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INDONESIA
Jurnal EDUTECH Undiksha
Published by Universitas Pendidikan Ganesha
ISSN : 26148609     EISSN : 26152908     DOI : -
Core Subject : Education,
Education
Jurnal Edutech Undiksha adalah jurnal ilmiah yang diterbitkan oleh jurusan teknologi pendidikan Fakultas Ilmu Pendidikan Universitas Pendidikan Ganesha. Jurnal ini bertujuan untuk mewadahi artikel-artikel hasil penelitian dan hasil pengabdian masyarakat dibidang pendidikan dan pembelajaran teknologi. Pada akhirnya Jurnal ini dapat memberikan deskripsi tentang perkembangan ilmu pengetahuan dan teknologi di bidang pendidikan bagi masyarakat akademik.
Arjuna Subject : -
Articles 857 Documents
 82   83   84   85   86 
Project-Based E-Module as a Learning Medium on the Topic of Fishery Product Processing Waste Yulda; Bella Sabrina Sitorus; Ferry Dwi Cahyadi; Himawan Prasetiyo; Madea Trianingrum
Jurnal Edutech Undiksha Vol. 13 No. 2 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v13i2.101395

Abstract

Learning on the topic of Waste Management of Fishery Products in vocational high schools often faces challenges in enhancing students’ practical skills and active engagement. This study aims to develop and evaluate a project-based e-module as an interactive, practical, and contextual learning media. The research employed a Research and Development (R&D) method using the 4D model (Define, Design, Develop, Disseminate). The subjects of the study were teachers and lecturers who acted as validators. Data were collected through observation, interviews, and validation questionnaires, then analyzed descriptively for qualitative data and converted into percentage scores for quantitative data. The results indicate that the developed e-module is feasible for use, with an average eligibility score of 86.6%, and all aspects of media, content, and language fall into the “highly feasible” category. The e-module is equipped with instructional videos, game-based assessments, and project worksheets, and it is disseminated in HTML format and as a mobile application. In conclusion, the project-based e-module is effective as a teaching medium to support contextual and practical learning and can be integrated into vocational learning strategies to enhance students’ practical skills and engagement. Its implications suggest that this media can serve as a reference for teachers, media developers, and policymakers in designing digital project-based learning that aligns with industrial and workplace demands.
Harnessing the Power of Gamification: A Deep Learning Approach to Enhancing Vocabulary Retention in EFL Classroom Abdul Gafur Marzuki; Huriyah; Anita; Risa Triassanti; Dewi Kencanawati; Santiana
Jurnal Edutech Undiksha Vol. 13 No. 2 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v13i2.101540

Abstract

Vocabulary is essential in EFL learning, yet retention, motivation, and engagement remain challenges. This study aims to explore the effectiveness of deep learning–based gamification in improving these aspects through more interactive and adaptive learning. The research subjects consisted of 30 students and 10 English teachers selected through purposive sampling based on their experience with gamification-based learning. Data were collected through semi-structured interviews, classroom observations, and document analysis using interview guidelines, observation checklists, and learning material reviews as research instruments. The data were analyzed using thematic analysis supported by triangulation and member checking techniques to ensure the validity of the findings. The results indicate that the implementation of gamification enhances vocabulary retention and promotes students’ motivation and engagement through interactive features such as progressive challenges, point systems, and immediate feedback. This study concludes that the integration of gamification with deep learning–based educational technology is a promising strategy for improving the effectiveness of EFL vocabulary learning and provides implications for the development of technology-enhanced language teaching practices.
Integration of Artificial Intelligence in Problem-based Learning Models: Its Impact on Explanatory Writing Skills and the Interaction with Reading Interest Riko Oktiyalten; Abdurahman Abdurahman
Jurnal Edutech Undiksha Vol. 13 No. 2 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v13i2.102231

Abstract

The research questions in this study cover three aspects, namely whether the Artificial Intelligence-based Problem-based Learning model affects students' explanatory writing skills, whether reading interest also influences these skills, and whether there is an interaction between the two. Accordingly, this study aims to analyse the effect of AI-based Problem-based Learning on explanatory writing skills, evaluate the effect of reading interest, and examine the possibility of interaction between the two. The background of this study is based on the importance of explanatory writing skills as part of 21st-century literacy and the potential of AI in supporting adaptive and contextual learning. The research method used an experiment with a 2x2 factorial design involving 60 eighth-grade students. The experimental group received AI-based Problem-based Learning, while the control group followed the conventional model. The instruments used were an explanatory writing test and a reading interest questionnaire. The results of the analysis showed that the AI-based Problem-based Learning model had a significant effect on improving explanatory writing skills (tcount 7.537 > ttable 1.672; Sig. 0.000 < 0.05). Reading interest also had an effect, but no significant interaction was found (p = 0.573 > 0.05). Thus, the effectiveness of AI-based PBL applies regardless of reading interest levels.
Development of Interactive Mobile Learning Applications for Early Childhood Learning in Kindergartens Sartika Lina Mulani Sitio; Syaeful Machfud
Jurnal Edutech Undiksha Vol. 13 No. 2 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v13i2.102808

