Journal International Inspire Education Technology (JIIET)
Journal International Inspire Education Technology (JIIET) is an international peer-reviewed open-access journal dedicated to interchange for the results of high-quality research in all aspect of Educational Technology (Learning). The scope of Journal International Inspire Education Technology is not only in the form of study, research, or development, but also book review on education technology. But also focused on: Distant and Open Learning, Information and Communication Technology (ICT) for Education, Learning Strategy, Learning Media, Innovative Learning System or Model, Development of Digital Learning Content, Utilization of ICT and other media for Education (Learning). The journal publishes state-of-art papers in fundamental theory, experiments, and simulation, as well as applications, with a systematic proposed method, sufficient review on previous works, expanded discussion, and concise conclusion. As our commitment to the advancement of science and technology, the JIIET follows the open access policy that allows the published articles freely available online without any subscription. Submitted papers must be written in English for initial review stage by editors and further review process by minimum two international reviewers.
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<![CDATA[Curriculum Evaluation of Study Program of Christian Religious Colleges ]]>
<![CDATA[Oci, Markus]]>;
<![CDATA[Roesmijati, Roesmijati]]>;
<![CDATA[Telaumbanua, Arozatulo]]>;
<![CDATA[Haniko, Paulus]]>;
<![CDATA[Pane, Ridwan Tonny Hasiholan]]>
<![CDATA[ Journal International Inspire Education Technology Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiiet.v3i1.525
<![CDATA[Evaluation is part of the management system, namely planning, organization, implementation, monitoring and evaluation. The curriculum is also designed from the planning, organization, implementation and finally monitoring and evaluation stages. Evaluation of the Christian Religious College Study Program curriculum is a set of plans and arrangements regarding the content as well as study materials and lessons as well as ways of delivering and assessing them which are used as guidelines for organizing teaching and learning activities at Christian Religious Colleges (PTKK). The research method used by the author is a descriptive method whose purpose is to describe or make a description of what is being investigated and with an insight approach. The results of the evaluation of the Christian Religious College Study Program curriculum focus on the application or implementation of the curriculum, namely: determining the profile of graduates, graduate learning outcomes, study materials, forming courses, grouping courses, determining course structures, semester learning plans.]]>
<![CDATA[Qualitative and Quantitative Study on Students’ Critical Thinking of Conceptual E-Scaffolding in Blended Learning Context ]]>
<![CDATA[Mardikaningsih, Agusti]]>;
<![CDATA[Kurniasari, Praharisti]]>;
<![CDATA[Pradipta, Anangga]]>
<![CDATA[ Journal International Inspire Education Technology Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiiet.v3i1.545
<![CDATA[Critical thinking ability is one of the rational thinking capabilities that is highly required by students in solving problems or delivering an idea. In fact, however, students’ critical thinking skill is still categorized as low according to the previous studies. One feasible alternative to be done in developing students’ critical thinking ability is implementing electronic-based scaffolding. For that reason, there should be research to examine conceptual e-scaffolding in blended learning on Problem-Based Learning (PBL) model to observe the first semester students’ critical thinking ability at IKIP Budi Utomo Malang. This study employed mixed-methods with explanatory research design. The experimental group was given conceptual e-scaffolding treatment in blended learning on Problem-Based Learning model and the control group did not receive any additional treatment. For both experimental and control groups, the research subject was the students in the first semester at IKIP Budi Utomo Malang. As there were two research groups, 46 students belonged to the control group. The instruments utilized in this research were pre-test and post-test. The pre-test consisted of 18 multiple choice items with reliability coefficient of 0.735 and critical thinking post-test consisted of 14 essay question items with reliability coefficient of 0.762. In addition, semi-structured interview and think aloud guidelines were used. Quantitative data were obtained from the distribution of pre-test and post-test items. Meanwhile, qualitative data were retrieved from semi-structured interview and think aloud. The quantitative data were then analyzed using ANACOVA parametric analysis while the qualitative data were analyzed using path analysis model. The research findings indicated that: 1) the critical thinking ability of students who studied with conceptual e-scaffolding in blended learning on Problem-Based Learning was higher than those who studied with conventional method, 2) the implementation of conceptual e-scaffolding in the form of link map in Problem-Based Learning model influenced positively towards students’ critical thinking ability. This was reflected from the behavior and the way of thinking of students belonged to the experimental group indicating critical thinking ability development during the learning process. Furthermore, conceptual e-scaffolding in the form of link map helped the students to obtain information easily and utilized it in understanding concepts in geometrical optic material.]]>
<![CDATA[E-Learning is Effectively Used for Leadership Courses at Metamedia Universities ]]>
<![CDATA[Maulana, Ilham Tri]]>;
<![CDATA[Muhammad Giatman]]>;
<![CDATA[Hasan Maksum]]>
<![CDATA[ Journal International Inspire Education Technology Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiiet.v3i1.576
