cover
Article Per Year (5 Year)
All
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
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi
Published by Pusat Pengembangan Pendidikan dan Penelitian Indonesia
ISSN : 27970590     EISSN : 27970140     DOI : https://doi.org/10.51878/edutech.v1i2.431
Core Subject : Education,
Education
Jurnal ini berisi artikel hasil pemikiran dan penelitian yang ditulis oleh para guru, dosen, pakar, ilmuwan, praktisi, dan pengkaji dalam semua disiplin ilmu yang berkaitan dengan pendidikan berbantuan teknologi.
Arjuna Subject : Umum - Umum
Articles 526 Documents
 49   50   51   52   53 
PENGEMBANGAN MEDIA ULAR TANGGA DIGITAL UNTUK MENINGKATKAN HASIL BELAJAR SISWA DALAM PEMBELAJARAN SEJARAH Nor Fadilah; M. Khusni Mubarok; J. Priyanto Widodo
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.v6i4.14346

Abstract

ABSTRACT History learning at SMA Persatuan Tulangan still faces limitations in the use of instructional media, resulting in the learning process tending to rely on material delivery through textbooks and simple presentations. This condition became the basis for developing a digital snakes and ladders learning medium that combines a physical game with digital content to provide an alternative, more active learning experience. This study aimed to develop a digital snakes and ladders learning medium and determine its effectiveness in improving the learning outcomes of Grade XI-IA2 students at SMA Persatuan Tulangan. The study employed Research and Development using the ADDIE model, which comprises Analyze, Design, Development, Implementation, and Evaluation. The development stages included analyzing learning conditions and student characteristics, designing the product, developing and validating the medium, implementing it with 30 students, and evaluating the product and learning outcomes. Data were collected through media and material expert validation and pre-test and post-test assessments. Feasibility was analyzed using a Likert-scale percentage, while the test instrument was examined for validity and reliability before learning improvement was calculated using N-gain. Media validation reached 87.5% and material validation 85%, both categorized as highly feasible. All 20 test items were valid, with a Cronbach's Alpha of 0.920. The mean score increased from 56.33 to 83.33, with an N-gain of 0.63 or 62.60%, categorized as moderate and sufficiently effective. The developed medium is feasible and sufficiently effective in supporting improvements in history learning outcomes. ABSTRAK Pembelajaran sejarah di SMA Persatuan Tulangan masih menghadapi keterbatasan penggunaan media sehingga proses belajar cenderung bergantung pada penyampaian materi melalui buku dan presentasi sederhana. Kondisi tersebut menjadi dasar pengembangan media ular tangga digital yang memadukan permainan fisik dengan konten digital untuk memberikan alternatif pengalaman belajar yang lebih aktif. Penelitian ini bertujuan mengembangkan media ular tangga digital serta mengetahui efektivitasnya dalam meningkatkan hasil belajar siswa kelas XI-IA2 SMA Persatuan Tulangan. Penelitian menggunakan Research and Development dengan model ADDIE yang mencakup Analyze, Design, Development, Implementation, dan Evaluation. Tahap pengembangan meliputi analisis kondisi pembelajaran dan karakteristik siswa, perancangan produk, pembuatan serta validasi media, penerapan pada 30 siswa, dan evaluasi produk serta hasil belajar. Data diperoleh melalui validasi ahli media dan materi serta tes pre-test dan post-test. Kelayakan dianalisis menggunakan persentase skala Likert, sedangkan instrumen tes diuji validitas dan reliabilitasnya sebelum peningkatan hasil belajar dihitung menggunakan N-gain. Validasi media mencapai 87,5% dan validasi materi 85%, keduanya berkategori sangat layak. Seluruh 20 butir soal valid dengan Cronbach's Alpha 0,920. Rata-rata nilai meningkat dari 56,33 menjadi 83,33 dengan N-gain 0,63 atau 62,60%, yang termasuk kategori sedang dan cukup efektif. Media yang dikembangkan layak digunakan dan cukup efektif dalam mendukung peningkatan hasil belajar sejarah.
VISUALISASI INTERAKTIF KOMPONEN PERANGKAT KERAS KOMPUTER BERBASIS AUGMENTED REALITY BAGI SISWA MENENGAH PERTAMA Fildzah Zata Izzati; Wahyu Sakti Gunawan Irianto; Novita Tri Indrasari
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.v6i4.14377

