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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 404 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; 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 research explores the development of a regulatory strategy to support the implementation of Augmented Reality (AR) as a visual aid in science learning (IPA) at rural elementary schools. The urgency of this study stems from the limited access to digital learning media in rural areas, which hinders students' understanding of abstract scientific concepts. Despite AR’s proven potential to enhance interactive learning experiences, its adoption in rural settings remains minimal due to insufficient infrastructure, low digital literacy, and the absence of clear regulations or policies. According to data from the Ministry of Education (2024), only 10% of rural schools have tried AR, and less than 5% have sustained its implementation. This study adopts a mixed methods sequential exploratory design. The quantitative phase includes surveys distributed to teachers and students to assess challenges, readiness, and current trends of AR usage. The qualitative phase involves in-depth interviews with educators and local education officials, along with document analysis of relevant policy frameworks. The goal is to formulate a practical and contextual regulatory strategy that addresses the specific needs of rural schools. The study supports national priorities outlined in the Indonesian National Research Master Plan (RIRN 2017–2045) and contributes to digital transformation in education. The expected outcome is a set of policy recommendations and a regulatory model for integrating AR into science learning, which will be published in an accredited national journal. The targeted Technology Readiness Level (TRL) is level 3, following validation of the proposed strategy in real school contexts.

Page 41 of 41 | Total Record : 404

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