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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 481 Documents
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Analysis of the Impact of Job Demands-Resources and Teachers’ Burnout Levels on the Quality of Deep Learning Instruction Yuni Misrahayu; Nyoman Dantes; Firmansyah Firmansyah
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.v28i1.66094

Abstract

This study examines the relationships between job demands, job resources, burnout, and the quality of deep learning instruction among kindergarten teachers in Jayapura, Papua. Grounded in the Job Demands–Resources (JD-R) model, the research aims to analyze how job characteristics are associated with teacher burnout and instructional quality in an early childhood education context. A quantitative explanatory approach with a cross-sectional survey design was employed. Data were collected from 150 teachers using validated questionnaires and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4.0. The results indicate that job demands are positively associated with burnout, while job resources are negatively associated with burnout and positively related to instructional quality. Burnout is negatively associated with the quality of deep learning instruction and partially mediates the relationships between job characteristics and instructional quality. The model explains 61% of the variance in burnout and 57% in instructional quality. These findings highlight the importance of strengthening job resources, such as autonomy, collegial support, and professional development, to sustain instructional quality and teacher well-being in resource-constrained educational settings.
Transformation of High School or Vocational School Teacher Competencies in the Era of Society 5.0 Syahlan Mattiro; Mastur; Hamsi Mansur; Bunyamin Maftuh; Encep Syarief Nurdin
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.v28i1.66124

Abstract

The era of Society 5.0 requires education systems to integrate digital technology and artificial intelligence (AI), positioning teachers as key actors in adaptive and innovative learning. This study aims to describe the performance and competencies of senior high school and vocational school teachers in South Kalimantan Province. A descriptive quantitative design was employed involving 279 teachers and 2,280 students from 30 purposively selected schools representing diverse geographical areas. The main variables measured include teachers’ competence in (1) planning learning (formulating objectives, developing teaching materials, selecting methods and media), (2) implementing learning, (3) evaluating learning outcomes, and (4) utilizing ICT-based learning media. Data were collected using structured questionnaires, observations, and documentation, and analyzed through descriptive statistics (percentage, frequency distribution, mean, median, and mode). The findings show that teacher competence is generally in the “adequate” category. Specifically, 39.4% of teachers are categorized as adequate in formulating learning objectives, 38.4% in selecting learning methods and strategies, and 41.2% in aligning methods with students’ cognitive, affective, and psychomotor development. These results indicate that although teachers have met basic competency standards, their ability to integrate digital technology into pedagogy remains suboptimal. Therefore, systematic and continuous efforts such as applied ICT-based training, mentoring, and strategic collaboration with universities and industry are essential to strengthen teachers’ pedagogical and technological competencies in supporting sustainable educational transformation.
Autonomous Pronunciation Learning in Higher Education Via Heutagogical Strategies: Implementation, Challenges, and Solutions Yulianto Sabat; Abd. Syakur; Lailatul Musyarofa; Ika Rahmania
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.v28i1.66691

Abstract

heutagogical strategies. While many studies have explored heutagogy across disciplines, limited research has addressed its application in pronunciation learning. This study examines how heutagogical principles are implemented in pronunciation instruction, highlighting the importance of pronunciation in effective oral communication. This study adopts a qualitative case study design involving two pronunciation lecturers at a higher education institution. Data were collected through classroom observations and semi-structured interviews. The study addressed three questions: (1) How is heutagogy applied in pronunciation learning? (2) What challenges are encountered by lecturers? (3) What strategies are used to overcome these challenges? The findings reveal that lecturers promoted learner autonomy through self-directed tasks, flexible learning pathways, and the integration of digital tools. Pronunciation websites and mobile applications were widely used to support independent practice and provide immediate feedback. However, challenges included students’ limited self-regulation, unequal access to digital devices, and lecturers’ varying technological skills. To address these challenges, lecturers engaged in professional development activities such as webinars and discussions. Students were supported through device sharing and campus internet facilities. These findings suggest that heutagogy has strong potential for pronunciation learning, but requires adequate institutional support and digital readiness in practice. This study contributes to the development of learner-centered approaches by emphasizing the role of autonomy and technology in language learning contexts, particularly in higher education settings where digital resources and independent learning are increasingly essential for improving students’ pronunciation competence and overall communicative performance in diverse educational contexts worldwide.
ADDIE-Based Google Sites Media Development: Feasibility and Effectiveness Test on Creativity, Innovation, and Entrepreneurship Learning in Vocational Schools Wina Mardani; Warneri; Eka Ariyati; Urai Salam; Halida
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.v28i1.66767

