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JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika)
Published by STKIP PGRI Tulungagung
ISSN : -     EISSN : 25408984     DOI : http://dx.doi.org/10.29100/jipi
Core Subject : Science, Education,
Computer Science & IT Education
JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika) e-ISSN: 2540 - 8984 was made to accommodate the results of scientific work in the form of research or papers are made in the form of journals, particularly the field of Information Technology. JIPI is a journal that is managed by the Information Technology Program PGRI STKIP Tulungagung. Journal has been indexed by Google Scholar, DOAJ, Academic Keys and others. JIPI has been supervised by RJI (Relawan Jurnal Indonesia).
Arjuna Subject : Ilmu Komputer (semua kategori) - Ilmu Komputer (Lain-Lain)
Articles 73 Documents
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Search results for , issue "Vol 9, No 4 (2024)" : 73 Documents clear
IMMERSIVE INSTRUCTIONAL DESIGN DEVELOPMENT USING EXTENDED REALITY (XR) TO ENHANCE LEARNING ENGAGEMENT Indrakusuma, Abdul Haris
JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika) Vol 9, No 4 (2024)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jipi.v9i4.9545

Abstract

This study develops an immersive instructional design framework using Extended Reality (XR) technologies Virtual Reality (VR), Augmented Reality (AR), and Mixed Reality (MR) to enhance learner engagement in digital learning environments. Addressing the limitations of traditional instructional methods in online settings, the study adopts a Design-Based Research (DBR) approach through three phases: analyzing learner needs, developing XR-based modules, and evaluating engagement and outcomes. Data from surveys, observations, and interviews with undergraduates indicate significant improvements in cognitive involvement, emotional connection, and motivation. The iterative process enabled ongoing refinement, contributing a practical model for XR integration in education. The findings offer insights for educators and policymakers to advance digital pedagogy through immersive technologies and extend the theoretical understanding of engagement in digital learning.
IMPROVING THE IMPLEMENTATION OF THE PRIDE CULTURE AT UNIVERSITAS BINA DARMA USING PERSUASIVE TECHNOLOGY Amin, Zaid; Helmi, Sulaiman; Kusumadya, M. Agil
JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika) Vol 9, No 4 (2024)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jipi.v9i4.9429

Abstract

The concept of quality culture in higher education must go beyond surface-level slogans; it requires genuine alignment between internal stakeholders and institutional values. When this alignment weakens, employee commitment and organizational loyalty may decline, threatening long-term competitiveness. At Universitas Bina Darma (UBD), fostering a strong quality culture is essential. This study investigates the implementation of the PRIDE (Persistent, Responsive, Innovative, Disciplined, Excellent) quality culture at UBD and proposes strategies to enhance it through gamification. Using a mixed-methods approach, the research combines qualitative data from interviews and observations with quantitative analysis via Structural Equation Modeling (SEM). Gamification experiments are designed to promote engagement and adoption of PRIDE values, integrating persuasive technology and internal marketing theory. The study maps current practices, tests gamified interventions, and evaluates their impact on continuous improvement. Findings offer a measurable understanding of PRIDE culture execution and practical strategies for strengthening quality culture in higher education.
EFL STUDENTS’ ATTITUDES AND PRACTICES TOWARD AI-BASED WRITING ASSISTANTS: AN EXPLANATORY MIXED-METHODS STUDY Widyaningsih, Titik Lina; Septiana, Ayu Rizki; Hanafi, Moh.; Huda, Moh. Choirul
JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika) Vol 9, No 4 (2024)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jipi.v9i4.9184

Abstract

The integration of artificial intelligence (AI) technologies in education has gained significant momentum, particularly through AI-based writing assistants (AIbWAs), which offer considerable potential for enhancing the writing skills of EFL students. This explanatory mixed-methods study aimed to investigate EFL students' attitudes toward AIbWAs and explore their practices in academic writing classes. The participants were 83 EFL students from a private university in Indonesia. Quantitative data were collected through a closed-ended questionnaire using a 4-point Likert scale to measure cognitive, affective, and behavioral dimensions of students’ attitudes. The AIWAs examined included QuillBot, Grammarly, and ChatGPT. Based on attitude scores, students were categorized into four groups: embracing (31.3%), acceptance (38.6%), indifference (26.5%), and resistance (3.6%). The mean attitude score was 3.21, reflecting a generally favorable perception. Students in the embracing and acceptance groups reported frequent use of AIbWAs for grammar correction, paraphrasing, vocabulary enhancement, and idea development. Students in the indifference group used the tools sporadically, often citing uncertainty or lack of confidence in the AI output. The resistance group raised concerns about overreliance, academic dishonesty, and the potential loss of personal writing voice. Twelve students representing each group were selected for semi-structured interviews. Thematic analysis of interview data revealed three key themes: perceived usefulness in improving writing quality, trust and skepticism toward AIbWAs' suggestions, and the perceived need for human judgment and ethical boundaries in academic writing. The findings underscore the importance of targeted digital literacy and pedagogical guidance to support effective and ethical use of AIbWAs in EFL contexts

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