<![CDATA[This development research aims to develop learning media (E-Learning) in all courses at Metamedia University. E-Learning is designed to improve student learning outcomes, so students can fully understand the material provided. This study uses the Instructional Development Institute development method. IDI procedures are defining, developing, and evaluating. The type of data is primary data where the data obtained from media experts, lecturers and students. Data were analysed using Descriptive Data Analysis Techniques which describe the validity, practicality, and effectiveness of using E-Learning. The results obtained from this research and development are as follows; (1) The validity of E-Learning is stated to be very valid in terms of content and interest with a total validity value of 84.54%, while the design aspect is stated to be valid with a total value of 85.55% (2) The practicality of E-Learning is based on the lecturer's response after through validation is stated to be quite practical with a total score of 76%, while the practicality of E-learning based on student responses after going through validation is stated to be practical with a total score of 84.12% (3) The effectiveness of E-Learning is effective in improving student learning outcomes as indicated by the number of students who has passed the Minimum Completeness Criteria (87.42%). Based on the findings of this study, it was concluded that E-Learning is valid, practical and effective for use as a learning medium]]>
<![CDATA[Learning Theories According to Constructivism Theory ]]>
<![CDATA[Nurhasnah, Nurhasnah]]>;
<![CDATA[Sepriyanti, Nana]]>;
<![CDATA[Kustati, Martin]]>
<![CDATA[ Journal International Inspire Education Technology Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiiet.v3i1.577
<![CDATA[The education system carried out, especially in Indonesia, will often change according to the development and changes of the times, where all of that cannot be separated from the influence of technological developments and media that continue to reach developments every time, in learning to prepare for such things, a theory is needed, one of the theories that is also applied in the latest curriculum, namely the 2013 curriculum is the theory of constructivism. The purpose of this writing is to see how the theory of learning according to the theory of constructivism developed by Pieget and Vygotsky. The writing in this study uses the library method or Library Research. Where this paper finds the results that learning in constructivism theory, namely learning activities are active activities, where students build their own knowledge. Students seek their own meaning from what they learn, this is a process of adjusting new concepts and ideas to the existing framework in their minds. Piaget and Vygotsky cannot be separated from constructivism learning theory. However, there is a principle difference between Piaget's concept and Vygotsky's concept. If Piaget developed more schemata theory, Vygotsky developed more zone of development (ZD) theory and scaffolding.]]>
<![CDATA[The Application of Digital Literacy Improves Technological Literacy in The Scope of Education in Talang Duku Village ]]>
<![CDATA[Setyanugraha, Aldo Toto]]>;
<![CDATA[Wahyuni, Anny]]>
<![CDATA[ Journal International Inspire Education Technology Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiiet.v3i1.595
<![CDATA[Technological developments present challenges in the digital world. The demand for mastery of various devices is one of them. But not all people are able to master technology. One of the efforts of this problem is the application of digital literacy. Digital literacy must be done as early as possible, including that in children in the world of education. In this study, we conducted the application of digital literacy within the scope of education in Talang Duku village. Located at SDN 40 Talang Duku, MtsN 1 Muaro Jambi, and Man 3 Muaro Jambi with the subject of research on children of Talang Duku village in a span of two months from September 25 to November 25, 2023. Assisting in making online flipbooks at Man 3 Muaro Jambi. Procurement of design classes and socialization on digital literacy at MtsN 1 Muaro Jambi. Featuring visualizations of educational videos to watch together at SDN 40 Talang Duku.]]>
<![CDATA[The Effect of Teaching Methods and Formal Reasoning Ability on Student Learning Outcomes ]]>
<![CDATA[Sappaile, Baso Intang]]>;
<![CDATA[Nuridayanti, Nuridayanti]]>
<![CDATA[ Journal International Inspire Education Technology Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiiet.v3i1.601
<![CDATA[The purpose of this study is to examine the influence of teaching methods and formal reasoning abilities on students' learning outcomes. The research employs a quantitative research method and utilizes simple linear regression analysis with the assistance of SPSS version 16. Regression is a statistical technique used to analyze the relationship between one or more independent variables and a dependent variable. The population and sample size for this study consist of 50 students. The results of the research lead to the conclusion that the simple linear regression test yields a Sig. value of 0.001 < 0.05. Based on decision-making principles, it can be inferred that X1 and X2 have a simultaneous impact on the variable Y. Therefore, it can be concluded that both the teaching method (X1) and formal reasoning (X2) have an influence on the students' learning outcomes (Y). This finding further strengthens previous research findings by employing a better methodology and a larger sample size, demonstrating that formal reasoning affects learning outcomes, although there are still other factors that influence learning outcomes, such as motivation, environment, and so on.]]>
<![CDATA[Utilization of ICT in Improving Four Arabic Language Learning Skills in Higher Education ]]>
<![CDATA[Nuraini, Rini]]>;
<![CDATA[Guilin, Xie]]>;
<![CDATA[Jiao, Deng]]>;
<![CDATA[Sarip, Mohamad]]>;
<![CDATA[Mahfuz, Taufik Warman]]>
<![CDATA[ Journal International Inspire Education Technology Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiiet.v3i1.624
