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Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran
Published by Universitas Pendidikan Mandalika
ISSN : 25030620     EISSN : 26561417     DOI : https://doi.org/10.33394
Core Subject : Science, Education,
Computer Science & IT Education Languange, Linguistic, Communication & Media Other
Jurnal Teknologi Pendidikan (JTP) : Jurnal Penelitian dan Pengembangan Pembelajaran is scientific journal published by Program Studi Teknologi Pendidikan, Fakultas Ilmu Pendidikan dan Psikologi (FIPP) Universitas Pendidikan Mandalika (UNDIKMA). It has been published since 2016 with ISSN: 2656-1417 (Online) and ISSN: 2503-0620 (Print). JTP contains scientific articles from research and critical review in Education, Teaching and Learning which include : Learning Media, Multymedia, E-learning, Curriculum, Educational Technology, Learning Technology, Learning Design, Assessment, Development, Management, & Learning Evaluation. Language used in this journal are Bahasa and English (Preferred). JTP is available for free (open access) to all readers.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 533 Documents
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PENGEMBANGAN IPAS LKPD BERBASIS STEAM-PjBL UNTUK MENINGKATKAN LITERASI ILMU PENGETAHUAN SISWA Yulianti, Dwi; Apri Wahyudi, Apri Wahyudi; Roy Kembar Habibi, Roy Kembar Habibi; Fitriadi, Fitriadi; Putra You Hendra, Putra You Hendra
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 11 No. 1 (2026): Januari
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v11i1.18321

Abstract

This study aims to develop Student Worksheets (LKPD) for Natural and Social Sciences (IPAS) based on the STEAM (Science, Technology, Engineering, Arts, and Mathematics) approach and the Project Based Learning (PjBL) model to improve the science literacy of fourth-grade elementary school students. The research method used was Research and Development (R&D) with the 4D development model (Define, Design, Develop, Disseminate). The test subjects consisted of 20 students and 3 educators at an elementary school in Bandar Lampung City. The results of validation by media, language, and material experts show that the developed LKPD is considered highly valid with an average Aiken's V coefficient above 0.90. Practicality tests show that the LKPD is rated "Very Practical" by educators (86.1%) and students (86.6%), based on aspects of readability, ease of use, visual appeal, and meaningful content. Effectiveness testing was conducted through pretest and posttest science literacy tests, with results showing an increase in the average score from 53.00 to 81.00 and an n-Gain value of 0.65, which is classified as moderate. It can be concluded that STEAM-PjBL-based LKPD IPAS is suitable for use in learning because it meets the aspects of validity, practicality, and effectiveness. This product has the potential to be an innovative and contextual learning medium in supporting the strengthening of elementary school students' science literacy.
Interactive Teaching Material Design for Learning Anecdote Text Based on Riau Malay Stories for Students Kartika, Amelia; Asnawi
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 11 No. 1 (2026): Januari
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v11i1.18445

Abstract

This study aims to design and develop interactive teaching materials for anecdote text learning based on Malay Riau stories for tenth-grade students at Uperta Integrated Agricultural Vocational High School (SMKN Pertanian Terpadu) in Pekanbaru City. This development is motivated by students’ low interest in understanding anecdote texts, which tend to be abstract and lack connection to local cultural contexts. The research employed the Research and Development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The results indicate that the interactive teaching materials based on Malay Riau culture effectively enhance student engagement and are valid and feasible for use according to assessments by media experts, language experts, and subject matter experts.
EFEKTIVITAS PENGEMBANGAN MEDIA BELAJAR INTERAKTIF BERBASIS WEB CANVA DALAM MENINGKATKAN MINAT SISWA DALAM BELAJAR SEJARAH Ilham, Muhammad; Dedy Miswar, Dedy Miswar; Sugeng Widodo, Sugeng Widodo; Yunisca Nurmalisa, Yunisca Nurmalisa
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 11 No. 1 (2026): Januari
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v11i1.18597

Abstract

This study aims to analyse the effectiveness of developing Canva-based interactive web learning media in improving learning outcomes in History. The background of this study stems from the challenges of history learning, which has been considered monotonous, lacking in interactivity, and focused on memorisation, resulting in low student engagement and motivation. The development of Canva-based interactive media is expected to provide a more engaging, visual, and interactive learning experience through the integration of text, images, animations, audio, and automatic evaluation features in a single platform. The research approach used is a mixed method with a quasi-experimental design and media feasibility testing through expert validation, student response questionnaires, and learning outcome analysis through pre-tests and post-tests. The results of the study indicate that Canva-based learning media has a very good level of feasibility based on the assessments of media experts and subject matter experts. In addition, there was a significant increase in learning outcomes after using the media, as demonstrated by statistical tests and comparisons of scores before and after treatment. Students showed positive responses, particularly in terms of interest, ease of understanding the material, and increased motivation to learn. Thus, Canva-based interactive learning media is considered effective as an innovation in history learning in the digital age and is suitable for wider implementation in the context of 21st-century education.
The Role of Problem-Based Learning in Developing Critical Thinking and Improving Learning Outcomes of Fifth Grade Students Wulandari, Tanti; Sitompul, Nurmida Catherine; Rusmawati, Retno Danu
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 11 No. 1 (2026): Januari
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v11i1.19375

