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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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Impact of Hybrid Learning on Digital Literacy and Mathematical Resilience in Master's Mathematics Education Lala, Laelasari; Maharani; Setiyani; Kharimah
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.v27i2.58813

Abstract

Higher education in mathematics faces challenges in simultaneously building digital literacy and mathematical resilience. The limited number of studies integrating both aspects in a hybrid context remains a research gap. This study aims to evaluate the impact of hybrid learning on the digital literacy and mathematical resilience of master's students in mathematics education. A qualitative study with an instrumental case study design was conducted in the Master's Program in Mathematics Education at a university in Cirebon City, Indonesia. Data were collected through semi-structured interviews, observations of hybrid learning, and analysis of digital documents from nine students. Data analysis was conducted using Braun & Clarke's thematic analysis approach, which includes six stages: data familiarization, initial coding, theme identification, review, naming, and narrative writing, supported by method triangulation, inter-coder validation, and member checking to maintain credibility. Results showed improvements in digital literacy across technical (100%), evaluative (78%), and creative (67%) aspects. Mathematical resilience also improved through persistence (100%), cognitive flexibility (89%), and emotional regulation (78%). The hybrid environment was found to facilitate the simultaneous strengthening of students' technical, affective, and reflective skills. These findings contribute theoretically and practically to the development of a hybrid curriculum that promotes digital literacy while building students' mathematical resilience.
Reflective Pedagogy with Narrative and Visual Media for Enhancing Body Safety Awareness in Socioeconomically Marginalized Preschools Ilyas, Sitti Nurhidayah; Musi, Muhammad Akil; Bachtiar, A. Muhammad Yusri; Hasmawaty; M Bakri, Tri Sugiarti
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.v27i2.58997

Abstract

Child sexual abuse continues to disproportionately affect children from socioeconomically marginalized communities, where access to body safety education remains limited. This study aims to evaluate the effectiveness of narrative and visual media animated videos, educational posters, picture storybooks, and illustrated flashcards within a reflective pedagogical framework to enhance preschoolers’ understanding of body safety. Employing a sequential mixed-methods design, the research was conducted in three under-resourced early childhood education centers, involving 116 children and six classroom teachers. Quantitative data were collected through pre- and post-tests, while qualitative insights were gathered via observations, interviews, and document analysis. Findings reveal that all four media significantly improved children’s conceptual understanding, with animated videos showing the greatest score gains and posters yielding the highest post-test averages. Qualitative analysis identified distinct pedagogical mechanisms: animated videos supported dual coding processes and emotional resonance; storybooks fostered narrative engagement but required guided mediation; posters encouraged peer interaction and contextual understanding; and flashcards, while accessible, relied heavily on teacher scaffolding and offered limited sustained engagement. Teachers played a critical role in adapting media to classroom realities, particularly in resource-limited contexts. This study underscores the pedagogical value of integrating multimodal media in early childhood body safety education, especially when mediated through reflective teaching. It highlights the need for structured curriculum inclusion, targeted teacher training, and future innovations in multimodal learning. The findings contribute to a growing call for inclusive, developmentally appropriate, and context-sensitive approaches to protective education in marginalized settings.
Correlation Between Automatic Short Answer Scoring and Manual Scoring by Teacher on Indonesian Assessments Ayu, Ravika; Nurjanah, Dade
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.v27i2.48378

Abstract

Assessment is one tool evaluation in the learning teaching process to determine quality of learning. One of method being assessed Enough complicated in the assessment process is essay test. The essay test requires more time lots in the proofreading process as well as low validity and reliability because possible essay assessment influenced element subjective. Therefore, needed application used for correct essay answers expected automatically can help teachers to correct answer with fast and more results objective namely Automated Short Answer Scoring (ASAS). This research use sentence embedding method for measure similarity meaning between answer key and students answer. Data sets used consists of two data. One data consists of 1200 pairs of answer keys and students answer used for train the model. Two data totaling 250 words is used for evaluate models. Before enter the sentence embedding process, answering will through the pre-processing stage is remove stop words, remove empty, case folding, delete number, delete punctuation. Testing this system will done with method compare assessment carried out system with assessment carried out by teachers conventional use coefficient correlation. The result of test coefficient correlation Pearson of 0.81 and concluded reached 81 % similar with human rater assessment. This study can help teachers to be more efficient in the assessment.
Title Regulatory Strategy for Utilizing Augmented Reality as a Visual Aid in Science Learning in Rural Elementary Schools Uno, Winda Anggriyani; Karim, Fibriyanti
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.v27i2.58059

