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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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Raudhatul Athfal Teachers’ Preferences for Digital Presentation Media to Optimize Classroom Learning Ardhina Asri; Husin; Huda; Yusria
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.v28i2.64869

Abstract

Raudhatul Athfal (RA) institutions in Jambi Province face a critical infrastructure paradox in implementing the digital transformation mandated by the Merdeka Curriculum: while 100% of schools provide teachers with computers/laptops and reliable internet, only 50% are equipped with projectors or LCDs, a 50-percentage-point gap that constrains the delivery of digital presentations. This study aimed to (1) characterize the accessibility of digital resources and usage patterns of PowerPoint and Canva, (2) examine teachers’ perceptions of the features, usability, and impact of both media, and (3) determine training needs and facility-acquisition recommendations. Twenty RA teachers from three districts/cities in Jambi Province (Tanjung Jabung Barat, Kota Jambi, and Muaro Jambi) were purposively sampled for this descriptive quantitative study; data were gathered through a validated 16-item Google Forms questionnaire and analyzed using descriptive statistics, response categorization, and thematic coding. Teachers viewed digital media as improving teaching quality (100%) and student engagement (95%), with Canva preferred over PowerPoint by 90% of respondents for its user-friendliness and Islamic-appropriate templates. Only 60% received institutional technical support despite universal (100%) demand for government-funded training, indicating that multi-level intervention is required to close Jambi’s RA infrastructure and digital-competency gap.
Learning Management System–Supported Project-Based Learning and Its Effect on Students' Critical Thinking Disposition Wisnu Djatmiko; Arum Setyowati; Sri Wahyuni
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.v28i2.66267

Abstract

technology-mediated instructional design in higher education, enabling flexible learning environments that integrate student-centered pedagogical approaches. Project-Based Learning (PjBL), when supported by LMS platforms, has the potential to enhance higher-order thinking; however, empirical evidence regarding its effectiveness in developing students’ critical thinking disposition remains limited. This study aims to examine the effect of LMS-supported Project-Based Learning on students’ critical thinking disposition within a flexible learning environment. A quasi-experimental method with a one-group pretest–posttest design was employed involving 93 undergraduate students enrolled in three core courses in the Electronic Engineering Education Study Program at Universitas Negeri Jakarta during the 2024/2025 academic year. Critical thinking disposition was measured using a validated instrument covering seven dispositional dimensions. Data were analyzed using paired sample t-test and N-Gain index. The results indicate a statistically significant improvement in overall critical thinking disposition scores (t = 4.57; p < 0.05); however, the N-Gain value (0.09) suggests low practical effectiveness. Improvements were more prominent in procedural dimensions such as analyticity and systematicity, while epistemic dimensions showed limited development. These findings highlight that LMS-supported Project-Based Learning contributes to procedural aspects of critical thinking disposition but requires complementary instructional design strategies emphasizing reflective dialogue, argumentation, and epistemic engagement to achieve deeper dispositional development. This study contributes to educational technology research by demonstrating the importance of aligning technological tools with pedagogical design to maximize the effectiveness of LMS-supported learning environments.
Utilization of the Real Angklung Application in Cultural Arts Education to Improve High School Student Angklung Playing Skills Lia Febria Kurnianingsih; Tri Karyono; Ayo Sunaryo
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.v28i2.66401

Abstract

The low level of student skills in playing the angklung in the Cultural Arts subject shows that the traditional music practice learning process is not yet fully optimal. This condition is reflected in the learning achievement that is still below the set criteria, as well as the low level of active student involvement in practice activities. This problem requires learning innovations that can facilitate independent practice, collaboration, and systematic mentoring. This study aims to analyze the effectiveness of using the Real Angklung application in improving high school student' angklung playing skills. The method used is Classroom Action Research (CAR) conducted in two cycles, including the planning, implementation, observation, and reflection stages. There were 34 student participating in this study. Data were obtained through observation and practical tests, then analyzed quantitatively and descriptively using the percentage of learning completeness. The results showed an increase in mastery from 55.88% in the pre-cycle to 67.65% in Cycle I and further increased to 88.24% in Cycle II. Thus, the use of the Real Angklung application proved to be effective in improving student' angklung playing skills gradually and continuously.
Effectiveness of Interactive Gamification-Based Learning Media: A Development Study Using DDR and the MDA Framework Kania Athallah Yuhen; Maria Seraphina Astriani
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.v28i2.59851