Abstract

Entrepreneurship is still not utilized optimally, which has an impact on the low achievement of student learning outcomes. This research aims to develop google sites-based learning media on business opportunity materials and test its feasibility and effectiveness. The method used is Research and Development (R&D) with the ADDIE model, which was carried out at the State Vocational School 1 Kuala Mandor B, Kubu Raya Regency, with 23 students in grade XI. The research instruments included expert validation sheets and multiple-choice questions. Data analysis was carried out through the calculation of eligibility percentage, normality test, paired sample t-test, and N-Gain. The results showed that the media was in the very feasible category with an assessment percentage of 88.21% from media experts and 88.89% from material experts. There was a significant increase in learning outcomes (Sig. 0.000 < 0.05) with the average score increasing from 55.87 to 86.09. The N-Gain value of 0.7112 was in the high category, which indicates that the media is effective in improving student learning outcomes. Theoretically, this study supports the application of the ADDIE model in the development of google sites-based media. Practically, media can be used as an interactive learning alternative to improve the quality of learning in vocational education.
The Effectiveness of Hypercontent-Based Character Learning for Elementary School Children Otto Fajarianto; Suyitno Muslim; Nurdin Ibrahim; Affero Ismail
JTP - Jurnal Teknologi Pendidikan Vol. 25 No. 2 (2023): 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.v25i2.67273

Abstract

This study aims to examine the effectiveness of hypercontent-based character learning for elementary school children. The method employed was research and development (R&D) adapting the Hannafin and Peck model with a quantitative approach. The product developed is a hypercontent-based electronic textbook containing audio, video, links, images, and QR codes accessible via smartphones and computers. The research subjects were 35 first-grade students at SD Negeri 2 Selakau Tua, Sambas Regency, West Kalimantan. Data were collected using pre-test and post-test instruments. Expert validation produced average scores of 3.14 (material expert), 3.02 (instructional design expert), and 2.93 (media expert). Field trial results showed a pre-test average of 73.31 rising to 83.00 on the post-test. The Paired T-test yielded p-value = 0.000 < 0.05. It is concluded that hypercontent-based character learning effectively improves integrity character education learning outcomes among first-grade elementary school students.
The Moderating Role of Self-Efficacy on the Effectiveness of LMS-Based Learning Modules toward Student Learning Outcomes: A Pre-Experimental Study at SMP Laboratorium UM Muhibuddin Fadhli; Rysky Indra Prasta; Miftah Hur Rahman Zh; Dominic Mahon
JTP - Jurnal Teknologi Pendidikan Vol. 25 No. 2 (2023): 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.v25i2.67389

Abstract

This research aims to investigate the moderating role of self-efficacy using a pre-experimental one-group pretest-posttest design. Data were collected through cognitive achievement tests (pretest and posttest), a Likert-scale questionnaire measuring perceived LMS module effectiveness, and a self-efficacy questionnaire grounded in Bandura’s three-dimensional framework (magnitude, generality, and strength). Data analysis included paired sample t-tests, Wilcoxon Signed-Rank tests, Spearman correlations, and Moderated Regression Analysis (MRA). Results indicated a statistically significant improvement in learning outcomes following the LMS-based module intervention (t(26) = −8.32, p < .001, Cohen’s d = 1.60). However, neither perceived LMS effectiveness nor self-efficacy demonstrated significant correlations with posttest scores. The moderation analysis revealed that self-efficacy did not significantly moderate the relationship between LMS effectiveness and learning outcomes (R² = .006, p = .839). These findings suggest that while LMS-based modules effectively enhance cognitive achievement, the homogeneity of self-efficacy levels and ceiling effects in posttest scores may have constrained the detection of moderation effects.
The Influence of Critical Thinking and Student Engagement on Learning Outcomes in Gamification-Based Vocational Education Baiaturridwan; Dedy Irfan; Resmi Darni; Muhammad Giatman
JTP - Jurnal Teknologi Pendidikan Vol. 28 No. 2 (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.v28i2.66419

Abstract

Vocational learning often faces challenges in fostering active student participation, particularly in practicum-based courses where more than 60% of students tend to be passively engaged during instructional activities, resulting in suboptimal learning outcomes. Therefore, an instructional approach that promotes active involvement is critically needed. This study aims to examine the role of critical thinking and student engagement in predicting learning outcomes within gamified vocational education, where gamification is positioned as a pedagogical approach rather than a statistical variable. This study employed a quantitative approach with an associative research design. The participants consisted of 22 students enrolled in a network programming practicum course, selected using a total sampling technique. Data were collected through Likert-scale questionnaires that met validity and reliability criteria (Cronbach’s Alpha ≥ 0.60). Data analysis was conducted using multiple linear regression with the assistance of SPSS software. The results indicate that critical thinking and engagement simultaneously have a significant effect on learning outcomes (p < 0.05), with a coefficient of determination (R² = 0.909), indicating a strong predictive model. Partially, engagement has a positive and significant effect on learning outcomes (p < 0.05), while critical thinking does not show a significant direct effect (p > 0.05), although it demonstrates a positive relationship. These findings suggest that the effectiveness of gamified vocational learning is more strongly influenced by student engagement as an active learning mechanism, rather than critical thinking as an independent factor.
Correlation Analysis Between the Need for Interactive Ethnographic Bumper Videos and Elementary School Students’ Home Learning Activities Deden Nur Fatahillah; Aswasulasikin; Makmum Raharjo
JTP - Jurnal Teknologi Pendidikan Vol. 28 No. 2 (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.v28i2.61734

