cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Devit Etikasari
Contact Email
devitetikasari@gmail.com
Phone
-
Journal Mail Official
jurnaledutec@gmail.com
Editorial Address
Jl. KH. Abdul Fattah Nglawak Kertosono Nganjuk
Location
Kab. nganjuk,
Jawa timur
INDONESIA
EDUTEC : Journal of Education And Technology
Published by STAI Miftahul Ula
ISSN : -     EISSN : 25979221     DOI : 25979221
Core Subject : Religion, Education,
Religion Education Mathematics Other
Edutec, Journal Of Education And Technology is a peer-reviewed journal that welcomes papers on all aspects of educational technology and learning. Topics may include, but are not limited to: learning theory and technology, cognition and technology, instructional design theory and application, online learning, computer applications in education, simulations and gaming, and other aspects of the use of technology in the learning process. Manuscripts may be submitted either in English or in Indonesia. published twice in March And September
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 18 Documents
 1   2 
Search results for , issue "Vol. 9 No. 1 (2025): September 2025" : 18 Documents clear
Development of Audio-Assisted Picture Storybook Media Based On Character Education Selirowangi, Nisaul Barokati; Mulyaningsih, Sefty Wahyu
EDUTEC : Journal of Education And Technology Vol. 9 No. 1 (2025): September 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/2qxtyr15

Abstract

The purpose of this research is to develop character education-based audio-assisted picture storybook media for grade V elementary school students in order to instill positive character for the comfort and safety of students. The research method was carried out with the development model of Dick and Carey through ten stages of development in V Elementary School. Data collection techniques through observation and interviews, as well as distributing questionnaires to test the products produced. Data analysis was carried out qualitatively and quantitatively. Product validation is done through media experts and material experts. the validation results have an average value of 88% which is interpreted as very feasible. Based on the results of the validation, the researcher concluded that the character education-based audio-assisted picture storybook media is feasible as a medium in learning in character cultivation for fifth grade elementary school students.
The Evolving Role of Women in Contemporary Indonesian Da'wah OMANG KOMARUDIN, Omang
EDUTEC : Journal of Education And Technology Vol. 9 No. 1 (2025): September 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/c72z7r12

Abstract

Since the advent of Islam, women have played a significant role in shaping social and religious dynamics, epitomized by figures like Khadijah bint Khuwaylid. This study employs a qualitative library research method, utilizing content and thematic analysis of relevant literature, to explore the patterns and implications of women's roles in contemporary Islamic preaching (da'wah) from a gender studies perspective. Using Indonesia as a case study, the research investigates how communication strategies in da'wah shape religious beliefs and behaviors. The findings reveal that while traditional structures often limit women to supportive roles, the rise of digital platforms and female leadership in Muslim-majority countries has facilitated a significant shift. The analysis identifies three key themes: the reclamation of female Islamic scholarship, the use of social media for creating inclusive religious narratives, and the strategic negotiation of gender norms within religious discourse. The study concludes that empowering women in da'wah is crucial not only for gender equity but also for fostering a more dynamic and responsive Islamic discourse in the modern era, offering a critical framework for understanding the evolving agency of Muslim women in religious spheres
Development of Project-Based Islamic Education Teaching Materials to Foster Values of Trustworthiness and Collaboration in Grade IV Students at Cidadap State Elementary School Adudin Alijaya, Adudin; Sumpena, Rd. Panji; Muztaba, Asep; Saepudin, Saepudin; AS, Haerudin; Rosi, Dinyati
EDUTEC : Journal of Education And Technology Vol. 9 No. 1 (2025): September 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/k8dyvj54

Abstract

This study aims to develop Islamic Religious Education (PAI) teaching materials based on Project-Based Learning (PBL) to foster the values of trustworthiness and collaboration among fourth-grade students at Cidadap Elementary School, West Pagaden District, Subang Regency. Employing a Research and Development (R&D) approach, the study adopts the ADDIE development model, which includes five stages: Analysis, Design, Development, Implementation, and Evaluation. The analysis stage was conducted to identify students' learning needs and existing conditions. The design and development phases produced project-based thematic modules, which were validated by experts in content, media, and instructional design. The implementation results demonstrate that the developed materials effectively enhance students’ active participation in learning and promote a sense of responsibility (trustworthiness) and teamwork (collaboration). Evaluation was conducted using observations, questionnaires, and pre- and post-tests, all of which indicated a significant improvement in students’ comprehension and character development. The study recommends the integration of PjBL-based PAI teaching materials as an innovative approach to support contextual and applicable character education in elementary schools.
Diversity of IQ, EQ and SQ in Islamic Education Saepulah, Saepulah; Alfi, Muhammad; Satria, Nugraha; Mubarok, Isrok; Mulyanah, Nuneng; Hodijah, Siti
EDUTEC : Journal of Education And Technology Vol. 9 No. 1 (2025): September 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/zcngsj36

