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Jurnal Ilmiah Edutic : Pendidikan dan Informatika
Published by Universitas Trunojoyo Madura
ISSN : 24074489     EISSN : 25287303     DOI : https://doi.org/10.21107/edutic
Core Subject : Science, Education,
Computer Science & IT Education
Jurnal Ilmiah Edutic Pendidikan dan Informatika is a journal published by the Informatics Education Study Program, Universitas Trunojoyo Madura. Eductic contains publications on the results of thoughts and research in the field of education and information technology. Eductic is published twice a year, namely in May and November. FOCUS & SCOPE Edutic scientific journals focus, but are not limited to, articles within the scope of Education and Informatics. Therefore Edutic will only process and publish articles submitted in the areas of: Informatics Education (E-Learning, Multimedia Education, Vocational Learning Media, Vocational Education Psychology, Vocational Learning Strategies, Vocational Learning Theory, Vocational Learning Models, Vocational Learning Methods, Vocational Teaching Approaches, Vocational Learning Evaluation, Vocational Learning Planning). Informatics (Information Systems, Data Mining, Computer Networks, Database Systems, Electronics, Image Processing, Gaming Technology, Artificial Intelligence, Information Retrieval Systems)
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 8 Documents
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Search results for , issue "vol 13, no 2: 2026" : 8 Documents clear
Development of Interactive Learning Multimedia Based on Articulate Storyline in Mathematics for Grade VIII at SMP YPI Batumarta II Sri Febriani; Yamanto Isa; Heni Rita Susila
EDUTIC Vol 13, No 2: 2026
Publisher : Universitas Trunodjoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/edutic.v13i2.34597

Abstract

This study aims to develop interactive learning multimedia based on Articulate Storyline in mathematics for the topic of linear equations in one variable, which will be developed in Grade VIII of SMP YPI Batumarta II. The research method used is Research and Development (RD) with the ADDIE development model, which includes the stages of analysis, design, development, implementation, and evaluation. Data collection techniques were carried out through observation, interviews, expert validation questionnaires, and student response questionnaires. The developed product was validated by experts. Furthermore, the product was tested through individual trials involving three students, small group trials involving nine students, and field trials involving thirty-six students. The results of the study show that the Articulate Storyline-based interactive learning multimedia obtained a material expert validation result of 96.2% in the “very good” category, a learning design expert result of 83.7% in the “good” category, and a media expert result of 85.1% in the “good” category. The results of the individual trial obtained a percentage of 90.2%, the small group trial 87.3%, and the field trial 88.2%, all in the “very good” category. These results indicate that the Articulate Storyline-based interactive learning multimedia is easy to use, engaging, and helps students learn mathematics.
Development of a Web-Based Interactive Learning Media to Improve Students' Conceptual Understanding of Subnetting through Flipped Classroom Dzulfikri Najmul Falah; Enjang Ali Nurdin; Yogi Prasetyo
EDUTIC Vol 13, No 2: 2026
Publisher : Universitas Trunodjoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/edutic.v13i2.34695

Abstract

Subnetting is a challenging topic for vocational students because it requires understanding both network concepts and step-by-step calculation procedures. This study developed NetLearn, a web-based interactive learning media designed to support subnetting learning through structured learning paths, micro-learning content, visual explanations, gamification, and interactive CIDR, FLSM, and VLSM simulations within a Flipped Classroom setting. The novelty of NetLearn lies in the integration of these features into a single web-based platform specifically designed for vocational subnetting instruction. The research applied the ADDIE development model and involved 32 eleventh-grade Computer and Network Engineering students at a vocational high school in Bandung. Media feasibility was examined using the Learning Object Review Instrument, while students’ conceptual understanding was measured through equivalent pretest and posttest instruments. The collected data were analyzed using the Shapiro-Wilk normality test, Paired Sample T-Test, and Normalized Gain. Expert validation produced a feasibility score of 87.06%, placing the media in the highly feasible category. The implementation results indicated a significant improvement in students’ scores after using the developed media, with an average N-Gain score of 0.31 in the moderate category. These findings suggest that combining structured learning paths, interactive subnetting simulations, and Flipped Classroom activities can support students in learning subnetting in a more visual, guided, and interactive way. However, the findings should be interpreted with caution because the study used a one-group pretest-posttest design without a control group.
Designing Explainable and Actionable AI for At-Risk Students: A Learning Analytics Design Science Approach Sahrul Amin; Vera Irma Delianti
EDUTIC Vol 13, No 2: 2026
Publisher : Universitas Trunodjoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/edutic.v13i2.34751

