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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 888 Documents
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The A Comparative Study of Kindergarten Teachers' Perceptions of Augmented Reality and Multimedia Learning Media Muhammad Nasyithul Ibad; Herman Tolle; Achmad Ridok
Journal of Education Technology Vol. 9 No. 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i3.100777

Abstract

There are still many teachers who have poor digital literacy. The lack of digital skills among teachers is a serious problem in 21st-century education. Based on this, the purpose of this study is to analyze the perceptions of kindergarten teachers towards two types of technology-based learning media, namely Augmented Reality (AR) and Multimedia, based on the previously modified TAM approach. The focus of this study lies in three primary constructs, namely, Perceived Usefulness, Perceived Ease of Use (PE), and Continuance Intention to Use (CI). This type of research is quantitative. The research design employs a within-subjects design involving 23 kindergarten teachers. The data collection method uses a questionnaire. The data collection instrument uses an instrument sheet. The data analysis technique employs statistical analysis, including both descriptive and inferential methods. The results of the study, specifically the descriptive analysis, indicate that AR media achieves a slightly higher average perception score than Multimedia in all three constructs. However, the Paired Sample t-test shows that this study obtained results indicating no significant difference in teacher perceptions of AR and Multimedia media (p > 0.05). It is concluded that kindergarten teachers hold relatively balanced views on both types of media in terms of usefulness, ease of use, and intention to continue using them. This study suggests that the success of integrating learning technology at the kindergarten level depends not only on the type of media but also on the readiness and positive perception of teachers, who are the primary facilitators of learning.
Evaluating the Usability and Learning Impact of an Augmented Reality Application for World War II Historical Tourism Sites among Indonesian High School Students Agung Dwi Saputro; Theonaria Kaban; Remuz Maurenz Bertho Kmurawak; Mingsep Rante Sampebua; Ishak Semuel Beno
Journal of Education Technology Vol. 9 No. 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i3.101048

Abstract

Education in the modern era is carried out by integrating technology to support the learning process. However, its implementation still faces several challenges, such as limited access to authentic learning resources and low student engagement due to the use of static instructional media. The developed application, BERCABAR (Belajar Cagar Budaya dengan AR), was designed using Unity 3D and Blender, combining three-dimensional models, interactive quizzes, and multimedia content accessible in offline mode. This study explores the development and effectiveness of an Augmented Reality (AR)-based learning application aimed at enhancing students’ understanding of history through interactive and contextual learning experiences. The research employed a mixed-method approach with a one-group pretest–posttest design involving secondary-level students as research participants. Quantitative data were collected through learning achievement tests and analyzed using the N-Gain test, while qualitative data were obtained through interviews and observations of user experiences. The findings revealed a significant improvement in students’ cognitive abilities, accompanied by a very high level of user satisfaction and stable system performance on mobile devices. These results affirm that the integration of AR technology has strong potential to enrich historical literacy, increase learning engagement, and offer innovative solutions for education in resource-limited environments.
The AppSheet-Based Digital Attendance System Innovation to Improve Student Discipline Management Darojah; Nurkolis; Lilik Ariyanto
Journal of Education Technology Vol. 9 No. 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i3.101901

Abstract

The problem of student discipline still relies on a manual attendance system, which often leads to delays, unexplained absences, and recording errors. This study aims to develop a digital attendance application and measure its levels of validity, superiority, and effectiveness in improving junior high school students’ discipline. The research employed the Research and Development (R&D) method using the ADDIE model. Data were collected through interviews, questionnaires, observations, and document analysis, with junior high school students as the research subjects. Data were analyzed using descriptive analysis and hypothesis testing, including expert validation tests, product practicality tests, one-sample t-tests, simple linear regression tests, paired t-tests, and N-Gain tests. The results showed that the AppSheet-based digital attendance system was effective in improving students’ attendance discipline and was superior to the manual attendance system. Although the results were not statistically significant in influencing students’ attendance discipline, the AppSheet-based digital attendance system was declared valid with a score of 98% and an average percentage of 92.31% (Very Good). The effectiveness level of this digital attendance system was categorized as high since the majority of students (60%) showed improved discipline. Therefore, it can be concluded that the product meets quality criteria in terms of content, appearance, and functionality, making it feasible to be used to enhance students’ attendance discipline. The novelty of this research lies in the use of the AppSheet application integrated with dual verification technologies—GPS and biometric verification—which has not been previously implemented.
Digital Mathematics Teaching Materials to Improve Student Learning Outcomes Nurdiah Anggraeni Amir; Nurhikmah H; Farida Febriati
Journal of Education Technology Vol. 9 No. 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i3.102240

