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JTP - Jurnal Teknologi Pendidikan
Published by Universitas Negeri Jakarta
ISSN : 14112744     EISSN : 26203081     DOI : -
Core Subject : Education,
Education
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.
Arjuna Subject : -
Articles 434 Documents
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The Effect of Physical Education Instructional Media on Long Jump Learning Outcomes Ritonga, Doris Apriani; Verawati, Indah; Damanik, Saipul Ambri
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 2 (2025): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v27i2.55043

Abstract

This research aims to see the effect of the use video on physical Education learning outcomes for state high school students in Medan City. The method used in this research is an experimental method using the Pre Experimental Design research type. The sample in this research was state high school students in Medan City, totaling 25 students. Data analysis in this study used SPSS (version 25). The results of this research show that the data normality test shows that the pretest and posttest significance values ​​are greater than 0.05, so it can be concluded that the data is normally distributed. The significance value homogeneity test is greater than 0.05, so it can be concluded that the data is homogeneously distributed. The T test between the pretest and posttest output of the "paired sample test" above, shows the sig value. (2 tailed) is 0.00 < 0.05, then HO is rejected and Ha is accepted. The average student learning result in the pretest is 67.32 while in the posttest it is 79.30 with a significance test of the T Test (2 tailed) < 0.05, so HO is rejected and Ha is accepted. State High School in Medan City.
The Role of Technology in Redesigning the Modern Education System Suhada, Suhada; Khafidoh, Khafidoh; Rosyid, Rosyid; Mudzofir, Mudzofir; Rozin Faiz, Ahmad
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 2 (2025): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v27i2.55142

Abstract

Technological advancements have played a vital role in redesigning the modern education system to be more adaptive, effective, and inclusive. However, despite rapid development, many educational institutions are still struggling to align with 21st-century competencies due to outdated pedagogical models. This study aims to explore the strategic role of educational technology in transforming modern educational systems, especially within the Indonesian context. Using a qualitative-descriptive method, the research is based on literature analysis of scholarly journals, policy documents, and expert opinions from the last decade. The sample consists of national and international literature relevant to educational technology integration. Findings reveal that the integration of technology in curriculum development, pedagogy, and institutional frameworks has contributed significantly to fostering critical thinking, independent learning, and mastery learning. The study also identifies key educational trends such as personalized learning, system-based approaches, and digital pedagogy. These findings underscore the significance of educational technology as a transformative force in enhancing the relevance and quality of education in the digital era.
Needs Analysis in Developing PjBL-Based Interactive Media to Improve Student’s Critical Thinking Skills Asmi, Yuni Karsih; Nisa, Ana Fitrotun; Zulfiani, Heri Maria; Masjid, Akbar Al; Cahyani, Berliana Henu
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 2 (2025): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v27i2.56048

Abstract

This study aims to provide a description related to the analysis of teacher and student needs in the development of PjBL-based interactive media to improve the critical thinking skills of elementary school students. The research method uses descriptive qualitative research. The results of the teacher needs analysis showed that out of 130 elementary school teachers in the Klaten district, 86.92% of teachers responded that it was necessary to develop interactive media based on project-based learning, and 13.08% of teachers stated that it was not necessary to develop interactive media. Thus, it can be concluded that the development of interactive media based on project-based learning still really needs to be developed. Then, 65 students who were given the question sheet gave answers that 44.62% of students gave answers that teachers only use textbooks in the learning process, 24.62% of students gave answers that they use interactive media in learning, and 75.38% gave responses that students in learning at class do not use interactive media.
Integrating Technology into Teaching to Foster Student Engagement and Interaction Wastira, Jarudin; Bronto Waluyo, Edy Tekad; Fajarianto, Otto
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 2 (2025): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v27i2.56835

Abstract

Rapid advances in educational technology have renewed calls for evidence-based models that translate digital tools into genuine gains in classroom engagement and peer interaction. This study investigates the impact of a purpose-built technology-integration framework in junior high school science lessons, combining a learning management system, live polling, and collaborative white-boarding. Employing a quasi-experimental, mixed-methods design, 102 students from two comparable schools were assigned to either an intervention class (n = 52) or a business-as-usual control (n = 50) for one semester. Pre- and post-test data were gathered with a validated Engagement in Learning Scale and an observation rubric tracking verbal and non-verbal interaction events. At the same time, click-stream analytics and semi-structured interviews triangulated the quantitative findings. ANCOVA results indicated a significant treatment effect on overall engagement (F(1, 98) = 15.27, p < .001, Hedges g = 0.63) and student-initiated interaction frequency (ΔM = 14.6 events per class, p = .002). Thematic analysis of 1,274 coded reflections revealed that instant feedback, visual progress cues, and low-stakes collaborative tasks were perceived as the chief motivators of participation. Collectively, the data suggest that strategically layered technologies can shift classroom dynamics from teacher-centered recitation toward student-driven discourse without extending instructional time. Limitations include single-subject focus and reliance on self-report for some measures. Future work should examine long-term retention effects and scalability across diverse curricular areas.
Application of Multisensory Strategies in Differentiated Classroom Learning to Overcome Reading Delay in Elementary School Students Syerlyana, Allya; Islami, Resya Mutiara; Yanti, Frida Rizki; Kusmana, Suherli; Rahayu, Ira
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 2 (2025): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v27i2.57001

