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INDONESIA
Jurnal Teknodik
Published by Pusat Data dan Teknologi Informasi Kemdikbud
ISSN : 20883978     EISSN : 25794833     DOI : 10.32550
Core Subject : Science, Education,
Computer Science & IT Education Languange, Linguistic, Communication & Media
Scope: The scope of TEKNODIK Journal is about Educational Technology (Learning), as a discipline, subject material, or profession. The process of activities includes Analysis, Design, Development, Implementation, and Evaluation (ADDIE). The scope of TEKNODIK Journal is not only in the form of study, research, or development, but also book review on education technology. Focus: 1. Distant and Open Learning; 2. Information and Communication Technology (ICT) for Education; 3. Learning Strategy; 4. Learning Media; 5. Innovative Learning System or Model; 6. Development of Digital Learning Content; 7. Utilization of ICT and other media for Education (Learning)
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 418 Documents
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Student Perceptions of AI-Generated Videos in online learning Aswan, Dedy
Jurnal TEKNODIK Jurnal Teknodik Vol. 29 No. 1, Juni 2025
Publisher : Pusat Data dan Teknologi Informasi Kementerian Pendidikan Kebudayaan, Riset dan Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32550/gm0kvf36

Abstract

Penelitian ini menggunakan pendekatan campuran untuk menginvestigasi persepsi mahasiswa sarjana di Indonesia terhadap video yang dihasilkan AI dalam pembelajaran daring. Didorong oleh integrasi AI yang cepat dalam pendidikan dan adanya celah penelitian, studi ini bertujuan untuk memahami secara komprehensif perspektif mahasiswa tentang pembelajaran video berbasis AI. Data dikumpulkan dari 100 responden survei kuantitatif dan 15 informan wawancara kualitatif, menggunakan kuesioner skala Likert terstruktur (menilai engagement, tantangan, dan kegunaan) serta panduan wawancara semi-terstruktur. Temuan menunjukkan persepsi yang sangat positif terkait tingkat engagement (Mean=4.32) dan kualitas visual (Mean=4.15) video yang dihasilkan AI, sejalan dengan prinsip pembelajaran multimedia yang menekankan desain visual efektif. Namun, area yang memerlukan perhatian signifikan meliputi kemudahan navigasi (Mean=3.98) dan, khususnya, kecepatan narasi (Mean=3.12). Wawasan kualitatif mengkonfirmasi nilai personalisasi, visualisasi, dan fleksibilitas, namun menyoroti tantangan seperti kualitas audio, interaktivitas rendah, dan kelelahan kognitif akibat penyampaian monoton. Mahasiswa mengungkapkan harapan kuat terhadap fitur adaptif, penilaian tersemat, dan dukungan multimodal yang kuat. Penelitian menyimpulkan bahwa meskipun video AI memiliki potensi transformatif besar, keberhasilan integrasinya bergantung pada prioritas desain pedagogis yang berpusat pada mahasiswa, berfokus pada penyampaian konten adaptif, interaktivitas yang ditingkatkan, dan pengalaman pengguna yang lebih baik untuk memaksimalkan hasil belajar.   This mixed-methods study investigates Indonesian undergraduate students' perceptions of AI-generated videos in online learning. Driven by the rapid integration of AI in education and a recognized research gap, the study aims to comprehensively understand student perspectives on AI-video learning. Data was collected from 100 quantitative survey respondents and 15 qualitative interview informants, utilizing a structured Likert scale questionnaire (assessing engagement, challenges, and usability) and a semi-structured interview guide. Findings reveal overwhelmingly positive perceptions regarding student engagement (Mean=4.32) and visual quality (Mean=4.15) of AI-generated videos, aligning with multimedia learning principles that emphasize effective visual design. However, areas requiring significant attention include ease of navigation (Mean=3.98) and, particularly, narration speed (Mean=3.12). Qualitative insights confirm the value of personalization, visualization, and flexibility, but highlight challenges such as audio quality, low interactivity, and cognitive fatigue from monotonous delivery. Students express strong desires for adaptive features, embedded assessments, and robust multimodal support. The research concludes that while AI-generated videos hold immense transformative potential, their successful integration hinges on prioritizing student-centered pedagogical design, focusing on adaptive content delivery, enhanced interactivity, and improved user experience to truly maximize learning outcomes.
Peran Pusat Pengembangan Teknologi Dakwah (Pptd) Dalam Membekali Hard Skiil Dan Soft Skill Mahasiswa Menuju Kesiapan Kerja innayah, innayah innayah
Jurnal TEKNODIK Jurnal Teknodik Vol. 29 No. 2, Desember 2025
Publisher : Pusat Data dan Teknologi Informasi Kementerian Pendidikan Kebudayaan, Riset dan Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32550/16mpzb32