Abstract

The diversity of IQ (Intellectual Quotient), EQ (Emotional Quotient), and SQ (Spiritual Quotient) should be recognized and embraced within Islamic education. Islamic teachings, as conveyed through the Qur’an and the Sunnah, have long acknowledged and provided guidance on the variety of human intelligences. This article employs a qualitative literature review to explore the integration of these three intelligences. The analysis concludes that an integrative understanding of IQ, EQ, and SQ is crucial for developing well-rounded individuals, as it helps students appreciate the divine will of Allah SWT, encourages respect for individual differences, and ensures all forms of intelligence are guided by Islamic principles. The study finds that each intelligence plays a distinct and vital role: IQ facilitates logical reasoning and critical thinking, EQ supports emotional regulation and empathy, and SQ fosters a deeper connection with Allah, enhancing sincerity in worship (khusyu’). Ultimately, the article demonstrates how Islamic education, through this integrative approach, aspires to nurture the ideal human being (insan kamil) who is intellectually capable, emotionally balanced, and spiritually grounded, thereby contributing positively to both individual development and society at large.
The Influence of Social Media Usage Intensity on the Learning Motivation of Students in the Islamic Education Study Program Sunoko, Ahmad; Fauzi, Moh Ali; Umar, Muallief; Nur Arafah, Nawal
EDUTEC : Journal of Education And Technology Vol. 9 No. 1 (2025): September 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/b501dg71

Abstract

This study aims to analyze the effect of social media usage intensity on the learning motivation of students in the Islamic Education Study Program. A quantitative approach with a survey method was employed. The research population consisted of 150 students, with a sample of 109 respondents determined using Slovin’s formula at a 5% margin of error. The sampling technique applied was purposive sampling with the criterion of active students in at least their second semester. Data were collected using a Likert-scale questionnaire measuring two main variables: social media usage intensity (frequency, duration, and purpose) as the independent variable, and learning motivation (attention, relevance, confidence, and satisfaction) as the dependent variable. Instrument validity was tested using Pearson’s product–moment correlation, while reliability was assessed with Cronbach’s Alpha. Data analysis was conducted through simple linear regression with the assistance of SPSS software. The findings reveal that social media usage intensity has a positive and significant effect on students’ learning motivation, with a coefficient of determination (R²) of 0.192 or 19.2%. This indicates that social media contributes to enhancing learning motivation, although the majority of its variation (80.8%) is influenced by other factors beyond this study. These results support constructivist theory, the ARCS Motivation Model, and Self-Determination Theory, which emphasize the importance of interaction, relevance, and autonomy in fostering learning motivation. The findings are also consistent with previous studies confirming the pedagogical potential of social media in supporting learning, while simultaneously cautioning against its negative impacts when misused. Intensive and purposeful use of social media can serve as a supporting factor in enhancing students’ learning motivation, particularly in the Islamic Education Study Program, provided it is utilized wisely and integrated with other instructional strategies.
Development of Try Out Questions for Teacher Professional Education for Teachers in Certain Fields of Study in Fine Arts iriaji, iriaji; pujiyanto, pujiyanto
EDUTEC : Journal of Education And Technology Vol. 9 No. 1 (2025): September 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/fewhbm03

Abstract

The development of tryout questions for the Teacher Professional Education in the field of Fine Arts is of high urgency because the quality of the questions greatly determines the participants predicted success in facing the Student Competency Test. This study aims to develop valid and reliable tryout instruments through a Research and Development (R&D) approach with psychometric procedures, including planning, writing, reviewing, and testing 35 questions (25 simple multiple choice and 10 complex multiple choice) to 87 students. Analysis was conducted on the level of difficulty, discrimination power, distractor effectiveness, validity, and reliability. The results showed that the distribution of questions was not ideal, with a dominance of easy questions, few difficult questions, and low discrimination variation. Of the total items, 18 could be used without revision, 9 needed revision, and 8 were discarded. Validity showed that 20 questions were classified as good, while 15 were not yet valid, and the overall reliability of the test was high (? = 0.835). These findings confirm that although the instrument has high reliability, the quality of the items still requires significant revision to meet psychometric standards. Thus, the developed instrument has the potential to be an effective predictive tool for the readiness of Fine Arts students, while also contributing to improving the quality of teacher professional education assessment in Indonesia.  
The Use of CROWD Techniques in Reading Comprehension and Critical Thinking Skills in Children Aged 5-6 Years Aviratri, Yudha
EDUTEC : Journal of Education And Technology Vol. 9 No. 1 (2025): September 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/99cyft80