Abstract

21st-century learning requires students to develop critical, creative, and collaborative thinking skills, as well as the ability to solve contextual problems. However, learning practices in elementary schools are still dominated by expository strategies, which render student’s passive and discourage the development of higher-order thinking skills. Research on the application of problem-based learning strategies to improve critical thinking skills and learning outcomes, particularly in natural disasters, is still limited. This study used a quasi-experimental method with a Nonequivalent Control Group Design on 104 fifth-grade students, divided into an experimental class using problem-based learning and a control class using an expository strategy. The instruments, a learning achievement test and a critical thinking test, were tested using Cronbach's Alpha in IBM SPSS Statistics 27, while pretest and posttest data were analyzed using an Independent Samples T-Test at a significance level of 0.05. The results showed a significant effect of problem-based learning strategies on improving learning outcomes and critical thinking skills, in line with constructivist theory, which emphasizes active student involvement. This strategy is more effective than expository learning and is recommended for wider implementation.
The Effectiveness of Project-Based Learning Integrated with Canva and Mathematical Aptitude on Whole Number Learning in Elementary School Students Rachmawati, Rina; Sitompul, Nurmida Catherine; Rusmawati, Retno Danu
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 11 No. 1 (2026): Januari
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v11i1.19377

Abstract

Mathematics learning in elementary schools still faces challenges, particularly in the topic of arithmetic operations with whole numbers, which requires conceptual understanding and precision. Furthermore, learning remains teacher-centered and has not yet optimally utilized digital media. Canva, as a digital medium, actually has the potential to provide engaging and interactive visual displays. This research gap arises because there are still few studies that simultaneously compare the effectiveness of Project-Based Learning (PjBL) and Canva-assisted Expository Learning and examine the role of mathematical aptitude as a moderating variable. This study aims to analyze the influence of learning strategies, mathematical aptitude, and their interaction on learning outcomes in arithmetic operations with whole numbers up to 100,000. The approach used was quantitative with a 2x2 factorial experimental design involving 86 fifth-grade students. The research instruments consisted of a learning achievement test and a mathematical aptitude questionnaire. The results of a two-way ANOVA analysis showed that Canva-assisted PjBL was more effective than Expository Learning, mathematical aptitude had a significant effect, and there was an interaction between the two, with PjBL being more helpful for students with lower aptitude. This study confirms that Canva integration in PjBL is effective for 21st century learning.
The Effect of Religious Value-Based Reaction Rate Teaching Materials on Student Learning Outcomes Using The Guided Inquiry Model Haz, Emalia Syafitri; Darmana, Ayi
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 8 No. 3 (2023): July
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v8i3.7505

Abstract

This study aims to determine (1) whether there is an effect in the form of differences between student learning outcomes using reaction rate chemistry teaching materials integrated with religious values using chemistry teaching materials SMA / MA with guided inquiry models, (2) whether there are differences in students' spiritual attitudes before and after being taught with teaching materials integrated with religious values, (3) is there a relationship between improving student learning outcomes on reaction rate material with students' spiritual attitudes. The sample in this study consisted of two classes, namely the experimental class and the control class. The research instrument was a multiple choice test of 20 valid and reliable items (0.862) and a spiritual attitude questionnaire. The data analysis used is the Mann-Whitney Test non-parametric test with a significance level of 0.05l, Paired Sample T-Test test, and correlation. The results of research and testing show the ability of student learning outcomes taught using teaching materials for reaction rates integrated with religious values using guided inquiry learning models is higher than using high school / MA Chemistry teaching materials with guided inquiry models, namely (0.037 <0.05), teaching materials for reaction rates integrated with religious values provide positive value to students, and there is a significant relationship between learning outcomes and students' spiritual attitudes of 0.461 in the moderate category.
Adapting the Bebras Challenge into an Educational Game for Learning Computational Thinking and Assessing Its Usability Sukirman, Sukirman; Yuliana, Irma; Ramadhan, Fakhri Aulia Wildan
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 11 No. 1 (2026): Januari
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v11i1.15373