Abstract

ABSTRACT Limited access to directly observe computer hardware components has become one of the challenges in Informatics learning at SMP Negeri 28 Malang. The laboratory's use of All-in-One PCs places several components within an enclosed system, causing learning activities to rely primarily on two-dimensional images and theoretical explanations. This study focused on developing an Augmented Reality (AR)-based learning medium to provide more interactive visualization of computer hardware components for seventh-grade students. The study employed the Research and Development (R&D) method using the ADDIE model, which consisted of the Analysis, Design, Development, Implementation, and Evaluation stages. The resulting product was an AR application based on markers, featuring three-dimensional objects, rotation and zoom in/out functions, learning materials, and LOTS and HOTS practice questions. Product feasibility was assessed through validation by a subject-matter expert and a media expert, followed by trials involving small and large student groups. The findings showed that the subject-matter expert validation achieved 91.80%, categorized as Highly Valid, while the media expert validation reached 82.73%, categorized as Fairly Valid. The small- and large-group trials obtained 90.08% and 87.97%, respectively, both categorized as Highly Valid. Therefore, the developed AR application meets the feasibility criteria for use as a learning medium for computer hardware topics. ABSTRAK Keterbatasan akses siswa untuk mengamati komponen perangkat keras komputer secara langsung menjadi salah satu kendala dalam pembelajaran Informatika di SMP Negeri 28 Malang. Kondisi laboratorium yang menggunakan perangkat All-in-One PC menyebabkan sebagian komponen berada dalam sistem tertutup sehingga pembelajaran lebih banyak bergantung pada gambar dua dimensi dan penjelasan teoritis. Penelitian ini berfokus pada pengembangan media pembelajaran berbasis Augmented Reality (AR) untuk memvisualisasikan komponen perangkat keras komputer secara lebih interaktif bagi siswa kelas VII. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi tahap Analysis, Design, Development, Implementation, dan Evaluation. Produk dikembangkan dalam bentuk aplikasi AR berbasis marker yang memuat objek tiga dimensi, fitur rotasi dan zoom in/out, materi pembelajaran, serta latihan soal LOTS dan HOTS. Kelayakan produk dinilai melalui validasi ahli materi, ahli media, dan uji coba kepada siswa dalam kelompok kecil serta kelompok besar. Hasil menunjukkan persentase validasi ahli materi sebesar 91,80% dengan kategori Sangat Valid, ahli media sebesar 82,73% dengan kategori Cukup Valid, uji coba kelompok kecil sebesar 90,08%, dan kelompok besar sebesar 87,97%, yang keduanya berkategori Sangat Valid. Dengan demikian, aplikasi AR yang dikembangkan memenuhi kriteria kelayakan untuk digunakan sebagai media pembelajaran perangkat keras komputer.
STUDI KOMPARATIF PERFORMA AKADEMIK MAHASISWA PENGGUNA DIGITAL NOTE-TAKING VS HAND-WRITING Nadhif Aufa Firli Wardhana; Christian Arief Jaya
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.v6i4.14384