Abstract

The increasing adoption of Learning Management Systems (LMS) in higher education generates learning traces that can support early detection of at-risk students. However, many academic early warning systems still present risk scores without explaining risk drivers or translating them into feasible instructor actions. This study designs an explainable and actionable artificial intelligence framework using a Design Science Research approach. The artifact integrates LMS data, learning feature engineering, risk prediction, SHAP-based explanation, constrained Large Language Model-based recommendation, and human-in-the-loop validation. Its novelty lies in connecting prediction, explanation, pedagogical recommendation, instructor validation, and post-intervention feedback within one ethically constrained Learning Analytics workflow. The design outputs include requirements, input-process-output architecture, risk-threshold logic, SHAP-LLM workflow, intervention taxonomy, recommendation template, and evaluation roadmap. The framework remains conceptual; future studies should instantiate it with real LMS data and evaluate predictive performance, explanation quality, recommendation usefulness, fairness, usability, and intervention impact.
Web-Based Computational Thinking Assessment Using K-Nearest Neighbor and Rule-Based Adaptive Treatment Muhammad Izzuddin Al Fatih; Erlangga Erlangga; Yuli Sopianti
EDUTIC Vol 13, No 2: 2026
Publisher : Universitas Trunodjoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/edutic.v13i2.35292

Abstract

Conventional database-learning assessments generally provide aggregate scores without showing which computational thinking components require further support. This study developed a web-based adaptive assessment system for vocational high school students by integrating K-nearest neighbor classification, adaptive hints, and rule-based treatment. The research applied a development approach using the Smart Learning Environment Establishment Guideline through analysis, design, development, implementation, and evaluation stages. The KNN model was developed using 64 empirical records from students in XI RPL 2 and XI RPL 3. Four weighted computational thinking indicators—decomposition, pattern recognition, abstraction, and algorithmic thinking—were used as classification features. KNN, RandomOverSampler–KNN, and Synthetic Minority Over-sampling Technique (SMOTE)–KNN pipelines were evaluated using group-aware cross-validation. The selected SMOTE–KNN model used distance weighting with k = 9 and achieved 92.19% accuracy, 88.59% balanced accuracy, and 89.75% macro F1-score. The classification result adjusted adaptive hints, while explicit rules controlled indicator priority, difficulty progression, mastery points, and treatment transitions. All 24 black-box scenarios met the expected requirements. The novelty and main contribution of this study lie in integrating indicator-level CT diagnosis, data-driven classification, and transparent rule-based adaptation within a single web-based workflow for vocational database learning.
Cognitive Ability Improvement through Problem Based Learning: A Gender-Based Analysis of Elementary Students Salsabila Putri Pikrin; Rosmayanti Rosmayanti; Risma Herdianti; Ina Setiawati; Verawati Verawatie
EDUTIC Vol 13, No 2: 2026
Publisher : Universitas Trunodjoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/edutic.v13i2.34461

Abstract

This study investigated the effect of the Problem-Based Learning (PBL) model on students’ cognitive ability from a gender perspective among sixth-grade students at SD Negeri 6 Purwawinangun. A quantitative pre-experimental one-group pretest-posttest design was employed with 16 students (6 male, 10 female). A 10-item validated multiple-choice instrument covering Bloom’s Taxonomy levels C1–C4 was used. Data were analysed using descriptive statistics, the Shapiro-Wilk test, and the Mann-Whitney U test. Male students’ mean scores increased from 71.67 to 81.67 (+13.95%), while female students’ scores rose from 82.00 to 86.00 (+4.88%). The Mann-Whitney U test yielded Sig. = 0.463 0.05, indicating no statistically significant gender difference. The rank-biserial correlation (r ≈ 0.18–0.27) confirmed a small-to-negligible effect size. Although no significant gender gap was detected, PBL demonstrated a positive tendency towards improving cognitive ability in Pancasila Education for both groups.
The Effectiveness of Canva in Enhancing Reading Comprehension and Critical Thinking Skills among Secondary School Students: An Explanatory Sequential Mixed-Methods Study Masruroh Insani Rahim; Agus Sholeh; Siti Mafulah
EDUTIC Vol 13, No 2: 2026
Publisher : Universitas Trunodjoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/edutic.v13i2.35151