Abstract

Reading is a fundamental skill essential for elementary school students' success. However, many students experience reading delays due to learning methods that are not suited to their learning styles. These delays impact letter recognition, academic achievement, and reading comprehension. This study aims to assess the effectiveness of implementing multisensory learning strategies in Indonesian language subjects in differentiated classrooms to address reading barriers in elementary school students. Multisensory strategies engage various senses such as sight, hearing, kinesthetics, and touch, through activities such as reading with pictures, writing using textured media, and listening to audio. Differentiated learning is carried out by grouping students based on reading ability and learning style. This study used a quantitative method with a quasi-experimental one-group pretest-posttest design without a control group. The subjects were 84 third-grade students from three elementary schools in Cirebon, with a focus on 16 students with reading delays. Data were analyzed using a paired t-test. The results showed significant improvements in students' reading skills after the intervention, including letter recognition, spelling, and sentence comprehension. The novelty of this study lies in the integration of multisensory strategies with a differentiated classroom approach, a practice rarely studied in Indonesian elementary education. This research contributes to the development of adaptive and inclusive learning approaches, particularly in the development of learning strategies that are responsive to the needs of students with reading delays.
Development of E-Learning for Speaking Skills Course with Local Wisdom of Papua Hafid, Abdul; Firman; Agusta Mayor, Enjelita; Elly, Ridwan
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 2 (2025): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v27i2.57014

Abstract

Students must have speaking skills because they are very important for social interaction and work. This research aims to develop e-learning for the speaking skills course incorporating local Papuan wisdom. The type of research is development research. The concept of local wisdom applied specifically to learning materials includes social values and norms, traditional knowledge, customs, language, folklore, and culture. The research subjects involved 48 students from the Indonesian Language Education Study Program. This research was conducted at UNIMUDA Sorong. The research design uses the 4D (Four-D) model. The validity test was conducted by two validators and then analyzed using Aiken's V formula. The practicality test was conducted using student responses and then analyzed using Riduwan's formula. Effectiveness was tested using a t-test with normality and homogeneity tests as prerequisites. Based on the results of the research and discussion on e-learning for the speaking skills course with local Papuan wisdom, it is declared valid with an average score of 0.89 (very high validity). It is declared practical with an average score of 91.87 (very practical category). Effectively improves students' speaking skills based on the results of the t-test with a significance value of 0.000 (Sig. (2-tailed) data). This is less than the predetermined significance level of 0.05. The limitation of this research is that it only focuses on speaking skills. Only exploring Papua's local wisdom. Still unable to reach areas without internet access. This research contributes to the literature on speaking learning media that is responsive to local wisdom, particularly in the context of Papua. Supporting the theory that integrating technology and local wisdom can enhance language learning. The e-learning product produced is valid, practical, and effective, and can serve as a model for developing other language skills devices. Preserving local wisdom thru formal education.
Redesigning School-Family Partnerships in The Digital Era: A Study of Parental Preferences in Primary Education in Indonesia Hardianto, Deni
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 2 (2025): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v27i2.57725

Abstract

This study examines the transformation of school-family partnerships amid digitization and the changing role of parents, especially millennial parents, in education. This study investigates the preferences of parents of primary school pupils in Yogyakarta, Indonesia, about effective methods of school-family collaboration in the digital age. Data were collected from 334 parents across five districts/cities in Yogyakarta utilizing a quantitatively descriptive survey approach, employing a structured questionnaire evaluated by experts and based on Epstein’s framework and parental involvement theory. The test identified five primary dimensions of parental preferences: participation, communication, digital engagement, parenting demands, and relationship quality. The results indicate that 98.8% of parents encountered rigid school timetables, whereas 94.3% favored asynchronous digital communication methods, including message platforms and learning management systems. Furthermore, 87.5% appreciated polite, reciprocal engagement with educators, while 89.1% endorsed the incorporation of digital tools to enhance accessibility and facilitate real-time cooperation. Despite a robust desire to engage in their children's education, parents faced considerable obstacles, especially concerning professional obligations and inflexible school policies. This research advances the field by introducing a responsive, participatory blended approach designed for millennial parents' specific traits. The concept prioritizes adaptability, inclusiveness, and the strategic utilization of existing ICT infrastructure to facilitate significant engagement. The findings provide essential insights for policymakers and school leaders in formulating adaptive family involvement strategies that align with the contemporary reality and digital proficiency of today's families.
Implementation of the Blended Cycle Learning Model to Increase Elementary School Students' Interest in Learning Ratnasari, Dine Trio; Ruiyat, Suci Aprilyati
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 2 (2025): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v27i2.59095

