Garuda - Garba Rujukan Digital

MAPPING PRE-SERVICE TEACHERS’ AI LITERACY COMPETENCE BASED ON UNESCO FRAMEWORK: A DESCRIPTIVE STUDY Fikri Dwi Oktaviani; Gema Rullyana; Linda Setiawati; Liddya Ganda Asmara
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i2.10504

Artificial Intelligence (AI) literacy competence is an urgent necessity for pre-service teachers in the era of digital transformation. This study aims to map the AI literacy competence of pre-service teachers based on the UNESCO AI Competency Framework for Teachers, encompassing five aspects: Human-Centred Mindset, Ethics of AI, AI Foundations and Applications, AI Pedagogy, and AI for Professional Development. This research employed a descriptive quantitative approach using a survey method. A self-assessment instrument based on a 5-point Likert scale with 75 statement items was distributed online to 252 active students of education study programs in Indonesia during November-December 2025. Pearson validity testing yielded item-total correlations of 0.467 to 0.784, and Cronbach's Alpha produced 0.970, indicating a highly reliable instrument. Results show that students' AI literacy competence falls in the very high category at the Acquire Level, and high at both Deepen and Create levels. Human-Centred Mindset and Ethics of AI consistently achieved the highest scores, while AI for Professional Development showed the lowest at the Create level (M = 3.68). A significant gap exists between the high frequency of AI tool usage (84.5%) and low formal training participation (44.8%). These findings imply the need to redesign the LPTK curricula to systematically integrate AI literacy, contextual and sustainable AI literacy training programs. ABSTRAK Kompetensi literasi kecerdasan buatan (AI) merupakan kebutuhan mendesak bagi mahasiswa calon guru di era transformasi digital. Penelitian ini bertujuan memetakan kompetensi literasi AI mahasiswa calon guru berdasarkan AI Competency Framework for Teachers dari UNESCO yang mencakup lima aspek: Human-Centred Mindset, Ethics of AI, AI Foundations and Applications, AI Pedagogy, dan AI for Professional Development. Penelitian menggunakan pendekatan kuantitatif deskriptif dengan metode survei. Instrumen self-assessment berbasis skala Likert 5 poin dengan 75 butir pernyataan disebarkan secara daring kepada 252 mahasiswa aktif program studi kependidikan di Indonesia pada November-Desember 2025. Uji validitas Pearson menghasilkan korelasi item-total sebesar 0,467 hingga 0,784, dan uji reliabilitas Cronbach's Alpha menghasilkan nilai 0,970. Hasil penelitian menunjukkan bahwa kompetensi literasi AI mahasiswa berada pada kategori sangat tinggi di Level Acquire, dan tinggi di Level Deepen dan Create. Aspek Human-Centred Mindset dan Ethics of AI secara konsisten memperoleh skor tertinggi di seluruh level, sementara AI for Professional Development menunjukkan skor terendah pada Level Create (M = 3,68). Terdapat kesenjangan signifikan antara tingginya frekuensi penggunaan AI (84,5%) dengan rendahnya partisipasi pelatihan formal (44,8%). Temuan ini mengimplikasikan perlunya redesain kurikulum LPTK yang mengintegrasikan literasi AI secara sistematis, dan program pelatihan literasi AI yang kontekstual dan berkelanjutan.

PERSEPSI MAHASISWA CALON GURU TERHADAP POTENSI ROBLOX SEBAGAI RUANG BELAJAR VIRTUAL DALAM PERSPEKTIF UTAUT Liddya Ganda Asmara; Gema Rullyana; Linda Setiawati; Fikri Dwi Oktaviani
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i2.10505

