JTP - Jurnal Teknologi Pendidikan
Jurnal Teknologi Pendidikan (JTP) Diterbitkan sebagai upaya untuk mempublikasikan hasil-hasil penelitian dan temuan di bidang Teknologi Pendidikan. Jurnal ini terbit 3 kali setahun pada bulan April, Agustus dan Desember.
Memuat hal kajian, analisis, dan penelitian tentang perancangan, pengembangan, pengelolaan, pemanfaatan, evaluasi, dan penelitian dalam bidang pendidikan yang berkaitan dengan peningkatan kinerja dan memfasilitasi belajar di lembaga pendidikan formal, non-formal dan informal serta lembaga-lembaga pelatihan.
Articles
434 Documents
<![CDATA[The Effectiveness of the Internship Program for Vocational High School Students Using the CIPP Method ]]>
<![CDATA[Ali Yusuf, Furtasan]]>;
<![CDATA[Basrowi]]>
<![CDATA[ JTP - Jurnal Teknologi Pendidikan Vol. 25 No. 1 (2023): Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta ]]>
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DOI: 10.21009/jtp.v25i1.33553
<![CDATA[The internship program is an important program in educational institutions, especially Vocational High Schools (SMK) in Indonesia. The purpose of this study was to evaluate the success rate of the Program in honing students' skills and preparing students for the world of work. This research is an evaluation approach with the CIPP model or context, input, process, and product. The study was conducted on 100 SMK students who had completed the internship program during the Covid-19 pandemic. The results showed that the implementation of the internship program from context, input, process, to product showed a good category, so this program was still feasible to continue. In the future, the Head of Vocational School can motivate students regarding all elements of the internship program, so that the quality of this program is in line with the goals of National Education in improving the quality of reliable and ready-to-use human resources. .]]>
<![CDATA[The Use of Meaningful Learning in Distance Learning ]]>
<![CDATA[Lestari, Nita]]>;
<![CDATA[Murni Winarsih]]>;
<![CDATA[Dwi Kusumawardani]]>
<![CDATA[ JTP - Jurnal Teknologi Pendidikan Vol. 25 No. 1 (2023): Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta ]]>
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DOI: 10.21009/jtp.v25i1.33701
<![CDATA[This article aims to evaluate meaningful learning strategies in distance education. The application of meaningful learning is the emphasis of this class action research project with 32 respondents from class XI, in the application of meaningful Education using the principles of an advance organizer, progressive differentiation, integrative reconciliation, and consolidation in each learning activity. This study is classroom action research (CAR) conducted in two cycles. Data collection consisted of two research cycles: student activity data and student learning outcomes data. Student activity data was collected using observation sheets, while student achievement data was collected using the test method in each cycle. The criteria for grouping activities in each learning cycle use the ideal average and standard deviation. Sources of data include observations, questionnaires, and documentation for learning outcomes. The finding showed that meaningful learning model activities effectively increased student learning motivation. This can be seen from the increase in the average score of students on the test results; 67,15 in cycle 1 and 77,04 in cycle 2. The increase was also seen based on the results of the observations, which showed positive responses from students. From the results of the questionnaire, it is known that the average student perception score is 32.281 or 96%. This means that students positively respond to this learning model's application.]]>
<![CDATA[Mobile Learning Readiness of Junior High School Students in Science Learning ]]>
<![CDATA[Rahmat, Anggi Datiatur]]>;
<![CDATA[Kuswanto, Heru]]>;
<![CDATA[Wilujeng, Insih]]>
<![CDATA[ JTP - Jurnal Teknologi Pendidikan Vol. 25 No. 1 (2023): Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta ]]>
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DOI: 10.21009/jtp.v25i1.34063
<![CDATA[Technology advancements and an increasing number of mobile phone owners among junior high school students have opened opportunities for teachers to integrate technology into the learning process, especially in science learning. Before implementing mobile learning in the classroom, researchers must assess whether students are ready to adopt the technology. Adding the perspective of junior high school students in West Java, the research aims to present a quantitative survey on students' mobile learning readiness. An online questionnaire survey was used to collect data in this study. The results shown that students can use mobile learning in science learning. Almost all students have mobile phones to support mobile science learning. However, some students are still worried about the problem of costs when learning using mobile because it requires internet access. Nevertheless, students agreed to know more about mobile learning. These findings can serve as a reference point for further studies if mobile science learning is widely used in junior high schools.]]>
<![CDATA[Development of Learning Media Based on Gamification of Hijayyah Letters in Elementary Schools ]]>
<![CDATA[Mahardikha, Sekhar Khairunnisa]]>;
<![CDATA[Yusuf, Munawir]]>;
<![CDATA[Musdad, Akhmad Arif]]>
<![CDATA[ JTP - Jurnal Teknologi Pendidikan Vol. 25 No. 1 (2023): Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta ]]>
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DOI: 10.21009/jtp.v25i1.34554
