Garuda - Garba Rujukan Digital

PENGARUH TECHNOLOGY ENHANCED LEARNING, ADMINISTRATIVE DIGITAL SKILLS, DAN COGNITIVE ENGAGEMENT TERHADAP ACADEMIC PERFORMANCE MAHASISWA FAKULTAS EKONOMI UNIVERSITAS NEGERI MEDAN Ervina Septriani Lumban Gaol; Ratu Vinda Yulia; Naurah Khalisah; Andi Taufiq Umar
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i3.12374

The development of digital technology in higher education has not been balanced by optimal cognitive participation of students in the learning process. This study aims to analyze the influence of Technology Enhanced Learning, Administrative Digital Skills, and Cognitive Engagement on the Academic Performance of students at the Faculty of Economics, Universitas Negeri Medan. The research employed a quantitative approach using multiple linear regression analysis. Data were collected through questionnaires distributed to 71 students selected through purposive sampling. The results showed that Technology Enhanced Learning had a positive and significant effect on Academic Performance ( ; ). Administrative Digital Skills had no significant effect on Academic Performance ( ; ). Cognitive Engagement had a positive and significant effect on Academic Performance ( ; ) and became the most dominant variable. Simultaneously, the three variables had a significant effect on students’ Academic Performance ( ; ) with an value of 0.357, indicating that the variables explained of the variation in students’ Academic Performance. The findings indicate that academic success in digital learning is more influenced by students’ cognitive engagement than by administrative digital skills. Higher education institutions need to develop interactive digital learning to improve student participation and learning outcomes. ABSTRAK Perkembangan teknologi digital di perguruan tinggi belum diimbangi optimalnya partisipasi kognitif mahasiswa dalam proses belajar. Penelitian ini bertujuan menganalisis pengaruh Technology Enhanced Learning, Administrative Digital Skills, dan Cognitive Engagement terhadap Academic Performance mahasiswa Fakultas Ekonomi Universitas Negeri Medan. Penelitian menggunakan pendekatan kuantitatif dengan analisis regresi linear berganda. Data diperoleh melalui kuesioner terhadap 71 mahasiswa yang dipilih menggunakan teknik purposive sampling. Hasil penelitian menunjukkan bahwa Technology Enhanced Learning berpengaruh positif signifikan terhadap Academic Performance ( ; ). Administrative Digital Skills tidak berpengaruh signifikan terhadap Academic Performance ( ; ). Cognitive Engagement berpengaruh positif signifikan terhadap Academic Performance ( ; ) serta menjadi variabel paling dominan. Secara simultan, ketiga variabel memberikan pengaruh signifikan terhadap Academic Performance mahasiswa ( ; ) dengan nilai , yang berarti ketiga variabel menjelaskan variasi Academic Performance mahasiswa. Temuan penelitian menunjukkan bahwa keberhasilan akademik mahasiswa pada pembelajaran digital lebih dipengaruhi oleh keterlibatan kognitif dibandingkan kemampuan administrasi digital. Perguruan tinggi perlu mengembangkan pembelajaran digital yang interaktif untuk meningkatkan partisipasi dan hasil belajar mahasiswa.

PENGEMBANGAN MEDIA VIRTUAL REALITY TERINTEGRASI PROBLEM BASED LEARNING UNTUK MENINGKATKAN KEMAMPUAN ANALISIS SISWA SMK Muhamad Dzikri Gumilang; Eki Nugraha; Nusuki Syariati Fathimah
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i3.12583