Abstract

Advances in digital technology open up new opportunities in education, including for early childhood. However, learning in kindergarten is still dominated using conventional methods that are less interactive and have not fully attracted children's attention. This condition creates the need to design mobile-based learning media that is interactive, fun, and in accordance with children's development. This study aims to develop an interactive mobile learning application in Matahari Pocis Kindergarten as well as evaluate its effectiveness. Data was collected through learning observations, interviews with teachers, and parent questionnaires to identify the needs, preferences, and obstacles faced by children. The analysis was carried out qualitatively to interpret learning patterns and user responses, as well as quantitatively through comparison of learning outcomes before and after the use of the application. The system is developed using the Waterfall method through the stages of needs analysis, design, implementation, testing, and maintenance. The results of the study show that the application is able to increase children's motivation, focus, and involvement. Quantitatively, there was a significant increase in learning outcomes, while qualitatively, teachers assessed the application as easy to use, attractive, and in accordance with the curriculum. Thus, interactive mobile learning applications are effective as a supporting medium, and have the potential to be an innovative solution for early childhood education.
Transformation of Electronics Learning in Higher Education through Augmented Reality to Improve Student Achievement Anak Agung Gde Ekayana; Aniek Suryanti Kusuma; Ni Nyoman Parwati
Jurnal Edutech Undiksha Vol. 13 No. 2 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v13i2.102904

Abstract

Electronics learning still faces challenges due to the dominance of lecture-based methods, leading to low learning outcomes. This study develops and evaluates a smartphone-based AR medium to improve achievement through interactive and immersive learning experiences. This research approach is based on the development model presented by Borg and Gall, but it has been tailored to the demands of the study to cover only five essential stages. The research design uses a one-group pretest-posttest model involving 30 students as participants. Data collection using questionnaires and tests. Analysis methods using validity, N-Gain test and T-test. The test results show that the media has a high level of validity, with a score of 0.88 from subject matter experts and 0.84 from media experts. Limited trial findings show that this learning medium is highly practical, with an achievement rate of 82.07%.  This percentage grew to 85.67% throughout the full implementation stage, indicating that the usage of this medium becomes more efficient and follows the learning goals as it is deployed more broadly. The effectiveness test using t-test analysis showed a statistically significant improvement in learning outcomes (p = 0.000), with an N-Gain score of 0.58, which is in the moderate category. These findings indicate that AR learning media can improve student engagement, understanding, and performance in electronics learning. The study is limited to electronics courses, with unresolved issues in device compatibility and digital literacy. Future research should expand AR use to improve long-term retention.
Inclusive Microteaching Based on UDL in Teacher Professional Education Salma Nadiyah; Syihabuddin; Endang Rochyadi; Achmad Hufad; Ranti Novianti; Lia Anatasya; Dina Fitri Oktafiyani; Ana Fatimatuzzahra
Jurnal Edutech Undiksha Vol. 13 No. 2 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v13i2.102938

Abstract

Microteaching as part of the Teacher Professional Education Program (PPG) still faces several challenges in the context of inclusive education, particularly because the implementation of Universal Design for Learning (UDL) principles has not been optimally integrated into the training of prospective teachers. This condition limits students’ ability to design learning that is adaptive and responsive to the diverse characteristics of learners. This study aims to explore and examine the implementation of a UDL-based microteaching platform in improving the pedagogical competence of PPG students. The research employed a Participatory Action Research (PAR) approach using the Stringer model with three cyclical stages: look, think, and act. The research subjects consisted of four PPG students selected purposively. Data were collected through a UDL competence questionnaire, semi-structured interviews, and teaching practice observations, and were analyzed using descriptive statistics and thematic analysis. The results indicate that the use of the UDLearn platform improves students’ pedagogical competence in designing, implementing, and reflecting on more inclusive learning practices. These findings conclude that integrating UDL principles into technology-based microteaching can be an effective approach to strengthening prospective teachers’ pedagogical readiness. The implications suggest that a UDL-based microteaching platform can be integrated into PPG training as an innovative learning model to support inclusive education practices.
Understanding Behavioral Intentions to Use Technology Through Multiple Mediation of Self-Efficacy and Attitude Leny Noviani; Regita Kemala Putri; Leny Kurnia Oktaviani
Jurnal Edutech Undiksha Vol. 13 No. 2 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v13i2.103515

