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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 433 Documents
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Smart Piket Application to Improve Student and Teacher Discipline Productivity Based on Android Qadri, Muhammad; Askar, Muhammad Ichfan; Toyani, Charles S; A, Andryanto
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.v27i3.60096

Abstract

The problem is that the process of recording student attendance, tardiness, and violations at SMP Negeri 25 Makassar is still done manually, which has the potential to cause errors in recording, delays in conveying information, and a lack of transparency for parents. This study aims to design and develop an Android-based Smart Piket application using the Location Based Service (LBS) method as a solution to automatically record data on tardiness and violations based on time and location, which has not been implemented in the manual system. In addition, this application is equipped with a digital recap feature that can be accessed by teachers, parents, and school officials to increase transparency and speed up the flow of information on student discipline. Data collection was conducted through observation, interviews, and the distribution of questionnaires to application users. System testing was conducted using Black Box Testing and User Acceptance Test (UAT) to assess system functionality. The results of this study indicate that the Smart Piket application has functioned as expected, with a user satisfaction rate of 87.2%. It can therefore be concluded that this application is feasible and effective in improving discipline and facilitating the monitoring of student activities by schools and parents.
The Impact of Project-Based Blended Learning on User Interface Wireframe Learning Outcomes Pamungkas, Irfansyah Bayu Putra; Rusijono
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.v27i3.60265

Abstract

The 2022 PISA (Programme for International Student Assessment) scores show that Indonesia's achievements in reading literacy, mathematics (numeracy), and science have declined compared to PISA 2018. In general, mathematics scores fell from 379 (2018) to 366 (2022), reading scores fell from 371 (2018) to 359 (2022), and science scores fell from 396 (2018) to 383 (2022). These scores are below the OECD average (around 480 for each subject), meaning that Indonesian students' abilities are still far behind global standards. This study aims to determine the effect of implementing Project Based Blended Learning (PjB2L) on learning outcomes for wireframe material in the User Interface (UI) subject for 11th grade students at SMK IPIEMS Surabaya. A quantitative method with a posttest-only control design was applied. The sample was divided into control and experimental groups. SPSS was used to test the validity and reliability of the instruments, where all items were proven to be valid and reliable (Cronbach's Alpha > 0.60). The Shapiro-Wilk test showed that the data were normally distributed (Sig. 0.200 > 0.05), while homogeneity was indicated by a significance value of 0.237 > 0.05. A t-value of -6.914, df 54, and Sig. (two tails) 0.000 < 0.05 were obtained from the independent sample t-test, confirming a significant difference between the control group and the experimental group. The effectiveness of PjB2L in improving wireframe learning outcomes was higher than that of conventional methods. It is recommended that educators implement Project Based Blended Learning (PjB2L) as a learning strategy because it has been proven to be more effective than conventional methods. Schools need to provide support in the form of technological facilities and teacher training, while students are expected to be more active, independent, and collaborative. Further research can expand the subjects and sample size to strengthen these findings.
Integrating Pancasila Values into Civic Education Curriculum through Technology to Strengthen National Identity and Unity Tuhuteru, Laros; Pramono, Danan Wuryanto
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.v27i3.60318

Abstract

This study examines the integration of Pancasila values into the civic education curriculum using technology as a means to strengthen national identity and unity. As technological advancements continue to shape educational practices, the study addresses the gap in effectively teaching Pancasila, a crucial aspect of Indonesia's national philosophy. Through a library research methodology, the study reviews relevant literature, including books, academic journals, and previous studies. The findings indicate that traditional teaching methods have struggled to deeply instill Pancasila values, often failing to engage students meaningfully. However, technology presents a promising opportunity to enhance students' understanding and engagement with these values, providing interactive and innovative platforms for learning. This research contributes to the theoretical development of civic education and offers practical recommendations for incorporating technology into the curriculum to promote national identity and unity. The study emphasizes the potential of digital tools to create more dynamic and inclusive learning experiences. However, its reliance on secondary data poses limitations, highlighting the need for future empirical research to validate and expand upon the findings.
Development of DILETA: A Digital-Based Ethical Dilemma Simulation Application for Interactive Character Education Learning for Children Rahmadani, Kurniati; Dayurni, Popi
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

