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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 466 Documents
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Analysis of the Impact of Job Demands-Resources and Teachers’ Burnout Levels on the Quality of Deep Learning Instruction Misrahayu, Yuni; Dantes, Nyoman; 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 Mattiro, Syahlan; Mastur; Mansur, Hamsi; Maftuh, Bunyamin; Nurdin, Encep Syarief
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 Sabat, Yulianto; Syakur, Abd.; Musyarofa, Lailatul; Rahmania, Ika
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 Mardani, Wina; Warneri; Ariyati, Eka; Salam, Urai; 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 Fajarianto, Otto; Muslim, Suyitno; Ibrahim, Nurdin; Ismail, Affero
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 Fadhli, Muhibuddin; Prasta, Rysky Indra; Zh, Miftah Hur Rahman; Mahon, Dominic
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.

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