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Finger : Jurnal Ilmiah Teknologi Pendidikan
Published by Asosiasi Profesi Multimedia Indonesia
ISSN : 28306813     EISSN : 28306813     DOI : https://doi.org/10.58723/finger.v2i1.85
Core Subject : Science, Education, Social,
Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other
FINGER: Jurnal Ilmiah Teknologi Pendidikan with ISSN: 2830-6813 is a journal managed by CV Media Inti Teknologi and APMI Publisher. Publish articles on community service activities in the fields of education, design, development, assessment, model, Technology, Elearning, Blended Learning, MOOCs, Multimedia, Digital Learning Etc. FINGER :Jurnal Ilmiah Teknologi Pendidikan starting in 2022 Three times a year, in February, June, And November. Published articles can be downloaded for free, read and distributed as references for the next article. Paper is submitted online by registering first on this website or can be sent via email to finger.1001tutorial@gmail.com
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 104 Documents
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AI-Integrated Project-Based Learning in Primary Education: A Systematic Review of Digital Literacy and Creativity Een Nur Robithoh; Mustaji Mustaji; Alim Sumarno
FINGER : Jurnal Ilmiah Teknologi Pendidikan Vol. 5 No. 2 (2026): Finger : Jurnal Ilmiah Teknologi Pendidikan
Publisher : CV. Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/finger.v5i2.631

Abstract

Background: The integration of Artificial Intelligence (AI) in education has grown rapidly, yet its implementation within the Project-Based Learning (PjBL) model at the primary school level still faces challenges.Aims: This Systematic Literature Review (SLR) aimed to synthesize the empirical trends, effectiveness, and pedagogical roles of AI integration within the PjBL syntax, focusing specifically on its dual impact on primary school students' digital literacy and creativity.Methods: Guided by the PRISMA 2020 protocol, this study analyzed 16 high-quality empirical articles (2021–2025) identified through ScienceDirect and Google Scholar. The selection process utilized a stringent inclusion threshold (≥ 70%) using a Quality Assessment (QA) protocol that synthesized Joanna Briggs Institute (JBI) standards with those proposed by Pingmuang.Results: The thematic synthesis reveals that AI restructures the project lifecycle through three functional typologies: Facilitator (process support), Co-creator (collaborative partner), and Generator (content producer). Quantitative evidence demonstrates that AI-enhanced PjBL yields a large effect size (Cohen’s d = 1.30) in conceptual understanding and a strong positive correlation between digital literacy and creativity (r=0.714). Critical analysis identifies two pathways: a "Virtuous Cycle" where AI fosters critical editing and cognitive scaffolding, and a "Vicious Cycle" where a lack of pedagogical guidance triggers instant dependency.Conclusion: Primary school students possess the adaptive capacity to utilize AI effectively when supported by ethical surveillance and human-centered scaffolding. This review contributes a novel AI-PjBL Conceptual Model, offering a precise pedagogical blueprint for responsible AI integration in primary classrooms.
Development of Augmented Reality (AR) Based Discovery Learning Media to Improve Junior High School Students' Mathematics Learning Outcomes Meita Lilis Sitompul; Mukhtar Mukhtar; Dewi Endriani
FINGER : Jurnal Ilmiah Teknologi Pendidikan Vol. 5 No. 2 (2026): Finger : Jurnal Ilmiah Teknologi Pendidikan
Publisher : CV. Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/finger.v5i2.632

Abstract

Background: Low mathematics learning outcomes among Indonesian junior high school students remain a persistent challenge, particularly in abstract topics requiring spatial visualization. Conventional teaching methods often provide limited support for conceptual understanding, highlighting the need for innovative, technology-enhanced instructional media.Aims: This study aimed to develop and evaluate the effectiveness of Augmented Reality (AR)-based Discovery Learning media in improving mathematics learning outcomes. Methods: This study employed a Research and Development (R&D) approach using the ADDIE model combined with a quasi-experimental nonequivalent control group design. The sample consisted of 60 eighth-grade students divided into an experimental group (n = 30) and a control group (n = 30). Product validation was conducted by three experts in media, material, and instructional design. Learning outcomes were measured using a 25-item validated achievement test (KR-20 = 0.84). Data were analyzed using the Liliefors, Levene’s test, normalized gain (N-Gain), independent samples t-test, and Cohen’s d effect size.Results: Validation results showed high product quality, with ratings from the media expert (88%), material expert (90%), and instructional design expert (91%), all categorized as very valid. The experimental group achieved significantly higher posttest scores (M = 77.20, SD = 6.98) than the control group (M = 68.57, SD = 8.77), t(58) = 5.537, p < .001. The experimental group also demonstrated a higher N-Gain (g = 0.541) than the control group (g = 0.350), with a large effect size (d = 1.43).Conclusion: AR-based Discovery Learning media is valid and effective in significantly improving junior high school students’ mathematics learning outcomes.
The Utilization of Video-Based Learning Resources and Self-regulated learning on the Medical Skills of Health Vocational School Students Arvandi Arvandi; Sofyan Sofyan; Akhmad Habibi
FINGER : Jurnal Ilmiah Teknologi Pendidikan Vol. 5 No. 2 (2026): Finger : Jurnal Ilmiah Teknologi Pendidikan
Publisher : CV. Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/finger.v5i2.653

