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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 451 Documents
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Motivation–Workload Paradox in Practice-Based Distance Learning: A Mixed-Methods Study at Indonesia Open University Marisa Marisa; Murni Maulina; Muhammad Sulaiman; Susy Puspitasari; Dedy Aswan; Mohamad Adning; Johana Nurkhalifah
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.v28i1.62515

Abstract

This study comprehensively explores the perceptions, experiences, and challenges faced by students in taking practical courses at the Faculty of Teacher Training and Education (FKIP), Universitas Terbuka (UT). Practical courses are frequently hampered and encounter obstacles in assignment completion. Employing a mixed-methods design with 307 participants from two study programs at Universitas Terbuka (UT), this research collected quantitative data (perceptions) and qualitative data (constraints). Descriptive quantitative results reveal a notable paradox: the majority of students reported high independent learning motivation (68% - 88%) and positive perceptions of lecturer guidance quality (82% - 97%). However, these findings contrast with the operational reality, where students overwhelmingly perceived the workload as high (above 90%). Thematic analysis of qualitative data identified three main constraints: time management due to work conflicts (33.7% in TPEN), technical constraints (internet network and learning platforms), and difficulties bridging theory and practice (47% in PBIN). It is concluded that the success of practical courses in distance learning is heavily influenced by external structural and logistical factors, such as learning environment stability and system design, which hinder the actualization of student motivation and self-regulation. Research implications recommend instructional design flexibility, workload adjustment, digital infrastructure strengthening, and the provision of multimodal materials (demonstration videos) to bridge the theory-practice gap. Theoretically, this study contributes by mapping how external structural limitations in distance education impede student self-regulation mechanisms despite high internal motivation.
Health Education and Prospective Brides and Grooms Perceptions of Tetanus Toxoid Immunization: A Scoping Review Ayu Idaningsih; Nita Arisanti; Endang Sutedja; Hadi Susiarno; Elsa Pudji Setiawati; Meita Dhamayanti
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.v28i1.63313

Abstract

Maternal and neonatal tetanus remains a significant public health issue, particularly in areas with limited healthcare access. Tetanus Toxoid (TT) immunization plays a vital role in preventing this condition, but vaccination coverage among prospective brides remains low in many regions. This scoping review aims to map existing evidence on the influence of health education on the perceptions of prospective brides regarding Tetanus Toxoid (TT) immunization. Using the PRISMA-ScR framework, literature searches were conducted in PubMed, ScienceDirect, and Scopus, yielding 896 records, of which 10 studies met the inclusion criteria. Thematic synthesis identified three dominant themes: the role of health education in improving knowledge, the influence of individual and social perceptions on vaccination intentions, and the gap between knowledge acquisition and actual immunization compliance. The findings highlight that educational interventions such as counseling, booklets, and digital materials consistently improve knowledge and attitudes, yet these improvements do not always translate into completion of TT doses. Barriers related to service availability, administrative inconsistencies, and socio-cultural factors continue to hinder uptake. Strengthening communication skills among health workers and improving service integration between health facilities and marriage administration offices are essential to enhance adherence to TT immunization before marriage.
Mapping Digital Content Needs Among Midwifery Students in Indonesia Harridhil Silmi; Dzulfikar Djalil Lukmanul Hakim; Ari Indra Susanti; Puspa Sari; Deni K. Sunjaya; Hadi Susiarno; Qorinah Estiningtyas Sakilah Adnani; Anis Novitasari
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.v28i1.63844

