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Jurnal Media dan Teknologi Pendidikan
Published by Universitas Pendidikan Ganesha
ISSN : -     EISSN : 27980006     DOI : https://doi.org/10.23887/jmtp
Core Subject : Social,
Social Sciences
Jurnal Media dan Teknologi Pendidikan (JMTP) is specifically publish journal articles in the field of innovation in education and teaching learning in the classroom especially learning at an early age level, primary education, to higher education. Therefore, the scope of JMTP includes: 1) Development and Implementation of innovative learning models in the classroom; 2) Development and implementation of products / prototypes related to learning technology; 3) The study of the phenomena that occur in the study or analysis of government policies on education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 164 Documents
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Interactive Learning Multimedia to Increase Student Motivation in Science Learning on the Photosynthesis Topic for Grade IV Elementary School Maritza Agustin; I Made Citra Wibawa; Wayan Eka Paramartha
Jurnal Media dan Teknologi Pendidikan Vol. 5 No. 2 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jmt.v5i2.99685

Abstract

The problem addressed in this study is the low learning motivation of students in IPAS (Science) learning, particularly on the topic of photosynthesis in Grade IV of elementary school. This study aims to: (1) produce a design of interactive learning multimedia based on Canva; (2) determine its validity; (3) test its practicality; and (4) test its effectiveness. This is a development research using the ADDIE model and employing a one-group pretest-posttest design. The instruments used were questionnaires with a rating scale, and the data were analyzed using descriptive quantitative and qualitative methods. The subject of this research was interactive learning multimedia, involving 1 teacher and 20 Grade IV elementary school students as participants. The results showed that: (1) the multimedia was successfully designed using Canva, (2) the validity test received high scores from media experts (0.944) and material experts (0.962), (3) the practicality test obtained very good scores from the teacher (99%) and students (92%), and (4) the effectiveness test showed a significance value of 0.000 < 0.05. Therefore, the developed interactive learning multimedia is considered valid, practical, and effective in increasing students' learning motivation. The implication of this research is that the media can serve as an innovative alternative in IPAS learning, especially for the topic of photosynthesis, to create a more engaging and motivating learning process.
Learning Video Based on a Contextual Approach to Improve Metacognitive Skills in Grade III Elementary School English Steffie Grace Lumbantobing; I Nyoman Jampel; Alexander Hamonangan Simamora
Jurnal Media dan Teknologi Pendidikan Vol. 5 No. 2 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jmt.v5i2.100530

Abstract

Learning in elementary schools needs to emphasize metacognitive skills because these skills serve as a crucial foundation for shaping students' reflective and independent thinking. Metacognition involves the ability to understand and manage one's own thinking processes, such as planning, monitoring, and evaluating how one learns. However, in practice, the metacognitive skills of third-grade elementary students in English learning are still relatively low. This study aims to develop contextual-based instructional videos to improve the metacognitive skills of third-grade students in English subjects. This research is a type of Research and Development (R&D) using the Hannafin and Peck model, which consists of three stages: needs analysis, design, and development-implementation. The individual trial involved 3 students, the small group trial involved 9 students, and the field trial was conducted on a full class consisting of 30 students. The product was developed in the form of a learning video on the topic "My Classroom is Clean" in MP4 format, complemented with text, narration, animation, and real-life contexts. The results showed that the average pretest score was 64.4, while the average posttest score increased to 87.2. Therefore, the developed instructional video proved effective in improving students’ metacognitive skills. In conclusion, the use of contextual-based instructional videos is effective in enhancing the metacognitive skills of third-grade elementary students in English learning. The implication is that contextual video media can serve as an alternative learning tool to foster students’ higher-order thinking skills from an early age.
Learning Assessment Instrument Based on the Gamilab Game in Social Studies Subjects at Mts Wulan Nurus Shobah; Lusty Firmantika
Jurnal Media dan Teknologi Pendidikan Vol. 6 No. 1 (2026): January
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jmt.v6i1.91702

Abstract

Implementing learning assessments using conventional methods causes students to become bored and less motivated. This requires new innovations in learning assessment activities, one of which is using the Gamilab Game. This research aims to develop a learning assessment instrument based on the Gamilab Game in social studies subjects at MTs. This type of research uses a type of development research with the ADDIE model which consists of five development stages, namely analyze, design, development, implementation, and evaluation. The subjects in this research were 32 students in class VIII-B MTsN 7 Malang. The learning assessment instrument created was subjected to a content validation test with valid and reliable results and had a moderate level of difficulty and very satisfactory question differentiation. The results of product development were validated by learning evaluation expert validation which obtained a result of 95% in the very feasible category, material expert validation obtained a result of 95% in the very feasible category, media expert validation obtained a result of 93% in the very feasible category, and social studies subject teacher validation obtained a result of 93% in the very feasible category. So it can be concluded that the development of Gamilab Game-based learning assessment instrument product development is very suitable for use in learning activities. The implications of this research show that the use of the Gamilab Game in implementing learning assessments can increase student learning motivation, thereby reducing student boredom in implementing learning assessments in class.
Sociology Learning Design Based on Problem-Based Learning Integrated with Virtual Reality Athiya Fara Swid; Cecep Kustandi; Uwes Anis Chaeruman
Jurnal Media dan Teknologi Pendidikan Vol. 6 No. 1 (2026): January
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jmt.v6i1.102678

