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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 556 Documents
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EVALUASI TRANSISI PEMBELAJARAN DIGITAL: STUDI KUALITATIF TENTANG DESAIN, PROSEDUR, DAN PELAKSANAANNYA: Bahasa Indonesia Ali Rosad; Hernani; Didi Sudarmansyah; Rabiyatul Adawiyah Siregar; Handoko
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 11 No. 3 (2026): Juli
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v11i3.20953

Abstract

This study aims to analyse the evaluation of the digital transformation policy for learning at SMKN 2 Metro, covering the design, procedures and implementation of technology-based educational policies. The study employs a qualitative approach using the case study method. Data collection was carried out through observation, interviews and documentation, whilst data analysis was conducted through data reduction, data presentation and drawing conclusions using triangulation techniques. Unlike previous studies, which generally focused on the implementation of learning technologies or teachers’ digital competences, this study fills a gap by comprehensively evaluating digital transformation policies using the CIPP Model to analyse the design, procedures and implementation of policies at vocational secondary schools. The research findings indicate that the digital transformation of learning at SMKN 2 Metro has been implemented through the use of a Learning Management System (LMS), digital learning resources, and the adoption of hybrid learning as a form of educational adaptation. However, challenges remain, including the uneven level of teachers’ digital competence, limitations in technological infrastructure, the quality of the internet connection, and policy evaluation that remains predominantly administrative in nature. Analysis using the CIPP model indicates that the implementation of digital transformation has progressed reasonably well in terms of context, input, process and product, although there is still a need to strengthen technology-based learning evaluation. The Connectivism perspective suggests that learning is evolving towards a system based on digital connectivity and student-centred learning. The research findings confirm that the success of digital transformation in education is determined not only by the use of technology, but also by the readiness of human resources, the organisational culture of schools, and the effectiveness of continuous evaluation of educational policies
The Relationship Between Digital Well-Being Awareness and Students’ Learning Consistency in The Era of Mobile Learning at SMAN 1 Lambitu Syarif Hidayah; Ady Irawan; Ahyar
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 11 No. 3 (2026): Juli
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v11i3.21054

Abstract

The integration of mobile learning creates a paradox between the effectiveness of accessing learning materials and the risk of digital distractions that threaten students’ learning consistency. This quantitative correlational study aims to describe the levels of digital well-being awareness and students’ learning consistency, as well as to analyse the relationship between these two variables at SMAN 1 Lambitu. The research sample comprised 70 students selected using proportionate stratified random sampling. Primary data were collected via a four-point Likert scale questionnaire and a Research Data Validation Observation Sheet as a triangulation instrument. Statistical analysis included tests of classical assumptions, Pearson’s product-moment correlation, the coefficient of determination (R²), and simple linear regression. The results of the descriptive analysis showed that students’ digital well-being awareness (81%) and consistency in learning (83%) tended to fall within the high category. Hypothesis testing confirmed the existence of a positive and significant correlation of moderate strength between the two variables (r = 0.469; tcalculated= 4.376 > ttable= 1.995; Sig. = 0.000 < 0.05). The R² value of 0.220 indicates that this awareness contributes 22% to learning consistency, as per the regression model Y = 26.131 + 0.487. These findings confirm that metacognitive awareness of device management serves as an essential anchor for the stability of students’ focus and the sustainability of their learning routines.
Validitas dan Praktikalitas Video Pembelajaran Berbantuan AI untuk Keselamatan dan Kesehatan Kerja (K3) dalam Pendidikan Vokasi Tata Rias dan Kecantikan Vici Syahril Chairani; Lativa Mursyida; Rima Agustia Utami; Febri Silvia; Rahmi Fadilah; Riski Gusri Utami; Rahmi Oktarina; Tyas Asih Surya Mentari
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 11 No. 3 (2026): Juli
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v11i3.21342

Abstract

This research addresses the low effectiveness of Occupational Health and Safety (OHS) learning in Cosmetology Education, where conventional lecture-based methods fail to realistically visualize occupational hazards in salon environments. Previous studies on OHS learning media in vocational education have primarily relied on conventional instructional videos or AI applications developed for other educational contexts, with limited attention to cosmetology-specific OHS instruction. Furthermore, no previous study has integrated multiple generative AI tools into a unified workflow for developing animated OHS learning media in cosmetology education. To address this gap, the study develops AI-assisted animated videos integrating multiple AI tools including ChatGPT, Veo Gemini, DeepSeek, JoggAI, Canva, and CapCut into a single OHS instructional media, representing the first multi-tool AI video developed specifically for cosmetology OHS contexts. This study uses the Research and Development method with the ADDIE model. Data were collected through expert validation sheets and student response questionnaires analyzed using descriptive percentage techniques. Validity results show an average score of 4.6 for material and 4.2 for media, both categorized as valid, while the practicality test with 18 students yielded a score of 4.76, categorized as highly practical. This AI-assisted animated video is therefore feasible and practical as a learning innovation for OHS in beauty vocational education, contributing to improved safety competence and more engaging instructional experiences for cosmetology students.
MODEL CIPP DALAM ANALISIS KEBIJAKAN STRUKTURAL DAN PEMBENTUKAN KESADARAN SOSIAL MELALUI PEMBELAJARAN ILMU SOSIAL Iskandar; Muhammad Mona Adha; Dedy Miswar; Risma Margaretha Sinaga; Irma Lusi Nugraheni
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 11 No. 3 (2026): Juli
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v11i3.21451