Abstract

This study examines the integration of Augmented Reality (AR) as a visual aid in science learning at rural elementary schools in Indonesia. Rural schools face limited access to digital media and weak infrastructure, creating barriers for students in understanding abstract scientific concepts. The aim of this research is to formulate a regulatory strategy that supports sustainable AR adoption in rural education. A mixed methods sequential exploratory design was used. The quantitative phase involved a survey of 90 respondents (45 teachers and 45 students) to identify readiness and barriers. The qualitative phase included interviews with teachers, principals, and education officials, as well as analysis of local and national education policy documents. Findings reveal that the main obstacles include poor internet access (78%), lack of teacher training (72%), and limited AR devices (68%). A small-scale trial in two schools showed a significant improvement in student learning outcomes, with average test scores increasing from 65.2 to 78.5 (t(54)=6.72, p<0.001). The study concludes that a four-pillar regulatory framework—comprising infrastructure and access, teacher capacity building, curriculum alignment, and monitoring & evaluation—is essential to enable equitable and sustainable AR integration. This framework provides practical recommendations for policymakers and contributes to advancing digital inclusion in rural education.
Teachers' Communication Skills in Technology-Based Learning and its Impact on Students' Affective Responses Asnawi, Farid Zaenudin; Sumbulah, Umi; Nur, Muhammad Amin
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 3 (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.v27i3.57607

Abstract

This study aims to explore teachers' communication skills in interactive multimedia-based learning and its impact on students' affective responses on Islamic Religious Education (PAI) materials, particularly the Story of the Hijrah of Prophet Muhammad S.A.W. This research was conducted at SDN 05 Merjosari Malang City and SDN Cawang 09 Jakarta, which have started using technology, especially Lectora interactive multimedia software. Using a mixed approach with qualitative dominance, the study combined observations, interviews and questionnaires to measure students' perceptions of teacher credibility and their affective responses. The results showed that the use of Lectora improved teachers' communication from one-way with printed media to more interactive and multimodal. This improvement strengthens teacher credibility, especially in terms of expertise and concern for students. Students' affective responses, such as interest, motivation and emotional engagement, improved significantly, with a 23.4% increase compared to print media. Students' cognitive completion also improved, with 75% of students achieving the Minimum Completion Criteria (MCC), compared to 14.3% in the pre-cycle. This research shows that technology-based learning, particularly interactive media such as Lectora, can improve the quality of learning communication and students' emotional engagement, which supports better understanding of the material. These results provide practical guidance for teachers and educational institutions in designing more effective and meaningful learning.
Developing Instrument of Digital Age Literacy Inventory: Validity and Reliability Analysis Using Rasch Model Afandi, Afandi; Sri Wahyuni, Eko; Rosyadi, Anik Roslina
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 3 (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.v27i3.58103

Abstract

The development of a valid and reliable assessment instrument of digital-age literacy is truly required to determine the level of students' digital-age literacy competence. One major issue is the lack of standardized instruments that comprehensively measure all dimensions of digital-age literacy. This study aims to develop and analyze digital-age literacy inventory instruments (DALI) since there is no standardized instrument regarding digital-age literacy has been created. The development of the DALI is carried through three phases: research scale components identification, writing and developing the questionnaire items, and the analysis of its validity and reliability. A total of 40 statement items were developed based on the digital age literacy component. The sample of this study was 75 eleventh-graders of science State Senior High Schools in Pontianak. The data were analyzed using the Rasch Model with the help of the WINSTEP 3.73 application. The analysis results show that the total value of the Aikens V index is 0.96. DALI has obtained the value of person reliability of 0.71 (good enough), item reliability of 0.98 (excellent), and the value of Cronbach's alpha of 0.75 (good). On the whole, the statement items are declared valid based on the value of outfit MNSQ person and the item of 0,99 and the value of Outfit Z Standardized (ZSTD) in which the person analysis -0.2 and the item of -0,3. Of 40 items being analyzed, 6 items do not fit the Rasch Model, the final number of valid and usable instrument items is 34 items. The development of DALI shows that the quality of the instrument is good and can be used to measure the digital age literacy of senior high school students within the 8 components of the latter.
Teachers' Readiness to Implement the Deep Learning Approach in Merdeka Curriculum: An Analysis Based on Psychopedagogical Characteristics Budhi Santosa, Eka; Sukmawati, Fatma; Ridhani, Jovita; Trisnaningsih, Sari; Prihatin, Relly
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 3 (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.v27i3.58841

Abstract

This study aims to analyze the readiness of vocational high school (SMK) teachers to implement the deep learning approach within the Merdeka Curriculum, based on psychopedagogical characteristics, particularly self-efficacy and perceptions of the learning environment. Employing a quantitative correlational approach, data were collected through a closed-ended questionnaire administered to 285 teachers across three administrative regions in Central Java: Boyolali, Klaten, and Salatiga. The results reveal a significant positive correlation between self-efficacy and teacher readiness (r = 0.319; p < 0.01), as well as between the learning environment and teacher readiness (r = 0.381; p < 0.01). These findings highlight the critical role of teachers’ confidence in using technology and the supportive digital learning environment in facilitating the successful adoption of deep learning pedagogy. Therefore, enhancing individual teacher capacity and fostering a conducive learning environment are key strategies to support effective pedagogical transformation in the era of the Merdeka Curriculum.
Development of a Google Workspace-Based Learning Style Detection Application to Enhance Student Engagement in Differentiated High School Learning Shodiqin, Ali Idris; Triwahyuni, Eges
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 3 (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.v27i3.59176