Digital transformation demands innovation in immersive learning spaces through the metaverse, but student teachers' acceptance of platforms like Roblox still needs in-depth exploration. This study aims to describe these perceptions using the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. Using a descriptive quantitative approach, a survey was conducted among 200 Indonesian education students selected through purposive sampling. The research stages included instrument validity and reliability testing, data collection through a Google Form questionnaire, and descriptive statistical analysis using mean and percentage values. The findings indicate that respondents' exposure to Roblox is very high; 96.5% of respondents are familiar with the platform and 70% have used it. Interest in utilizing it in learning is considered positive, reaching 58.5%. The quantitative results of the UTAUT constructs show that all dimensions are in the high category, led by social influence (3.80), followed by performance expectancy (3.74), behavioral intention (3.69), facilitating conditions (3.64), and effort expectancy (3.56). The main conclusion confirms that student teachers have initial readiness and positive acceptance of Roblox as an immersive virtual learning space. Although Roblox is still predominantly viewed as an entertainment gaming platform, its potential as a collaborative learning space is vast, provided it is supported by structured pedagogical design, strengthened digital technology literacy, and adequate institutional policy support to sustainably and comprehensively transform dynamic educational experiences in the future. ABSTRAK Transformasi digital menuntut inovasi ruang belajar imersif melalui metaverse, namun penerimaan mahasiswa calon guru terhadap platform seperti Roblox masih perlu dieksplorasi secara mendalam. Penelitian ini bertujuan mendeskripsikan persepsi tersebut menggunakan kerangka Unified Theory of Acceptance and Use of Technology (UTAUT). Melalui pendekatan kuantitatif deskriptif, survei dilakukan kepada 200 mahasiswa kependidikan di Indonesia yang dipilih secara purposive sampling. Tahapan penelitian mencakup uji validitas serta reliabilitas instrumen, pengumpulan data melalui kuesioner Google Form, serta analisis statistik deskriptif menggunakan nilai mean dan persentase. Temuan menunjukkan paparan responden terhadap Roblox sangat tinggi; 96,5% responden mengenal platform tersebut dan 70% pernah menggunakannya. Minat pemanfaatan dalam pembelajaran tergolong positif mencapai 58,5%. Hasil kuantitatif konstruk UTAUT menunjukkan seluruh dimensi berada pada kategori tinggi, dipimpin oleh social influence (3,80), diikuti performance expectancy (3,74), behavioral intention (3,69), facilitating conditions (3,64), dan effort expectancy (3,56). Simpulan utama menegaskan bahwa mahasiswa calon guru memiliki kesiapan awal dan penerimaan positif terhadap Roblox sebagai virtual learning space imersif. Meskipun Roblox masih dominan dipandang sebagai platform permainan hiburan, potensinya sebagai ruang belajar kolaboratif sangat terbuka lebar, asalkan didukung oleh desain pedagogis terstruktur, penguatan literasi teknologi digital, serta dukungan kebijakan institusional yang memadai untuk mentransformasi pengalaman pendidikan yang dinamis di masa depan secara berkelanjutan tuntas.

PENGEMBANGAN LKPD IPA INTERAKTIF BERBASIS MODEL FERA DALAM PEMBELAJARAN SUHU, KALOR, DAN PEMUAIAN Gusti Ngurah Andika Prayoga; Ni Made Pujani; Nia Erlina
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i2.10091

The Independent Curriculum demands mastery of Science Process Skills, but the reality of classroom learning is still dominated by conventional methods due to time constraints and the lack of physical laboratory facilities in schools. The focus of this research is the high level of misconceptions among seventh-grade students regarding the abstract nature of temperature, heat, and expansion, necessitating media that can facilitate the needs of kinesthetic learning styles. This research aims to develop an Interactive Science Student Worksheet (LKPD) based on the FERA (Focus, Explore, Reflect, Apply) inquiry model in a hybrid format. The important stages of the research apply the Research and Development method through the ADDIE framework, which is limited to the analysis, design, and product development phases. Data were analyzed quantitatively using the Gregory Validity Coefficient formula and the calculation of the average score of the instrument. The research findings show that content validity achieved an absolute score of 1.00 from experts, meaning it is very feasible to use theoretically. Furthermore, a practicality test involving teachers and students obtained an average score of 4.80, with a predicate of very practical. The use of PhET virtual laboratory simulation technology in student worksheets (LKPD) has proven effective in reducing preparation time and significantly increasing student learning independence. The main conclusion confirms that this interactive LKPD based on the FERA model is highly adaptive and effective in correcting misconceptions and training students' scientific reasoning in a sustainable, systematic, and independent manner.