Abstract

Modern midwifery education demands that educators integrate technology to enhance student competency. As digital natives, midwifery students possess significant potential to leverage mobile applications. However, the specific usage patterns and the gap between available applications and priority clinical needs in Indonesia remain unmapped. Objective: This study aims to identify smartphone usage patterns and map priority digital learning material needs among midwifery students to inform curriculum enhancement. Methods: Utilizing a cross-sectional descriptive quantitative design, an online survey was conducted with 182 midwifery students in Bandung Raya, selected via convenience sampling. The instrument, evaluated for validity and reliability, measured demographics, device usage, and priority learning needs. Data were analyzed using descriptive frequency statistics. Results: All respondents (100%) owned smartphones, with 76.92% actively using them for learning, primarily favoring e-learning applications (80.22%). Crucially, the study identified a significant demand for digital content focused on patient communication (76.37%) and pregnancy care (27.47%), revealing a clear gap between students' high technological readiness and the availability of targeted clinical modules. Conclusion: Smartphones are essential, yet their specific clinical potential remains underutilized. To enhance the midwifery curriculum, institutions must employ established instructional design frameworks to develop targeted, interactive digital learning modules that directly address the identified high-priority clinical skills, thereby bridging the gap between digital readiness and professional competency.
The Impact of Problem-Based Learning on Religious Poetry Writing Skills Among Senior High School Students Marini Razanah; Nani Solihati; Zamah Sari
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.v28i1.65001

Abstract

This study aims to determine the effectiveness of the Problem Based Learning (PBL) model on the religious poetry writing skills of tenth-grade high school students. The study used a quasi-experimental pretest–posttest nonequivalent control group design and was conducted in a public high school in the odd semester. The subjects were 60 tenth-grade students who were divided into two groups: the experimental group (PBL; n=30) and the control group (conventional learning; n=30). The main instrument was a religious poetry writing performance test on the pretest and posttest which was assessed using an analytical rubric on a scale of 1–4. Data were analyzed using descriptive statistics (mean±SD), independent t-test for initial equality, paired t-test for changes in groups, and Cohen’s d (within), Hedges’ g (between), and η² (Group×Time) effect sizes. The results showed that the experimental group experienced significant improvements in all indicators (p<0.05) with moderate to large effects, while the control group showed no significant changes (p>0.05). Thus, PBL is more effective than conventional learning in improving the quality of religious poetry of class X students and is recommended for poetry writing learning in high school.
Organizational Commitment of Lecturers in Improving The Quality of Education Hotni Sari Harahap; Amiruddin Siahaan; Rahmah Fithriani
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.v28i1.65239

Abstract

This study aims to fill this gap by exploring how lecturers’ organizational commitment in its three main dimensions can contribute to improving the quality of education at Alwashliyah University Medan. This study employs a qualitative approach, with data collection conducted through surveys, in-depth interviews, and institutional document analysis involving 85 lecturers. The data obtained were analyzed using NVivo and were systematically collected until data saturation was achieved. Data validity was examined through several techniques, namely credibility, transferability, dependability, confirmability, and triangulation. The conclusions of this study reveal that lecturers’ organizational commitment at Alwashliyah University Medan demonstrates emotional, moral, and rational attachment that forms the basis of loyalty to the institution. Normative commitment appears to be the most dominant, driven by moral awareness, religious values, and ethical responsibility inherent in an Islamic-based organizational culture. Efforts to enhance lecturers’ organizational commitment are carried out through managerial strategies of university leadership and individual initiatives of the lecturers. On the other hand, lecturers strengthen their commitment through improving professionalism, collaborative research, adaptation to technology, and the establishment of solid academic networks.
Management of Guidance and Counseling Services: A Multi-Site in State Islamic Junior High Schools Ifnaldi Ifnaldi; Amiruddin Siahaan; Abdurrahman Abdurrahman
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.v28i1.65243