Abstract

Facts in the field show that low student engagement often stems from teaching strategies that do not align with students' diverse learning styles. This challenge is particularly pronounced in differentiated learning settings, where effectively identifying individual learner preferences (visual, auditory, kinesthetic) is crucial yet difficult to achieve efficiently on a large scale. At SMAN 1 Bantaran, for instance, the lack of a systematic and scalable diagnostic tool has resulted in prolonged periods of low engagement and ineffective personalization. This study addresses this gap by developing a scalable, technology-based solution. The primary aim is to develop and implement a Google Workspace-based learning style detection application to increase student engagement in differentiated learning for high school students. The research method uses Research and Development (R&D) with the ADDIE model. The analysis includes: Needs analysis through observation and interviews to identify problems related to student engagement; Application design using Google Workspace; Questionnaire development, validation by media and content experts, and trial testing on five students; Implementation on Grade XI Package A students; and Evaluation of effectiveness using quantitative analysis (Aiken's V, N-Gain) and qualitative methods (questionnaires, interviews, observations). The collection of pretest, posttest, and effectiveness questionnaire data was then analyzed to assess validity, effectiveness, and increased engagement. The results showed that the application was highly valid (V = 0.95) and effective (87.86%) based on expert assessment and user satisfaction. Student engagement increased by 10.95% with a moderate category (N-Gain = 0.39). The distribution of learning styles showed a balance (4 kinesthetic, 5 auditory, 5 visual). In conclusion, this application has the potential to improve differentiated learning, although further development is needed for optimal results.
Optimizing Children’s Creativity through Drawing Activities and Its Implications for Cognitive Development Ningrum, Nina Nursetia; Masunah, Juju; Soeteja, Zakaria S; Prawira, Nanang Ganda
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 3 (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.v27i3.59255

Abstract

This study explores the effects of drawing-based media stimulation on the creativity and cognitive development of early childhood learners. Using a descriptive qualitative approach, the research was structured in two phases: the first conducted prior to any form of intervention, and the second carried out after the introduction of stimulus-based images aligned with thematic learning materials. The analysis revealed a significant enhancement in various creative and cognitive indicators. Children demonstrated a broader diversity of ideas, greater spontaneity in expressing visual concepts, and a more confident use of varied colors to represent emotions, forms, and imaginative scenes. Additionally, their visual accuracy and coherence improved noticeably, especially in depicting objects or themes previously presented by the teacher. Beyond technical improvements, the findings indicate that drawing activities function as multidimensional learning tools. They encourage children to engage in reflective thinking, strengthen memory recall, and support the development of early symbolic understanding. Drawing also provides a low-pressure environment where children can construct meaning, externalize thoughts, and exercise problem-solving skills through experimentation with shapes, lines, and compositions. Overall, this study affirms that drawing-based stimulation is not merely an artistic activity but a pedagogical medium that nurtures cognitive growth, emotional expression, and foundational intellectual development during early childhood.
Teaching Strategies to Improve Students' Critical Thinking Skills Through the Integration of Islamic Educational Philosophy Values Usiono, Usiono; Arsyad, Junaidi; Sayekti, Retno; Yusnaldi, Eka; Budiman, Budiman
JTP - Jurnal Teknologi Pendidikan Vol. 27 No. 3 (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.v27i3.59990

Abstract

This study aims to analyze the integrated Islamic educational philosophy value learning strategy to improve students' critical thinking skills at Indonesian Islamic Universities, Islamic religious education study program. Islamic philosophical values ​​include adab (civility), morals, and akhlak (ethics). A qualitative approach was used with 12 informants, consisting of lecturers and heads of study programs. The informants were selected purposively. Data were collected through in-depth interviews and analyzed inductively using thematic analysis. The results show that lecturers' empirical experiences in teaching practice confirm the effectiveness of case study-based strategies, reflective discussions, academic debates, and problem-based learning in fostering critical thinking in students. The success of these strategies is reflected in students' ability to construct logical arguments, conduct in-depth analyses, and integrate morals, adab (civility), and akhlak (ethics) into learning. The main obstacles were variations in student participation and time constraints, but these can be minimized through lecturers' creativity in designing learning. This research contributes to the development of applicable learning strategies based on morals, adab, and akhlak through the application of participatory methods and ongoing institutional support. The integration of Islamic educational philosophy values ​​strengthens students' moral and spiritual dimensions.

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