Abstract

This study investigated the effectiveness of Canva in enhancing secondary school students’ reading comprehension and critical thinking skills. Using an explanatory sequential mixed-methods design, quantitative data were collected from 36 eleventh-grade EFL students at SMA Negeri 3 Lumajang, selected through purposive sampling, through a 20-item integrated reading test administered before and after a four-session Canva-based intervention, while qualitative data were obtained from classroom observations and semi-structured interviews. A repeated measures ANOVA showed a statistically significant improvement in students’ scores across the testing periods (p .001), with reading comprehension increasing by 26.11 points and critical thinking by 25.67 points from pretest to final posttest. These quantitative gains were corroborated by the qualitative findings, which showed that students perceived Canva as an engaging and participatory medium that helped them understand text organization, process information, and evaluate ideas more effectively, alongside greater motivation and classroom participation. Unlike prior studies that examined Canva within specific instructional approaches such as the Genre-Based Approach or blended learning, this study isolates Canva as an independent instructional medium while simultaneously measuring its impact on both reading comprehension and critical thinking, offering clearer evidence of its distinct pedagogical contribution. The findings suggest that Canva can strengthen EFL learners’ literacy and higher-order thinking skills in secondary education.
Design and Development of the “CampusVents” Platform: An Integrated Campus Event Aggregator and Management System with Interest-Based Recommendation Features Muhammad Farrel Evan Yuri; Farzad Sahnadi Pasaribu; Muhammad Hafif Naibaho; Debi Yandra Niska
EDUTIC Vol 13, No 2: 2026
Publisher : Universitas Trunodjoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/edutic.v13i2.34567

Abstract

The proliferation of campus events across various student organizations has led to fragmented information distribution, making it difficult for students to discover and participate in relevant activities. This study presents the design and development of CampusVents, a web-based platform that integrates three core functions: event aggregation from multiple student organizations, integrated event management, and a user interest-based event recommendation system. The platform was developed using the Laravel 10 framework, PHP 8.2, MySQL 8.0, and Bootstrap 5, following the waterfall software development methodology. System testing was conducted through User Acceptance Testing (UAT) involving 50 respondents using a Likert-scale questionnaire covering aspects of usability, functionality, performance, aesthetics, and acceptability. The overall average score reached 4.37 out of 5.00, categorized as “Good,” with the usability and performance aspects obtaining the highest scores (4.40). The recommendation feature employing an interest-based filtering approach was positively received, with 52% of respondents indicating willingness to adopt the platform if officially deployed on campus. These findings confirm that CampusVents effectively addresses the problem of fragmented campus event information and demonstrates significant potential for adoption in academic environments.
Design and Functional Evaluation of an Eastern Indonesia-Themed Arithmetic Learning Game Using Construct 2 Shafril Dwi Firmansyah; Julius Panda Putra Naibaho; Alex De Kweldju
EDUTIC Vol 13, No 2: 2026
Publisher : Universitas Trunodjoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/edutic.v13i2.35073

Abstract

Basic arithmetic mastery is an essential part of early numeracy, yet learners require interactive and repeated practice to understand addition, subtraction, multiplication, and division. This study developed and evaluated the core functions of Petualangan Matematika, an Eastern Indonesia-themed arithmetic educational game created using Construct 2. A prototype-development approach was employed, comprising needs analysis, interface and flow design, asset and game-logic development, and black-box testing. The HTML5 prototype was tested in a Chromium-based browser at a 1280 × 720-pixel landscape resolution. Fourteen test scenarios covered application loading, navigation, audio control, presentation of learning materials, correct and incorrect answer responses, question transitions, and score calculation. All core functions operated according to the expected flow. These findings demonstrate initial functional feasibility but do not establish content validity, usability, user satisfaction, or learning effectiveness. Further research should involve expert validation, user testing, expansion of the question bank, corrective feedback, and evaluation of learning outcomes.

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