Abstract

The problem of monotonous and conventional teaching methods in English classes, particularly in teaching Parts of Speech, remains a persistent issue that often leads to low student motivation and poor cognitive achievement. Therefore, the research question guiding this study is: how effective is the interactive gamification-based learning media for Parts of Speech, developed using the DDR–MDA framework, in improving junior high school students’ cognitive learning outcomes. Accordingly, this study aims to design and develop an interactive gamification-based learning medium for junior high school students as an innovative solution. The method used is Design and Development Research (DDR), integrated with the MDA (Mechanics, Dynamics, Aesthetics) framework. The development stages include needs analysis through literature review and field study, lesson plan (RPP), material, and storyboard design, prototyping with expert validation, implementation using a pretest–posttest control group experimental design, and evaluation with descriptive and inferential analysis. The research subjects were 60 ninth-grade students of SMP Negeri 2 Bojongsoang, divided into experimental and control groups. Research instruments included validation sheets (LORI), pretest–posttest questions, and student response questionnaires based on TAM. Data analysis was conducted using descriptive statistics (mean, median, SD), assumption tests (Shapiro-Wilk and Levene’s Test), paired t-test and independent t-test, effect size calculation (Cohen’s d), and N-Gain accompanied by qualitative interpretation. The results showed that expert validation rated the medium as “very good.” The experimental group achieved a significantly higher posttest average score compared to the control group (t = 3.545; p < 0.001). The effect size was categorized as large, and the N-Gain indicated moderate improvement. Student responses through TAM were also very positive (classified as “very good”). These findings confirm that gamification is effective in improving learning outcomes, motivation, and technology acceptance in English language learning.
Digital Transformation of Arts Learning for Early Childhood: The Effect of E-Module on Learning Achievement of Early Childhood Education Undergraduate Students Suci Aprilyati Ruiyat; Uswatun Khasanah; Eneng Sri Susilawati; Otto Fajarianto
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.v28i2.69258

Abstract

learning achievement of Early Childhood Education (ECE) undergraduate students in an arts learning course. The research background is rooted in the low digital transformation of arts learning in Indonesian higher education, with 81% of lecturers still relying on conventional teaching materials and student mean scores remaining at 63.8 out of 100. Employing a quantitative approach with a quasi-experimental Pretest-Posttest Control Group Design, this study involved 64 fourth-semester ECE students divided into an experimental group (n=32) using e-modules and a control group (n=32) using printed modules. Data was collected through validated learning outcome tests, student response questionnaires, and observation sheets. The e-module was assessed as highly feasible by content experts (91.6%) and media experts (90.4%). The independent-samples t-test revealed a significant difference in posttest scores: experimental group (M=84.22, SD=7.93) versus control group (M=70.47, SD=9.18), t (62) = 6.74, p<0.001, with Cohen's d=1.67 indicating a very large effect size. These findings confirm that e-module-based digital transformation significantly enhances ECE students' arts learning achievement and supports the advancement of 21st-century pedagogical practice in higher education.
The Application of School-Based Management in Developing Teacher Professionalism Faujiah Ramud; Amiruddin Siahaan; Salminawati
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.v28i2.69279

Abstract

This study aims to conduct an in-depth analysis of the implementation of School-Based Management (SBM) in developing teacher professionalism at State Senior High School 1 Medan and State Model Senior High School 2 Medan. This study employs a qualitative approach with a multisite design, where data collection was conducted through in-depth interviews, participatory observation, and document analysis, involving school principals, vice principals, teachers, school committees, and school supervisors. The results indicate that the implementation of MBS at both schools has significantly contributed to enhancing teacher professionalism, though with distinct implementation characteristics. At MAN 1 Medan, MBS was implemented with an emphasis on program implementation, work discipline, and compliance with learning administration standards. Planning and evaluation were conducted periodically, but tended to remain administrative in nature, short-term in orientation, and not yet fully integrated with teachers’ continuous professional development. In contrast, MAN 2 Model Medan demonstrates a more systematic, participatory, and quality-culture-based implementation of MBS. Program planning is based on needs analysis and teacher performance data; implementation is focused on strengthening the professional learning community; and evaluation is utilized as an organizational learning tool that fosters collective reflection and innovation in teaching practices. This study offers new findings that the effectiveness of MBS in the madrasah context is determined not only by school management autonomy but also by the internalization of Islamic values and the development of a reflective culture among teachers as part of the madrasah’s internal quality assurance system.
Digitally-Enhanced Communication Competencies: Preparing the Next Generation of Healthcare Professionals: A Systematic Review Anis Novitasari; Ari Indra Susanti; Dewi Marhaeni Diah Herawati; Nita Arisanti; Hadi Susiarno; Vita Murniati Tarawan
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.v28i2.69594

Abstract

The adoption of digital technologies such as telehealth in health education requires the development of digital communication competencies among future healthcare professionals. Although health students generally demonstrate positive attitudes toward digital health, their readiness and practical communication skills remain limited. This systematic review aimed to identify the role of digital interventions in improving communication competencies (knowledge, skills, and attitudes) and to describe the characteristics of their implementation. A systematic search was conducted in five databases (PubMed, EBSCOhost, ScienceDirect, Scopus, and Sage Journals) for primary studies published between October 2020 and October 2025 following the PRISMA 2020 guidelines. Twelve studies met the inclusion criteria, with most conducted in the United States (41.7%) and Germany (25.0%), and the majority using quantitative designs (58.3%). Digital interventions—including telehealth modules, telemedicine simulations, telenursing training, virtual OSCEs, and video-based learning—consistently improved communication competencies. Knowledge scores increased significantly, with post-test scores reaching 57.1% in digital module interventions and telenursing knowledge scores increasing from 6.84 to 8.42 (Cohen’s d = 0.76). Communication skills also improved, with 100% of participants applying the Ask–Tell–Ask strategy after training and 98% recommending telemedicine simulation courses. Attitude outcomes showed increased confidence and readiness, with preparedness for telehealth rising from 37% to 78% and telenursing training demonstrating a large effect size (Cohen’s d = 1.04). However, ethical competencies, particularly informed consent, patient privacy, and virtual physical examination, remained relatively weak across studies. These findings suggest that digital interventions are effective in strengthening communication competencies among health students, but sustainable competency development requires structured integration of telehealth curricula with simulation-based learning, supervised practice, and explicit training in ethical and patient-centered communication.
Cognitive Task Analysis Against the Low Implementation of Data-Based Instructional Design in Kindergarten Teachers' Differentiated Learning Practices Ratna Juwita
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.v28i2.70016