Abstract

The problem addressed in this study is how the Center for Da'wah Technology Development (PPTD) plays a strategic role in equipping students of the Faculty of Da'wah and Communication at UIN Sunan Kalijaga with hard skills and soft skills. The purpose of this research is to examine the strategic role of PPTD in preparing students with these competencies. The paradigm employed in this study is phenomenological with a descriptive approach. The type of research used is qualitative. The study was conducted from May 2 to May 28, 2025. Data collection techniques included observation and documentation of community activities, program outputs, and student portfolios in photography, television, and radio. Data analysis was carried out using Talcott Parsons’ AGIL scheme (Adaptation, Goal Attainment, Integration, and Latency). The findings reveal that students adapt through the use of modern technology, achieve clearly defined goals, establish collaboration across communities, and maintain established patterns through training and workshops that have been effectively implemented. The conclusion suggests that PPTD has effectively equipped students with both hard and soft skills through various community-based activities designed in response to developments in the media industry.
Kecerdasan Buatan Dalam Jaminan Mutu Akademik: Peluang Dan Tantangan Sanbein, Primus; Sarimanah, Eri
Jurnal TEKNODIK Jurnal Teknodik Vol. 29 No. 2, Desember 2025
Publisher : Pusat Data dan Teknologi Informasi Kementerian Pendidikan Kebudayaan, Riset dan Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32550/mc06k795

Abstract

The transformation of academic quality assurance in higher education is rapidly advancing with the rise of artificial intelligence (AI). This article reviews 41 peer-reviewed articles published between 2022 and 2025 to examine AI implementation in quality assurance across three dimensions: (1) the use of AI in monitoring and evaluation, (2) governance of academic integrity in the AI era, and (3) institutional readiness for technological change. Findings indicate that successful AI adoption depends on balancing technological effectiveness, ethical clarity, and adaptive, human-centred institutional support. While AI enhances efficiency in evaluation and adaptive assessment, challenges such as algorithmic bias, uneven staff capacity, and reactive policy frameworks persist. As a conceptual contribution, this article proposes an AI-based quality assurance framework comprising four components: automated and ethical evaluation, adaptive governance, human-centred institutional support, and AI–pedagogy alignment. Together, these components foster a reflective, collaborative, and sustainability-oriented academic quality ecosystem, while emphasising ethical values, local contexts, and institutional capacity-building. This study provides an early conceptual foundation for more responsive AI-informed quality assurance systems.
Evaluasi Pemanfaatan Platform Merdeka Mengajar Kurniawati, Ika; Sarifudin, Saleh
Jurnal TEKNODIK Jurnal Teknodik Vol. 29 No. 2, Desember 2025
Publisher : Pusat Data dan Teknologi Informasi Kementerian Pendidikan Kebudayaan, Riset dan Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32550/wdstp587

Abstract

The Merdeka Mengajar Platform was developed by the Ministry of Education, Culture, Research, and Technology (Kemendikbudristek) to support teachers in accessing references, inspiration, and pedagogical understanding necessary for the implementation of the Merdeka Curriculum. Since its introduction, the Merdeka Mengajar Platform (PMM) has been disseminated and utilized by educators as part of the national effort to strengthen curriculum implementation. However, according to the utilization dashboard, a considerable proportion of educational institutions—approximately 44.25% of a total of 430,000 institutions—remain categorized as “PMM usage needs improvement” (based on data from data.kemdikbud.go.id, accessed on August 2, 2024). To capture users’ responses and identify challenges encountered during the use of the platform, an evaluation was conducted employing the Technology Acceptance Model (TAM) framework. The study was carried out across 38 provinces and involved teacher respondents from various educational levels, including early childhood education (PAUD), kindergarten (TK), elementary (SD), junior high (SMP), senior high (SMA), and vocational schools (SMK), during the period of June–July 2024. The findings indicate that PMM is generally perceived as easy to use, with only a small number of users experiencing technical or operational barriers, largely due to the availability of adequate infrastructure and facilities. The platform is also considered beneficial in supporting teachers’ professional tasks. Nonetheless, several challenges were identified, including limited time for engagement, unstable internet connections, login difficulties, and partial understanding of certain features, although the proportion of affected users remains relatively small. Based on these findings, several recommendations are proposed to enhance PMM utilization, including the development of additional content tailored to teachers’ needs and the integration of a comment or feedback feature to facilitate direct user input for continuous platform improvement.
Feasibility Analysis Of A Web-Based Digital Competency Evaluation Tool In Distance Education Aliah, Nuraziza; Arnidah; Julianti, Eka; Wirawan, A Rachmat; Aswan, Dedy; Adning, Mohamad
Jurnal TEKNODIK Jurnal Teknodik Vol. 29 No. 2, Desember 2025
Publisher : Pusat Data dan Teknologi Informasi Kementerian Pendidikan Kebudayaan, Riset dan Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32550/9erx2f44