Abstract

This multi-site study aims to analyze the management of guidance and counseling (GC) at MTsN 1 and MTsN 3 Aceh Tengah, focusing on three management aspects: planning, implementation, and supervision. Using a qualitative approach, data were collected through observation, in-depth interviews, and documentation studies, and then analyzed continuously through data condensation, data presentation, and conclusion drawing to obtain a comprehensive understanding. The results indicate that the main difference lies in the methods of identifying needs, namely the Student Needs Questionnaire at MTsN 1 Aceh Tengah and the Problem Disclosure Instrument at MTsN 3 Aceh Tengah. However, the implementation mechanisms differ, in which MTsN 1 Aceh Tengah is more comprehensive by explicitly including the handling of high-achieving students in addition to students with problems, while MTsN 3 Aceh Tengah is more general. The implementation of core services (basic, responsive, specialization/career) also shows similarities. However, the focus of system support becomes a distinguishing factor. MTsN 1 Aceh Tengah prioritizes the implementation of assessment and follow-up, home visits, reporting, administration, and professional development of counselors. In contrast, MTsN 3 Aceh Tengah is oriented toward describing the dimensions of the Pancasila Student Profile, participation in the GC Subject Teacher Forum (MGMP BK), and self-development seminars. Finally, in supervision/evaluation, both madrasahs demonstrate the same commitment, namely focusing on the sustainable success of services.
The Effectiveness of the Project-Based Learning Model Assisted by Artificial Intelligence on the Listening Skills of Indonesian Language Education Students Deby Luriawati Naryatmojo; Bambang Hartono; Diyamon Prasandha; Dyah Prabaningrum; Aldi Dwi Saputra
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.v28i1.65961

Abstract

The integration of technology in Indonesian language learning has continued to develop alongside advances in Artificial Intelligence (AI), although its application in classroom practice remains limited. This study aims to examine the effectiveness of the Project-Based Learning (PjBL) model assisted by Artificial Intelligence in improving the listening skills of Indonesian Language Education students. The study employed a quasi-experimental design with two groups: an experimental group consisting of 23 students who received AI-assisted PjBL instruction and a control group consisting of 34 students who received conventional instruction. In the experimental group, AI was implemented through the use of speech-to-text tools and AI-based audio generators to support listening activities. Data were collected through pretests and posttests measuring listening skills, supported by observation and documentation. Data analysis included descriptive statistics, paired sample t-tests, independent sample t-tests, and N-gain analysis. The results showed that the AI-assisted PjBL model significantly improved students’ listening skills. The experimental group achieved a higher mean score compared to the control group, with an N-gain score of 0.42 (moderate category), while the control group obtained an N-gain score of 0.21 (low category). These findings indicate that AI-assisted PjBL is more effective than conventional learning methods in enhancing listening skills. This study implies that integrating AI into project-based learning can support more interactive and meaningful listening instruction and contribute to the development of students’ language skills in higher education contexts.
Development of a Google Forms-Based Five-Tier Diagnostic Test for Identifying Misconceptions in Modern Physics Sri Winarni; Vini Asnidar; Abdul Halim; Nurulwati; Musdar; Teuku Muhammad Hary Ramadhan
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.v28i1.66006

Abstract

Misconceptions in modern physics concepts such as X-rays, the photoelectric effect, the Compton effect, pair production, and photon–gravity interactions remain prevalent among students and are difficult to detect using conventional assessments. This study aims to develop and implement a Five-Tier diagnostic instrument based on Google Forms to identify students’ misconceptions in modern physics learning. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The instrument was validated by subject matter and evaluation experts and tested on 14 students and two physics education lecturers. Data were collected through validation sheets, lecturer response questionnaires, instrument practicality questionnaires, and Five-Tier diagnostic tests. Data analysis was conducted descriptively and quantitatively using content validity analysis, empirical validity testing, Cronbach’s Alpha reliability testing, and percentage analysis. The results indicate that the instrument has very high content validity (CVL = 1.00; IRA = 1.00), adequate empirical validity and reliability (α = 0.54–0.64), and a very high level of practicality, as reflected by lecturer responses (92.50%) and instrument practicality (90.5%). The implementation results reveal that students’ misconceptions are most dominant in the Compton effect and pair production topics. Therefore, the developed Five-Tier diagnostic instrument is feasible and effective as a digital diagnostic assessment in modern physics learning and can serve as a practical reference for future development of technology-based diagnostic instruments.
A Critical Pedagogy-Based Andragogical Self-Learning Framework for AI/IoT-Enabled Hybrid Adult Education: A Systematic Review and Conceptual Model Development Amarulloh; Herpratiwi; Rangga Firdaus; Viyanti
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.v28i1.66496

