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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 467 Documents
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Student Participation in Conducting Environmental Impact Analysis Using Artificial Intelligence: A Conceptual Review Warouw, Felly Ferol; Delarue, Jeffrey Andre; Mailangkay, Sonny Dj.; Londa, Treesje Katrina; Giroth, Lady Grace Jane
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.v27i3.62017

Abstract

about major changes in the fields of education and architectural practice. This article aims to conceptually examine student participation in conducting environmental impact assessments (EIA) through the use of AI technology in the Architecture Study Program at Manado State University. A literature review was conducted on various recent studies and publications discussing the integration of AI in architectural education, environmental sustainability, and digital-based environmental analysis systems. The study employs a systematic literature review (SLR) approach, filtering academic databases from 2019 to 2025 to synthesize current pedagogical frameworks. The results of the study show that AI technology can increase student engagement in project-based environmental learning, accelerate EIA data processing, and facilitate digital simulation-based decision making. AI also has the potential to strengthen environmental education through reflective, collaborative, and interactive approaches. However, challenges remain, such as digital literacy, infrastructure readiness, and the need for curriculum adaptation. This article concludes that student participation can be significantly increased through the application of AI that is pedagogically and contextually designed in the architecture curriculum.
Quantitative Descriptive Analysis of the Potential for Implementing Open and Distance Learning in Senior and Vocational High Schools Mastur; Maftuh, Bunyamin; Sarbaini; Nurdin, Encep Syarief; Mansur, Hamsi
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.v27i3.62617

Abstract

quality gaps despite a Gross Enrollment Rate (GER) of 98.10%. Geographic barriers, economic constraints, and unequal teacher distribution underscore the need for alternative delivery models. This study assessed the potential implementation of Open Schooling and Distance Learning for senior and vocational high schools in South Kalimantan. Using a quantitative descriptive design, data were collected from principal and teacher questionnaires, facility observations at 30 Learning Activity Centers, and document review of GER, Net Enrollment Rate (NER), and the national Education Data System (Dapodik). Descriptive statistics (mean, percentage, and frequency) showed that major barriers were limited digital infrastructure, substandard teacher–student ratios, and weak local regulations. Nevertheless, 77% of teachers supported the open/PJJ model, and most schools demonstrated adequate information and communication technology (ICT) readiness, indicating high feasibility. The novelty of this study lies in combining stakeholder perceptions, school ICT readiness, and learning activity centers conditions to map provincial-level implementation feasibility. The findings provide evidence for provincial policymaking, particularly in developing regulations, strengthening ICT infrastructure, and expanding learning activity centers in remote areas to improve equity, reduce dropout rates, and support high-quality 12-year compulsory education.
Implementation of the “Merdeka Belajar–Kampus Merdeka” Policy at Sunan Gunung Djati State Islamic University Bandung Noprial Lubis, Reza; Akmalia, Rizki; Siahaan, Amiruddin
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.v27i3.64726

Abstract

This study seeks to identify how the Independent Learning–Independent Campus (MBKM) policy is implemented at Sunan Gunung Djati State Islamic University Bandung. The research employs a descriptive qualitative method, with data collection techniques consisting of observation, interviews, and documentation. Data analysis follows the steps of data reduction, data presentation, and drawing conclusions. This study is divided into six stages, namely: pre-research, formulation of research focus and questions, development of instruments, data collection and interviews, data analysis, and presentation of research results in the form of a research report. Through this study, it is expected that the MBKM policy at Sunan Gunung Djati State Islamic University Bandung will enhance students’ innovation, creativity, capacity, motivation, and independence in seeking and generating knowledge based on real-world conditions and environmental dynamics. In addition, this research is expected to provide added value for partner institutions—particularly Sunan Gunung Djati State Islamic University Bandung—by presenting an in-depth analysis of the best ways to integrate national policies with local and religious needs within the institution
Enhancing Students Anti-Corruption Awareness through a QR Code-Supported Problem-Based Learning Model Solihatin, Etin; Raharjo, Raharjo; Marsofiyati, Marsofiyati; Syarifain, Roby Ibnu; Rasyid, Ricky; Rahman, Randy
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.v27i3.65387

Abstract

This study aimed to develop a problem-based learning model integrating anti-corruption values supported by QR Code-assisted teaching materials and to examine its feasibility and effectiveness. The study employed a research and development (R&D) approach based on the Dick and Carey model. The effectiveness of the developed model was evaluated using a one-group pretest–posttest design involving 50 students. The resulting learning model consists of five stages: (1) analysis of needs and student characteristics; (2) identification of real-world problems guided by educators; (3) selection of significant problems for solution exploration; (4) determination of the most feasible solution supported by scientific reasoning; and (5) presentation and dissemination of the selected solution. Expert validation involving material, language, and design experts indicated that the model was highly feasible, with an average score of 4.66, while small-group testing yielded a score of 4.74. The effectiveness analysis showed that the mean posttest score (M = 90.34, SD = 5.02) was substantially higher than the mean pretest score (M = 60.04, SD = 5.45). The mean difference was 30.30 points (95% CI [29.81, 30.79]), with a very large effect size (Cohen’s d ≈ 5.8). These results indicate that the developed learning model is both feasible and highly effective in improving students’ learning outcomes while supporting the development of problem-solving skills and collaborative learning.
The Impact of Digital Literacy on 三级的生词 (Third-Level Vocabulary) in Mandarin Language Learners Aiga Ventivani; Karina Fefi Laksana Sakti; Dhevy Olivia Firdaus; Galuh Bunga Usadani; Miftachul Amri
JTP - Jurnal Teknologi Pendidikan Vol. 28 No. 1 (2026): 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.v28i1.57688