Abstract

This study explores the relationship between the need to develop interactive ethnographic bumper videos and home learning processes related to cultural education at the elementary school level. The adopted method was descriptive quantitative, involving 330 students and 12 teachers from three elementary schools in South Sumatra Province. The data collection instruments encompassed six dimensions of needs (pedagogical, technical, cognitive, aesthetic, sociocultural, and evaluative) along with 20 indicators of home learning activities. Data were gathered through surveys, observations, and interviews, and subsequently analyzed using percentage techniques and Spearman correlation analysis. The findings indicate that all dimensions fall within the high to very high category, with a significant correlation between school media needs and home learning activities (rs = 0.70-0.75; p<0.05). The aesthetic (88.1%) and cognitive (86.7%) aspects were identified as top priorities in media development. These results emphasize that interactive ethnographic media play a vital role in integrating formal and nonformal learning experiences and supporting the implementation of collaborative learning that is relevant to local culture. Practically, the findings serve as a foundation for developing digital learning designs grounded in cultural values; theoretically, they reinforce the Cognitive Theory of Multimedia Learning within the field of elementary cultural education.
Media Loose Parts to Improve The Operability of Children Aged 5-6 Years Eneng Sri Susilawati; Siti Bariyah; Suci Aprilyati Ruiyat; Uswatun Khsanah
JTP - Jurnal Teknologi Pendidikan Vol. 28 No. 2 (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.v28i2.63350

Abstract

This study aims to improve the ability of number operations in group B children in the Parakanlima Play Group through the implementation of loose parts media. Number operation capabilities are fundamental mathematical concepts that include addition, subtraction, many-bit concepts, and the ability to connect concepts with number symbols. The research used the Kemmis and Taggart model Class Action Research (PTK) which was carried out in 2 cycles with 4 actions per cycle each. The subjects of the study were 20 children of group B aged 5-6 years consisting of 11 boys and 9 girls. Data collection techniques use observation, interviews, and documentation, with data analysis carried out qualitatively and quantitatively. The loose parts used include natural materials (pebbles, tree branches, leaves, flowers) and used items (bottle caps, shells, ice cream sticks, straws). The results showed a significant increase in the operating ability of children from pre-cycle by 44.68%, increased to 66.25% in cycle I, and reached 84.68% in cycle II, with a total increase of 40%. Improvement occurs in all aspects of number operations: addition (50% to 70%), many-bit concepts (45% to 65%), subtraction (40% to 60%), and associating concepts with number symbols (55% to 75%). Research proves that the implementation of loose parts media can effectively improve children's number operation skills through concrete, meaningful, and fun learning, so that the abstract concept of number operations becomes easy for children to understand. Media loose parts provide a hands-on experience that facilitates multi-sensory stimulation and encourages active learning.
Instructional Leadership and Data-Driven Inclusive Learning: A Bibliometric–Systematic Literature Review Fadhillah; Andi Kristanto; Amrozi Khamidi
JTP - Jurnal Teknologi Pendidikan Vol. 28 No. 2 (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.v28i2.64130

Abstract

and inclusive learning in nature-based elementary schools remains limited, particularly in terms of empirical evidence and contextual application. This study aims to synthesize existing literature and identify research trends and gaps related to principals’ instructional leadership in supporting data-driven inclusive learning. This study employed a bibliometric–systematic literature review design. Data were retrieved from the Crossref database using the SEforRA search engine, yielding 9,967 initial records. Through systematic screening stages (identification, screening, eligibility, and inclusion) based on predefined criteria, 397 articles were identified as relevant, and 36 articles were included in the final analysis. The study applied bibliometric mapping (publication trends, citation, and co-word analysis) and thematic synthesis. As a literature-based study, statistical measures such as mean differences, p-values, and effect sizes were not applicable. The results indicate that instructional leadership is consistently associated with collaborative practices, systematic data use, and technology integration in inclusive learning environments. Evidence suggests that data-informed practices support improved academic decision-making, learning personalization, and student outcomes. However, persistent challenges—including limited resources, insufficient professional development, and resistance to change—remain significant barriers. Bibliometric findings also show increasing research trends, although studies focusing on nature-based elementary schools remain scarce . In conclusion, instructional leadership is an important factor in advancing data-driven inclusive learning; however, further empirical and context-specific research is needed to examine its effectiveness and long-term impact.

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