Abstract

This study aims to develop a validated conceptual model—the Andragogical Self-Learning Framework for AI/IoT-Enabled Hybrid Education (ASFAIHE) that integrates Knowles’ andragogy and heutagogy with AI/IoT-enabled hybrid learning environments, mediated by critical pedagogy principles of learner agency and digital equity. Method: A systematic mixed-methods review was conducted following PRISMA 2020 guidelines. Electronic searches were performed across five major databases (PubMed, Scopus, Web of Science, IEEE Xplore, and Google Scholar) for peer-reviewed studies published between 2005 and 2025. Inclusion criteria required studies to address adult learning theories (specifically andragogy or related models), AI and/or IoT in educational contexts, critical pedagogy principles, and hybrid or digital learning environments. Of 3,456 initially identified records, 85 studies met all inclusion criteria after two-stage independent screening. Qualitative data were analyzed through thematic synthesis following Thomas and Harden’s approach using NVivo; quantitative findings were synthesized via random-effects meta-analysis using R’s ‘metafor’ package; bibliometric mapping was conducted using VOSviewer. Results: Thematic synthesis yielded four interrelated themes: (1) Learner Autonomy and Scaffolding, (2) Adaptive Feedback Loops, (3) Contextual Sensing via IoT, and (4) Data Privacy and Ethical Concerns. Meta-analysis revealed that AI-driven adaptive systems significantly enhance learner engagement (pooled g = 0.65; 95% CI [0.52, 0.78], p < 0.001) and self-efficacy (g = 0.58; 95% CI [0.45, 0.71], p < 0.001). These findings were integrated into the ASFAIHE model, which conceptualizes adult learner engagement as a function of AI personalization, IoT contextual feedback, and critical consciousness. Contribution: This study produces a theoretically grounded and empirically supported conceptual model that constitutes a novel design architecture for hybrid AI learning ecosystems in adult education. The model advances existing frameworks by systematically embedding critical pedagogy as an ethical and transformative mediator. Longitudinal and cross-cultural empirical validation is recommended to strengthen the model’s generalizability.
The Effectiveness of A Deep Learning Integrated E-Comic in Enhancing Students’ Reading of Descriptive Text Zuraini Zuraini; Yunisrina Qismullah Yusuf; Muhammad Reza
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.v28i1.66497

Abstract

This study investigates how well students' reading comprehension of descriptive texts is enhanced by an e-comic that incorporates deep learning. The study used a pre-test–post-test control group and a quasi-experimental design. Students from SMPN 3 Bireuen participated in the study; they were split into two groups: an experimental group and a control group. While the control group received traditional reading training, the experimental group was taught using an e-comic that combined deep learning. A reading comprehension exam was containing five indicators—identifying core concepts, comprehending supporting information, vocabulary comprehension, drawing conclusions, and detecting descriptive text structure—was used to gather data. Descriptive statistics and an independent samples t-test were used to assess the data. The results demonstrated that following the treatment, both groups showed improvement. The experimental group continuously scored better than the control group in every reading feature, despite the control group showing a greater numerical rise in overall scores. According to the N-gain analysis, the experimental group outperformed the control group (0.44, medium category) in terms of improvement (0.67, high category). Additionally, the findings showed that the two groups differed statistically significantly (p < 0.05). These results imply that incorporating deep learning into e-comic content improves students' reading comprehension, especially in terms of word comprehension and inferential abilities. Thus, in EFL situations, deep learning-integrated e-comics can be a creative and useful teaching tool.

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