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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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Video-Supported Problem-Based Learning for Deepening Science Concepts and Nurturing Environmental Care Ni Nyoman Rediani; Pande Made Dharma Sanjaya; Novi Indriyani; Rezky Uspayanti; Dian Agustina Purwanto Wakerkwa
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.v9i4.107270

Abstract

Many prospective teacher education students still feel anxious or lack confidence when participating in science learning. This condition negatively affects their level of conceptual understanding as well as the development of their social attitudes. This study aims to analyze the impact of video-assisted Problem-Based Learning (PBL) on students’ science conceptual understanding and environmental awareness. In this study, data were collected using test and questionnaire methods. The research subjects consisted of 88 students. The test method was used to measure students’ conceptual understanding, while environmental attitudes were assessed using a questionnaire instrument. Data analysis was conducted using descriptive and inferential statistical approaches. The results indicate that there was an improvement in students’ science conceptual understanding and environmental attitudes after participating in video-assisted PBL learning. Furthermore, there were significant differences in science conceptual understanding and environmental attitudes between students who were taught using video-assisted PBL and those who were not. The difference in science conceptual understanding between the two groups reached 9.34, with the experimental group obtaining a higher mean score. In addition, there was a difference of 5.13 in environmental attitudes, with the experimental group demonstrating higher mean scores compared to the control group. Therefore, it can be concluded that the implementation of video-assisted PBL is effective in enhancing prospective teacher education students’ science conceptual understanding while simultaneously fostering environmental awareness.
Android-Based Interactive Multimedia Development For Enhancing Creative Thinking In High School Civic Education Rike Erlande; Kokom Komalasari; Rahmat; Iim Siti Masyitoh; Markus Matulessy
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.v10i01.107380

Abstract

This study aims to describe the development of Android-based interactive multimedia in Civic Education (PPKn) to enhance students' creative thinking. The research employs the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) design model. The study subjects are 10th-grade students and teachers from SMA Islam Azzahrah Palembang, SMA Negeri 13 Palembang, and SMA Negeri Sumatera Selatan. The research sample, chosen using purposive sampling, includes 10th-grade IPA 1 and IPA 3 students from SMA Islam Azzahrah to assess the effectiveness of the learning media. The research instruments include observation, interviews, questionnaires, and tests. The results indicate that (1) the implementation of learning media in SMA Islam Azzahrah, SMA Negeri 13 Palembang, and SMA Negeri Sumatera Selatan is not yet optimal in using Android-based digital media, and there is a low level of creative thinking in PPKn lessons; (2) the Android-based interactive multimedia developed for PPKn learning is categorized as valid based on expert validation results from media experts, subject matter experts, and students, with very practical results; and (3) Android-based interactive multimedia significantly influences the enhancement of creative thinking. The implementation of Android-based interactive multimedia in Civic Education, particularly on the topic of "Wawasan Nusantara," has a positive effect on improving students' creative thinking.
Digital and AI-Driven Transformation of Learning in Vocational Education: Implementing an Innovative Instructional Model Rina Novalinda; Citra Meidyna Budhipradipta; Rahmat Fadillah
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.v10i01.110640

Abstract

The rapid advancement of digital technologies and Artificial Intelligence (AI) requiring learning environments that foster analytical reasoning, autonomy, and higher-order thinking. Responding to this need, this study developed and evaluated an innovative instructional model integrating digital learning resources and AI-assisted tools to enhance students’ cognitive performance and engagement in the Klinik Refraksi course at Akademi Refraksi Optisi YLPTK Padang. The objective of the study was to examine the model’s validity, practicality, and effectiveness in improving learning outcomes, higher-order thinking skills (HOTS), and student engagement. Employing an R&D design through the ADDIE framework combined with a quasi-experimental approach, the model was implemented in one experimental class, while a parallel class received conventional instruction. Instruments included pretest–posttest assessments, HOTS rubrics, engagement observations, and AI-generated learning analytics. Results indicated high expert validation (M = 4.60) and strong practicality ratings (89.8%). The experimental group demonstrated substantial gains in learning outcomes (N-Gain = 0.63), improvements in HOTS—analysis (+27), evaluation (+32), and creation (+37)—and higher engagement across behavioral, emotional, and cognitive dimensions compared to the control group. These findings show that integrating structured digital activities with AI-supported guidance enhances conceptual understanding, reasoning, and participation. The study concludes that the model is pedagogically feasible and recommendable for broader application within digital and AI-driven vocational education contexts.
Unplugged Coding-Based PBL for Enhancing Computational and Critical Thinking in Elementary Science Ni Komang Tessya Handriyani Putri; I Gede Astawan; Gusti Ayu Putu Sukma Trisna
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.v10i01.111866

Abstract

A problem encountered in science learning in elementary schools is students' low problem-solving skills. The purpose of this study was to determine the effectiveness of the unplugged coding-based PBL learning model on computational thinking and critical thinking skills in fifth-grade students' science subjects. This quantitative study used a nonequivalent pretest-posttest control group design. The sample size was 46 students. Data collection used descriptive tests on computational thinking and critical thinking. The data analysis technique used was the MANOVA test, followed by the LSD (Least Significant Difference) test. Data analysis was performed using the N-Gain test to assess improvements in computational thinking and critical thinking skills. Based on the results of the hypothesis test using MANOVA, the F-value for Hypothesis 1 was 27.651 and Hypothesis 2 was 9.955, both of which were greater than the F-value of 4.06 at a 5% significance level. The respective significance values were 0.001 and 0.003 (Sig. <0.05). Meanwhile, the test of hypothesis 3 using MANOVA obtained an Fcount of 15.554 and an F table of 4.06, with a significance value of 0.001. The significance value is less than the significance level (Sig. <0.05). Further testing using the LSD test obtained significance values of 0.001 and 0.003, both of which are less than the significance level (Sig. <0.05). Therefore, it can be concluded that the use of the PBL model based on unplugged coding is effective in improving students' computational thinking and critical thinking skills in fifth-grade science subjects in elementary schools.
Interactive E-Module Based on Transformative Multicultural Education to Enhance Elementary Students’ Self-Determination Ni Luh Gede Diantari; I Wayan Widiana; Komang Alit Wahyuni
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.v10i01.112371