Abstract

Digital transformation in 21st-century learning has shifted students’ note-taking habits from predominantly handwriting to digital note-taking. This shift in methods and media has sparked academic debate regarding its effectiveness and potential risks to learning outcomes and academic performance. This study aims to conduct a comparative analysis of the effects of digital note-taking and handwriting on students’ academic performance. The research approach used is quantitative, employing a comparative causal method. The research procedure consists of three main stages: instrument development, data collection using a closed-ended questionnaire, and quantitative data analysis. The target population consists of active students at Semarang State University, with a sample selected using purposive sampling aided by screening questions. Specific provisions in the form of a sample matching procedure were also applied to balance the data, resulting in a final, balanced sample of 42 respondents (21 manual versus 21 digital). Prerequisite tests were conducted using the Shapiro-Wilk and Levene’s tests, followed by hypothesis testing via the Independent Samples t-test at a significance level of α = 0.05. The results of the analysis showed that there were no significant differences in academic performance between the two groups, either based on the Cumulative Grade Point Average (GPA) (Sig. 0.696 > 0.05) or academic performance scores (Sig. 0.173 > 0.05). This study confirms the compatibility between the two media as a result of the students’ cognitive adaptability in compensating for the limitations of each medium and note-taking method. ABSTRAK Transformasi digital dalam pembelajaran abad ke-21 telah mengubah kebiasaan mencatat mahasiswa dari mayoritas menggunakan metode hand-writing menuju digital note-taking. Fenomena peralihan metode dan media memicu polemik akademik terkait efektivitas dan potensi risikonya terhadap hasil belajar dan performa akademik. Penelitian ini bertujuan menganalisis secara komparatif penggunaan metode digital note-taking dan hand-writing terhadap performa akademik mahasiswa. Pendekatan penelitian yang digunakan adalah kuantitatif dengan metode kausal komparatif. Prosedur penelitian melalui tiga tahapan utama: penyusunan instrumen, pengumpulan data menggunakan kuesioner tertutup, dan analisis data kuantitatif. Populasi target yaitu mahasiswa aktif Universitas Negeri Semarang dengan teknik pengumpulan sampel menggunakan purposive sampling dibantu pertanyaan penyaring. Diterapkan pula ketentuan spesifik berupa prosedur penyetaraan sampel (sample matching) guna menyeimbangkan data, sehingga diperoleh total sampel akhir sebanyak 42 responden secara berimbang (21 manual versus 21 digital). Pengujian prasyarat menggunakan metode Shapiro-Wilk dan Levene's Test, dilanjutkan uji hipotesis Independent Samples t-test pada taraf signifikansi α  = 0,05. Hasil analisis menunjukkan tidak terdapat perbedaan signifikan performa akademik antara kedua kelompok, baik berdasarkan parameter nilai Indeks Prestasi Kumulatif (IPK) (Sig. 0,696 > 0,05) maupun skor performa akademik (Sig. 0,173 > 0,05). Penelitian ini menegaskan kompatibilitas antara kedua media sebagai hasil dari kemampuan adaptasi kognitif mahasiswa dalam mengkompensasi keterbatasan media dan metode mencatat masing-masing.    
PENGEMBANGAN MEDIA VIDEO INTERAKTIF BERBASIS EDPUZZLE PADA MATERI JEJAK DIGITAL Uus Ursula Hanafiyah; Didik Dwi Prasetya; Eka Rakhmawati Wardhani
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.v6i4.14415

Abstract

ABSTRACT The learning process of Informatics on the topic of Digital Footprint still faces several challenges, including low student participation and the limited use of interactive learning media. This study aimed to develop an Edpuzzle-based interactive video learning media that is valid, practical, and effective in improving students' understanding of Digital Footprint material. This research employed the Research and Development (R&D) method using the ADDIE model, which consists of the Analysis, Design, Development, Implementation, and Evaluation stages. The participants were 34 eighth-grade students of SMP Negeri 16 Malang. Data were collected through needs analysis questionnaires, expert validation sheets, student response questionnaires, and pretest-postest assessments. The data were analyzed using percentage analysis to determine the validity and practicality of the developed media, while its effectiveness was measured using the N-Gain test. The results indicated that the Edpuzzle-based interactive video achieved the "very feasible" category based on expert validation and received very positive responses from students. Furthermore, students' average score increased from 71.18 in the pretest to 91.67 in the posttest, with an N-Gain score of 0.73, which falls into the high category. These findings indicate that the developed Edpuzzle-based interactive video is feasible, practical, and effective as a learning medium for teaching Digital Footprint material and has the potential to enhance students' engagement and conceptual understanding in Informatics learning. ABSTRAK Pembelajaran Informatika pada materi Jejak Digital masih menghadapi kendala berupa rendahnya keaktifan siswa dan kurang optimalnya pemanfaatan media pembelajaran interaktif. Penelitian ini bertujuan untuk mengembangkan media video interaktif berbasis Edpuzzle yang layak, praktis, dan efektif dalam meningkatkan pemahaman siswa pada materi Jejak Digital. Penelitian menggunakan metode Research and Development (R&D) dengan model ADDIE yang meliputi tahap Analysis, Design, Development, Implementation, dan Evaluation. Subjek penelitian terdiri atas 34 siswa kelas VIII SMP Negeri 16 Malang. Data dikumpulkan melalui angket analisis kebutuhan, lembar validasi ahli materi dan ahli media, angket respon siswa, serta tes pretest dan posttest. Data dianalisis menggunakan analisis persentase untuk mengetahui kelayakan dan kepraktisan media, sedangkan efektivitas dianalisis menggunakan perhitungan N-Gain. Hasil penelitian menunjukkan bahwa media video interaktif berbasis Edpuzzle memperoleh kategori sangat layak berdasarkan validasi ahli, serta memperoleh respon siswa dengan kategori sangat baik. Selain itu, rata-rata nilai siswa meningkat dari 71,18 pada pretest menjadi 91,67 pada posttest dengan nilai N-Gain sebesar 0,73 yang termasuk kategori tinggi. Dengan demikian, media video interaktif berbasis Edpuzzle dinyatakan layak, praktis, dan efektif digunakan sebagai media pembelajaran Informatika pada materi Jejak Digital serta berpotensi meningkatkan keterlibatan dan pemahaman siswa dalam proses pembelajaran.
ANALISIS IMPLEMENTASI ASESMEN DIGITAL DALAM PEMBELAJARAN PENDIDIKAN AGAMA ISLAM: SYSTEMATIC LITERATURE REVIEW Inas Dhia Fauziah; Ela Nurlela; Mohammad Erihadiana; Eva Latifah Fauzia
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.v6i4.15356