EVALUASI DAN PENGEMBANGAN INSTRUMEN PENILAIAN KOMPETENSI TKJ DI SMKN 1 SAMBENG Mohammad Wildan Habibi; Yusuf Arif Rahman; Briant Tedja; Julio Anggara Putra; Rafi Fernandika Putra Tweede; Muhammad Zaky Ardiansyah; Muh Yanuar Ismail Akbar
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i2.10139

Vocational competency assessment in vocational high schools (SMK) plays a strategic role in ensuring graduates' readiness to enter the workforce; however, the quality of assessment instruments used is often not scientifically standardized. Without systematic validation, assessment instruments risk producing biased competency data that cannot be scientifically justified, leading to inaccurate decisions regarding student graduation and certification. This issue becomes particularly critical in the context of SMK especially in the Computer and Network Engineering (TKJ) program as assessments are practice-based, involving complex rubrics that are highly susceptible to rater subjectivity. This study aims to evaluate the validity and reliability of the TKJ assessment instrument at SMKN 1 Sambeng and to design a new instrument based on the evaluation findings. A quantitative approach with an instrument validation design was employed through three phases: (1) content validation by five experts using Aiken's V, (2) empirical reliability testing on 30 students using Cronbach’s Alpha along with item-total correlation analysis as evidence of internal consistency significance, and (3) design and re-evaluation of the new instrument. The results indicate that the original instrument had content validity at the minimum threshold (CVI = 0.82), with six aspects falling below the V ≥ 0.75 cutoff, and inadequate reliability (α = 0.502). The newly designed instrument featuring balanced scoring weights (5 points per sub-aspect) and a three-level discrete descriptor system (0/3/5) demonstrated significant improvement: CVI = 0.94 and Cronbach’s Alpha = 0.844 (categorized as Very High), with all item-total correlations exceeding 0.65, indicating statistically strong internal consistency. This study carries practical implications for teachers and vocational schools: the validated instrument can be directly adopted as a fair and standardized reference for TKJ practical assessments, while simultaneously serving as a replicable validation procedure model applicable to other vocational programs within SMK. ABSTRAK Penilaian kompetensi kejuruan di SMK memegang peran strategis dalam menjamin kesiapan lulusan memasuki dunia kerja, namun kualitas instrumen yang digunakan kerap belum terstandarisasi secara ilmiah. Tanpa validasi sistematis, instrumen penilaian berisiko menghasilkan data kompetensi yang bias dan tidak dapat dipertanggungjawabkan, sehingga keputusan kelulusan maupun sertifikasi siswa menjadi tidak akurat. Konteks SMK khususnya program Teknik Komputer dan Jaringan (TKJ) menjadikan persoalan ini semakin krusial karena penilaian bersifat praktik dengan rubrik yang kompleks dan rentan terhadap subjektivitas penilai. Penelitian ini bertujuan mengevaluasi validitas dan reliabilitas instrumen penilaian TKJ di SMKN 1 Sambeng, serta merancang instrumen baru berdasarkan temuan evaluasi. Pendekatan kuantitatif dengan desain validasi instrumen digunakan melalui tiga fase: (1) validasi konten oleh lima ahli menggunakan Aiken's V, (2) uji reliabilitas empiris terhadap 30 siswa menggunakan Cronbach’s Alpha beserta uji korelasi item-total sebagai bukti signifikansi konsistensi internal, dan (3) perancangan serta evaluasi ulang instrumen baru. Hasil menunjukkan instrumen lama memiliki validitas konten di batas minimum (CVI = 0,82) dengan enam aspek di bawah ambang batas V ≥ 0,75, serta reliabilitas yang belum memadai (α = 0,502). Instrumen baru yang dirancang dengan bobot seimbang (5 poin per sub-aspek) dan deskriptor diskret tiga level (0/3/5) menghasilkan peningkatan signifikan: CVI = 0,94 dan Cronbach’s Alpha = 0,844 (kategori Sangat Tinggi), dengan seluruh korelasi item-total di atas 0,65 yang mengindikasikan konsistensi internal yang kuat secara statistik. Penelitian ini memberi implikasi praktis bagi guru dan sekolah kejuruan: instrumen tervalidasi dapat langsung diadopsi sebagai acuan penilaian praktik TKJ yang adil dan terstandar, sekaligus menjadi model prosedur validasi yang dapat direplikasi pada program keahlian lain di SMK.