The absence of concrete visualization regarding data distribution flows in computer network topology concepts frequently causes spatial misconceptions that hinder vocational high school students' analytical skills. This Research and Development study applying the ADDIE model aimed to design a Virtual Reality (VR) media product named VRNet Topology integrated with Problem-Based Learning (PBL) and test its effectiveness. The research subjects comprised 38 tenth-grade Computer and Network Engineering students at a vocational high school in Bandung using a Pre-Experimental One-Group Pretest-Posttest design. Data were analyzed using the Shapiro-Wilk test, Wilcoxon Signed-Rank test, and Normalized Gain (N-Gain) index. Expert validation confirmed the product's feasibility with a score of 71 percent (feasible). The Wilcoxon test yielded a significance value of 0.000 (p < 0.05), proving a significant improvement in analytical skills. The average overall N-Gain index was 0.38 (moderate category), with sub-indicator achievements of 0.56 for differentiating, 0.33 for organizing, and 0.12 for attributing. The main conclusion confirms that PBL-based VR media is feasible and effective as an innovative learning instrument to enhance vocational students' analytical skills. ABSTRAK Ketiadaan visualisasi konkret mengenai alur distribusi data pada materi topologi jaringan komputer sering memicu miskonsepsi spasial yang menghambat kemampuan analisis peserta didik SMK. Penelitian pengembangan (Research and Development) dengan model ADDIE ini bertujuan merancang produk media Virtual Reality (VR) bernama VRNet Topology terintegrasi Problem-Based Learning (PBL) serta menguji efektivitasnya. Subjek penelitian melibatkan 38 peserta didik kelas X Teknik Komputer dan Jaringan di salah satu SMK di Bandung menggunakan desain Pre-Experimental One-Group Pretest-Posttest. Data dianalisis melalui uji Shapiro-Wilk, uji Wilcoxon Signed-Rank, dan indeks Normalized Gain (N-Gain). Hasil validasi ahli mengonfirmasi kelayakan produk dengan persentase 71 persen (layak). Uji Wilcoxon menghasilkan nilai signifikansi 0,000 (), yang membuktikan adanya peningkatan kemampuan analisis secara signifikan. Rata-rata indeks N-Gain akumulatif sebesar 0,38 (kategori sedang), dengan capaian sub-indikator differentiating sebesar 0,56, organizing sebesar 0,33, dan attributing sebesar 0,12. Simpulan utama menegaskan bahwa media VR terintegrasi PBL terbukti layak dan efektif sebagai instrumen pembelajaran inovatif untuk meningkatkan kemampuan analisis peserta didik SMK.

PENGGUNAAN APLIKASI PADLET UNTUK MENINGKATKAN MINAT BELAJAR PESERTA DIDIK MATA PELAJARAN INFORMATIKA KELAS VIII.B SMP NEGERI 1 MARE Nurul Armiyuli; A. Kasmawawati; Jusman Jusman
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i3.13443

ABSTRACT Informatics learning at SMP Negeri 1 Mare still tends to rely on conventional teaching methods, resulting in learning experiences that are less interactive and participatory. This study aimed to describe the learning experiences of eighth-grade students (Class VIII.B) before and after the use of Padlet and to understand changes in the forms and meanings of students’ learning interest following its implementation as a collaborative learning medium. This study employed a qualitative approach with a descriptive phenomenological design. Data were collected through observations, interviews, and documentation involving Class VIII.B students and an Informatics teacher as data sources. The findings showed that before the use of Padlet, students tended to be passive, less interested, and had limited interaction during learning activities. Following the implementation of Padlet, students’ learning experiences became more interactive, participatory, and collaborative through activities such as writing, uploading answers, providing feedback, and responding to their peers’ ideas. Observation results indicated an overall learning interest score of 83.0%, categorized as very high, reflected in attention and learning engagement, interest and enthusiasm, persistence and initiative, and collaborative involvement. These findings indicate that Padlet has the potential to support students’ learning interest by fostering more active, interactive, and meaningful Informatics learning experiences. ABSTRAK Pembelajaran Informatika di SMP Negeri 1 Mare masih cenderung menggunakan metode konvensional sehingga pengalaman belajar peserta didik kurang interaktif dan partisipatif. Penelitian ini bertujuan mendeskripsikan pengalaman belajar peserta didik kelas VIII.B sebelum dan sesudah penggunaan aplikasi Padlet serta memahami perubahan bentuk dan pemaknaan minat belajar setelah penerapannya sebagai media pembelajaran kolaboratif. Penelitian menggunakan pendekatan kualitatif dengan desain fenomenologi deskriptif. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi dengan melibatkan peserta didik kelas VIII.B dan guru Informatika sebagai sumber data. Hasil penelitian menunjukkan bahwa sebelum penggunaan Padlet, peserta didik cenderung pasif, kurang tertarik, dan terbatas dalam berinteraksi selama pembelajaran. Setelah penggunaan Padlet, pengalaman belajar peserta didik menjadi lebih interaktif, partisipatif, dan kolaboratif melalui aktivitas menulis, mengunggah jawaban, memberikan tanggapan, dan merespons gagasan teman. Hasil observasi menunjukkan capaian minat belajar sebesar 83,0% dalam kategori sangat tinggi, yang meliputi perhatian dan keaktifan, ketertarikan dan antusiasme, ketekunan dan inisiatif, serta keterlibatan kolaboratif. Temuan ini menunjukkan bahwa Padlet berpotensi mendukung minat belajar melalui pengalaman pembelajaran Informatika yang lebih aktif, interaktif, dan bermakna.