Abstract

This study aims to develop and test the feasibility, practicality, and effectiveness of the DILETA (Ethical Dilemma) application as a digital-based interactive learning media for early childhood character education. The study used the Research and Development (R&D) method with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The research subjects included five teachers in the needs analysis stage, six expert validators (media, language, materials), 20 early childhood education teachers in Focus Group Discussions (FGD), and 15 early childhood education in limited trials. The research instruments consisted of validation forms, FGD guides, and observation sheets based on the Child Development Achievement Level Standards (STPPA) according to Permendikbud No. 137 of 2014. Expert validation results showed an average score of 88.5%, categorized as very adequate. Teacher responses through FGDs obtained an average of 81.6%, categorized as very good, with the highest scores for aspects of narratives that are easy for children to understand (92.5%) and media utilization for class discussions (92.5%). Effectiveness testing through observations of 15 children resulted in an average score of 77.7%, categorized as positive. Children were more consistent in understanding religious and nationalistic values, while integrity values still require reinforcement through habituation and teacher guidance. Overall, the research concluded that the DILETA app is feasible, practical, and effective as a character education tool for early childhood. This tool has the potential to become a digital innovation in supporting the strengthening of character education in accordance with early childhood development standards.
The Role of Stakeholders in The Development of Educational Technology-Based Agricultural Tourism Sihombing, Jimmy Ruben; Saefullah, Kurniawan; Rizal, Edwin; Novianti, Evi; Lazuardina, Annisa
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.v27i3.60418

Abstract

Ciherang Village, located in Nagreg District, Bandung Regency, West Java, has strong potential for the development of sustainable agricultural educational tourism, supported by its natural, cultural, and socio-economic resources. However, this potential has not been optimally developed due to limited coordination among stakeholders and uneven readiness in adopting educational technology. This study aims to analyze the roles and positions of stakeholders in developing agricultural educational tourism in Ciherang Village by integrating an educational technology perspective through the pentahelix approach. This research employs a qualitative descriptive method. Data were collected through observations, in-depth interviews, and documentation involving key stakeholders, including local government officials, tourism awareness groups (Pokdarwis), community members, business actors, academics, and media. The data were analyzed narratively and organized into matrices to examine stakeholder involvement, roles, responsibilities, and readiness in utilizing educational technology, including infrastructure and digital literacy. The findings indicate that effective collaboration among stakeholders is essential for strengthening agricultural educational tourism development. The use of educational technologies, such as digital applications, QR codes, social media, and AR/VR-based content, enhances visitors’ learning experiences and improves the competitiveness of the tourism village. Nevertheless, challenges remain, particularly related to infrastructure limitations and disparities in technological capacity. This study provides insights for developing innovative and sustainable agricultural educational tourism through multi-stakeholder collaboration.
The Development of Classroom Action Research Teaching Materials Through the Integration of Interactive E-Books with Flipped Learning Sjafei, Irna; Suhardjono, Dadi Waras
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.v27i3.60533

Abstract

Digital learning materials for Classroom Action Research (CAR) in higher education are generally still presented as passive PDF e-books that provide limited support for self-directed learning. This condition highlights the need to develop more interactive and open-access instructional materials. The purpose of this study is to develop interactive CAR materials that are valid and feasible to support flipped learning. The development process adapted the Hannafin & Peck model, which consists of the stages of needs analysis, design, development, and systematic evaluation and revision. The needs analysis, design, and development phases primarily employed qualitative data, while the product evaluation phase used expert-validated questionnaires to ensure the relevance and validity of each item. The expert evaluation results show that the average score given by material and instructional experts, media experts, and language experts reached 97.45%, which is categorized as “excellent” and feasible for implementation. Based on these key findings, the interactive e-book developed for CAR learning materials through a flipped learning approach received an overall rating of “excellent and highly feasible,” indicating that it can be directly implemented in CAR instruction as either a primary or supplementary learning resource. As this study was limited to expert validation, further research is recommended in the form of field testing to examine the product’s effectiveness on learning outcomes, motivation, or student competence.
Development of Gamification-based Microlearning Media for Learning Integers Rani, Shaumi; Soepriyanto, Yerry; Wedi, Agus; Degeng, Made Duananda Kartika
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.v27i3.60542

Abstract

Learning integers at the junior high school level often faces obstacles in the form of low student understanding and engagement, mainly due to the abstract nature of the material and the learning approaches that are still dominated by conventional methods. Therefore, it is necessary to develop learning media that can present material concisely, interestingly, and relevant to the characteristics of students. This study aims to develop gamification-based microlearning media on a Learning Management System (LMS) platform specifically designed for integer material at the junior high school level, and to examine its feasibility for classroom use. The novelty of this study lies in the integration of microlearning and gamification in a media development design for the context of integer learning, which is still rarely studied in previous studies. This study uses the Research and Development method with the Web-Based Instructional Design (WBID) model as the development framework. The research subjects consisted of 32 students at a junior high school selected using a purposive sampling technique. Data were collected through expert validation, student response questionnaires, LMS analytics, and were analyzed using descriptive quantitative and qualitative techniques. The results of the validation by material and media experts obtained an average score of 87.5% and 90%, respectively, with the category of very valid. The limited trial and full implementation showed excellent results with percentages of 86.05% and 87%, respectively. Summative evaluations showed that 27 of 32 students completed the learning on time, 30 of 32 students earned engagement badges, and the majority accessed the LMS consistently every week. These findings provide empirical evidence that the developed gamification-based microlearning media is effective in increasing engagement and supporting integer learning. However, this study is limited by the sample size and has not yet measured the direct impact on academic learning outcomes.
Implementation of Deep Learning Strategies to Increase Historical Awareness of Senior High School Students Bandarsyah, Desvian; Jumardi; Andi
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.v27i3.60650