Abstract

Education today requires mastery of material and the ability to utilize technology as a learning tool. The problem in this research stems from the suboptimal use of technology in the learning process, despite prospective teachers having adequate pedagogical and content knowledge. This research aims to determine the influence of Technological Pedagogical Content Knowledge (TPACK) on behavioral intentions to use technology, with technology self-efficacy and attitudes towards technology as mediating variables in prospective economics teachers in Central Java. The data collection technique used in this research was a questionnaire. The results of this research show that 1). TPACK has a positive and significant effect on behavioral intentions to use technology, 2) TPACK has a positive and significant impact on technology self-efficacy, 3) TPACK has a positive and significant effect on attitudes to use technology, 4) Technology self-efficacy has a positive and significant impact on behavioral intentions to use technology, 5) Attitudes to use technology have a positive and significant effect on behavioral intentions to use technology, 6) Technology self-efficacy mediates the relationship between TPACK and behavioral intentions to use technology, 7) Attitudes to use technology mediate the relationship between TPACK and technology. Behavioral intentions to use technology. The higher the TPACK knowledge, the higher the technology self-efficacy and attitude towards using technology, which can increase the behavioral intention to use technology.
Development of Virtual Reality Based Human Machine Interface Learning Media for Control Systems in Vocational High Schools Eko Nur Rachmanto; Didik Hariyanto; Santiphap Meunmany
Jurnal Edutech Undiksha Vol. 13 No. 2 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v13i2.104014

Abstract

The gap between practical learning facilities in schools and the technologies applied in industrial settings remains a major challenge in vocational education, particularly in the mastery of control system competencies. This condition necessitates the development of innovative learning media capable of authentically and interactively representing industrial environments. This study aims to analyze and examine the effectiveness of a Virtual Reality-based Human Machine Interface learning medium in enhancing students’ control system competencies in vocational education. This research employed a development research design adopting the ADDIE model with both quantitative and qualitative approaches. The research subjects included students as end users as well as media and content experts who evaluated the feasibility of the developed product. Data were collected through learning outcome tests, observations, and questionnaires, using evaluation tests, observation sheets, and assessment questionnaires as instruments. Data analysis was conducted through expert validity testing, functional testing using black box testing, and paired-sample t-tests to examine improvements in learning outcomes. The results indicate that the developed learning medium demonstrates a very high level of feasibility and significantly improves students’ learning outcomes. Furthermore, the medium provides an immersive, interactive, and contextual learning experience. These findings suggest that the integration of Virtual Reality technology in control system learning has strong potential to strengthen instructional design and vocational curricula aligned with the demands of industrial technology.
Educational Chatbot Based on Educational Technology in Improving Student Understanding of Algorithms and Programming Courses Aniek Suryanti Kusuma; Anak Agung Gde Ekayana; Desak Made Dwi Utami Putra
Jurnal Edutech Undiksha Vol. 13 No. 2 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v13i2.104417

Abstract

The advancement of educational technology has driven the integration of Artificial Intelligence (AI) into learning processes; however, Algorithm and Programming courses remain challenging for students due to their abstract nature and the demands of logical thinking and problem-solving skills. This study aims to develop and evaluate the effectiveness of an AI-based educational chatbot in improving students’ understanding and engagement. The research employed an experimental method with a pre-test and post-test design involving two classes of students as research subjects. Data were collected through achievement tests designed to measure conceptual understanding, algorithmic thinking, and problem-solving abilities. Data analysis was conducted using paired sample t-tests to examine differences in learning outcomes and N-Gain analysis to determine the level of learning effectiveness. The results indicate a significant improvement in students’ learning outcomes after the use of the chatbot, with learning gains categorized as high in both groups. These findings demonstrate that AI-based chatbots are effective in enhancing conceptual understanding, algorithmic thinking skills, and student motivation. Therefore, educational chatbots have important implications as innovative solutions for creating adaptive, interactive, and student-centered learning environments in higher education.
Instructional Design of Artificial Intelligence Course through Curriculum Innovation Based on Outcome Based Education (OBE) Kisno K.; Suryadi; Nia Fatmawati
Jurnal Edutech Undiksha Vol. 13 No. 2 (2025): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jeu.v13i2.104441

Abstract

The development of an Outcome-Based Education (OBE) curriculum for Artificial Intelligence (AI) courses is an urgent need to align with technological advancements and evolving learning demands. This study aims to design an instructional framework for an Artificial Intelligence course through OBE-based curriculum innovation. The need for an OBE curriculum emphasizes measurable learning outcomes that are relevant to workforce demands, requiring systematic instructional planning. The research employs a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Data were collected through literature review, curriculum document analysis, and expert validation. The results indicate that the developed instructional design successfully integrates course learning outcomes with graduate profiles and produces learning tools such as a semester learning plan, teaching modules, and OBE-based assessment instruments. The discussion highlights the importance of aligning instructional design with the needs of the digital workforce. Findings suggest that the OBE-based instructional design for the AI course is highly feasible for implementation and enhances the relevance of graduate competencies to labor market demands. This study provides positive implications for institutions, study programs, lecturers, and students by offering a clear, systematic, and measurable guideline for designing AI learning that is relevant to both educational needs and the world of work.

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