<![CDATA[Post-pandemic learning activities, especially in elementary schools, have been carried out face-to-face learning. Before all face-to-face learning activities are implemented, all parties must have implemented limited face-to-face learning. Limited face-to-face learning is a learning process that is carried out face-to-face between students and a limited number of school educators/teachers. Limited face-to-face meetings are carried out with 2 sessions, namely the morning session and afternoon session with 1 class in each session ranging from 10-16 students by implementing students and teachers wearing masks while learning takes place, seating between students is provided distance by emptying 1 table, before and after learning takes place students are required to use hand sanitizers. This study aims to produce a gamification-based learning media that can be used as an independent learning medium so that students can learn without being assisted by anyone and this media can be played anytime and anywhere. The research model used is the ADDIE model. The ADDIE development model consists of five stages including analysis, design, development, implementation, and evaluation. This application was tested on 19 grade 1st elementary school students. This research was conducted from January to October 2022. The results showed that this learning media was of interest to Grade 1st elementary school students and received a very good response.]]>
<![CDATA[Development of Technological, Pedagogical and Content Knowledge Based Learning Media ]]>
<![CDATA[Amaliyah, Nurrohmatul]]>
<![CDATA[ JTP - Jurnal Teknologi Pendidikan Vol. 25 No. 1 (2023): Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta ]]>
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DOI: 10.21009/jtp.v25i1.34838
<![CDATA[Problems in education are very diverse, one of which is that students are lazy to read and do not understand how to draw the right conclusions so that this has an impact on the learning achievement of Indonesian language students in grade VI SDN Petojo Utara Complex, which is less than optimal, especially in making decisions in a paragraph. Therefore, it is necessary to have learning media that can assist in conveying material to students and support students' understanding in drawing conclusions from a paragraph, one of which is learning media.based on TPACK (Technological, Pedagogical, Content Knowledge). The research method used in this research is the ADDIE development research model which is a model that involves the stages of model development with five development steps/phases, including: Analysis, Design, Development or Production, Implementation or Delivery and Evaluations. The results showed that the development of TPACK-Based Learning Media was implemented at MI Pembangunan UIN Jakarta. The results of student assessments of the TPACK-based learning media development assessment obtained an average value of 4.7 close to strongly agreeing with the statements submitted. Student responses to the e-module varied, the majority of class 1D and 1G MI Pembangunan UIN gave a positive response. However, some students gave responses that were difficult to understand because they were not in accordance with the learning styles of students. Therefore, it is important for e-module developers to pay attention to the quality and characteristics of e-modules in order to generate positive responses from students.]]>
<![CDATA[Exploring English Learners’ Experiences of Using Mobile Language Learning Applications ]]>
<![CDATA[Nehe, Berita Mambarasi]]>;
<![CDATA[Eka Nurul Mualimah]]>;
<![CDATA[Weny Widyawati Bastaman]]>;
<![CDATA[Ira Arini]]>;
<![CDATA[Sri Purwantiningsih]]>
<![CDATA[ JTP - Jurnal Teknologi Pendidikan Vol. 25 No. 1 (2023): Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta ]]>
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DOI: 10.21009/jtp.v25i1.34883
<![CDATA[Mobile language learning applications provide the potential to transform the way language is learned and it has been used for various purposes including language learning improvement. This investigation will contribute to which applications can support and be appropriate for students in learning English and explore more students’ experiences in using them. This research aimed to explore English learners’ experience of using Mobile Language Learning Applications in an informal learning context. This research employed a descriptive qualitative design with 25 college students. They share their experiences of using Mobile Language Learning Applications to learn English outside the classroom. The instrument used was an interview. The finding of this research showed all the participants confirm that they use mobile language learning to support their learning in English outside the classroom well which involves easy access to the materials, flexible place and time, and sophisticated features of the applications make students explore more and more learning English on the applications and they feel enjoy and fun regulate their learning pattern whenever and where ever, they find progress in learning English after they explore the apps, and students feel free to self-learning with their mobile device. It can be concluded that using Mobile Language Learning Applications outside the classroom allows learners to practice all the areas of English and these applications really supported learners’ experience to learn English based on their needs and self-learning.]]>
<![CDATA[Effectiveness of Implementing Synchronous and Asynchronous Blended E-Learning in Stunting Prevention and Treatment Training Programs ]]>
<![CDATA[Namira Sari, Indah]]>;
<![CDATA[Dinn Wahyudin]]>;
<![CDATA[Rusman]]>
<![CDATA[ JTP - Jurnal Teknologi Pendidikan Vol. 25 No. 1 (2023): Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta ]]>
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DOI: 10.21009/jtp.v25i1.34951
<![CDATA[The Covid 19 pandemic has had such a big impact on the education system, especially the National education system. In the conditions of the Covid 19 pandemic, national learning is carried out online, both formal and non-formal education (training). Related to this, the authors conducted a study on the application of asynchronous and synchronous blended learning in Stunting Prevention and Handling Training held at the Ministry of Social education and training institutions. The purpose of this study is to find out the effectiveness and constraints of implementing asynchronous blended learning and synchronous training. The method used in this study is a literature study. The results of the study show that the implementation of asynchronous and synchronous blended online learning Training on Stunting Prevention and Handling is not yet effective. This is due to the asynchronous setting being carried out only with independent asynchronous (AM) without the presence of a facilitator. The existence of a facilitator can play an important role in maintaining and maintaining the level of student learning motivation and facilitating relationships between training participants and with the facilitator. Then in the implementation of synchronous online learning Training on Stunting Prevention and Handling is also considered less effective. The main obstacle is the internet network which is not accessible to participants, especially from remote areas. So that it is very difficult for participants to follow synchronous learning as a whole.]]>