ANALISIS EFEKTIVITAS SISTEM SATU DATA DI KABUPATEN LAMONGAN MENGGUNAKAN MODEL DELONE AND MCLEAN Maharani Putri Sukandi Arum Buwana; Meylia Elizabeth Ranu
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i4.13508

Digital transformation in public administration requires information systems capable of providing integrated, accurate, and accessible data to various stakeholders. In this context, the Satu Data Information System in Lamongan Regency serves as an important instrument for supporting inter-agency data management and provision, as well as meeting the information needs of employees and the public. However, the effectiveness of information system implementation needs to be evaluated based on system quality, information quality, and service quality provided to users. This study aims to analyze the effectiveness of the Satu Data Information System in Lamongan Regency using the DeLone and McLean Information Systems Success Model. This study employed a quantitative approach using Structural Equation Modeling–Partial Least Squares (SEM-PLS) to examine the relationships among the variables in the research model. The study population consisted of 162 individuals, with a sample of 116 respondents. Data were collected through observation, interviews, and questionnaire distribution. The results indicate that the Satu Data Information System in Lamongan Regency has been implemented effectively in supporting information needs and employee performance. This effectiveness is supported by system quality, information quality, service quality, and regulations requiring the use of the Satu Data System as an integrated information system for data management and provision. These findings indicate that the successful implementation of government information systems requires continuous improvement in system quality, information quality, and service quality. Therefore, the management of the Satu Data System should conduct regular evaluations and system development to improve accessibility, information reliability, and system utilization in supporting government performance. ABSTRAK Transformasi digital dalam penyelenggaraan pemerintahan menuntut tersedianya sistem informasi yang mampu menyediakan data secara terintegrasi, akurat, dan mudah diakses oleh berbagai pihak. Dalam konteks tersebut, Sistem Informasi Satu Data di Kabupaten Lamongan menjadi salah satu instrumen penting dalam mendukung pengelolaan dan penyediaan data antarlembaga serta menunjang kebutuhan informasi pegawai dan masyarakat. Namun, efektivitas penerapan sistem informasi perlu dievaluasi berdasarkan kualitas sistem, kualitas informasi, dan kualitas layanan yang diberikan kepada pengguna. Penelitian ini bertujuan untuk menganalisis efektivitas Sistem Informasi Satu Data di Kabupaten Lamongan menggunakan model keberhasilan sistem informasi DeLone dan McLean. Penelitian ini menggunakan pendekatan kuantitatif dengan Structural Equation Modeling–Partial Least Squares (SEM-PLS) untuk menganalisis hubungan antarvariabel dalam model penelitian. Populasi penelitian berjumlah 162 orang dengan sampel sebanyak 116 responden. Data dikumpulkan melalui observasi, wawancara, dan penyebaran kuesioner. Hasil penelitian menunjukkan bahwa Sistem Informasi Satu Data di Kabupaten Lamongan telah berjalan efektif dalam mendukung kebutuhan informasi dan menunjang kinerja pegawai. Efektivitas tersebut didukung oleh kualitas sistem, kualitas informasi, kualitas layanan, serta regulasi yang mewajibkan penggunaan Sistem Satu Data sebagai sistem informasi terpadu dalam pengelolaan dan penyediaan data. Temuan ini menunjukkan bahwa keberhasilan implementasi sistem informasi pemerintahan memerlukan peningkatan berkelanjutan pada kualitas sistem, informasi, dan layanan. Oleh karena itu, pengelola Sistem Satu Data perlu melakukan evaluasi dan pengembangan sistem secara berkala untuk meningkatkan aksesibilitas, keandalan informasi, dan pemanfaatan sistem dalam mendukung kinerja pemerintahan.