Abstract

Digital transformation in education has driven a paradigm shift in the evaluation of Islamic Religious Education (PAI) from conventional paper-based methods to interactive and adaptive digital assessments. This study aims to comprehensively analyze the implementation of digital assessments in PAI learning through a Systematic Literature Review (SLR) approach. Literature searching was conducted using Publish or Perish software on the Google Scholar database for publications spanning from 2019 to 2026. From the 215 identified articles, screening based on established inclusion and exclusion criteria yielded 30 primary empirical articles analyzed via content analysis techniques. The synthesized findings indicate that digital assessment implementation in PAI falls into three main typologies: (1) gamified formative assessments (Quizizz, Kahoot, Wordwall), (2) standardized and secure summative assessments (Google Forms, Exam Browser), and (3) authentic-reflective assessments (e-portfolios). The utilization of these platforms demonstrates significant benefits in improving grading efficiency, data accuracy, student learning motivation, and facilitating comprehensive evaluation across cognitive, affective-spiritual, and psychomotor domains. Nevertheless, systemic challenges persist, including technological infrastructure gaps, financial constraints, and disparities in teachers' digital competencies. Consequently, continuous digital pedagogical training for educators and robust institutional infrastructure support are essential to optimize the sustainable integration of digital assessments in Islamic Religious Education. ABSTRAK Transformasi digital dalam pendidikan telah mendorong pergeseran paradigma evaluasi pada pembelajaran Pendidikan Agama Islam (PAI) dari metode konvensional berbasis kertas menuju asesmen berbasis digital yang interaktif dan adaptif. Penelitian ini bertujuan untuk menganalisis secara komprehensif implementasi asesmen digital dalam pembelajaran PAI melalui pendekatan Systematic Literature Review (SLR). Penelusuran artikel ilmiah dilakukan menggunakan perangkat lunak Publish or Perish pada basis data Google Scholar untuk publikasi rentang tahun 2019 hingga 2026. Dari total 215 artikel yang teridentifikasi, proses penyaringan berdasarkan kriteria inklusi dan eksklusi menghasilkan 30 artikel primer yang dianalisis menggunakan teknik analisis isi (content analysis). Hasil sintesis literatur menunjukkan bahwa implementasi asesmen digital dalam PAI terbagi ke dalam tiga tipologi utama: (1) asesmen formatif tergamifikasi (Quizizz, Kahoot, Wordwall), (2) asesmen sumatif terstandardisasi dan aman (Google Forms, Exam Browser), serta (3) asesmen autentik-reflektif (e-portfolio). Pemanfaatan platform-platform tersebut terbukti meningkatkan efisiensi koreksi, akurasi data, motivasi belajar, serta memfasilitasi evaluasi komprehensif yang mencakup ranah kognitif, afektif-spiritual, dan psikomotorik. Namun, implementasinya masih menghadapi hambatan berupa kesenjangan infrastruktur teknologi, keterbatasan anggaran, dan disparitas kompetensi digital pendidik. Oleh karena itu, diperlukan penguatan literasi digital guru serta dukungan kebijakan institusional agar integrasi asesmen digital dalam pembelajaran PAI dapat berjalan secara optimal dan berkelanjutan.  
PENERAPAN PEMBELAJARAN DIGITAL DALAM MENINGKATKAN KEMAMPUAN BELAJAR PERBENDAHARAAN KATA PADA SISWA KELAS IV SD INPRES 3/77 BAJOE II Andi Srimularahmah; Sumartina Sumartina; Suhardiman Suhardiman
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.v6i4.15357