EFEKTIVITAS PEMANFAATAN QUIZWHIZZER DALAM EVALUASI PEMBELAJARAN SEJARAH TERHADAP MINAT BELAJAR SISWA KELAS XI Fadila Gita Cahayani; Romadi
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i2.10467

Research specifically examining the effectiveness of Quizwhizzer as an assessment tool for history education in relation to students’ interest in learning is still relatively scarce; therefore, this study is necessary to address this gap. Low student interest in history learning remains a common problem in schools, including at TEUKU UMAR SEMARANG High School. This is due to the fact that the learning and evaluation processes are still dominated by conventional media that are unengaging, and the use of interactive digital media has not been optimized. One innovative solution that can be offered to address this issue is the use of Quizwhizzer. The implementation of Quizwhizzer in history learning assessment provides a more memorable learning experience through interactive game-based assessment. This study aims to determine the effectiveness of using Quizwhizzer as an assessment tool for history learning on the learning interest of 11th-grade students. The research method used is a quasi-experimental approach with a Nonequivalent Control Group design. The study subjects involved two groups: an experimental class and a control class, each with 30 students, resulting in a total sample size of 60. Data collection utilized a Likert-scale questionnaire that had undergone validity and reliability testing, supplemented by observational and interview data. The research procedure included administering a pretest, instruction according to the treatment, and a posttest. Data analysis was conducted using the Shapiro-Wilk normality test, the Levene homogeneity test, as well as the Independent Samples t-Test and Welch’s t-Test. Based on the analysis, the research results indicate that there is a significant difference in the effects between the experimental and control groups, with the experimental class outperforming the control class. These findings are reinforced by observational results showing increased enthusiasm, engagement, and interest among students through the use of the Quizwhizzer platform during instruction. Thus, it is concluded that the use of Quizwhizzer as an assessment tool for history instruction has proven effective in enhancing students’ interest in learning and serves as an innovative approach to history education at the high school level. ABSTRAK Penelitian yang menguji efektivitas Quizwhizzer sebagai media evaluasi pembelajaran sejarah terhadap minat belajar peserta didik secara spesifik masih relatif sedikit sehingga penelitian ini perlu dilakukan untuk melengkapi kesenjangan tersebut. Rendahnya minat belajar peserta didik terhadap pembelajaran sejarah menjadi permasalahan yang masih sering ditemukan di sekolah salah satunya di SMA TEUKU UMAR SEMARANG. Hal itu disebabkan karena proses pembelajaran dan evaluasi masih didominasi media konvensional yang kurang menarik serta belum optimal pemanfaatan media digital interaktif. Salah satu soluasi inovatif yang dapat ditawarkan untuk mengatasi masalah tersebut adalah pemanfaatan media Quizwhizzer. Penerapan media Quizwhizzer dalam evaluasi pembelajaran sejarah memberikan pengalaman belajar yang lebih berkesan melalui media evaluasi berbasis game interaktif. Penelitian ini bertujuan untuk mengetahui efektivitas penggunaan media Quizwhizzer sebagai media evaluasi pembelajaran sejarah terhadap minat belajar peserta didik kelas XI. Metode penelitian yang digunakan adalah pendekatan quasi-eksperiment desain Nonequivalent Control Group. Subjek penelitian melibatkan dua kelompok yaitu kelas eksperimen dan kelas kontrol dengan masing-masing 30 peserta didik sehingga total sampling sebanyak 60. Pengumpulan data menggunakan instrumen angket skala Likert yang telah melalui validitas dan reliabilitas serta didukung oleh data pelengkap observasi dan wawancara. Untuk prosedur penelitian meliputi pemberian pretest, pembelajaran sesuai perlakuan, posttest. Analisis data dilakukan melalui uji normalitas Shapiro-Wilk, uji homogenitas Levene, serta uji Independent Sample t-Test dan Welch’s t-Test. Berdasarkan analisis hasil penelitian menunjukkan bahwa terdapat perbedaan pengaruh yang signifikan antara kelompok eksperimen dan kontrol, dengan hasil lebih unggul kelas eksperimen dibandingkan kelas kontrol. Temuan ini diperkuat oleh hasil observasi yang menunjukkan peningkatan antusiasme, keterlibatan, dan minat peserta didik melalui penerapan media Quizwhizze selama pembelajaran. Dengan demikian, disimpulkan bahwa pemanfaatanQuizwhizzer sebagai media evaluasi pembelajaran sejarah terbukti efektif dalam meningkatkan minat belajar peserta didik dan menjadi inovai pembelajaran sejarah di jenjang sekolah menengah atas.