PENGEMBANGAN E-LKPD BERBASIS PROBLEM BASED LEARNING BERBANTUAN GIMKIT MATERI ZAMAN PRAAKSARA UNTUK MENINGKATKAN MOTIVASI BELAJAR Ainun Ni'mah; Dewa Agung Gede Agung
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i3.13757

ABSTRACT Social studies learning on the Prehistoric Era was developed through an E-LKPD that not only presents learning materials but also guides students through problem-solving and gamification activities. The product was designed for seventh-grade students at SMPN 2 Malang using a Research and Development approach with the ADDIE model, comprising Analyze, Design, Development, Implementation, and Evaluation. The development process involved one subject-matter expert, one media expert, and a limited trial with 8 students using a One-Group Pretest–Posttest design. Data were collected through observation, an ARCS-based learning motivation questionnaire, subject-matter and media expert validation sheets, and a student response questionnaire. The assessment results indicated that material feasibility reached 96.93% and media feasibility reached 89.87%, both of which were categorized as highly feasible. Student responses reached 92%, categorized as highly practical. In the motivation measurement, the mean score changed from 61.3 before product use to 79.6 after implementation, representing a difference of 18.3 points. Since the data were obtained from a small single group and analyzed descriptively, this change is interpreted as a difference in scores following product use rather than as evidence of a causal effect. The developed product provides an alternative digital teaching material that integrates Problem Based Learning and Gimkit within Social Studies learning. ABSTRAK Pembelajaran IPS pada materi Zaman Praaksara dikembangkan melalui E-LKPD yang tidak hanya menyajikan materi, tetapi juga mengarahkan peserta didik pada aktivitas pemecahan masalah dan gamifikasi. Produk ini dirancang untuk kelas VII SMPN 2 Malang dengan pendekatan Research and Development melalui model ADDIE yang meliputi Analyze, Design, Development, Implementation, dan Evaluation. Tahap pengembangan melibatkan satu ahli materi, satu ahli media, serta uji coba terbatas terhadap 8 peserta didik menggunakan desain One-Group Pretest–Posttest. Informasi penelitian dikumpulkan melalui observasi, angket motivasi belajar berbasis ARCS, lembar validasi ahli materi dan media, serta angket respons peserta didik. Hasil penilaian menunjukkan kelayakan materi sebesar 96,93% dan kelayakan media 89,87%, keduanya berada pada kategori sangat layak. Respons peserta didik mencapai 92% dengan kategori sangat praktis. Pada pengukuran motivasi, rata-rata skor berubah dari 61,3 sebelum penggunaan produk menjadi 79,6 setelah implementasi, dengan selisih 18,3 poin. Karena data diperoleh dari satu kelompok kecil dan dianalisis secara deskriptif, perubahan tersebut dipahami sebagai gambaran skor setelah penggunaan produk, bukan bukti kausal. Produk yang dikembangkan menjadi alternatif bahan ajar digital yang memadukan Problem Based Learning dan Gimkit secara terpadu dalam pembelajaran IPS.

DAMPAK MODEL PEMBELAJARAN TEAMS GAMES TOURNAMENT BERBANTUAN WORDWALL TERHADAP MOTIVASI BELAJAR IPS SISWA KELAS VII Clarissa Novita Safitriana; Nurul Ratnawati
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i3.13783

