significant improvement in students’ posttest scores, with an average gain of 24.26 points. The Wilcoxon Signed-Rank test revealed a statistically significant improvement (p < 0.001), and the effect size (r = 0.807) indicates a strong impact of the intervention. These findings demonstrate that Digital Game-Based Learning through Bamboozle effectively enhances students’ vocabulary mastery, which directly contributes to improved reading comprehension. Therefore, it can be concluded that the implementation of Bamboozle-based Digital Game-Based Learning is an effective instructional strategy for improving students’ vocabulary mastery and reading comprehension.

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