Abstract

Low self-determination among elementary school students remains a critical issue because learning practices often rely on printed textbooks, teacher-centered instruction, and limited integration of digital media. This study aimed to develop and evaluate an interactive e-module using a transformative multicultural education approach to enhance elementary school students’ self-determination. The study employed a research and development design using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The effectiveness test used a pretest-posttest control group design involving 64 fourth-grade students, consisting of 32 students in the experimental group and 32 students in the control group. Data were collected through expert validation sheets, teacher and student response questionnaires, and a self-determination questionnaire. Data were analyzed using percentage analysis, normality and homogeneity tests, equivalence testing, and an independent sample t-test. The results showed that the e-module was highly valid based on expert validation, highly practical based on teacher and student responses, and effective in improving students’ self-determination. The hypothesis test showed a significant difference between the experimental and control groups. These findings indicate that interactive e-modules integrating transformative multicultural values can strengthen autonomy, competence, and relatedness in elementary learning.
Model Technology-Supported Project-Based Learning Assisted by Gending Rare to Foster Elementary Students’ Global Diversity Character Delsa Ayu Afianda; I Gusti Agung Ayu Wulandari; Anak Agung Ayu Dewi Sutyaningsih
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.v10i01.113217

Abstract

Global diversity character needs to be strengthened through contextual and culturally meaningful learning in elementary schools. This study aimed to examine the effect of the Project-Based Learning model assisted by the Gending Rare game on the global diversity character of fourth-grade students. This study employed an experimental research design involving two groups: an experimental group taught using Project-Based Learning assisted by the Gending Rare game and a control group taught using conventional learning. Data were collected through a non-test technique using an observation sheet developed based on the global diversity dimension of the Pancasila Student Profile. The data were analyzed using descriptive statistics, assumption tests, and a pooled variance t-test. The results showed that the experimental group achieved a mean percentage of 87.72%, categorized as high, while the control group achieved 77.97%, categorized as sufficient. The pooled variance t-test showed that the t-value of 8.996 exceeded the t-table value of 2.0032 at the 5% significance level. These findings indicate that Project-Based Learning assisted by the Gending Rare game significantly strengthens students’ global diversity character. This model can be used as an innovative alternative for integrating local wisdom into character education.
Technology-Enhanced Role-Playing in Experiential Historical Learning: Fostering Elementary Students’ Nationalism Attitudes Made Ayu Cantika Velicia Dewi; I Gusti Agung Ayu Wulandari; A. A. Ayu Dewi Sutyaningsih
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.v10i01.113226

Abstract

Nationalism is an essential character value that should be developed from elementary school because it relates to identity, love for the country, historical awareness, and social responsibility. However, historical learning in IPAS is often dominated by teacher-centered methods, limiting participation, empathy, and value internalization. This study aimed to analyze the effect of technology-enhanced role-playing in experiential historical learning on students’ nationalism attitudes in the Rengasdengklok Event. A quantitative approach was employed using a quasi-experimental design with a non-equivalent control group. The sample consisted of 60 sixth-grade students in Cluster III, North Kuta District, Bali, divided into 31 students in the experimental group and 29 students in the control group. Data were collected using a nationalism attitude observation sheet containing 20 dichotomous Yes/No items covering love for the country, willingness to sacrifice, unity, responsibility, and pride. Data were analyzed using descriptive statistics, prerequisite tests, and an independent-samples t-test. The results showed that the experimental group obtained significantly higher nationalism attitude scores than the control group. Technology-enhanced role-playing enabled students to understand historical contexts through digital stimuli, portray figures, collaborate, and reflect on struggle values. These findings confirm its effectiveness as an interactive learning strategy for strengthening students’ nationalism attitudes.
Digital Media-Assisted Project-Based Assessment for Enhancing Responsibility and Collaboration in Elementary Social Studies Learning Ni Komang Widiani; Ni Nyoman Rediani
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.v10i01.113548

Abstract

Elementary Social Studies learning still faces challenges in developing students’ responsibility and collaboration because assessment practices tend to emphasize cognitive outcomes rather than affective and social competencies. This study aims to analyze the effectiveness of digital media-assisted Project-Based Assessment in improving students’ responsibility and collaboration in elementary Social Studies learning. This study employed a quasi-experimental design using a non-equivalent post-test only control group design. The sample consisted of fourth-grade students from two elementary schools in Kubutambahan District, namely 20 students in the experimental group and 18 students in the control group. Data were collected using questionnaires and observation sheets that had been tested for validity and reliability. Data were analyzed using descriptive statistics and MANOVA after meeting the assumptions of normality, homogeneity, covariance matrix homogeneity, and multicollinearity. The results showed that students in the experimental group obtained higher mean scores than those in the control group for responsibility and collaboration. The MANOVA results indicated a significant simultaneous effect of digital media-assisted Project-Based Assessment on both variables. The Tests of Between-Subjects Effects also showed significant partial effects on responsibility and collaboration, with responsibility showing a stronger improvement. These findings indicate that digital media-assisted Project-Based Assessment is effective in developing students’ affective and social competencies.

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