Abstract

Field observations reveal that teachers and students require flexible, independent, and interactive teaching materials that actively engage students in learning. Unlike conventional digital mathematics materials that are typically static, this study develops digital mathematics teaching materials that integrate sophisticated visual design through Canva with Heyzine's interactive flipbook technology to create immersive learning experiences. The product's primary innovation lies in seamless integration of mathematical content aligned with curriculum's Learning Objectives Flow (ATP), responsive visual design, and interactive flipbook features enabling intuitive navigation resembling physical book reading with comprehensive multimedia capabilities. This research encompasses five objectives: analyzing needs, designing, measuring validity, practicality, and effectiveness. The study employs R&D methodology using the ADDIE model. Research subjects comprised seventh-grade students. Findings demonstrate student needs analysis reached "highly needed" category. The design innovation utilizing Canva-Heyzine combination creates distinctive visual-interactive experience unprecedented in junior high mathematics education, fully aligned with ATP standards. Expert validation yielded exceptional results: content experts (92.5%) and media experts (98.3%) rated materials as highly valid. Practicality assessments achieved "highly practical" category (91%-94%). Effectiveness results from pretest-posttest comparisons showed significant learning improvements with substantially higher effect sizes compared to conventional digital teaching materials. This study's primary contribution establishes a new paradigm in digital mathematics teaching material development, creating optimal engagement through innovative visual-interactive experiences within Indonesia's junior high mathematics education context. Results demonstrate that these digital mathematics teaching materials fulfill validity, practicality, and effectiveness standards for enhancing student learning outcomes.
Interactive Digital Media Based on VoD to Improve Understanding of K3l and PPE among Students with Mild Intellectual Disabilities Pina Nofalia; Megaiswari Biran Asnah; Nurhastuti
Journal of Education Technology Vol. 9 No. 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i3.102797

Abstract

Limited understanding of occupational safety, health, and environmental elements among students increases the risk of accidents both at work and in daily life. This study aimed to develop and evaluate the effectiveness of interactive digital learning media based on Video on Demand (VoD) in enhancing the understanding of students with mild intellectual disabilities regarding occupational safety, health, environment, and the use of personal protective equipment (PPE). This research employed a Research and Development (R&D) approach using the ADDIE model. The research subjects included one learning media expert, three content experts, three teachers, six parents, and ninth-grade students with mild intellectual disabilities as trial participants. Data were collected through interviews, observations, questionnaires, and tests, and were analyzed descriptively and qualitatively. Expert assessments yielded scores of 97.7% (media expert) and 88.5–90.6% (content experts), while practicality tests by teachers and parents scored 93% and 92.58%, respectively, indicating the media’s feasibility. Quantitative effectiveness tests showed an average pre-test score of 2.67 and a post-test score of 7.83. Analysis using the Wilcoxon signed-rank test produced a p-value <0.05, demonstrating a significant improvement in all students’ understanding of occupational safety, health, and PPE. It is concluded that the interactive digital VoD-based media is effective in enhancing the understanding of students with mild intellectual disabilities and provides a valuable contribution to the development of inclusive vocational learning tools adaptable to students’ special needs.
The The Influence of Will-Skill-Tool (WST) on Technology Integration of Prospective Teachers Leny Noviani; Andini Nur Rachmawati; Leny Kurnia Oktaviani
Journal of Education Technology Vol. 9 No. 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i3.102812