Abstract

Background: Medical kinesthetic skills are an essential competency in Vocational High School (SMK) education in the health sector that requires precise procedural mastery, so effective learning innovations are needed through the use of video-based learning resources supported by self-regulated learning behavior.Aims: This study aims to analyze the effect of the use of learning videos and self-regulated learning on the medical kinesthetic skills of vocational school students in the health sector.Methods: This study used a quantitative approach with a cross-cut explanatory design involving 200 students of SMK Fania Salsabila Jambi City. Data analysis was carried out using Structural Equation Modeling based on Partial Least Squares (PLS-SEM) to test the direct and indirect relationships between variables.Results: The results showed that the use of video learning had a significant positive effect on self-regulated learning (β = 0.728; f² = 1.128), and self-regulated learning had a strong effect on medical kinesthetic skills (β = 0.655; f² = 0.598). However, the direct influence of video on kinesthetic skills was relatively small (β = 0.201; f² = 0.056), suggesting that self-regulated learning plays a key mediating role.Conclusion: These findings reinforce the Cognitive Theory of Multimedia Learning that the effectiveness of video depends on the active involvement of students. Thus, the integration of instructional video design and independent learning strategies is key in optimizing the learning of procedural skills in vocational schools in the health sector.
Design and Validation of an Augmented Reality-Based Flipped Classroom Module to Enhance Trigonometric Conceptual Understanding Dedi Pradesa; Efendi Napitupulu; Farihah Farihah
FINGER : Jurnal Ilmiah Teknologi Pendidikan Vol. 5 No. 2 (2026): Finger : Jurnal Ilmiah Teknologi Pendidikan
Publisher : CV. Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/finger.v5i2.679

Abstract

Background: Mathematics learning, particularly trigonometry, is often considered difficult due to the abstract nature of the concepts and the limited use of interactive learning media. Conventional instruction tends to emphasize memorization rather than conceptual understanding, causing students to experience difficulties in visualization and mathematical reasoning.Aims: This study aimed to develop and validate an Augmented Reality-based flipped classroom module for trigonometry learning.Methods: This study employed a Design and Development Research (DDR) approach using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The validation process involved material experts, media experts, and instructional design experts selected purposively based on their expertise. Data were collected using expert validation questionnaires with a five-point Likert scale and analyzed descriptively using percentage analysis.Results: The findings showed that the developed module achieved a “Very Good” category across all validation aspects. Material expert validation obtained percentages of 93%, 92%, and 97% for content feasibility, presentation feasibility, and language assessment, respectively. Media expert validation ranged from 94% to 98%, while instructional design validation obtained percentages of 96.00% and 92.73%. These results indicate that the module possesses high feasibility in terms of content quality, media usability, and instructional design. Conclusion: The developed module is feasible and appropriate for trigonometry learning and has the potential to support interactive and student-centered mathematics learning.
Mobile-Based Augmented Reality Learning Media for Curved Surface Geometry: Development, Validation, and Effectiveness Evaluation Donaldy Josevani Tindangen; Mukhtar Mukhtar; Abdul Hamid K
FINGER : Jurnal Ilmiah Teknologi Pendidikan Vol. 5 No. 2 (2026): Finger : Jurnal Ilmiah Teknologi Pendidikan
Publisher : CV. Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/finger.v5i2.681