Abstract

In the context of language learning, including Mandarin education in Indonesia, digital literacy provides substantial benefits such as broader access to diverse learning resources, interactive learning opportunities, and more personalized learning experiences, while vocabulary mastery remains a fundamental component of language acquisition because it underpins learners’ ability to comprehend and use the target language effectively. However, although digital literacy has been widely examined in general educational settings, empirical evidence that specifically links digital literacy to HSK Level 3 (三级) vocabulary mastery (三级的生词) among first-year Mandarin students remains limited; therefore, this study addresses this gap by investigating (1) students’ digital literacy levels, (2) their mastery of HSK 3 vocabulary, and (3) the relationship between the two variables among Mandarin Language Study Program students. Using a quantitative survey design, primary numerical data were collected from 205 respondents and analyzed statistically. The results indicate that digital literacy significantly predicts HSK 3 vocabulary mastery (p < 0.05) and demonstrates substantial explanatory power: based on the proportion of regression sum of squares to total sum of squares (13,093.326 / 15,307.395), the model accounts for approximately 85.5% of the variance in vocabulary mastery, with strong overall model fit (F = 1200.480). These findings suggest that higher digital literacy is associated with better HSK 3 vocabulary mastery, highlighting digital literacy as a key factor in supporting successful Mandarin learning in digitally mediated environments and providing evidence to inform more targeted digital-literacy strengthening to optimize students’ use of learning applications, educational videos, and digital dictionaries.
Development of Christian Character Education Learning Design Jhoni Siang; Budi Harwanto; Subaedah Luma
JTP - Jurnal Teknologi Pendidikan Vol. 28 No. 1 (2026): 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.v28i1.58030

Abstract

Despite the growing emphasis on character education, many Christian schools still lack a systematic and contextual learning design that effectively integrates Gospel values into classroom practice. This study addresses the problem of how to design a Christian character education learning model that is pedagogically structured, value-based, and applicable in real learning situations. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis of learning needs, design of instructional components, development of learning prototypes, implementation in an eighth-grade classroom, and evaluation through expert validation and user testing. The research involved 30 eighth-grade students and two Christian Religious Education teachers at SMPN 11 Tidore Kepulauan. The results indicate that the developed learning design achieved high validity scores from content experts (4.6), language experts (4.2), and media experts (4.1), and was positively received by users (4.4). In addition, observational data showed that 87% of students demonstrated improved understanding and application of Christian character values, particularly love and honesty. The novelty of this study lies in the integration of Gospel-based character values with an ADDIE-based instructional design that emphasizes active learning, reflection, and real-life application. The study concludes that the proposed learning design is feasible and effective for strengthening Christian character education and has practical implications for teachers in designing
Digital Transformation of Learning in Islamic Boarding Schools in The Society 5.0 Era: A Qualitative Study on Enhancing Educators' Digital Competence Ismail Marzuki; Yayan Sudrajat
JTP - Jurnal Teknologi Pendidikan Vol. 28 No. 1 (2026): 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.v28i1.60983

Abstract

The purpose of this study is to describe the digital transformation process of learning at the At-Thahiriyah Kaloran Islamic Boarding School in Serang City as a response to the demands of education in the Society 5.0 era. Digital transformation in Islamic boarding schools is necessary to integrate traditional values ​​with breakthroughs in learning technology. This study uses a qualitative approach and descriptive-analytical methods with field research qualifications. Data obtained through interviews, observations, and documentation are then processed analytically using the Miles and Huberman model of data reduction, data presentation, and conclusion drawing. The results show that the At-Thahiriyah Islamic Boarding School implements digital learning through digital literacy training for students, both internal and external, the provision of internet-based computer laboratories, and the use of social media or websites as learning and promotional media for the institution. However, the digital transformation process also faces obstacles in the form of uneven quality of human resources in managing digital systems and limited costs for maintaining a number of technologies. The conclusion of the study is that the digital transformation of Islamic boarding schools equires improving the digital competence of educators adaptive managerial policies, and strengthening the digital literacy of students so that religious values ​​and the dynamics of the technological era are balanced.
SMART-KU Module Based on Local Wisdom in Problem-Based Learning on Mathematical Problem-Solving Ability of Elementary School Students: An Experimental Study Fitriyah Amaliyah; Fatikhatun Najikhah; Wulan Sutriyani; Femas Anggit Wahyu Nugroho; Otto Fajarianto
JTP - Jurnal Teknologi Pendidikan Vol. 28 No. 1 (2026): 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.v28i1.61334