Abstract

The rapid development of technology and science requires teachers to possess the ability to integrate Information and Communication Technology (ICT) into the learning process to enhance its quality, effectiveness, and relevance. However, the readiness and capability of pre-service teachers in utilizing technology remain relatively low. Based on the Will-Skill-Tool (WST) model, this study aims to analyze the influence of attitudes toward ICT use, self-efficacy, digital competence, and the use of digital devices on technology integration among pre-service teachers, as well as to examine gender-based differences. This quantitative study involved pre-service teachers from various study programs selected through proportional random sampling. Data were collected using an online questionnaire that had been tested for validity and reliability. Data analysis was conducted using hierarchical regression, partial tests, determination coefficient tests, and non-parametric analysis. The results indicate that attitudes toward ICT, self-efficacy, digital competence, and the use of digital devices have a positive and significant effect on technology integration. No significant differences were found between male and female pre-service teachers across all variables. These findings highlight the importance of strengthening positive attitudes, self-efficacy, and digital literacy competencies in teacher education curricula to support technology-based learning transformation.
Gemini AI Chatbot Improves Academic Achievement and Motivation of 11th Grade High School Students Suhananto; Pujiriyanto
Journal of Education Technology Vol. 9 No. 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i3.102872

Abstract

The decline in students’ achievement and learning motivation is influenced by several factors, including boredom caused by monotonous teaching methods and difficulties in adapting to face-to-face learning after online learning. This study aimed to analyze the effect of the Gemini AI Chatbot on the academic achievement and motivation of 11th-grade high school students. The research employed a quasi-experimental design. The population consisted of 216 11th-grade students, with a sample of 71 students selected using cluster random sampling. Data were collected through questionnaires and tests, with research instruments consisting of a questionnaire sheet and test items. Data analysis used quantitative descriptive analysis and inferential statistics. The MANOVA and independent t-test results showed a significance value of 0.000 (Sig. 2-tailed) < 0.05 across all aspects of learning achievement, with Partial Eta Squared values ranging from 0.10 to 0.268, indicating an effect on student performance. The F value was 123.377 with Sig. 0.000 and an effect size of 0.744, indicating that the AI Chatbot Gemini had a significant effect on motivation. The Sig. value of 0.000 on all multivariate test indicators (Pillai’s Trace, Wilks’ Lambda, Hotelling’s Trace, and Roy’s Largest Root) and an observed power of 1.000 demonstrated a significant influence on both academic achievement and motivation. It can be concluded that the Gemini AI Chatbot effectively enhances the academic achievement and motivation of 11th-grade high school students. The study implies that the Gemini AI Chatbot has a positive impact on students’ academic performance and learning motivation.
Animation and Audio-Based Illustrated Story Media for Elementary School Students Restu Resky Satriya; Eni Fariyatul Fahyuni
Journal of Education Technology Vol. 9 No. 3 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jet.v9i3.103637

Abstract

The issue of prayer learning in elementary schools remains a challenge, as the learning media used are generally static and lack interactivity. This condition causes students’ understanding of prayer procedures and their spiritual essence to remain limited to mechanical aspects without meaningful reflection on the values of worship. This study aims to develop and examine the effectiveness of an interactive Islamic picture story-based learning media integrated with animation and audio to enhance students’ understanding of prayer. The research employed a development approach using the ADDIE model combined with a quasi-experimental design. The study involved material experts, media experts, learning experts, and lower-grade elementary students as participants. Data were collected through observation, questionnaires, and tests using validation sheets, practicality questionnaires, and comprehension tests. The data were analyzed using descriptive qualitative, quantitative, and inferential statistical techniques. The results indicate that the developed media are valid, practical, and effective in improving students’ understanding of prayer compared to conventional learning. It can be concluded that the animation- and audio-based learning media enhance students’ understanding of both the procedures and spiritual values of prayer. The study implies that interactive media can serve as an engaging, meaningful, and contextual alternative for Islamic education learning

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