Abstract

Background: Curved surface geometry is often difficult for junior high school students because the concepts require strong spatial visualization skills. Augmented Reality (AR) offers opportunities to support mathematics learning through interactive three-dimensional representations.Aims: To facilitate the learning of curved surface geometry, a mobile-based Augmented Reality (AR) application was designed and implemented. Its feasibility and effectiveness were then examined to determine its contribution to improving students' mathematics achievement.Methods: A research and development (R&D) approach based on the ADDIE model was adopted in this study. The application incorporates three-dimensional geometry visualization, object interaction, learning content, quizzes, and final assessments. Its feasibility was assessed by experts in materials, media, and instructional design. A post-test-only quasi-experimental design was used to investigate its effectiveness, involving 30 students in the experimental group and 30 students in the control group. The collected data were analyzed through descriptive statistics and an independent samples t-test.Results: With a feasibility score of 88.42%, the application was categorized as very feasible and obtained a practicality rating of 90.20% from students. Students in the experimental group achieved a higher average post-test score (M = 13.57, SD = 1.16) compared with those in the control group (M = 12.37, SD = 1.38). The independent samples t-test indicated a statistically significant difference (t = 2.165, p < .05), demonstrating better learning performance among AR application users.Conclusion: The developed AR application was feasible for classroom use and was associated with improved mathematics learning outcomes in curved surface geometry. Further studies involving larger samples and broader learning indicators are recommended.
Development of Demonstration-Based Tutorial Video Media to Improve Restaurant Employees' Product Knowledge Competence Putu Darma Wisada; Harun Sitompul; Dewi Endriani
FINGER : Jurnal Ilmiah Teknologi Pendidikan Vol. 5 No. 2 (2026): Finger : Jurnal Ilmiah Teknologi Pendidikan
Publisher : CV. Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/finger.v5i2.684

Abstract

Background: The fierce competition in the restaurant industry demands excellent product knowledge mastery to ensure customer satisfaction. However, training evaluation data reveals a gap between formal training and actual performance, which is reinforced by customer complaints regarding product delivery errors.Aims: This study aims to develop demonstration-based tutorial video media to improve the product knowledge competence of restaurant employees.Methods: This research applies the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) with a One Group Pretest-Posttest design involving 40 employees. Data were collected through feasibility questionnaires (validated by 2 material experts, 2 instructional design experts, and 2 media experts), employee practicality questionnaires, and multiple-choice tests (pre-test and post-test) to measure effectiveness using the N-Gain score. Data analysis utilized quantitative and qualitative descriptive methods.Results: Validation tests showed highly valid results: 98.33% for material, 97.50% for instructional design, and 89.41% for media. The practicality test reached 90.41% (highly practical). In the effectiveness test, the average score increased from 55.33% (moderately effective) in the pre-test to 81.00% (highly effective) in the post-test. The N-Gain calculation yielded a score of 0.51, indicating a moderate improvement category.Conclusion: Overall, the demonstration-based tutorial video media is proven valid, practical, and effective in improving the product knowledge competence of restaurant employees.
Design and Development of a Machine Learning-Based Mobile Application for Stress Detection Using Facial Expression Analysis Musyafa Al Adn; Muhamad Azrino Gustalika; Nicolaus Euclides Wahyu Nugroho
FINGER : Jurnal Ilmiah Teknologi Pendidikan Vol. 5 No. 2 (2026): Finger : Jurnal Ilmiah Teknologi Pendidikan
Publisher : CV. Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/finger.v5i2.685

Abstract

Background: Stress is a common mental health issue that requires early detection to prevent severe consequences.Aims: This study aims to develop an Android-based mobile application capable of detecting stress levels using facial expression analysis.Methods: The application was developed using the Rapid Application Development (RAD) approach. A Convolutional Neural Network (CNN) based on EfficientNetB0 was used and trained on the FER2013 dataset. The trained model was then converted into TensorFlow Lite format for efficient deployment on mobile devices.Results: The model achieved an accuracy of 80.23%, precision of 80.60%, recall of 73.84%, and F1-score of 77.07%. Furthermore, real-world performance testing on mobile devices demonstrated high efficiency. The optimized TensorFlow Lite model achieved a rapid inference time of 6.00 ms and a compact footprint of 2.85 MB. The developed application successfully performs real-time and offline stress detection using images captured from the camera or selected from the gallery. Functional testing using the black-box method showed that all application features operated correctly, while usability evaluation using the System Usability Scale (SUS) produced an average score of 79, indicating that the application is easy to use. Conclusion: This study demonstrates that integrating machine learning into mobile applications can provide a practical and accessible solution for early stress detection. However, dataset imbalance remains a limitation that affects model performance and should be addressed in future work.
Development of an AKM-Based Chemistry Worksheet Integrated with Religious Values to Improve Students’ Learning Outcomes and Character in Hydrocarbon Learning Dana Merina; Ayi Darmana; Nurfajriani Nurfajriani
FINGER : Jurnal Ilmiah Teknologi Pendidikan Vol. 5 No. 2 (2026): Finger : Jurnal Ilmiah Teknologi Pendidikan
Publisher : CV. Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/finger.v5i2.690