IMPLEMENTASI METODE DEMONSTRASI INTERAKTIF MENGGUNAKAN GOOGLE SITES TERHADAP PENINGKATAN HASIL BELAJAR GAMBAR AUTOCAD SISWA KELAS X DPIB SMK Salsabila Rahmadini; Wahyu Dwi Mulyono
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i2.10523

The learning process of AutoCAD drawing practice in the Design Modeling and Building Information (DPIB) program continues to encounter several instructional constraints, particularly in the use of conventional demonstration methods that are generally teacher-dominated and less adaptive to students’ independent learning needs. Such conditions often limit students’ opportunities to revisit procedural steps repeatedly when strengthening practical understanding. Moreover, web-based digital learning media have not yet been widely optimized in AutoCAD instruction. This study was conducted to examine the effect of implementing interactive demonstrations through Google Sites on the learning achievement of tenth-grade DPIB students at SMK Negeri 2 Surabaya. A quasi-experimental method was employed using a posttest-only nonequivalent control group design. Research participants were divided into an experimental group receiving interactive demonstration learning assisted by Google Sites and a control group taught through regular demonstration activities without digital support. Data collection techniques included practical assessments, classroom observation sheets, and student response questionnaires. The collected data were processed using descriptive statistical analysis and the Welch t-test. Findings revealed that students in the experimental group achieved higher learning outcomes than those in the control group, with statistically significant differences. In addition, the implementation of classroom learning was rated very well, and student responses toward the applied media were predominantly favorable. These findings indicate that interactive demonstrations integrated with Google Sites can effectively support the improvement of AutoCAD practical competencies. Web-based digital platforms may therefore be considered an alternative instructional approach in vocational education, especially for subjects emphasizing technical performance and visual representation. ABSTRAK Proses pembelajaran praktik AutoCAD pada kompetensi keahlian Desain Pemodelan dan Informasi Bangunan (DPIB) masih menunjukkan sejumlah hambatan, terutama pada penggunaan metode demonstrasi yang umumnya berlangsung secara satu arah dan lebih didominasi guru. Kondisi tersebut membuat kesempatan belajar mandiri siswa menjadi terbatas, khususnya ketika mereka perlu mengulang tahapan praktik untuk memperkuat pemahaman. Di sisi lain, penggunaan media pembelajaran digital berbasis web dalam materi AutoCAD belum dimanfaatkan secara maksimal. Penelitian ini dilakukan untuk mengetahui pengaruh penerapan demonstrasi interaktif melalui Google Sites terhadap capaian belajar peserta didik kelas X DPIB di SMK Negeri 2 Surabaya. Metode penelitian yang digunakan adalah kuasi eksperimen dengan rancangan posttest only nonequivalent control group. Subjek penelitian dibagi menjadi dua kelompok, yaitu kelompok eksperimen yang memperoleh pembelajaran menggunakan demonstrasi interaktif berbantuan Google Sites dan kelompok kontrol yang belajar melalui demonstrasi biasa tanpa dukungan media digital. Data penelitian diperoleh dari penilaian praktik, observasi proses pembelajaran, serta angket tanggapan siswa. Analisis data dilakukan melalui statistik deskriptif dan uji Welch t-test. Temuan penelitian memperlihatkan bahwa hasil belajar kelompok eksperimen berada pada tingkat yang lebih tinggi dibandingkan kelompok kontrol dan menunjukkan perbedaan yang bermakna secara statistik. Pelaksanaan pembelajaran juga terlaksana dengan kategori sangat baik, sementara tanggapan siswa terhadap media yang digunakan menunjukkan penerimaan positif. Berdasarkan hasil tersebut, penggunaan demonstrasi interaktif berbasis Google Sites dinilai mampu mendukung peningkatan keterampilan praktik AutoCAD. Pemanfaatan platform digital berbasis web berpotensi diterapkan sebagai strategi pembelajaran inovatif pada pendidikan kejuruan yang menekankan penguasaan keterampilan teknis dan visualisasi.