ABSTRACT Low learning motivation in Social Studies remains a major challenge in fostering active and meaningful learning at the junior high school level. This study aimed to describe the learning motivation of seventh-grade students at SMP Negeri 26 Malang through the implementation of the Teams Games Tournament (TGT) cooperative learning model assisted by Wordwall and to examine its contribution to students' learning motivation based on Sardiman’s six motivational indicators. This study employed a descriptive qualitative approach within a postpositivist paradigm. Data were collected through classroom observations, semi-structured interviews with ten students and one teacher, and document analysis. Data were analyzed using the interactive model of Miles and Huberman, which consists of data reduction, data display, and conclusion drawing. The findings revealed that integrating the Teams Games Tournament (TGT) model with Wordwall positively enhanced students' learning motivation across all observed indicators. The Wordwall leaderboard and real-time scoring features effectively stimulated students’ achievement motivation through healthy competition, while heterogeneous group activities in the TGT model promoted interaction, active participation, and collaborative learning. However, unstable internet connectivity remained the primary challenge during implementation. This study concludes that integrating the Teams Games Tournament (TGT) model with Wordwall is an innovative and effective instructional strategy for enhancing junior high school students’ motivation to learn Social Studies. ABSTRAK Rendahnya motivasi belajar siswa pada mata pelajaran Ilmu Pengetahuan Sosial (IPS) menjadi salah satu tantangan dalam mewujudkan pembelajaran yang aktif dan bermakna di jenjang sekolah menengah pertama. Penelitian ini bertujuan mendeskripsikan motivasi belajar siswa kelas VII SMP Negeri 26 Malang melalui penerapan model pembelajaran kooperatif Teams Games Tournament (TGT) berbantuan Wordwall serta mengkaji kontribusinya terhadap motivasi belajar berdasarkan enam indikator Sardiman. Penelitian menggunakan pendekatan kualitatif deskriptif dengan paradigma postpositivisme. Data diperoleh melalui observasi, wawancara semi-terstruktur terhadap sepuluh siswa dan satu guru, serta studi dokumentasi. Analisis data dilakukan secara interaktif melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan menurut Miles dan Huberman. Hasil penelitian menunjukkan bahwa integrasi model Teams Games Tournament (TGT) dengan Wordwall mampu meningkatkan motivasi belajar siswa pada seluruh indikator yang diamati. Fitur leaderboard dan skor secara langsung mendorong munculnya motivasi berprestasi melalui kompetisi yang sehat, sedangkan pembelajaran kooperatif dalam kelompok heterogen memperkuat interaksi, keberanian berpartisipasi, serta kerja sama antarsiswa. Meskipun demikian, keterbatasan konektivitas internet masih menjadi kendala dalam pelaksanaannya. Penelitian ini menyimpulkan bahwa penerapan model Teams Games Tournament (TGT) berbantuan Wordwall merupakan strategi pembelajaran yang inovatif dan efektif untuk meningkatkan motivasi belajar IPS siswa di tingkat SMP.

PEMANFAATAN MEDIA DIGITAL PADLET DALAM MENCIPTAKAN RUANG BELAJAR INTERAKTIF PADA PEMBELAJARAN IPS KELAS VII Fanana Firdausi; Toto Nusantara
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i3.13806

ABSTRACT Social Studies (IPS) learning at the junior high school level continues to face challenges due to limited classroom interactivity, resulting from teacher-centered instructional practices and the underutilization of digital learning media. This condition highlights the need for innovative instructional media capable of fostering a more participatory learning environment based on student-centered learning. Padlet is one of the digital platforms with the potential to facilitate such an interactive learning environment by enabling students to share ideas, engage in discussions, and present their learning outcomes collaboratively. This study aimed to describe the utilization of Padlet in creating an interactive learning environment in Social Studies learning for seventh-grade students at SMP Negeri 25 Malang. The study employed a descriptive qualitative approach. Data were collected through classroom observations conducted over three learning sessions, interviews, and documentation. Data validity was ensured through source and technique triangulation. The findings indicate that the use of Padlet enhanced two-way interaction between teachers and students as well as among students, encouraged previously passive learners to participate more actively, and created a more engaging, collaborative, and reflective learning atmosphere. Furthermore, Padlet assisted teachers in managing argument-based Social Studies learning more effectively through digital discussion activities. Although technical constraints, including limited internet access and inadequate devices, were encountered, these challenges could be minimized through adaptive instructional strategies implemented by teachers. Therefore, Padlet can serve as an effective digital learning medium for fostering an interactive learning environment in junior high school Social Studies instruction. ABSTRAK Pembelajaran Ilmu Pengetahuan Sosial (IPS) pada jenjang SMP masih menghadapi tantangan berupa rendahnya interaktivitas kelas akibat dominasi metode pembelajaran yang berpusat pada guru dan belum optimalnya pemanfaatan media digital. Kondisi tersebut mendorong perlunya inovasi media pembelajaran yang mampu menciptakan ruang belajar yang lebih partisipatif dan berorientasi pada student-centered learning. Salah satu media yang berpotensi mendukung tujuan tersebut adalah Padlet sebagai papan tulis digital yang memungkinkan siswa berbagi ide, berdiskusi, dan memberikan umpan balik secara kolaboratif. Penelitian ini bertujuan mendeskripsikan pemanfaatan media Padlet dalam menciptakan ruang belajar interaktif pada pembelajaran IPS siswa kelas VII di SMP Negeri 25 Malang. Penelitian menggunakan pendekatan kualitatif deskriptif dengan pengumpulan data melalui observasi selama tiga kali pertemuan, wawancara, dan dokumentasi. Keabsahan data diuji menggunakan triangulasi sumber dan triangulasi teknik. Hasil penelitian menunjukkan bahwa penggunaan Padlet mampu meningkatkan interaksi dua arah antara guru dan siswa maupun antarsiswa, mendorong partisipasi siswa yang semula pasif menjadi lebih aktif, serta menciptakan suasana belajar yang lebih menarik, kolaboratif, dan reflektif. Selain itu, Padlet membantu guru mengelola pembelajaran IPS yang bersifat argumentatif melalui aktivitas diskusi digital secara lebih efektif. Meskipun masih dijumpai kendala berupa keterbatasan akses internet dan perangkat, hambatan tersebut dapat diminimalkan melalui strategi mitigasi yang adaptif. Dengan demikian, media Padlet menjadi alternatif yang efektif dalam mendukung terciptanya ruang belajar interaktif pada pembelajaran IPS di jenjang SMP.