Abstract

Reading comprehension and critical thinking are essential foundations for developing reflective, problem-solving, and effective communication skills. However, national and international studies consistently reveal that Indonesian children remain weak in both aspects, particularly in early childhood—a critical period for literacy and cognitive development. This study examines the effectiveness of the CROWD technique (Completion, Recall, Open-ended questions, Wh-questions, and Distancing) in dialogic reading to enhance reading comprehension and critical thinking among children aged 5–6 years. Employing a mixed-method embedded design, the study combined quantitative data from non-equivalent control group experiments with qualitative data from classroom observations, teacher interviews, and child responses. Validated instruments were applied through expert judgment, Aiken’s V, Cronbach’s Alpha, and Cohen’s Kappa (? = 0.7), ensuring strong validity and reliability. The results of the Shapiro-Wilk test indicated normally distributed data (W = 0.957, p > 0.05), while Mann-Whitney U tests revealed significant differences between treatment and control groups. Children in the treatment group demonstrated substantially higher scores in CROWD responses (U = 139.33 vs. 39.33), reading comprehension (U = 122 vs. 22), and critical thinking (U = 120.66 vs. 20.66). Qualitative findings further highlighted that CROWD fostered reflective and associative thinking, though implementation required more time (22 minutes vs. 15 minutes). Overall, the study concludes that CROWD questions significantly improve children’s reading comprehension and critical thinking when integrated into read-aloud sessions. Future research should explore longitudinal impacts, optimize the number of CROWD items for efficiency, and extend applications to diverse literacy contexts such as home, libraries, or digital environments.
Statistical Diagnosis Of The Ict Gap And Teacher Training Adaptability Failure: Validation Of Intervention Urgency In Malaka Regency Mige, Godlief Erwin Semuel; Tjahjono, Gunadi; Ray, Frans F.G
EDUTEC : Journal of Education And Technology Vol. 9 No. 1 (2025): September 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/s585gk30

Abstract

  This research aims to statistically diagnose the most pressing teacher competency gaps and evaluate the profound failure of conventional professional development training models in Malaka Regency. Data were collected and analyzed from 50 teacher respondents for descriptive analysis and 68 stakeholders for inferential analysis (One-Way ANOVA). The descriptive results indicate that the need for Information and Communication Technology (ICT) competence, with a mean score of M=4.8, and Inclusive Pedagogy, M=4.5, are at the highest level of urgency, unequivocally signaling critically low digital readiness among educators. Contrasting this urgent need, the existing training programs are perceived by teachers as highly non-adaptive (M=4.3), and the quantifiable real impact on daily teaching practice is assessed as extremely low (M=2.2). The application of inferential statistics through One-Way ANOVA successfully tested the research hypothesis. The analysis validates that fundamental, early-stage intervention focused on foundational skills has a significantly higher level of importance. (M=4.75,p<0.001) when compared to subsequent advanced specialization stages. This statistically robust conclusion provides strong evidence mandating that policymakers must immediately execute a total reform of the training model towards an adaptive scheme, explicitly prioritizing the strengthening of the ICT foundation as the essential catalyst for the success of all future professional development programs. The findings of this research serve as the empirical starting point for developing a comprehensive roadmap for teacher competency improvement in the region.
Developing a Barcode-Based Dice Card Game to Improve Descriptive Writing Skills in Elementary School Astutik, Puji; Supriyono, Supriyono; Rachmiazasi Masduki, Lusi
EDUTEC : Journal of Education And Technology Vol. 9 No. 1 (2025): September 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/1chn2607