Abstract

Computational thinking (CT) has become an essential component of secondary education, with several countries, including Indonesia, integrating CT tasks, such as those from the Bebras Challenge, into the national informatics curriculum. However, these tasks are often presented in static and text-based formats, limiting their potential to engage learners in interactive and meaningful ways. This study aimed to develop and evaluate the usability of an educational game adapted from a Bebras Challenge problem, "Magic Potion". It was designed to be aligned with the Grade 8 Informatics curriculum in Indonesia. The game engages students in CT through experimentation-based gameplay, where players mix potions to observe the effects on digital flowers and deduce which potion contains water. Using a Design and Development Research (DDR) framework, the game was tested with 55 junior high school students, who then completed the System Usability Scale (SUS) and open-ended feedback questions. The results yielded a mean SUS score of 75.3, indicating good usability. Qualitative feedback highlighted the game’s visual appeal, interactivity, and cognitive engagement. These findings suggest that curriculum-based CT tasks can be effectively transformed into engaging game-based learning tools, offering accessible entry points for introducing CT in formal educational contexts.
PENGEMBANGAN MODEL PEMBELAJARAN KONSTRUKTIVISME BERBASIS LKPD UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS PESERTA DIDIK SMA Mutiasari, Aprilia; Adha, Muhammad Mona; Nugraheni, Irma Lusi; Wahyudi, Apri
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 11 No. 1 (2026): Januari
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v11i1.17878

Abstract

The development of the 21st century education paradigm demands a learning approach that is able to develop learners' high-level thinking skills (HOTS), such as analysis, evaluation, and creation. One effective approach is the constructivism model, which focuses on the active role of learners in building knowledge through direct experience, social interaction, and reflection. This study aims to examine the application of constructivism learning model based on LKPD (Learner Worksheet) to improve HOTS of high school students. The method used is systematic literature review (SLR) which analyzes various previous studies related to the application of constructivism in developing HOTS. The results showed that the use of LKPDs designed according to the principles of constructivism and supported by project-based learning strategies, inquiry, and problem solving effectively improved students' critical, analytical, and creative thinking skills. In addition, the application of this model is also able to improve the collaboration, creativity, and character of learners, making it relevant to prepare a generation of adaptive and innovative learners to face global challenges. This finding confirms the importance of integrating constructivism and HOTS approaches in the modern education curriculum
Assessing Teacher Readiness for AI Utilization: Between Innovation Opportunities and Ethical Challenges in 21st-Century Learning Nindigraha, Nunung; Firdaus, Kevin Herdinata Cahyadi; Prihatmoko, Yulias; Oktaviani, Herlina Ike
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 11 No. 1 (2026): Januari
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v11i1.18047

Abstract

This study aims to analyze teachers’ readiness and ethical awareness in utilizing Artificial Intelligence (AI) for learning innovation in Indonesia, examining their perceptions of AI’s benefits and challenges, exploring its pedagogical applications, and developing a conceptual AI literacy framework for educators. Employing a quantitative descriptive design, the research involved 107 teachers across educational levels who completed an online survey using a 7-point Likert scale. Data were analyzed descriptively and comparatively, guided by the Technology Acceptance Model (TAM), Technological Pedagogical Content Knowledge (TPACK), and Diffusion of Innovation Theory. The findings indicate moderate technological readiness (M = 3.66; SD = 1.16) and positive perceptions of AI’s potential to enhance productivity and creativity in teaching (M = 3.8). AI is predominantly used for lesson planning (75.7%) and content development (64.5%), while its application in assessment remains limited (46.7%). Teachers demonstrate relatively high ethical awareness (M = 4.20; SD = 1.24) regarding data privacy, plagiarism, and algorithmic fairness, although a gap persists between ethical understanding and classroom practice. Major barriers include limited AI-specific training (68%), inadequate infrastructure (54%), and concerns about reliability and validity (49%). The study proposes an “AI Literacy Framework for Teachers” integrating technical, pedagogical, and ethical competencies, emphasizing the alignment of technological proficiency with moral reflection and humanistic values to support innovative and responsible learning.
Development of SIBENI Interactive Learning Media Using Unity for Indonesian Cultural Arts Lana, Muhammad Isfa'; Widodo, Suprih
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 11 No. 1 (2026): Januari
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v11i1.18941

Abstract

This research aims to develop SIBENI educational applications as an interactive learning media for Nusantara arts and culture that can increase the interest and understanding of elementary school students. The development was carried out using the Multimedia Development Life Cycle (MDLC) method through the stages of concept, design, material collection, assembly, testing, and distribution, accompanied by functionality tests using black box testing, usability tests with the System Usability Scale (SUS), and content validity using the Learning Object Review Instrument (LORI) instrument by material experts. The test results show that the SIBENI application functions optimally with a 100% suitability level, obtaining a SUS score of 88.5 (category A+ / Best Imaginable), and 100% content validity, which indicates the application is easy to use, stable, and presents accurate and appropriate materials. These findings have an impact on increasing the effectiveness of arts and culture learning, while contributing to the preservation of Nusantara culture through the provision of digital media that is attractive, easily accessible, and relevant to modern learning needs.

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