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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
 83   84   85   86   87 
Evaluating Indonesian EFL Pre-Service Teachers’ ICT Proficiency in Technology-Integrated Lesson Planning Dwiniasih; Ahmad Bukhori Muslim; Fazri Nur Yusuf; Siti Rojab Rodliyah; Isti Siti Saleha Gandana
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.v10i01.104280

Abstract

Significant gaps persist between prospective teachers’ perceived digital competencies and their actual professional teaching capabilities in technology-integrated English language education. This study evaluated the effectiveness of a triangulated assessment framework in identifying digital competency gaps among prospective English teachers and examined the alignment between self-perception, professional expectations, and demonstrated performance. A convergent parallel mixed-methods design was employed involving 50 prospective English teachers and 39 in-service teachers from West Java, Indonesia. Data were collected through DigComp 2.2-based self-assessment surveys, stakeholder expectation surveys, and performance-based evaluation of digital learning modules. Findings revealed that prospective teachers demonstrated low-intermediate proficiency across all DigComp domains (M=1.81–2.30). In-service teachers established consistently high expectations regarding digital teaching competencies, particularly responsive digital learning design (M=5.0). Performance-based evaluation identified critical weaknesses in accessibility compliance, interactive technology integration, and professional presentation standards despite adequate instructional content quality. Triangulated assessment further confirmed significant discrepancies between perceived competence and authentic digital teaching performance. Results indicate that current teacher preparation programs primarily develop foundational digital literacy while insufficiently addressing professional digital competencies required for effective technology-integrated instruction.
Determinants of Students’ Learning Outcomes in Vocational Blended Learning Environments: Evidence from PLS-SEM Analysis Zouyan; Ida Bagus Putu Arnyana
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.v9i4.104350

Abstract

The education sector has undergone significant transformation with the increasing adoption of blended learning models. Nevertheless, challenges remain in ensuring that blended learning implementation effectively enhances students’ learning outcomes, particularly in vocational education, which is characterized by practical and skill-oriented learning. This study aims to analyze the implementation of blended learning models on online education platforms and to examine the factors influencing students’ learning outcomes. The study employed a quantitative approach grounded in the positivist paradigm. The research participants consisted of 381 vocational education students in Beijing selected through random sampling. Data were collected using structured Likert-scale questionnaires measuring several key constructs, including perceived usefulness, perceived ease of use, subjective norms, attitudes toward use, behavioral intention, prior experience, and students’ learning outcomes. Data analysis was conducted using descriptive statistics and inferential analysis through linear regression and Partial Least Squares–Structural Equation Modeling (PLS-SEM), supported by SPSS and SmartPLS software. The results indicate that perceived usefulness, perceived ease of use, and prior experience have significant positive effects on students’ learning outcomes. Attitudes and behavioral intention function as mediating variables that strengthen the relationship between students’ perceptions and learning outcomes, while prior experience serves as a moderating variable. This study concludes that effectively designed blended learning, supported by positive attitudes and students’ digital experience, can significantly enhance learning outcomes in vocational education.
The Effects of Quantum Learning and Self-Efficacy on High-School Students’ Mathematical Representation Skills Jafar Dahlan; Safri Tinamba; La Yusran La Kalamu; Sudarto M. Abukasim
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.v9i4.104355

Abstract

Mathematical representation ability is an essential skill that enables students to connect mathematical concepts with real-life contexts. However, many senior high school students still experience difficulties in representing mathematical ideas, particularly in modeling word problems, which is influenced by inappropriate instructional models and low levels of self-efficacy. This study aims to examine differences in students’ mathematical representation abilities between those taught using the Quantum Learning model and those taught through direct instruction, as well as to analyze the interaction between instructional models and self-efficacy on mathematical representation ability. This study employed a quantitative approach using a quasi-experimental 2×2 factorial design. The participants consisted of 101 eleventh-grade students selected through multistage random sampling. Data were collected using a mathematical representation ability test and a self-efficacy questionnaire, and were analyzed using descriptive statistics, prerequisite tests (normality and homogeneity), and two-way analysis of variance (2×2 ANOVA) followed by Tukey’s post hoc test. The results indicate that the Quantum Learning model is significantly more effective than direct instruction in improving students’ mathematical representation abilities. Furthermore, a significant interaction was found between the instructional model and students’ self-efficacy. Students with high self-efficacy demonstrated better mathematical representation abilities when taught using Quantum Learning, whereas students with low self-efficacy benefited more from direct instruction. This study concludes that the effectiveness of mathematics instructional models is strongly influenced by students’ affective characteristics, particularly self-efficacy, highlighting the importance of adaptive teaching strategies to optimize students’ mathematical representation abilities.
The Influence of Digital Transformation on Teachers’ Job Performance in Nigerian Secondary Schools Mubarak Lawal; Oba Ayoku; Ganiyat Mahmoud-kasandubu; Ridwan Fajenyo; Faruq Odumosu; Godwin Are
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.v10i01.104954