Abstract

This study aims to analyse the CIPP (Context, Input, Process, Product) model in explaining the relationship between social, economic and cultural structural policies and the development of pupils’ social awareness through Social Studies (IPS) learning. Unlike previous studies, which generally evaluated Social Studies learning or the implementation of the CIPP model in isolation, this study positions regional structural policies as the primary context, analysed in an integrated manner alongside the inputs, processes and products of learning to explain the formation of students’ social awareness. This study employs a qualitative approach using a descriptive-analytical method, conducted at SMAN 2 Bandar Lampung. Data collection techniques included observation, in-depth interviews and documentation, supported by quantitative data analysis using a Likert scale. The research findings indicate that regional structural policies, as reflected in the Bandar Lampung City Medium-Term Development Plan (RPJMD), serve as the context that shapes pupils’ social conditions. The heterogeneous social structure of schools acts as an input that influences pupils’ learning experiences. The social studies learning process acts as the primary mediator in linking these policies to the development of pupils’ social awareness. Meanwhile, students’ social awareness, as an outcome, falls into the high category, reflecting critical thinking skills, social empathy and active participation. The main findings of this study indicate that structural policies do not directly influence students’ social awareness, but are mediated by contextual and reflective social studies learning. This study makes a theoretical contribution to the development of a public policy-based social studies learning model through the CIPP approach.
MENINJAU KEMBALI PENILAIAN PEMBELAJARAN DALAM PENDIDIKAN SEUMUR HIDUP: HUBUNGAN ANTARA TEKNOLOGI PENDIDIKAN DAN TUJUAN PEMBANGUNAN BERKELANJUTAN (SDGs) : Bahasa Indonesia Syafaruddin; Ade Aransyah; Undang Rosidin; Rabiyatul Siregar; Handoko
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 11 No. 3 (2026): Juli
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v11i3.21513

Abstract

The transformation of education in the 21st century calls for an assessment system that not only measures academic achievement but also supports the continuous development of competencies aligned with the Sustainable Development Goals (SDGs). This study aims to analyse and reconstruct the concept of learning assessment in sustainable education through the integration of educational technology and artificial intelligence. The study employed a Systematic Literature Review (SLR) method in accordance with the PRISMA 2020 guidelines. Data were obtained from Scopus-indexed international articles published between 2020 and 2025. Following a process of identification, screening and selection based on inclusion and exclusion criteria, 10 articles were identified as eligible for in-depth analysis. Data analysis was conducted using a thematic synthesis approach and interpreted through the Context, Input, Process, Product (CIPP) evaluation model. The findings of the study indicate that lifelong learning requires an assessment system capable of holistically measuring 21st-century competencies, including critical thinking, creativity, collaboration, communication and problem-solving. Educational technology plays a key role in creating flexible, adaptive and data-driven assessments. Artificial intelligence enhances the evaluation process through personalised learning, real-time data analysis, and the provision of more effective feedback. The research findings have produced a conceptual framework for continuous assessment that integrates Education for Sustainable Development (ESD), educational technology, artificial intelligence, and technology-enhanced assessment to support the achievement of the SDGs. This study makes a theoretical contribution to the development of future assessment models that are more inclusive, adaptive, and oriented towards educational sustainability.
ARTIFICIAL INTELLIGENCE AND THE TRANSFORMATION OF SOCIAL SCIENCE EDUCATION IN THE SOCIETY 5.0 ERA: Bahasa Indonesia Muhammad Mona Adha; Pujiati; Irma Lusi Nugraheni; Nikki Tri Sakung; Dayu Rika Perdana
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 11 No. 3 (2026): Juli
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v11i3.21845

Abstract

This study aims to examine the enhancement of literacy and competence in the use of Artificial Intelligence (AI) in the transformation of Social Sciences (IPS) learning in the Society 5.0 era. The background to this study is the still limited understanding and practical skills of students and lecturers on the Master’s Programme in Social Sciences Education at the University of Lampung in integrating AI into the design, implementation and evaluation of Social Sciences learning. The study employed a quantitative approach using a one-group pre-test–post-test pre-experimental design involving 15 participants, comprising 8 students from the 2025 intake and 7 lecturers from the Master’s Programme in Social Sciences Education. The intervention, comprising training and guidance on the development of AI-based social studies teaching materials and learning resources, was carried out over a full day on 8 June 2026. An assessment instrument comprising 15 multiple-choice questions based on Higher Order Thinking Skills (C4, C5, C6) was used to measure AI literacy and learning transformation abilities before and after the intervention. The research results showed that the average score increased from 54.47 (pre-test) to 86.73 (post-test), with an average N-Gain of 0.72 in the high category. A paired t-test yielded t = 17.93; df = 14; p = 0.000, indicating a significant difference between pre- and post-training scores. It was concluded that training in the use of AI effectively enhances the competence of students and lecturers in designing social studies learning that is adaptive to technological developments, whilst also contributing to the strengthening of the quality of social studies education in the Society 5.0 era.

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