PENERAPAN METODE GAME BASED LEARNING MELALUI MEDIA ZEP QUIZ PADA MATA PELAJARAN SEJARAH SISWA SMA Holifatul Mutmainah; M Iqbal Ibrahim H; Ilfiana Firzaq Arifin
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i3.13918

ABSTRACT History learning at the senior high school level continues to face challenges in fostering meaningful student engagement, particularly when instructional practices remain dominated by conventional approaches. Integrating Game-Based Learning through Zep Quiz offers an alternative learning environment that encourages active participation while maintaining instructional objectives. This study explored the implementation of Zep Quiz in history instruction, examined its relevance as a learning medium, and identified its contribution to classroom learning among tenth-grade students at SMA 10 Nopember Kalisat. A descriptive qualitative approach was employed involving one history teacher and 18 tenth-grade students. Data were obtained through classroom observations, interviews, supporting questionnaires, and documentation. The analysis followed the stages of data condensation, data display, and conclusion drawing, while the trustworthiness of the findings was ensured through source and technique triangulation. The findings revealed that the implementation of Zep Quiz was systematically carried out through planning, implementation, and evaluation stages. Throughout the learning process, students demonstrated greater participation, enthusiasm, and responsiveness toward history lessons. At the same time, the teacher was able to monitor students' understanding more effectively by utilizing quiz results as formative feedback. These findings indicate that Zep Quiz is a relevant instructional medium for history education, as it promotes a more interactive, engaging, and student-centered learning environment while supporting meaningful classroom learning experiences. ABSTRAK Transformasi pembelajaran sejarah menuntut hadirnya pengalaman belajar yang mampu meningkatkan keterlibatan siswa, terutama ketika pembelajaran di kelas masih didominasi pendekatan konvensional yang membatasi partisipasi aktif. Salah satu alternatif yang berkembang ialah pemanfaatan Game-Based Learning melalui media Zep Quiz, yang menghadirkan aktivitas belajar berbasis permainan dengan tetap berorientasi pada pencapaian tujuan pembelajaran. Penelitian ini mengeksplorasi implementasi penggunaan Zep Quiz dalam pembelajaran sejarah, mengkaji kesesuaiannya sebagai media pembelajaran, serta mengungkap dampaknya terhadap proses belajar siswa kelas X SMA 10 Nopember Kalisat. Kajian dilakukan menggunakan pendekatan kualitatif deskriptif dengan melibatkan satu guru sejarah dan 18 siswa sebagai subjek penelitian. Data diperoleh melalui observasi, wawancara, kuesioner pendukung, dan dokumentasi, kemudian dianalisis melalui tahapan kondensasi data, penyajian data, serta penarikan kesimpulan. Kredibilitas temuan dijaga melalui triangulasi sumber dan triangulasi teknik. Hasil penelitian memperlihatkan bahwa implementasi Zep Quiz berlangsung melalui tahapan perencanaan, pelaksanaan, dan evaluasi yang saling berkesinambungan. Selama pembelajaran, siswa menunjukkan partisipasi yang lebih aktif, antusiasme yang meningkat, dan respons yang lebih baik terhadap materi sejarah. Di sisi lain, guru memperoleh kemudahan dalam memantau tingkat pemahaman siswa melalui hasil kuis yang dihasilkan. Kondisi tersebut memperlihatkan bahwa Zep Quiz memiliki relevansi sebagai media pembelajaran sejarah yang mampu menciptakan pengalaman belajar lebih interaktif, menarik, dan berpusat pada siswa.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE BERBANTUAN MEDIA WORDWALL UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA DI SMKS PAB 2 HELVETIA Iman Daeli; Tuti Sriwedari; Rini Herliani; Weny Nurwendari; Choms Gary Ganda Tua Sibarani
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i3.13948