Abstract

The increasing integration of digital technologies in education presents both opportunities and challenges for enhancing teacher job performance. This study investigated the influence of digital transformation on teachers’ job performance, guided by four objectives, three research questions, and one hypothesis. The population comprised 6,939 secondary school teachers, with 360 teachers selected using a multistage sampling technique combining stratified and simple random sampling. Data were collected using a 30-item researcher-developed instrument, the Digital Transformation and Teachers’ Job Performance Questionnaire (DTTJPQ), validated by three experts and demonstrating high reliability (Cronbach’s alpha = 0.82). Findings reveal that digital transformation in secondary schools is ongoing but remains at a moderate level, constrained by infrastructural and technical limitations. The study further indicates a significant positive relationship between digital transformation and teacher job performance, suggesting that effective adoption of digital tools enhances instructional efficiency, engagement, and overall performance. Based on these findings, it is recommended that school authorities and policymakers provide adequate ICT facilities, including computers, projectors, and reliable internet connectivity, and support professional development programs to strengthen teachers’ digital competencies. The study contributes to the understanding of how digital transformation can be leveraged to improve educational outcomes and provides practical insights for educational planners and administrators seeking to optimize teacher effectiveness in digitally evolving learning environments.
Efficiency or Quality: The Continuing Relevance of H5P-Assisted Learning System in Indonesia’s Digital Talent Scholarship Program Krismassion Prihationo; Munir; A. Sobandi; Budi Laksono Putro
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.v9i4.104993

Abstract

This study is motivated by the lack of comprehensive empirical evidence on the extent to which automation-based digital learning systems can enhance operational efficiency without compromising the quality of learners’ experiences in large-scale government training programs. This study aims to evaluate an H5P-assisted digital learning system implemented through the Microskill platform in the Digital Talent Scholarship Program. A descriptive quantitative approach was employed using data from 445,054 training participants and 44,794 post-training evaluation survey respondents. The results indicate a training completion rate of 63.7 percent, suggesting that learning process automation can reduce administrative workload through self-certification mechanisms and automated processing of learning activities without manual intervention. Pearson correlation analysis confirms positive relationships among all constructs, with the strongest associations observed between system quality and user satisfaction, as well as between user satisfaction and user loyalty. These findings demonstrate that automation enhances technical reliability while maintaining positive learning experiences through H5P-based interactivity. The practical implications of this study suggest that integrating automation with interactive instructional design can strengthen the efficiency, transparency, and instructional value of public digital training programs. These findings provide strategic insights for government training institutions in configuring automated digital learning systems without sacrificing instructional quality.
Evaluating Large Language Models for Automated Assessment and Feedback in Physics Education Santosh Kumar Gupta; Madhusudan J.V.
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.v9i4.105174

Abstract

Assessing open-ended physics responses in large classrooms remains a major challenge due to time constraints, inconsistent scoring, and the lack of personalized formative feedback. These limitations reduce the effectiveness of assessment practices in supporting students’ conceptual understanding and metacognitive development. This study aims to evaluate the effectiveness of Large Language Models (LLMs) in performing automated assessment and generating feedback for open-ended physics questions, as well as to examine the influence of different prompting strategies on scoring accuracy and feedback quality. The study employed a descriptive-comparative research design. Data were obtained from ten secondary school students who answered five open-ended physics questions. Three LLMs (ChatGPT, GPT-4o, and DS R1) were used to assess the responses using two prompting strategies: Few-Shot Prompting (FSP) and Chain-of-Thought (CoT). Human evaluators’ scores served as benchmarks. Quantitative analysis used Spearman correlation, Cohen’s Kappa, and Mean Absolute Error, while qualitative analysis employed thematic analysis of feedback quality. The results indicate that ChatGPT demonstrated the highest alignment with human evaluators, particularly when using CoT prompting. CoT produced more conceptually clear and structured feedback, whereas FSP generated stronger positive reinforcement and motivational language. GPT-4o showed moderate performance, while DS R1 exhibited more variability across prompting strategies. This study concludes that LLMs, when guided by well-designed prompting strategies, can function as effective supplementary tools for automated assessment, supporting scalable formative feedback and enhancing students’ conceptual understanding in physics education.
Design of Gandrung Dance Animated Video for Students with Special Needs Sri Astuti Iriyani; I Gede Anjas Kharisma Nata; Nahdlatuzzainiyah; Herman Supriantono
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.v10i01.105501