ANALISIS UJI VALIDITAS PENGEMBANGAN E-BOOK INTERAKTIF BERBASIS HEYZINE PADA PEMBELAJARAN IPAS KELAS V SEKOLAH DASAR Sri Rahayu; Ina Agustin
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i2.10542

The integration of digital media in learning activities for grade V students at UPT SD Negeri Ronggomulyo 4 has not been fully optimized, as teachers still predominantly use printed instructional materials such as textbooks and worksheets. This situation limits learning variation and reduces the effective use of technology in classroom instruction. This study aimed to determine the validity level of an interactive E-BOOK developed using Heyzine as a reference for its feasibility in IPAS learning. The research applied a Research and Development method with the ADDIE model, which includes the stages of analyze, design, development, implementation, and evaluation. Validation was conducted by material, media, and language experts. Data were collected through validation questionnaires using a 1–5 rating scale and analyzed with descriptive quantitative methods. The findings revealed that the developed product achieved a very valid category, with validation scores of 94% from material experts, 89% from media experts, and 91% from language experts. These results indicate that the product fulfills content, visual, and language feasibility criteria. Therefore, the Heyzine-based interactive E-BOOK is considered suitable for use as a supporting learning medium in fifth-grade IPAS instruction. ABSTRAK Pemanfaatan media digital dalam pembelajaran di kelas V UPT SD Negeri Ronggomulyo 4 masih belum optimal karena proses belajar lebih banyak didukung bahan ajar cetak, seperti buku paket dan LKS. Kondisi tersebut membuat variasi pembelajaran terbatas serta penggunaan teknologi dalam kelas belum berjalan maksimal. Penelitian ini dilakukan untuk menilai tingkat validitas E-BOOK interaktif berbasis Heyzine sebagai acuan kelayakan penggunaannya pada mata pelajaran IPAS. Metode yang digunakan adalah penelitian dan pengembangan (Research and Development) dengan model ADDIE yang mencakup tahap analyze, design, development, implementation, dan evaluation. Validator dalam penelitian ini terdiri atas ahli materi, ahli media, dan ahli bahasa. Data diperoleh melalui angket validasi menggunakan skala penilaian 1–5, kemudian dianalisis secara deskriptif kuantitatif. Hasil validasi menunjukkan bahwa produk yang dikembangkan berada pada kategori sangat valid dengan persentase penilaian ahli materi 94%, ahli media 89%, dan ahli bahasa 91%. Capaian tersebut menandakan bahwa produk telah memenuhi aspek isi, tampilan, dan kebahasaan. Berdasarkan hasil tersebut, E-BOOK interaktif berbasis Heyzine dinilai layak dimanfaatkan sebagai media pembelajaran IPAS untuk siswa kelas V.

EFEKTIVITAS PENGGUNAAN PLATFORM “RUMAH PENDIDIKAN” DALAM MENINGKATKAN HASIL BELAJAR DAN MOTIVASI BELAJAR SISWA KELAS III SEKOLAH DASAR Jazilatun Nikmah; Farid Ahmadi
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i2.10565