Abstract

The main objective of this study is to analyze the cognitive barriers that underlie the limited transformation of assessment data into proactive instructional design in the practice of Differentiated Instruction (DI) among Kindergarten teachers. The method used is descriptive qualitative with a Cognitive Task Analysis (CTA) approach to uncover expert decision-making processes that are often implicit. The research subjects involved 31 expert teachers from 31 districts/cities in Indonesia, with data collected through STAR essays, practice video recordings, and structured interviews. The analysis was carried out using the parameters of the DI 4:9:2 skill formula, which included the preparation, implementation, and evaluation phases. The results of the study revealed a significant phenomenon of "practice fragmentation"; Although 42% of kindergarten teachers routinely conduct pre-assessments, only 3% use them to determine learning objectives and materials. Teachers showed high dominance in reactive differentiation through the provision of additional support (90.32%) but very low dominance in proactive adaptation of instruction (26%). These findings suggest a cognitive barrier in "data translation" skills in the preparatory phase, where assessment is often only an administrative formality, rather than a pedagogical foundation. The main recommendation of this study is to reorient the teacher professional development program from merely a data-collection tool to one that strengthens skills in assessment-based instructional design. In addition, strengthening Learning Communities is highly recommended to facilitate the sharing of cognitive strategies and "rules of thumb" to bridge the gap between assessment data and adaptive learning planning.
Improving Critical Thinking Skills in Digital Electronics Education Through Simulation-Based Learning Media, Taking into Account the Basic ICT Skills of Vocational High School Students Nixson Jeheskial Meok; Ichsan Fahmi; Godlief Erwin Samuel Mige; Frans F. G. Ray
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

Abstract

This study aims to analyze the effect of using simulation-based learning media on students’ critical thinking skills in digital electronics learning, with basic information and communication technology (ICT) skills as a moderator variable. This study employs a quantitative approach using a quasi-experimental nonequivalent control group design. The research subjects were 11th-grade students in the Industrial Electronics Vocational Program at SMK Negeri 2 Kupang, comprising an experimental group and a control group. Data analysis was conducted using a Two-Way Analysis of Variance (ANOVA). The results indicated a significant difference in critical thinking skills between students who participated in simulation-based learning and those who participated in conventional learning (p < 0.05). However, basic ICT proficiency did not show a significant effect on students’ critical thinking skills. Furthermore, no interaction was found between learning strategies and basic ICT proficiency regarding critical thinking skills. These findings indicate that the use of simulation-based learning media can be an effective strategy for enhancing students’ critical thinking skills in digital electronics courses at vocational high schools, regardless of their basic ICT proficiency.
AI-Assisted Case Method Learning for Scientific Writing: A Design and Development Study Nurul Inayah Hutasuhut; Reska Mayefis; Fitri Yasih
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.v28i2.71033

Abstract

work, yet writing instruction remains largely lecture-driven and disconnected from students’ digital tools. This study designed, validated, and tested instructional products for an undergraduate Scientific Writing course that integrate the case method with Perplexity.ai, an AI answer engine providing source-linked responses. Combining an adapted Recursive Reflective Design and Development (R2D2) model with the Research-Development-Research (RDR) cycle, the study produced lesson plans, thirteen teaching-material units, a four-stage case-method syntax with explicit operational and ethical rules for AI use, and authentic assessment instruments, including a 22-indicator writing rubric (0–100 scale). Three practitioners and three experts judged all five products valid (M = 3.40 on a 4-point scale), and their feedback guided revisions through small-group and large-group trials and a semester-long implementation at Universitas Negeri Padang. Both the model class (n = 21; M = 65.24 to 83.33) and a conventionally taught class (n = 18; M = 62.22 to 72.78) improved significantly (Wilcoxon p ≤ .001). With classes equivalent at pre-test, analysis of covariance confirmed the model class’s advantage, F(1, 36) = 14.19, p = .001, partial η² = .28, adjusted difference 8.86 points, corroborated non-parametrically (p = .005). Students reported high knowledge gains (90.5%) and positive attitudes (81.0%). The findings establish the products’ validity and implementability, provide non-randomised evidence that the model outperformed conventional teaching, and show how responsible AI use can become an explicit object of writing instruction.

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