Abstract

Background: Competency-based learning and character education are important priorities in contemporary chemistry education. However, instructional materials integrating Minimum Competency Assessment (AKM) and religious values are still limited, particularly in hydrocarbon learning.Aims: This study aimed to develop and evaluate an AKM-based chemistry worksheet integrated with religious values to improve students’ learning outcomes and character development.Methods: This research employed the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. Participants were 60 eleventh-grade students from SMA Negeri 9 Medan, Indonesia. Data were collected through expert validation sheets, achievement tests, character questionnaires, and student response questionnaires. Data were analyzed using descriptive statistics, paired-sample t-tests, N-gain analysis, and Pearson correlation analysis with SPSS 26.Results: The developed worksheet demonstrated high validity, with expert validation scores ranging from 75% to 93%. Students’ learning outcomes improved significantly after implementation (t = -13.728, p < 0.001), and character development also showed significant improvement (t = -10.260, p < 0.001). In addition, students responded positively to the worksheet, with an overall response rate of 94%, categorized as very good.Conclusion: The AKM-based chemistry worksheet integrated with religious values was found to be valid, practical, and effective in improving students’ hydrocarbon learning achievement and character development.
Development of Augmented Reality Learning Media Based on Problem-Based Learning in Economics Subjects in High School Dianita Br Silaban; R. Mursid; Samsidar Tanjung
FINGER : Jurnal Ilmiah Teknologi Pendidikan Vol. 5 No. 2 (2026): Finger : Jurnal Ilmiah Teknologi Pendidikan
Publisher : CV. Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/finger.v5i2.634

Abstract

Background: The integration of innovative digital learning media is essential to help students understand abstract concepts in economics. Augmented Reality combined with Problem-Based Learning offers an interactive learning environment that supports conceptual understanding.Aim: This study aimed to develop an Augmented Reality learning medium based on PBL and evaluate its feasibility, practicality, and effectiveness in improving senior high school students’ economics learning outcomes.Methods: This Research and Development study employed the ADDIE model. The participants were 70 tenth-grade students assigned to an experimental class and a control class. Data were collected through expert validation, teacher and student response questionnaires, and learning outcome tests. Descriptive and inferential statistics were used for data analysis.Results: The developed media were highly feasible based on evaluations from subject matter experts (4.45), media experts (4.38), and instructional design experts (4.41). It was also highly practical according to teachers’ (4.47) and students’ (4.32) responses. A significant difference was found between the experimental and control groups (p < 0.05), with the experimental group achieving a higher mean posttest score (78.88) than the control group (71.17).Conclusion: The Problem Based Learning based Augmented Reality learning medium is feasible, practical, and effective for improving senior high school students’ economics learning outcomes.
Beyond Attitude: Beyond Attitude: Unveiling the Structural Determinants of Teacher Performance in the AI Era (A PLS-SEM Approach) Muhammad Ridzik Varedho; Hary Soedarto Harjono; Erisa Kurniati
FINGER : Jurnal Ilmiah Teknologi Pendidikan Vol. 5 No. 2 (2026): Finger : Jurnal Ilmiah Teknologi Pendidikan
Publisher : CV. Media Inti Teknologi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/finger.v5i2.672

Abstract

Background: The rapid spread of AI tools in education has moved the conversation from simply adopting technology to examining how it actually transforms what teachers do in the classroom. Yet most studies have tackled this question by looking at one variable at a time, leaving the structural pathways that connect readiness to real instructional outcomes largely unexplored. Aims: This study aims to investigate the structural relationships between teachers' technological readiness, specifically digital literacy, self-efficacy, and attitudes toward AI, and their actual instructional performance, while exploring the mediating role of AI competence. Methods: Survey responses from 220 teachers drawn from across the Indonesian archipelago were examined using Partial Least Squares Structural Equation Modeling (PLS-SEM) in SmartPLS 4, proceeding through a two-stage measurement and structural assessment. Results: Teacher Digital Literacy (TDL), Attitude Towards Using AI Tools (ATT), and Self-Efficacy with Technology (SET) each proved to be significant predictors of TAC (p < 0.001). Of all the variables tested, TAC turned out to be the strongest direct predictor of TP (β = 0.540). A more striking finding was that ATT carried no meaningful direct influence on TP (β = 0.009, p = 0.870); instead, its entire effect flowed through TAC, a pattern that satisfies the conditions for full mediation. Multi-Group Analysis further confirmed that these relationships held regardless of how long a teacher had been in the classroom.Conclusion: What these results collectively suggest is that enthusiasm alone cannot sustain instructional quality in the AI era; it is technical mastery in AI Competence that converts a teacher’s positive outlook into measurable performance gains.

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