Abstract

High school students’ critical thinking skills in Indonesia remain relatively low, as evidenced by the results of the National Assessment (AKM) and various studies indicating that the majority of students are still at medium to low levels. This condition is influenced by the dominance of lecture-based teaching methods and the limited use of interactive learning media that can foster contextual analysis. This study aims to develop Sociology learning based on Problem Based Learning (PBL) integrated with Virtual Reality (VR) technology to enhance students’ critical thinking skills. The research employed the Dick and Carey instructional design model, which consists of stages such as identifying instructional goals, conducting instructional analysis, formulating objectives, developing assessment instruments, designing learning strategies, producing media, validating by experts, and conducting limited and large-scale trials. The main innovation lies in the application of branching scenarios in VR, enabling students to make decisions and directly experience the consequences within the learning process. The findings reveal that the developed media was considered highly feasible by experts, received positive responses from students, and proved more effective than conventional learning in improving critical thinking skills. These results emphasize that integrating PBL with VR has the potential to create interactive, contextual, and relevant learning experiences aligned with 21st-century education demands.
Development of Video-Based Online Course “SkillUp!ECT” to Enhance 4C Skills in Preschool Teachers Suti Mega Nur Azizah; Zulfa Ulil Karomah; Laksamana Adipura; Sinta Yunita Sariningtyas Asri; Evania Yafie
Jurnal Media dan Teknologi Pendidikan Vol. 6 No. 1 (2026): January
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jmt.v6i1.104369

Abstract

The rapid advancement of technology and digitalization in the Society 5.0 era requires teachers to possess 21st-century competencies, particularly the 4C skills (critical thinking, communication, collaboration, and creativity). However, limited access to professional development opportunities has resulted in some early childhood education teachers not optimally mastering these skills. This study aims to develop and evaluate the feasibility of the SkillUp!ECT platform as a video-based online course to enhance teachers’ 4C skills. This study employed a research and development (R&D) approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The subjects of this study consisted of content experts, media experts, and early childhood education teachers as users. Data were collected through validation questionnaires and practicality tests using Likert-scale instruments and were analyzed using descriptive quantitative techniques. The results indicate that the developed platform demonstrates a high level of validity and practicality and is categorized as highly feasible. These findings suggest that SkillUp!ECT is effective as a professional development medium for teachers. The implication of this study is that the platform can serve as a flexible and innovative solution to support the continuous improvement of teachers’ 4C competencies.
A Sign Language Learning Video for Science Terminology on the Topic of States of Matter and Their Changes for Kolok Students Kadek Tedy Iwan Suryawan; Putu Nanci Riastini; Luh Sri Surya Wisma Jayanti
Jurnal Media dan Teknologi Pendidikan Vol. 6 No. 1 (2026): January
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jmt.v6i1.104785

Abstract

Science learning in elementary schools often faces challenges in conveying complex scientific terminology, particularly for deaf students who require visual support and sign language to understand abstract concepts. The limited availability of learning media that can bridge the communication needs of kolok students with science content further exacerbates this issue. This study aims to develop and evaluate the feasibility and practicality of a sign language–based instructional video media using kolok vocabulary on the topic of states of matter and their changes for fourth-grade elementary students. This study employs a development research design using the ADDIE model, which consists of analysis, design, development, implementation, and evaluation stages. The research subjects include material experts, media experts, teachers, and students. Data were collected through relevance scales and questionnaires, with instruments in the form of validation sheets and user response questionnaires, and were analyzed using qualitative and descriptive quantitative techniques. The results indicate that the developed media demonstrates a very high level of validity based on expert evaluations and a very good level of practicality based on responses from teachers and students. Therefore, the sign language–based instructional video media using kolok vocabulary is considered valid and practical for use in science learning. The implications of this study highlight the importance of developing inclusive learning media based on students’ needs to enhance conceptual understanding and scientific literacy.
Development of an Electronic Module Based on the PQ4R Strategy to Enhance Students Critical Thinking Skills Jeklin Hutagaol; Nurul Kholiza Priani; Riska Herlena. S
Jurnal Media dan Teknologi Pendidikan Vol. 6 No. 1 (2026): January
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jmt.v6i1.105190