Abstract

This development research is motivated by the critical need to foster writing skills, a foundational literacy mandate outlined in the Independent Curriculum and Law No. 20 of 2003 on the National Education System. Descriptive text writing, in particular, is a fundamental competency in elementary-level Indonesian language learning that often presents challenges for students. Addressing these challenges requires innovative learning media that not only meets cognitive objectives but also creates interactive, engaging, and contextually relevant learning experiences for students in the digital age. In response, this study aims to develop and test the effectiveness of a Barcode-Based Dice Card Game, named GARDU, in improving students' descriptive writing skills. The research employed the Research and Development (R&D) method, following the Borg & Gall model, combined with a Quasi-Experimental design. The population consisted of third-grade students from SDN Songgokerto 01 and SDN Songgokerto 03 in Batu city, with a sample of 52 students divided into experimental and control groups. Data were collected using validation sheets, observation sheets, user response questionnaires, and descriptive writing performance tests (pre-test and post-test). The results from material and media experts validated the GARDU media as "Highly Suitable," with an average score above 90%. Responses from both students and teachers were also overwhelmingly positive, indicating the media's practicality and appeal. Quantitatively, the data analysis revealed a significant improvement in the experimental group's writing skills, with a classical learning completeness increase of 35.7%. A paired sample t-test confirmed a statistically significant difference between the pre-test and post-test scores (p < 0.05). In conclusion, the Barcode-Based Dice Card Game (GARDU) is a valid, practical, and effective learning medium. It not only significantly enhances descriptive writing skills but also promotes active student engagement, stimulates critical thinking, and accommodates the learning styles of the digital generation by leveraging familiar technology.
Mathematics Learning Based on Traditional Bomboman Games as an Effort to Develop Strategic Mathematical Abilities Fajrin, Afan; Arzaqi, Argha Zidan
EDUTEC : Journal of Education And Technology Vol. 9 No. 1 (2025): September 2025
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29062/htcpn135

Abstract

This study aims to design and test mathematics learning based on the traditional bomboman game as an effort to develop students' strategic mathematical competence. This research consists of three stages, namely: identification and analysis of traditional games, design of traditional game-based learning based on Realistic Mathematics Education (RME), and implementation in classroom learning involving 34 grade 8 students. Data related to traditional games was collected through observation and interviews with the residents where the game originated. Data on students' strategic mathematical abilities were obtained through tests given after learning. Analysis of student test results refers to indicators of students' strategic mathematical competency. The results showed that 20 students succeeded in fulfilling all indicators of strategic mathematical competence with a very good final grade category. While 14 students succeeded in achieving the first indicator (formulating the problem) but not all of them fulfilled the indicator of representing and solving the problem. The findings of this study indicate that learning mathematics based on the traditional Bomboman game has the potential to help students develop mathematical strategic abilities.

Page 1 of 2 | Total Record : 18

 1   2 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 9 No. 1 (2025): September 2025 Vol 8 No 3 (2025): March 2025 Vol. 8 No. 2 (2025): March 2025 Vol 8 No 2 (2024): December 2024 Vol. 8 No. 1 (2024): September 2024 Vol 8 No 1 (2024): September 2024 Vol. 7 No. 4 (2024): June 2024 Vol 7 No 4 (2024): June 2024 Vol 7 No 3 (2024): March 2024 Vol. 7 No. 2 (2024): March 2024 Vol 7 No 2 (2023): December 2023 Vol. 7 No. 1 (2023): September 2023 Vol 7 No 1 (2023): September 2023 Vol 6 No 4 (2023): June 2023 Vol 6 No 3 (2023): March 2023 Vol. 6 No. 2 (2023): March 2023 Vol 6 No 1 (2022): September 2022 Vol. 6 No. 1 (2022): September 2022 Vol 5 No 3 (2022): March 2022 Vol. 5 No. 2 (2022): March 2022 Vol. 5 No. 1 (2021): September 2021 Vol 5 No 1 (2021): September 2021 Vol 4 No 3 (2021): March 2021 Vol. 4 No. 2 (2021): March 2021 Vol 4 No 1 (2020): September 2020 Vol. 4 No. 1 (2020): September 2020 Vol 3 No 2 (2020): March 2020 Vol. 3 No. 2 (2020): March 2020 Vol. 3 No. 1 (2019): September 2019 Vol 3 No 1 (2019): September 2019 Vol 2 No 2 (2019): March 2019 Vol. 2 No. 2 (2019): March 2019 Vol. 2 No. 1 (2018): September 2018 Vol 2 No 1 (2018): September 2018 Vol 1 No 2 (2018): March 2018 Vol. 1 No. 2 (2018): March 2018 More Issue