Low student learning activity caused accounting instruction to run less effectively and contributed to low learning mastery. This study aimed to improve students’ learning activities and learning outcomes through the implementation of the Think Pair Share cooperative learning model assisted by Wordwall. The study employed classroom action research conducted in two cycles, each consisting of planning, action, observation, and reflection. The participants were 12 Grade X Accounting and Financial Institution students at SMKS PAB 2 Helvetia. Data were collected through learning-activity observations and achievement tests and were analyzed quantitatively and qualitatively. The success criteria were established when at least 80% of students were categorized as active or highly active and at least 80% of students achieved a minimum score of 80. The results showed that the proportion of students categorized as active and highly active increased from 33.33% in Cycle I to 91.67% in Cycle II. The mean achievement score increased from 62.58 in the pre-test to 78.08 in Cycle I and 86.92 in Cycle II. Classical mastery increased from 16.67% to 33.33% and finally reached 91.67% in Cycle II. Therefore, the implementation of Think Pair Share assisted by Wordwall successfully improved students’ learning activities and learning outcomes and met the predetermined success criteria. The findings imply that integrating a cooperative learning model with interactive digital media can serve as a practical alternative for accounting teachers to enhance student engagement and learning achievement through more active, collaborative, and interactive learning. ABSTRAK Rendahnya aktivitas belajar siswa menyebabkan proses pembelajaran akuntansi belum berlangsung optimal dan berdampak pada rendahnya ketuntasan hasil belajar. Penelitian ini bertujuan meningkatkan aktivitas dan hasil belajar siswa melalui penerapan model pembelajaran kooperatif tipe Think Pair Share berbantuan media Wordwall. Penelitian menggunakan penelitian tindakan kelas yang dilaksanakan dalam dua siklus, masing-masing meliputi tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian adalah 12 siswa kelas X Akuntansi dan Keuangan Lembaga SMKS PAB 2 Helvetia. Data dikumpulkan melalui observasi aktivitas belajar dan tes hasil belajar, kemudian dianalisis secara kuantitatif dan kualitatif. Indikator keberhasilan tindakan ditetapkan apabila sekurang-kurangnya 80% siswa berada pada kategori aktif atau sangat aktif dan sekurang-kurangnya 80% siswa mencapai nilai minimal 80. Hasil penelitian menunjukkan bahwa siswa berkategori aktif dan sangat aktif meningkat dari 33,33% pada Siklus I menjadi 91,67% pada Siklus II. Nilai rata-rata hasil belajar meningkat dari 62,58 pada pre-test menjadi 78,08 pada Siklus I dan 86,92 pada Siklus II. Ketuntasan klasikal meningkat dari 16,67% menjadi 33,33% dan mencapai 91,67% pada Siklus II. Dengan demikian, penerapan Think Pair Share berbantuan Wordwall berhasil meningkatkan aktivitas dan hasil belajar siswa serta memenuhi indikator keberhasilan penelitian tindakan kelas. Implikasi penelitian menunjukkan bahwa integrasi model kooperatif dengan media digital interaktif dapat menjadi alternatif praktis bagi guru akuntansi untuk meningkatkan keterlibatan siswa dan pencapaian hasil belajar melalui pembelajaran yang lebih aktif, kolaboratif, dan interaktif.