Mathematics is often considered a difficult subject to understand, this is because the implementation of learning still uses conventional methods that result in lessons feeling monotonous and boring so that it has an impact on student learning outcomes and motivation. This study aims to determine the effectiveness of the rumah pendidikan platform in improving the learning outcomes and motivation of grade III Dabin II students in Batealit District, Jepara Regency. The research uses an experiment method with a One Group Pre-test-Post-test design. The sample used includes three elementary schools with a total of 103 students. Data collection uses a motivation questionnaire and student learning outcome tests that are analyzed by normality tests, paired sample t-tests and n-gain tests. The research findings show the influence of the use of these media in improving student learning outcomes and motivation. The effectiveness of the education home platform from the n-gain score of learning outcomes is 0.5833, while the n-gain score of the learning motivation questionnaire is 0.5618. Both scores indicate an increase in learning outcomes and motivation that falls into the fairly effective category. This proves that the use of the rumah pendidikan platform as an effective learning medium for increasing the learning outcomes and motivation of grade III students in the mathematics subject of flat shapes. ABSTRAK Mamtematika sering dianggap mata pelajaran yang sulit dipahami, hal tersebut dikarenakan pelaksanan pembelajaran masih menggunakan metode konvensional yang mengakibatkan pelajaran terasa monoton dan membosankan sehingga berdampak pada hasil dan motivasi belajar siswa. Penelitian ini bertujuan untuk mengetahui keefektivan platform rumah pendidikan dalam meningkatkan hasil dan motivasi belajar siswa kelas III Dabin II kecamatan batealit Kabupaten jepara. Penelitian menggunakan metode eksperimen dengan desain One Group Pre-test-Post-test. Sampel yang digunakan meliputi tiga sekolah dasar dengan jumlah keseluruhan 103 siswa. Pengumpulan data menggunakan angket motivasi dan tes hasil belajar siswa yang dianalisis dengan uji normalitas, uji paired sample t-test dan uji n-gain. Temuan penelitian menunjukkan adanya pengaruh penggunaan media tersebut dalam meningkatkan hasil dan motivasi belajar siswa. Efektivitas platform rumah pendidikan dari skor n-gain hasil belajar sebesar 0,5833, sedangkan skor n-gain angket motivasi belajar sebesar 0,5618. Kedua skor tersebut menunjukkan peningkatan hasil dan motivasi belajar masuk dalam kategori cukup efektif. Hal tersebut membuktikan penggunaan platform rumah pendidikan sebagai media pembelajaran efektif terhadap meningkatnya hasil dan motivasi belajar siswa kelas III pada mata pelajaran matematika materi bangun datar.

ANALISIS KETERKAITAN MINAT BELAJAR DAN PRESTASI GAMBAR TEKNIK MANUAL TERHADAP PRESTASI AUTOCAD KELAS XI DPIB SMKN Yunita Wahyu Lestari; Desy Ratna Arthaningtyas
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i2.10571

The transition from manual technical drawing skills to digital-based competencies is often not supported by adequate foundational abilities, which may hinder students’ success in learning AutoCAD in vocational education. This gap highlights the need to identify key factors influencing students’ digital competency achievement. This study aims to examine the relationship between learning interest and manual technical drawing achievement on AutoCAD 2D performance. A total of 36 eleventh-grade DPIB students at SMKN Dander Bojonegoro were involved as research participants in a quantitative study employing an ex post facto design. Data were analyzed using multiple linear regression with a bootstrapping technique due to non-normal distribution. The results indicate that manual technical drawing achievement has a significant effect on AutoCAD 2D performance, while learning interest shows no significant influence. Simultaneously, both variables demonstrate a very strong relationship with AutoCAD performance. These findings emphasize that mastery of fundamental manual skills is a key factor in supporting success in digital-based learning. Therefore, strengthening manual technical drawing competencies should be prioritized before implementing technology-based instruction. ABSTRAK Peralihan dari keterampilan gambar teknik manual ke berbasis digital seringkali tidak diimbangi dengan penguasaan kompetensi dasar yang memadai, sehingga berpotensi menghambat keberhasilan pembelajaran AutoCAD di pendidikan vokasi. Kesenjangan ini menunjukkan pentingnya mengidentifikasi faktor yang berperan dalam mendukung pencapaian kompetensi digital siswa. Penelitian ini bertujuan untuk menganalisis hubungan antara minat belajar dan prestasi gambar teknik manual terhadap prestasi AutoCAD 2D. Sebanyak 36 peserta didik kelas XI DPIB SMKN Dander Bojonegoro dilibatkan sebagai subjek dalam studi berpendekatan kuantitatif dengan rancangan ex post facto. Analisis data dilakukan dengan regresi linier berganda berbasis bootstrapping karena data tidak berdistribusi normal. Hasil penelitian menunjukkan bahwa prestasi gambar teknik manual berpengaruh signifikan terhadap prestasi AutoCAD 2D, sedangkan minat belajar tidak memberikan pengaruh yang berarti. Secara simultan, kedua variabel memiliki hubungan yang sangat kuat terhadap prestasi AutoCAD. Temuan ini menegaskan bahwa penguasaan keterampilan dasar manual menjadi faktor kunci dalam mendukung keberhasilan pembelajaran berbasis digital. Oleh karena itu, penguatan kompetensi gambar teknik manual perlu diprioritaskan sebagai fondasi sebelum implementasi pembelajaran berbasis teknologi.

