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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 494 Documents
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Islamic Religious Education in Addressing Radicalism and Liberalism Through Moderate Islamic Muhammad Syauqillah; Achmad Sauri; Ahmad Faujih; Fathurrahman; Sahiruddin; Dede Rosyada
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.v28i2.71051

Abstract

Islamic Religious Education (Pendidikan Agama Islam/PAI) has an important role in addressing contemporary ideological challenges, particularly radicalism and liberalism among students in the digital era. The increasing exposure of young people to exclusive religious narratives, social media content, and transnational ideological influences has created challenges for educational institutions in developing moderate and contextual religious understanding. This study aims to analyze the role of Islamic Religious Education in addressing radicalism and liberalism through the development of moderate Islamic attitudes among students. The study employed a qualitative approach using a library research method. Data were collected from books, scientific journal articles, government reports, and relevant literature related to radicalism, liberalism, religious moderation, and Islamic education. The data were analyzed using content analysis techniques to identify key themes and relationships among concepts discussed in the study. The findings indicate that radicalism and excessive liberalism represent two extreme tendencies in religious understanding that may influence students’ perspectives and social attitudes. Islamic Religious Education may contribute to preventing ideological extremism when implemented through contextual, dialogical, and humanistic learning approaches emphasizing tolerance (tasamuh), balance (tawazun), justice (i’tidal), and moderation (tawasuth). The study also highlights the importance of teacher competence, digital literacy, curriculum strengthening, and collaboration among schools, families, and communities in supporting moderate religious understanding among students. Therefore, strengthening inclusive and moderation-oriented Islamic Religious Education remains important in developing students who are religiously committed, tolerant, and socially responsible within multicultural societies.
Implementation of Deep Learning: An Effort to Strengthen the Character Quality of Elementary School Students Tri Astuti; Kurotul Aeni; Noening Andrijati; Purwo Susongko; Yuli Witanto; Arif Widagdo
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.v28i2.71389

Abstract

This study aims to analyze the implementation of deep learning, its supporting factors, as well as obstacles and solutions. This type of research is descriptive qualitative; the research location is Muhammadiyah 1 Elementary School in Tegal City; data sources include informants, activities, documents. The research results in three points: the implementation of deep learning, its supporting factors, as well as obstacles and their solutions. First point, the implementation of deep learning at Muhammadiyah 1 Elementary School was effective in strengthening character quality. The learning is meaningful, reflective, and value-based. In addition to being academically intelligent, students’ characters meet Islamic values and national education goals. Second, several factors support the effectiveness of deep learning. Two of these are strong school vision and leadership, i.e., the principal's commitment as an agent of change who inspires the entire school community. The next factor is the character curriculum development team. Two other factors are teacher quality and competence, i.e., understanding of deep learning concepts, pedagogical skills, role models, and ongoing professional training and development. Other factors include integrated curriculum design, a conducive school environment and culture, active parent and community involvement, authentic and ongoing assessment, and the use of technology. Third, the following are obstacles and their solutions. For the constraint of limited teacher understanding and competence, the solution is regular practice. The solution to teachers' time constraints and administrative tasks is to reduce and simplify non-essential administrative tasks. So, teachers can focus on learning. The lack of parental support and involvement can be overcome by holding seminars, workshops, or regular meetings with parents. Limited facilities and infrastructure can be overcome by maximizing the use of existing facilities or recycling them for projects.
Students' Perceived Effectiveness of Artificial Intelligence in Online Learning: Evidence from Universitas Nahdlatul Ulama Lampung Nina Ikhwati Wahidah; Pixyoriza; Iskandar
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.v28i2.66467

Abstract

The integration of Artificial Intelligence (AI) in online learning has increased significantly over the past decade; however, empirical evidence regarding its effectiveness in Indonesian higher education remains limited, particularly studies employing multidimensional inferential statistical analysis. This study aims to examine the effectiveness of AI in online learning at Universitas Nahdlatul Ulama Lampung. A quantitative survey design was employed involving 105 students selected from a population of 2,163 students. The research instrument consisted of a 40-item Likert-scale questionnaire encompassing four dimensions: AI usage, online learning participation, material comprehension, and challenges and concerns. Data were analyzed using descriptive statistics and a one-sample t-test at a significance level of 0.05. The findings indicate an overall mean score of 3.44, exceeding the scale midpoint of 3.00, with a statistically significant difference from the midpoint (t = 11.18, p < 0.001, Cohen’s d = 1.09). The highest mean score was observed for material comprehension (M = 3.55), whereas online learning participation was relatively lower (M = 3.38). These findings suggest that AI plays a substantial role in supporting online learning, particularly in enhancing material comprehension and learning flexibility, although it has not yet optimally fostered active student participation. These findings provide empirical evidence for universities in designing pedagogically appropriate AI integration strategies.
Digital Transformation Capability and School Agility toward Educational Quality: The Mediating Role of Organizational Learning Suandi Silalahi; Dade Suparna
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.v28i2.71514

Abstract

Digital transformation has become a strategic imperative for vocational schools seeking to improve educational quality in an increasingly dynamic and technology-driven environment. However, empirical evidence regarding the interplay between Digital Transformation Capability (DTC), School Agility (SA), Organizational Learning (OL), and Educational Quality (EQ) remains limited, particularly in the context of vocational education. This study investigates the direct effects of DTC and SA on EQ and examines the mediating role of OL. A quantitative approach employing an explanatory research design was adopted. Data were collected from 200 teachers of vocational high schools (SMK) in Serang City, Indonesia, and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The measurement model demonstrated satisfactory psychometric properties, with all 40 indicators meeting the recommended thresholds for convergent validity, discriminant validity, and reliability. Furthermore, the structural model exhibited a high level of overall model adequacy, as indicated by a high Goodness-of-Fit (GoF) index and an excellent Standardized Root Mean Square Residual (SRMR), confirming an excellent model fit. The structural model results revealed that School Agility exerted the strongest influence on Organizational Learning, while Digital Transformation Capability emerged as the most influential determinant of Educational Quality. All direct hypotheses were found to be positive and statistically significant. However, the indirect effect analysis revealed that Organizational Learning did not mediate the relationship between Digital Transformation Capability and Educational Quality. These findings suggest that digital transformation capabilities contribute directly to educational quality rather than through organizational learning processes, whereas school agility primarily enhances organizational learning within vocational schools. This study contributes to the digital transformation and educational management literature by providing empirical evidence on the distinct roles of digital capability, organizational agility, and organizational learning in improving educational quality and offers practical implications for school leaders and policymakers in accelerating sustainable educational transformation.

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