<![CDATA[Implementation of Adaptive Management To Improve The Quality of Process Standards In Inclusion Schools ]]>
<![CDATA[Dewi, Desy Eka Citra]]>;
<![CDATA[Elfahmi Lubis]]>
<![CDATA[ JTP - Jurnal Teknologi Pendidikan Vol. 25 No. 1 (2023): Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta ]]>
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DOI: 10.21009/jtp.v25i1.35339
<![CDATA[Process standards are needed to improve and improve the quality of education. Inclusive schools as educational units are required to use national process standards, so that problems arise in the learning process for students with special needs. In order to provide equitable education services and to carry out effective and efficient learning, inclusive schools must be able to adapt learning to the needs of students with special needs. This study aims to determine the application of adaptive management in improving the quality of the standard process of inclusive schools. This research was conducted at SDIT Al Aufa Bengkulu City. This type of research is qualitative research, the research informants are school principals, deputy principals and teachers, the number of research informants is 31 people taken using a purposive sampling technique. Data collection is done through interviews, observation, and documentation. Data were analyzed using Miles and Huberman's model. The results of the study can be concluded that the implementation of adaptive management to improve the quality of the standard process of SDIT Al Aufa inclusive schools has been implemented properly, which is carried out in 4 forms of activities, namely: 1) lesson planning, 2) learning implementation, 3) learning evaluation, and 4) supervision learning. The process standards implemented at the SDIT Al Aufa inclusive school use national standards for regular students and school standards for students with special needs. It is hoped that inclusive schools will continue to encourage the development of an adaptive management system in every academic and non-academic process.]]>
<![CDATA[The Effectiveness of Blended Learning Model on Students’ Psychomotor Skills in Pencak Silat ]]>
<![CDATA[Sudirman, Ridwan]]>
<![CDATA[ JTP - Jurnal Teknologi Pendidikan Vol. 25 No. 1 (2023): Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta ]]>
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DOI: 10.21009/jtp.v25i1.35516
<![CDATA[The background of this research is the new normal activity after the Covid-19 pandemic which possible the application of blended learning, so the pencak silat learning materials experience a transition from face-to-face learning to online learning. This study aims to determine how much the effectiveness of blended learning implementation to students’ Pencak Silat psychomotor skills. The research method is used the experimental method of one group pretest-postest design. The population of this study is 420 students, with a sampling technique uses pisposive sampling for 76 students. The instrument is used a test with parametric statistical data analysis techniques t test. The results showed that, there is a significant influence (t count 7.79 > t table 2.415) on Pencak Silat course after the blended learning is applied. The influence is resulted; it is classified as a high percentage of increase %. Based on the results of this study, blended learning method gives a significant influence on the psychomotor skills of Pencak Silat in students compared to online learning method.]]>
<![CDATA[Meta-Analysis of Flipped Classroom on Students' Mathematics Abilities: Effectiveness and Heterogeneity Analysis ]]>
<![CDATA[Endang Sulistyowati]]>;
<![CDATA[Hukom, Julham]]>;
<![CDATA[Ali Muhtadi]]>
<![CDATA[ JTP - Jurnal Teknologi Pendidikan Vol. 25 No. 2 (2023): Jurnal Teknologi Pendidikan ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta ]]>
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DOI: 10.21009/jtp.v25i2.27433
<![CDATA[Despite numerous studies investigating whether the Flipped Classroom method is more effective in enhancing students' mathematical abilities compared to conventional teaching methods, previous research has shown inconsistent results. This study aims to examine the effectiveness of the Flipped Classroom method on students' mathematical abilities compared to conventional methods and to investigate the factors that can influence the effectiveness of using the Flipped Classroom method on students' mathematical abilities. The research design used in this study is a meta-analysis, analyzing 42 effect sizes from 31 primary studies that meet inclusion criteria. The results of the analysis, using a random-effects approach, yielded a combined effect size of (g = 1.05; p < 0.01). It can be concluded that the use of the Flipped Classroom method significantly contributes to students' mathematical abilities and is more effective compared to conventional teaching methods. Furthermore, the analysis of heterogeneity found that the effectiveness of using the flipped classroom method on mathematical abilities is influenced by moderator variables such as the type of measured abilities, platform, type of experimental group, country, and publication type. However, it was not influenced by variables such as educational level and publication year. The findings of this meta-analysis provide more accurate results regarding the inconsistent effect size variations and enrich the knowledge insights about the effectiveness of using the Flipped Classroom method in enhancing students' mathematical abilities.]]>