Abstract

Penelitian ini bertujuan untuk menganalisis kelayakan Web-Based Digital Competency Evaluation Tool sebagai instrumen evaluasi kompetensi digital dalam konteks pendidikan jarak jauh. Penelitian menggunakan pendekatan deskriptif kuantitatif dengan metode studi kelayakan. Subjek penelitian terdiri atas 21 responden yang memiliki pengalaman dalam pembelajaran daring. Pengumpulan data dilakukan menggunakan kuesioner berbasis web yang terintegrasi langsung dalam aplikasi, mencakup dimensi usability, practicality, accessibility, dan content relevance. Data dianalisis menggunakan statistik deskriptif berupa nilai rata-rata, standar deviasi, serta uji reliabilitas instrumen dengan koefisien Cronbach’s alpha. Hasil penelitian menunjukkan bahwa alat evaluasi memiliki tingkat kelayakan yang tinggi dengan skor rata-rata keseluruhan sebesar 1,88 serta reliabilitas yang sangat tinggi (Cronbach’s alpha = 0,981). Temuan ini didukung oleh data kualitatif yang menunjukkan bahwa sistem mudah digunakan, memiliki navigasi yang jelas, dan konten yang relevan dengan kebutuhan kompetensi digital pembelajar jarak jauh. Penelitian ini memberikan kontribusi bagi bidang teknologi pendidikan dalam pengembangan instrumen evaluasi berbasis web yang valid, praktis, dan adaptif untuk mendukung implementasi pembelajaran jarak jauh.   This study aims to examine the feasibility of a Web- Based Digital Competency Evaluation Tool developed to support the assessment of digital competencies in distance education settings. A descriptive quantitative approach was employed using a feasibility study design. The participants consisted of 21 respondents with prior experience in online learning environments. Data were collected through a structured web-based questionnaire integrated into the evaluation tool, assessing four key dimensions: usability, practicality, accessibility, and content relevance. Data analysis was conducted using descriptive statistics, including mean scores and standard deviations, along with reliability testing using Cronbach’s alpha. The results indicate that the evaluation tool demonstrates a high level of feasibility, with an overall mean score of 1.88 and excellent internal consistency (Cronbach’s alpha = 0.981). Qualitative feedback further supports these findings, highlighting intuitive navigation, clear interface design, and strong alignment between the evaluation content and essential digital competency requirements for distance learners. This study contributes to the field of educational technology by providing empirical evidence on the development and feasibility of a web-based digital competency assessment tool that is practical, reliable, and adaptable for implementation in distance education contexts.
Menelaah Kesiapan Dalam Tutorial Berbasis Webinar: Persepsi, Tantangan, Dan Harapan Mahasiswa Maulina, Murni; Ananda, Refisa
Jurnal TEKNODIK Jurnal Teknodik Vol. 29 No. 2, Desember 2025
Publisher : Pusat Data dan Teknologi Informasi Kementerian Pendidikan Kebudayaan, Riset dan Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32550/dyt2cs71

Abstract

  Dalam konteks pendidikan jarak jauh, kesiapan mahasiswa untuk terlibat dalam tutorial berbasis webinar merupakan faktor penting dalam keberhasilan pembelajaran berbasis praktik. Penelitian ini bertujuan untuk mengeksplorasi kesiapan mahasiswa mengikuti tutorial webinar (tuweb) sebagai komponen integral pembelajaran jarak jauh di perguruan tinggi terbuka. Data diperoleh melalui kuesioner online yang diisi oleh 192 siswa yang terdaftar di Program Studi Pendidikan Bahasa dan Sastra Indonesia. Temuan tersebut mengungkapkan bahwa sebagian besar responden melaporkan pemahaman yang kuat tentang tujuan dan isi mata kuliah Pemantapan Kemampuan Profesional (PKP) dan menyatakan tingkat kesiapan yang tinggi untuk melakukan Penelitian Tindakan Kelas (PTK). Mahasiswa juga menunjukkan kemampuan yang wajar untuk mengatur waktu mereka dan menyelesaikan tugas secara mandiri. Namun, beberapa tantangan yang diantisipasi teridentifikasi, antara lain kesulitan dalam implementasi praktik pengajaran, manajemen waktu, perekaman video instruksional, pemahaman konten, dan penulisan laporan. Oleh karena itu, siswa menyatakan perlunya bimbingan intensif, komunikasi responsif, dukungan emosi, dan akses ke materi pengajaran yang relevan. Temuan ini menggarisbawahi peran penting tutor dan sistem pembelajaran adaptif dalam mendukung keberhasilan mahasiswa dalam pembelajaran berbasis praktik yang dilakukan melalui platform webinar.   In the context of distance education, student readiness to engage in webinar-based tutorials is a critical factor in the success of practice-oriented courses. This study aims to explore students’ preparedness for participating in webinar tutorials (tuweb) as an integral component of distance learning in open universities. Data were obtained through an online questionnaire completed by 192 students enrolled in the Indonesian Language and Literature Education Program. The findings reveal that most respondents reported a strong understanding of the objectives and content of the Pemantapan Kemampuan Profesional (PKP) course and expressed a high level of readiness to conduct Classroom Action Research (CAR). Students also indicated a reasonable ability to manage their time and complete assignments independently. However, several anticipated challenges were identified, including difficulties in teaching practice implementation, time management, instructional video recording, content comprehension, and report writing. Accordingly, students expressed the need for intensive guidance, responsive communication, emotional support, and access to relevant instructional materials. These findings underscore the vital role of tutors and adaptive learning systems in supporting student success in practice-based learning conducted through webinar platforms
Desain Pembelajaran Kolaboratif Abad 21 Berbasis Nilai Al-Qur’an Dan Kontribusinya Bagi Murid Introver Al-Ayubi, Muhammad Shalehuddin; Muhammad Shalehuddin
Jurnal TEKNODIK Jurnal Teknodik Vol. 29 No. 2, Desember 2025
Publisher : Pusat Data dan Teknologi Informasi Kementerian Pendidikan Kebudayaan, Riset dan Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32550/pe07yc02