Abstract

Mathematical problem-solving ability is an important ability for students to master, but it is often not facilitated due to the lack of use of adequate teaching materials and learning models. This study aims to examine the effectiveness of SMART-KU local wisdom-based module in Problem-Based Learning on students' mathematical problem-solving ability. Using a quantitative method of quasi-experimental design, which specifically takes a non-equivalent control group design, with a total sample of 32 fifth-grade students of SDN 1 Mijen in the experimental class and control class, and data analysis through paired sample t-test, independent sample t-test, and N-Gain score test. The results showed that: (1) through paired sample t-test, there is a significant average difference in students' mathematical problem solving ability before and after treatment, both in experimental (Sig. (2-tailed) = 0.000 (≤ 0.05)) and control classes (Sig. (2-tailed) = 0.000 (≤ 0.05)), (2) through independent t-test, there is a significant average difference in students' mathematical problem solving ability between experimental and control classes (Sig. (2-tailed) = 0.000 (≤ 0.05)), and (3) through N-Gain test, students' mathematical problem solving ability in experimental classes (0.87) improved better than students in control classes (0.68). It can be concluded that the SMART-KU module based on local wisdom in PBL effectively improves students' mathematical problem-solving ability. This research contributes to alternative learning to improve students' mathematical problem-solving ability, which combines local wisdom-based teaching materials and contextual and meaningful learning models.
Beyond Routine Exercise: Integrating Digital Problem-Posing Tools to Cultivate Creative Mathematical Fluency Asmar Bani; Norma Angkotasan
JTP - Jurnal Teknologi Pendidikan Vol. 28 No. 1 (2026): 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.v28i1.61645

Abstract

Creative Mathematical Fluency (CMF), the ability to produce multiple, diverse, and original ideas with procedural accuracy, is crucial for 21st-century problem-solving. Still, routine drill and practice often fail to foster it. Studies indicate that problem-posing teaching can help students to generate divergent thoughts, but little is known about how digital problem-posing (DPP) tools influence CMF in real classrooms. The present study aimed to determine whether incorporating a cloud-based DPP curriculum in standard algebra-based lessons would improve middle-grade students' CMF scores compared to business-as-usual instruction, and to investigate the cognitive-affective processes associated with any such improvements. This six-week mixed-methods quasi-experimental research was conducted with 124 eighth-grade students at two similar Indonesian schools. Pre- and post-tests used the Creative Mathematical Fluency Test (CMFT) with Rasch-calibrated Fluency and Originality scales. Qualitative data identified richer structural diversity of posed problems, metacognitive reflection, and peer inspiration as driving factors. Students indicated increased enjoyment and eye percept creativity, despite some cognitive overload. Integrating DPP tasks meaningfully into algebra instruction can substantially raise CMF, suggesting that well-designed digital scaffolds can support learning "beyond routine exercise”.
Interactive Augmented Reality Media within the Contextual Flipped Group Classroom Model to Foster Students' Science and Social Learning Motivation Nasrah Nasrah; Syarifah Aeni Rahman; Fitri Yanty Muchtar; Ummu Khaltsum; M. Takdir; Muh. Takbir; Sri Mahardini Putri
JTP - Jurnal Teknologi Pendidikan Vol. 28 No. 1 (2026): 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.v28i1.62248

Abstract

The advancement of educational technology presents significant opportunities for creating more interactive, contextual, and motivating learning experiences for students. However, Natural and Social Sciences (IPAS) instruction in elementary schools is still frequently conducted through conventional methods that fail to encourage active student participation and learning motivation. This study aims to develop and examine the effectiveness of innovative interactive learning media based on Augmented Reality (AR) integrated within the Contextual Flipped Group Classroom (CFGC) model to enhance elementary students' motivation in learning IPAS. This research employs a Research and Development (R&D) approach utilizing the ADDIE model (Analyze, Design, Development, Implementation, Evaluation). The research subjects consisted of 224 elementary school students divided into experimental and control groups. The research instrument comprised a learning motivation questionnaire encompassing five indicators: achievement goals, performance goals, learning value, active learning strategies, and self-efficacy. Data analysis was conducted using Analysis of Covariance (ANCOVA) and independent t-tests. The findings demonstrate that the implementation of AR-based interactive media within the CFGC model significantly enhanced students' IPAS learning motivation across all motivational dimensions (p < 0.05). The highest improvement was observed in the self-efficacy and active learning strategies dimensions, indicating that AR media effectively cultivates students' confidence and active engagement in learning IPAS concepts. These findings confirm that the integration of AR-based interactive media within the CFGC model represents an effective pedagogical innovation for fostering elementary students' IPAS learning motivation. This media provides more contextual, collaborative, and meaningful learning experiences, thereby strengthening the implementation of 21st-century digital technology-based learning.

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