Abstract

Low critical thinking skills among students, particularly on the human nervous system material, have become a significant issue in biology learning because this topic requires high-level analysis, evaluation, and problem solving abilities. This study aims to develop, test, and analyze the feasibility of an electronic module based on the Preview, Question, Read, Reflect, Recite, Review (PQ4R) strategy that is valid, practical, and effective in enhancing students’ critical thinking skills. This research employed a Research and Development approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The study subjects were eleventh grade students. Data were collected using critical thinking tests, interview sheets, expert validation questionnaires for media and material, and student practicality questionnaires. Data were analyzed using descriptive quantitative analysis and ANOVA to test the module’s effectiveness. The results indicated that the developed electronic module met the criteria for validity according to expert assessment, was practical based on student responses, and was effective in improving students’ critical thinking skills. Students who used the PQ4R based electronic module demonstrated higher improvement in critical thinking compared to students who received conventional learning. The study concludes that the PQ4R based electronic module is a feasible digital learning innovation to support independent learning and strengthen students’ critical thinking skills. The implication of this study is that the PQ4R based electronic module can be used as a flexible learning alternative, promoting active student engagement and enhancing learning effectiveness outside the classroom.
Project-Based STEM (Science, Technology, Engineering, and Mathematics) to Improve Critical Thinking Skills and Science Literacy Meita Lilis Sitompul; Lenni Sitanggang; Ade Syafrina; Romince Simatupang; Dinda Amelia Lubis; Sugiharto; Sriadhi
Jurnal Media dan Teknologi Pendidikan Vol. 6 No. 1 (2026): January
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jmt.v6i1.105820

Abstract

Low levels of critical thinking skills and scientific literacy among junior high school students highlight the need for innovative and integrative learning approaches. This study aimed to examine the effectiveness of integrating Science, Technology, Engineering, and Mathematics (STEM) within the Project-Based Learning (PjBL) model in improving students’ critical thinking skills and scientific literacy. A quasi-experimental method with a pretest–posttest control group design was employed involving 32 ninth-grade students of RK Makmur Private Junior High School, Medan, divided into an experimental group (n = 16) and a control group (n = 16). The learning intervention was conducted through a project entitled “Smart Eco-Bottle: Water Sensor-Based Plastic Bottle Recycling,” integrating STEM concepts. Data were collected using critical thinking tests (α = 0.82), scientific literacy tests (α = 0.79), observation sheets, and students’ reflections, and analyzed using t-tests and normalized gain (N-gain). The results showed that the experimental group experienced significantly higher improvements in critical thinking skills (N-gain = 0.68, medium) and scientific literacy (N-gain = 0.71, high) compared to the control group (N-gain = 0.24 and 0.22, low; p < 0.05). The novelty of this study lies in the implementation of locally contextualized STEM-PjBL integrated with digital project dissemination through Canva Edu and a YouTube Classroom Channel to enhance students’ digital literacy.
Digital Media Integration in School Public Relations: Strategies for Marketing and Educational Services in Vocational Schools Nadia Muliawati; Priadi Surya
Jurnal Media dan Teknologi Pendidikan Vol. 6 No. 1 (2026): January
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jmt.v6i1.106032

Abstract

This research is motivated by the problem of low optimization in the use of digital media in school public relations (PR) strategies, resulting in an underutilized image of the institution, ineffective communication, and limited reach of educational services. This study employs a qualitative approach with a multi-case design to investigate the practice of digital media implementation in public relations activities. This study aims to analyze how digital PR strategies are employed to construct institutional image, enhance public engagement, and strengthen industry collaboration. The research subjects consisted of 14 informants, including the deputy principal for public relations, teachers, students, alums, and community members, who were selected purposively. Data were collected through in-depth interviews, non-participatory observations, and documentation studies, then analyzed using the Miles and Huberman interactive model. The results of the study demonstrate that digital media integration is achieved through the use of social media, school websites, video publications, and online platform-based communication services, which significantly enhance the effectiveness of branding, expand information accessibility, and strengthen partnerships with the public. This strategy also contributes to increasing information accessibility, enhancing service transparency, and enhancing the effectiveness of educational marketing. It was concluded that the integration of digital media plays a strategic role in maintaining a school’s image, public trust, and competitiveness. The implications of this study underscore the need to enhance digital literacy among educators and public relations teams, enabling the implementation of digital media in a more professional, systematic, and sustainable manner.
Interactive Multimedia Based on a Contextual Approach to Improve the Science and Social Studies Learning Motivation of Fifth Grade Students Ni Made Nova Andila Darmayanti; Nice Maylani Asril; Ni Wayan Rati
Jurnal Media dan Teknologi Pendidikan Vol. 6 No. 1 (2026): January
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jmt.v6i1.106214

Abstract

This research is motivated by the low learning motivation of fifth-grade students in science learning which is still dominated by conventional methods and less interesting media. The purpose of this study is to describe the effectiveness of interactive multimedia based on a valid, practical, and effective contextual approach to increase student learning motivation. The development model used is Research and Development (R&D) with the ADDIE approach (Analysis, Design, Development, Implementation, and Evaluation). The research subjects were 17 fifth-grade students as media users. The data collection method and instrument used a questionnaire. The data analysis techniques used descriptive qualitative, quantitative, and inferential. The results of the study indicate that the developed multimedia is very valid in terms of material and design, practical to use in learning, and effective in increasing student learning motivation through interactive activities and contextual presentation. This research provides important implications for the development of technology-based learning media, especially in strengthening science learning that is more interesting, meaningful, and relevant to students' daily lives.

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