EFEKTIVITAS PELATIHAN OTOMATISASI NILAI RAPOR BERBASIS MICROSOFT EXCEL: STUDI KASUS DI SEKOLAH DIGANTA PELITA DEPOK Rima Aulia; Astri Hijratul Rakhmah; Adelia Alvi Yana; Ade Indra Saputra
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i3.14000

Information technology training for teachers has become an urgent need along with the increasing complexity of academic administration, particularly in schools that are still establishing their work systems. Newly established inclusive schools face dual challenges: limited human resources and the absence of standardized procedures in academic data management, including report card processing. However, research specifically examining the effectiveness of Microsoft Excel-based report card automation training in the context of new schools using an in-depth case study approach remains limited. This study aims to fill this gap by analyzing the effectiveness of Microsoft Excel-based report card automation training in improving teachers' administrative competence at a newly established inclusive school. The approach used is a mixed-method with a case study design involving three teachers as research subjects. Quantitative data were obtained through pre-test and post-test, while qualitative data were collected through in-depth interviews, participatory observation, and documentation. The results show an increase in the average teacher understanding score from 41.67% (pre-test) to 81.67% (post-test), with the highest improvement occurring in mastery of nested IF functions and VLOOKUP. Qualitatively, teachers reported a reduction in report card processing time from an average of 4 days to 1 day, as well as increased confidence in managing academic data. The novelty of this research lies in the development of a contextual training model that integrates intensive mentoring and digital report card templates tailored to the specific needs of new inclusive schools, as well as holistic impact measurement through a mixed-method approach. This study concludes that report card automation training is effective in improving teachers' administrative competence, especially in the context of new schools with limited resources. The practical implication of this research is the need for ongoing information technology training programs for teachers in new schools. ABSTRAK Pelatihan teknologi informasi bagi guru menjadi kebutuhan mendesak seiring dengan tuntutan administrasi akademik yang semakin kompleks, terutama di sekolah-sekolah yang masih membangun sistem kerja. Sekolah inklusi yang baru didirikan menghadapi tantangan ganda, yaitu keterbatasan sumber daya manusia dan belum adanya prosedur baku dalam pengolahan data akademik, termasuk nilai rapor. Namun, penelitian yang secara khusus mengkaji efektivitas pelatihan otomatisasi nilai rapor berbasis Microsoft Excel dalam konteks sekolah baru dengan pendekatan studi kasus mendalam, masih terbatas. Penelitian ini bertujuan mengisi kesenjangan tersebut dengan menganalisis efektivitas pelatihan otomatisasi nilai rapor berbasis Microsoft Excel dalam meningkatkan kompetensi administratif guru di sebuah sekolah inklusi yang baru didirikan. Pendekatan yang digunakan adalah mixed-method dengan desain studi kasus yang melibatkan tiga orang guru sebagai subjek penelitian. Data kuantitatif diperoleh melalui pre-test dan post-test, sedangkan data kualitatif dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan dokumentasi. Hasil penelitian menunjukkan peningkatan rata-rata skor pemahaman guru dari 41,67% (pre-test) menjadi 81,67% (post-test), dengan peningkatan tertinggi terjadi pada penguasaan fungsi IF bertingkat dan VLOOKUP. Secara kualitatif, guru melaporkan pengurangan waktu pengolahan rapor dari rata-rata 4 hari menjadi 1 hari, serta peningkatan kepercayaan diri dalam mengelola data akademik. Kebaruan penelitian ini terletak pada pengembangan model pelatihan kontekstual yang mengintegrasikan pendampingan intensif dan template rapor digital yang disesuaikan dengan kebutuhan spesifik sekolah inklusi baru, serta pengukuran dampak secara holistik melalui pendekatan mixed-method. Penelitian ini menyimpulkan bahwa pelatihan otomatisasi nilai rapor efektif meningkatkan kompetensi administratif guru, terutama dalam konteks sekolah baru dengan sumber daya terbatas. Implikasi praktis dari penelitian ini adalah perlunya program pelatihan teknologi informasi yang berkelanjutan bagi guru di sekolah baru.

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