Abstract

Inclusive education guarantees equal access to quality learning for all students, including those with special needs, by providing adaptive learning opportunities that take into account individual differences in physical, intellectual, and emotional abilities. This study aims to develop a prototype of a Gandrung dance animation video as a visual arts learning medium for students with special needs at the Mataram Special School. The media development uses the ADDIE model with a focus on the Analysis, Design, and Development stages. The learning characteristics of students with various disabilities, including blindness, deafness, and mental retardation, are analyzed through observation, interviews with teachers, and studies of the learning environment. The prototype developed was then validated by material and media experts to assess content suitability, movement accuracy, visual quality, and media appeal to users. Limited trials with students showed high levels of response and effectiveness, with scores of 86.7% for content suitability, 85.3% for media quality, and 82.2% from student trials. The results of the study show that the Gandrung dance animation video prototype is not only practical and attractive, but also provides a culturally meaningful learning experience. This media is able to increase student engagement, motivation, creativity, and understanding of local arts and culture, while supporting the optimal implementation of inclusive arts education. These findings confirm that animation-based learning media can be an effective alternative to expand access to arts education for students with special needs and improve the overall quality of their learning experience.
Sustainability-Oriented English for Specific Purposes Learning in TVET: A Comparative Study of Green Communication Competence between Indonesia and China Dian Heriani; Tiur Simanjuntak; Evi Agustinasari; Xinzhi Wang
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.v10i01.105829

Abstract

The growing urgency of sustainability education demands innovative pedagogical approaches that align language learning with ecological responsibility; yet, the integration of sustainability principles into English for Specific Purposes (ESP) remains underexplored, particularly in Technical and Vocational Education and Training (TVET) contexts. This study analyzes, evaluates, and synthesizes strategies for effectively embedding Ecological English Language Teaching (Eco-ELT) into ESP curricula to cultivate Green Communication Competence, defined as the ability to communicate knowledgeably, critically, and ethically about environmental and sustainability issues. Using a mixed-methods design, the research draws on survey and interview data from ESP practitioners to examine pedagogical orientations, institutional support mechanisms, and perceived challenges in implementing Eco-ELT. Findings reveal that while systemic and policy-driven implementation (as seen in one context) ensures coherence and scalability, teacher-led, context-responsive innovation (as in another) fosters adaptability and local relevance, both pathways converging toward the shared aim of sustainability-oriented language education. Ultimately, the study concludes that Eco-ELT serves as a transformative framework for reorienting ESP toward responsible, future-ready communication, empowering learners to engage meaningfully in global sustainability discourses.
Interactive PowerPoint Learning Media with Project-Based Learning: Enhancing Creativity in Entrepreneurship Education Nadya Fadillah Fidhyallah; Kusworo; Ivan Putranto; Rizka Zakiah; Annisa Lutfia; Daru Putri Kusumaningtyas; Dita Puruwita; Corry Yohana; Dwi Sulisworo
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.v10i01.105844

Abstract

Learning outcomes in entrepreneurship subjects among vocational high school students in Indonesia remain challenged by low engagement, limited conceptual understanding, and insufficient practical entrepreneurial competencies. This study aimed to develop interactive PowerPoint-based learning media integrated with the Project-Based Learning model to enhance students’ entrepreneurial engagement and learning experiences. A Research and Development  approach employing the ADDIE framework was used, consisting of analysis, design, development, implementation, and evaluation stages. Research participants involved media experts, subject matter experts, instructional design experts, and 30 vocational high school students participating in small-group trials. Data were collected using expert validation sheets and student response questionnaires and subsequently analysed through descriptive quantitative techniques using feasibility percentages. The developed media incorporated interactive multimedia features, simulations, quizzes, videos, and project-based assignments aligned with PjBL principles. Findings indicated that the developed media achieved an average validation score of 94.2%, categorized as very good. Small-group implementation also demonstrated highly positive student responses across engagement, comprehension, usability, and collaboration dimensions, with an overall average percentage of 90.25%. Dveloped interactive learning media is valid, practical, and effective for supporting entrepreneurship learning and strengthening students’ entrepreneurial competencies.
Development and Evaluation of the INSIGHT Digital Reflective Journal for Supporting Post-Training Evaluation and Learning Transfer in Public-Sector Contexts Kiki Kurniati; Triana Rejekiningsih; Sri Sumaryati
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.v10i01.105894

Abstract

Post-training evaluation practices in public-sector organizations remain predominantly focused on satisfaction surveys and short-term assessments, limiting their ability to capture reflective processes, behavioral change, and workplace learning transfer. This study aims to develop and evaluate the effectiveness of the INSIGHT digital reflective journal as a reflection-based evaluation instrument supporting continuous professional learning within Indonesia’s National Agency of Drug and Food Control (BPOM). A research and development (R&D) approach using the ADDIE model was employed, while mixed methods were applied to examine usability, reflective depth, and the system’s contribution to learning evaluation. Data were collected through expert validation, usability questionnaires, structured reflective journals, and interviews. Participants consisted of media experts, evaluation experts, and BPOM employees involved in training programs. Findings revealed that the INSIGHT system achieved a high feasibility level, with an average usability score of 4.59. Reflective analysis demonstrated dominant critical and transformative reflection levels, characterized by participants’ ability to formulate action plans and connect training outcomes with workplace practices. Results indicate that the digital reflective journal effectively supports learning evaluation, learning transfer, and the development of a reflective, data-informed learning culture within public-sector professional development systems.

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