<![CDATA[The use of ICT is everything that is used to communicate and create, manage and distribute information. The use of ICT can help Arabic language students in improving the four maharah skills. By applying ICT in learning, students' difficulties in the Arabic learning process can be significantly reduced. This is due to the innovation in learning in higher education by utilizing ICT during the teaching and learning process of students. The purpose of this research is to support Arabic language learning with ICT learning system in higher education. The method used in this research is quantitative method, which can show that this research contains numerical data. The data was obtained by using geogle from as a means to create a questionnaire containing questions and then distributed to respondents who were used as research subjects. The results showed that with the utilization of ICT in learning, it can improve four Arabic language skills in college. The conclusion of this study is that ICT can be used in learning Arabic to increase student enthusiasm and know the ability to understand Arabic learning in college. The limitation of this study is that the researcher only conducted research on the utilization of ICT as a medium of Arabic learning]]>
<![CDATA[Educational Views on The Use of ChatGPT: Research was Conducted on Teachers ]]>
<![CDATA[Umam, Khoirul]]>;
<![CDATA[Ramadhani Putra, Ivan]]>;
<![CDATA[Danial, Haris]]>;
<![CDATA[Masum, Hadiansyah]]>;
<![CDATA[Ulfa Sholihannisa, Lulu]]>
<![CDATA[ Journal International Inspire Education Technology Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiiet.v3i1.625
<![CDATA[Artificial intelligence technology is growing rapidly in various fields, including education. One of the artificial intelligence technologies that can be utilized in learning is ChatGPT. ChatGPT can be used in schools to help students learn in a more interactive and interesting way. The purpose of this study was to determine the teachers' views on the use of ChatGPT in the learning process. The method used in this research is a qualitative method, data obtained through distributing questionnaires conducted online. The results of this study indicate that educational views on the use of ChatGPT are very influential on the learning process and increase the confidence of students. The conclusion of this study explains that the ability of ChatGPT artificial intelligence technology determines how active students are in learning. The limitation in this study is that researchers only conducted research on educational views on the use of ChatGPT: The research was conducted on teachers even though there are still many technologies that can be used as alternatives in improving student learning. Researchers hope that there will be similar studies that examine other learning. Researchers also recommend that this research can be used as a benchmark and make a reference for further research.]]>
<![CDATA[Increasing Students' Understanding by Using ICT in Elementary Schools ]]>
<![CDATA[Tusriyanto, Tusriyanto]]>;
<![CDATA[Hikmah, Nurul]]>;
<![CDATA[Intes, Amina]]>;
<![CDATA[Nuraini, Rini]]>;
<![CDATA[Pahmi, Pahmi]]>
<![CDATA[ Journal International Inspire Education Technology Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiiet.v3i1.626
<![CDATA[This study aims to explore students' experiences in using information and communication technology (ICT) in learning and how it can improve their understanding in primary school. This research was conducted using a qualitative approach, involving 12 students from an elementary school in X city. Data were collected by in-depth interviews and observations, the collected data were then analyzed using content analysis method to identify patterns, themes, and meanings from the generated data. The results showed that the use of ICT in learning provides a positive experience for students and can improve their understanding in various subjects. Students experience changes in the way they acquire and process information, as well as in the way they interact with teachers and classmates. In addition, the use of ICT also motivates students to be more active in learning and improves their learning outcomes. However, there are some barriers that students face in using ICT in learning, such as technical difficulties and limited access. Therefore, this study concludes that the use of ICT in learning can improve students' understanding, but it needs to be balanced with efforts to overcome the barriers that arise. The conclusion of this study explains that the application of Information and Commucation Technology (ICT)-based learning media in schoolchildren]]>
<![CDATA[Use of Prezi Software in Making Presentations at Elementary Schools for the Independent Curriculum ]]>
<![CDATA[Prijambodo, Raden Firman Nurbudi]]>;
<![CDATA[Wang, Yuanyuan]]>;
<![CDATA[Zou, Guijiao]]>;
<![CDATA[Sujatmiko, Wandi]]>;
<![CDATA[Masnunah, Masnunah]]>
<![CDATA[ Journal International Inspire Education Technology Vol. 3 No. 1 (2024) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia. ]]>
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DOI: 10.55849/jiiet.v3i1.627
<![CDATA[Presentations in the form of Multimedia Presentation online can generate interest in students and help them understand the content to be communicated effectively, where the prezi program is a program that can create presentations in a modern style. and can be combined with programs in the management of many types of images and sounds, creating works that can be applied in various ways. The research objectives are 1) to find out whether the use of prezi software in making presentations is effective in elementary schools for the independent curriculum. 2) the effect of prezi software on student learning outcomes. 3) Obstacles in using prezi software. This research method uses quantitative methods, data obtained from google questionnaires from elementary school students. The results showed that prezi software was very influential on presentations in elementary schools as evidenced by student learning motivation. The conclusion of this research is that prezi software can be applied in presentations as evidenced by the results of research that the learning outcomes of elementary school students using prezi software increased by 80%.]]>