Abstract

21st-century collaborative learning is generally designed with the assumption that active verbal participation and open social interaction are indicators of learning success. This assumption has the potential to marginalize introverted students who have reflective tendencies, deep thinking, and need a psychologically safe space. This article aims to describe and analyze Quranic Collaborative Learning Innovation (QCLI) as a 21st-century collaborative learning model that is friendly to introverted students by integrating Qur'anic values ​​​​and principles of educational psychology. The study uses a qualitative approach through literature studies confirmed by observation, interviews, and focus group discussions. Data analysis was conducted using triangulation to maintain the validity of the findings. The results show that QCLI is built on five Qur'anic value syntax, namely tasyakkur, ta'āruf, ta'āwun, tafakkur, and tadzkiah, which form a reflective, inclusive, and humanistic collaborative learning. This model contributes to increasing meaningful participation, psychological comfort, and strengthening the character of introverted students in 21st-century learning
Pengukuran Kompetensi Digital Guru Sekolah Dasar Warsina, Jaka
Jurnal TEKNODIK Jurnal Teknodik Vol. 29 No. 2, Desember 2025
Publisher : Pusat Data dan Teknologi Informasi Kementerian Pendidikan Kebudayaan, Riset dan Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32550/8f0mr443

Abstract

Teknologi menjadi pendorong, memfasilitasi, dan mempercepat cara hidup manusia. Seiring dengan meningkatnya ketergantungan kehidupan manusia pada teknologi, manusia tidak dapat dipisahkan dari kemajuan teknologi. Teknologi yang berkembang pesat yaitu teknologi informasi dan komunikasi (TIK). TIK yang berkembang sangat cepat yaitu internet dan komunikasi digital. Saat ini belum ada instrumen standar yang tersedia untuk mengetahui indikator keterampian atau kompetensi digital di Indonesia menurut Kerangka Literasi Digital UNESCO. UNESCO memberikan rekomendasi mengenai konstruk yang perlu dipahami dan model atau cara untuk mengukur kompetensi digital. Mengacu pada rekomendasi UNESCO, penelitian ini artikel ini memberiakn gambaran pengembangan instrumen yang dapat digunakan untuk mengukur kompetensi digital guru sekolah dasar di Indonesia. Secara umum, terdapat dua konstruk yang harus dimiliki, yaitu mengumpulkan dan mengelola informasi, serta memproduksi dan membagi informasi. Setiap konstruk memiliki tiga atau empat aspek yang perlu dinilai. Untuk model pengukuran setiap konstruk disarankan untuk dievaluasi melalui tiga instrume, yaitu penilaian kinerja, penilaian berbasis pengetahuan, dan penilaian diri.   The Technology becomes a driver, facilitating and accelerating the way we live. Along with the increasing dependence of human life on technology, humans cannot be separated from technological advancement. The rapidly developing technology is information and communication technology (ICT). The ICT that is developing very quickly is the internet and digital communication. Currently, there are no standard instruments available to know the digital skills indicators according to UNESCO’s Digital Literacy Global Framework. provides recommendations on what constructs need to be understood and the models or ways to measure digital competencies. Referring to UNESCO’s recommendations, this study aims to develop instruments that can be used to measure the competencies of primary school teachers in Indonesia. For the measurement model, it is recommended that each construct be evaluated throught three instruments, namely performance assesment, knowledge-based assesment, and self-assesment

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