Abstract

Vocabulary mastery is a foundation for reading, writing, listening, and speaking skills; however, teacher-centered instruction may limit student engagement and contextual understanding of words. This study focused on the implementation of digital learning to improve the vocabulary competence of fourth-grade students at SD Inpres 3/77 Bajoe II. A descriptive quantitative classroom action research design was employed in two cycles, each comprising planning, action, observation, and reflection and conducted in two meetings. The participants were 36 students. The intervention used accessible digital media, including instructional videos, projected images and slides, limited digital quizzes, group discussion, pronunciation practice, and contextual sentence construction. Data were collected through a vocabulary test covering five assessment aspects, classroom observation, and documentation, and were analyzed using mean scores, category distributions, classical mastery percentages, and descriptive analysis of learning-behavior changes. The findings showed that the mean score increased from 58.00 in the pre-cycle to 62.56 in Cycle I and 81.78 in Cycle II. Learning mastery rose from 8.33% to 13.89% and finally to 91.67%, exceeding the 85% classical success criterion. Improvement was also observed in understanding word meanings, using words in sentences, recognizing synonyms and antonyms, selecting context-appropriate words, and pronunciation accuracy. The study concludes that simple, contextual digital learning, combined with structured scaffolding and inter-cycle reflection, is effective in improving elementary students’ vocabulary mastery while strengthening active participation in classroom learning. ABSTRAK Perbendaharaan kata merupakan fondasi keterampilan membaca, menulis, menyimak, dan berbicara, tetapi pembelajaran yang berpusat pada guru dapat membatasi keterlibatan siswa dan pemaknaan kata secara kontekstual. Penelitian ini berfokus pada penerapan pembelajaran digital untuk meningkatkan kemampuan perbendaharaan kata siswa kelas IV SD Inpres 3/77 Bajoe II. Penelitian menggunakan penelitian tindakan kelas deskriptif kuantitatif yang dilaksanakan dalam dua siklus; setiap siklus terdiri atas perencanaan, tindakan, observasi, dan refleksi serta dua kali pertemuan. Subjek penelitian berjumlah 36 siswa. Tindakan memanfaatkan media digital sederhana berupa video, tayangan gambar dan slide, kuis digital terbatas, diskusi kelompok, latihan pengucapan, dan penyusunan kalimat kontekstual. Data dikumpulkan melalui tes lima aspek kemampuan kosakata, observasi aktivitas belajar, dan dokumentasi, kemudian dianalisis menggunakan rata-rata, distribusi kategori, ketuntasan klasikal, dan deskripsi perubahan perilaku belajar. Hasil menunjukkan peningkatan nilai rata-rata dari 58,00 pada prasiklus menjadi 62,56 pada Siklus I dan 81,78 pada Siklus II. Ketuntasan belajar meningkat dari 8,33% menjadi 13,89% dan akhirnya 91,67%, melampaui indikator keberhasilan klasikal 85%. Peningkatan juga tampak pada pemahaman makna kata, penggunaan kata dalam kalimat, pengenalan sinonim dan antonim, pemilihan kata sesuai konteks, serta ketepatan pengucapan. Disimpulkan bahwa pembelajaran digital yang sederhana, kontekstual, disertai pendampingan dan refleksi antarsiklus efektif meningkatkan perbendaharaan kata sekaligus partisipasi belajar siswa sekolah dasar.    

Page 53 of 53 | Total Record : 526

 49   50   51   52   53 

Filter by Year

2021 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 4 (2026) Vol. 6 No. 3 (2026) Vol. 6 No. 2 (2026) Vol. 6 No. 1 (2026) Vol. 5 No. 4 (2025) Vol. 5 No. 3 (2025) Vol. 5 No. 2 (2025) Vol. 5 No. 1 (2025) Vol. 4 No. 4 (2024) Vol. 4 No. 3 (2024) Vol. 4 No. 2 (2024) Vol. 4 No. 1 (2024) Vol. 3 No. 4 (2023) Vol. 3 No. 3 (2023) Vol. 3 No. 2 (2023) Vol. 3 No. 1 (2023) Vol. 2 No. 4 (2022) Vol. 2 No. 3 (2022) Vol. 2 No. 2 (2022) Vol. 2 No. 1 (2022) Vol. 1 No. 3 (2021) Vol. 1 No. 2 (2021) Vol. 1 No. 1 (2021) More Issue