PENGARUH ACADEMIC SELF-EFFICACY TERHADAP ARTIFICIAL INTELLIGENCE DEPENDENCY DENGAN ACADEMIC STRESS SEBAGAI VARIABEL INTERVENING Dina Yuliana; Triesninda Pahlevi
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i2.10623

This study focuses on examining the impact of academic self-efficacy on artificial intelligence dependency, while also investigating the role of academic stress as a mediating factor among students in the Office Administration Education Program at Surabaya State University. The rapid advancement of AI technology is now fueling a growing pattern of dependency among students, necessitating a deeper exploration from an academic perspective. We employed a quantitative method with an explanatory design. Data were collected via a questionnaire distributed to 274 respondents and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) through the SmartPLS 4 software. The results indicate that: (1) academic self-confidence negatively and significantly influences AI dependency; (2) academic self-confidence also negatively and significantly reduces academic stress; (3) academic stress, conversely, positively and significantly increases AI dependency; and (4) academic stress significantly mediates the relationship between academic self-confidence and AI dependency. In conclusion, the higher the academic self-confidence, the lower the stress experienced by students, which ultimately helps reduce excessive dependence on AI technology. ABSTRAK Penelitian ini difokuskan pada pengkajian dampak rasa percaya diri akademik (academic self-efficacy) terhadap ketergantungan pada kecerdasan buatan (artificial intelligence dependency), sambil meneliti peran stres akademik sebagai faktor mediasi di kalangan mahasiswa Program Studi Pendidikan Administrasi Perkantoran di Universitas Negeri Surabaya. Kemajuan cepat teknologi AI kini memicu pola ketergantungan mahasiswa yang semakin kuat, sehingga perlu dieksplorasi lebih dalam dari sisi akademiknya. Kami menerapkan metode kuantitatif dengan rancangan eksplanatori. Data diperoleh lewat kuesioner yang disebarkan ke 274 responden, lalu diolah pakai Partial Least Squares–Structural Equation Modeling (PLS-SEM) melalui software SmartPLS 4. Dari hasilnya, terlihat bahwa: (1) rasa percaya diri akademik secara negatif dan signifikan memengaruhi ketergantungan AI; (2) rasa percaya diri akademik juga menekan stres akademik secara negatif dan signifikan; (3) stres akademik justru meningkatkan ketergantungan AI secara positif dan signifikan; serta (4) stres akademik terbukti memediasi hubungan antara rasa percaya diri akademik dan ketergantungan AI dengan cara yang signifikan. Kesimpulannya, semakin tinggi keyakinan diri dalam urusan akademik, semakin rendah stres yang dialami mahasiswa, yang akhirnya membantu mengurangi ketergantungan berlebih pada teknologi AI.

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Muhamad Suhardi

Contact Email
jurnalp4i@gmail.com

Phone
+6285239967417

Journal Mail Official
jurnalp4i@gmail.com

Editorial Address
Lingkungan Handayani, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah, NTB

Location
Unknown,

Unknown

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Muhamad Suhardi

Contact Email jurnalp4i@gmail.com

Phone +6285239967417

Journal Mail Official jurnalp4i@gmail.com

Editorial Address Lingkungan Handayani, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah, NTB

Location Unknown, Unknown INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Muhamad Suhardi

Contact Email
jurnalp4i@gmail.com

Phone
+6285239967417

Journal Mail Official
jurnalp4i@gmail.com

Editorial Address
Lingkungan Handayani, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah, NTB

Location
Unknown,

Unknown

INDONESIA