Abstract

This study analyzes the application of deep learning strategies in Indonesian History classes at three senior high schools of Labschool UHAMKA Jakarta and their contribution to fostering students’ historical consciousness. History education in Indonesia is still predominantly focused on memorization of historical facts such as dates, figures, and event chronologies, which often leads to a superficial and less reflective understanding of history. Therefore, this study aims to explore how deep learning strategies can enhance students' historical consciousness. Using a mixed-methods explanatory sequential design, data were gathered from 50 eleventh-grade social science students through questionnaires, supported by interviews with 12 students and 3 history teachers, and classroom observations. Indicators measured included reflective activities, primary source analysis, real-life relevance, and collaboration, while dimensions of historical consciousness covered chronological understanding, interpretation, continuity, and present relevance. Regression analysis showed a strong, positive, and significant relationship between deep learning strategies and historical consciousness (β = 0.62, p < 0.01). Qualitative findings reinforced these results, highlighting that primary source integration, collaborative projects, reflective discussions, and the use of digital tools such as Padlet and Google Classroom enhanced engagement, comprehension, and connections between the past and present. Teachers reported higher participation and critical dialogue in the classroom. Overall, deep learning strategies proved effective in combining cognitive, affective, and reflective dimensions, enriching history education, and cultivating students as critical, contextual, and socially responsible citizens.
The Silent Catalysts: How Engagement in Blended Learning Shapes Science Students’ Critical Thinking Ridhani, Jovita; Sukmawati, Fatma
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.v27i3.60853

Abstract

Blended learning becomes a central post-pandemic instructional model and understanding how learners engage within these environments is important for enhancing higher-order thinking skill. This study examines the extent to which students’ blended learning engagement predicts the critical thinking skills of high school science students, and whether socioeconomic status (SES) moderates this relationship. A quantitative correlational design was employed, involving 469 science students from Indonesian high schools that have consistently implemented blended learning. Data were collected through a 4-point Likert-scale questionnaire and analyzed using Spearman’s rank-order correlation and bootstrap regression. The results indicated that cognitive engagement was the strongest predictor of critical thinking (ρ = .793, p < .001; β = .751, p < .001), while emotional engagement had a positive but smaller effect (ρ = .291, p < .001; β = .066, p = .029), and behavioral engagement was insignificant (ρ ≈ .000, p = .998; β = –.028, p = .326). Simultaneously, the three dimensions of engagement explained 59.9% of the variability in critical thinking, with no significant moderating effect of SES. However, split-group correlations indicated that the correlation between blended learning engagement and critical thinking was stronger among students from low- (ρ = .512) and high- (ρ = .481) SES groups compared to those from the middle group (ρ = .386), indicating variation in effect magnitude but not direction, thereby clarifying the apparent contradiction with the non-significant moderation test. These findings confirmed cognitive engagement as the core component of reflective learning in blended learning, as well as highlighted the need for instructional designs that strengthen metacognitive regulation and epistemic autonomy for diverse learners.
Web-Based Student Grade Management Information System Ramadhani, Indri Anugrah; Sahiruddin, Sahiruddin; Kasri, Muhamad Ali; Alhamid, Soleha
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.v27i3.60886

Abstract

Digital transformation is pushing schools to adopt efficient academic information systems, but many schools in 3T areas including SMK Muhammadiyah Aimas still manage grades manually, making them prone to input errors, data duplication, and slow academic recap and reporting processes. This situation shows how important it is to find a systematic way to make value management more accurate, efficient, and open. This research aims to develop and evaluate a web-based system for managing value, designed to meet the needs of vocational schools in a limited context. Using a Research and Development (R&D) approach, the developed system integrates master data management, daily values, midterm exams, final exams, attendance, and automatic final grade calculation. The test results show that all features function according to specifications, while expert validation places the software aspect in the "very good" category. Usability testing by teachers yielded a score of 93%, indicating a high level of ease of use, satisfaction, and utility. The novel contribution of this research is the creation of a web-based value system that amalgamates value and attendance automation within the framework of 3T schools, a subject that remains infrequently examined. The study's limitations include the absence of API integration and its focus on a single school for evaluation. Nevertheless, this system has important implications for improving teachers' work efficiency and accelerating school digitalization in 3T.

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