Abstract

this study aims to analyze the effectiveness of the Blended Cycle Learning model in increasing learning interest among elementary school students in Lebak Regency. This model is designed as a systematic approach that integrates online learning, offline learning, and reflection and feedback within a continuous learning cycle. All three aim to create an adaptive learning environment that is responsive to student needs and supports active learning. The research method used was a quasi-experimental design with a pretest-posttest control group design, which allowed for direct comparison between the experimental and control groups. The sample consisted of 60 fifth-grade students from two elementary schools in Lebak Regency, who were randomly divided into two groups. The research instruments included a learning interest questionnaire for quantitative measurement, a student activity observation sheet, and a teacher interview guide for qualitative exploration. The analysis results showed a significant increase in students' learning interest scores in the experimental group compared to the control group, both in terms of average questionnaire scores and student engagement during the learning process. Teacher interviews also revealed changes in student behavior reflecting increased curiosity, learning independence, and enthusiasm for learning tasks. These findings indicate that the Blended Cycle Learning model is not only quantitatively effective in increasing learning interest but also encourages more positive changes in learning behavior. This model has proven relevant for application at the elementary level, particularly in the context of 21st-century learning, which demands technology-based pedagogical innovation and active student participation.
Learning Model for Preparing Financial Statements of Village-Owned Enterprises Using the Training, Simulation, and Assistance Model Priharjanto, Akhmad; Andriana, Nina
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 2 (2025): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v27i2.55754

Abstract

This study aims to find an effective learning model for preparing financial statements for Village-Owned Enterprises (VOE). VOE are required to prepare financial statements by the Financial Accounting Standards for Private Entities (SAK-EP) on a semi-annual basis. However, to date, very few VOE can prepare financial statements by the expected accounting standards. This is because most VOE managers do not understand the process of preparing financial statements and do not have an accounting education background. Therefore, an effective learning model for preparing financial statements is needed for VOE managers with non-accounting educational backgrounds. This study uses participatory action research by actively involving VOE managers in learning how to prepare financial statements. After mapping VOE managers and analyzing learning needs, a learning model was developed through three stages: training, simulation, and assistance, referred to as the TSA model. The development of this model refers to Project-Based Learning and Problem-Based Learning, where VOE managers are given the task of preparing financial statements directly using either dummy data or real transaction data. The study was conducted with VOE managers in East Java. After completing the training, VOE managers can prepare financial statements according to standards. Some VOE financial statements have even been audited by a Public Accounting Firm, receiving unqualified and qualified opinions. Therefore, this learning model is an effective accounting education for VOE managers.
Anti-Bullying LMS Design for a Safe Learning Environment in Higher Education Rejekiningsih, Triana; Hidayatulloh, Muhammad Muslim
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 2 (2025): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v27i2.58701

Abstract

Bullying in higher education poses significant threats to students’ right to feel safe, disrupts psychological well-being, and undermines the achievement of Sustainable Development Goals (SDGs), particularly Goal 4 (Quality Education) and Goal 16 (Peace, Justice, and Strong Institutions). This study aims to (1) identify the prevalence and forms of bullying in higher education, and (2) design an anti-bullying education program based on a Learning Management System (LMS) to enhance campus safety and support SDGs. A descriptive qualitative case study was conducted with 15 students, 10 lecturers, and 5 educational staff. Data were collected through participant observation, in-depth interviews, and campus policy document analysis, and analyzed thematically. Findings reveal that 36.7% of students experienced verbal abuse, 20% experienced online humiliation, and 26.7% were socially excluded. Bullying manifests in physical, verbal, psychological, and cyber forms, negatively affecting mental health, well-being, and academic achievement. The proposed LMS-based anti-bullying education incorporates structured learning modules on bullying types, impacts, and prevention strategies; online training for students and educators; discussion forums; integrated case reporting mechanisms; and periodic evaluations via questionnaires and data analysis. The system enhances awareness, facilitates anonymous reporting, and fosters active participation in creating a safe campus environment. This study underscores the potential of LMS as a strategic platform for inclusive, evidence-based anti-bullying interventions, contributing to the fulfillment of students’ rights and supporting the realization of SDG targets.

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