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Information Technology Education Journal
Published by Universitas Negeri Makassar
ISSN : 28097971     EISSN : 2809798X     DOI : -
Core Subject : Science, Education,
Computer Science & IT Education
INTEC Journal is published by the Informatics and Computer Engineering Education Study Program at Makassar State University. INTEC Journal is published periodically three times a year, containing articles on research results and / or critical studies in the field of Informatics and Computer Engineering Education from students, lecturers, and practitioners from universities or research institutions. The INTEC journal already has a print version ISSN with the number 2809-798X in 2022 and an online version ISSN with the number 2809-7971. INTEC Journal contains articles on informatics and computer engineering education in particular: learning multimedia e-learning/blended learning, information system, artificial intelligence and robotics, embedded expert system, big data and machine learning, software and network engineering
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 14 Documents
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Search results for , issue "Vol. 4, No. 4, November (2025)" : 14 Documents clear
Integrating Character Education into STEM-Based Chemistry Learning Through Interactive Digital Media Indayani, Feby
Information Technology Education Journal Vol. 4, No. 4, November (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i4.10786

Abstract

This study examines the integration of character education into STEM-based chemistry learning enhanced by interactive digital media in secondary schools in Mamuju, West Sulawesi. The research investigates how four instructional components STEM Implementation, Character Education Integration, Teacher Competence, and School Support collectively influence Character Outcomes and Chemistry Achievement when delivered through digital interactive platforms. Using a quantitative design, data were collected from 300 students and analyzed through descriptive statistics, correlation testing, and multiple regression models. The results show that Character Education Integration remains the strongest predictor of Character Outcomes, demonstrating that explicit value-based instructional strategies significantly shape students’ ethical behavior, responsibility, and collaboration. STEM Implementation also contributes substantially to both outcomes, particularly when supported by interactive digital tools such as virtual laboratories, simulations, and digital modeling environments that facilitate inquiry, real-time feedback, and authentic scientific engagement. Teacher Competence is identified as the primary determinant of Chemistry Achievement, emphasizing the need for strong pedagogical content knowledge and digital proficiency to optimize the use of interactive media in STEM-based chemistry instruction. Although School Support shows the smallest effect, it remains a significant enabling factor by providing technological infrastructure and administrative backing necessary for consistent digital-based learning. Overall, the findings indicate that integrating character education within digital-supported STEM chemistry learning produces synergistic benefits for both cognitive and affective domains. This study underscores the importance of combining STEM pedagogy, character-focused instruction, and interactive digital media to enhance student learning experiences and inform policy and instructional development in emerging educational contexts.
Technology-Enhanced Collaborative Learning Model Between Industry and Universities to Improve Graduate Employability Zumrotul Avifa K
Information Technology Education Journal Vol. 4, No. 4, November (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i4.10913

Abstract

This study examines the influence of technology-enhanced collaborative learning and industry–university collaboration on graduate employability, with learning engagement analyzed as a mediating psychological mechanism. Conducted at Universitas Tomakaka, the research employs a quantitative explanatory design using structured questionnaires and EViews-based modeling to test direct and indirect effects. The findings demonstrate that technology-enhanced collaborative learning significantly contributes to employability by strengthening students’ digital communication, problem-solving abilities, and collaborative competencies. Industry–university collaboration also shows a strong direct effect on employability, reflecting the importance of workplace exposure, authentic project assignments, and industry-level feedback in preparing students for professional roles. Mediation analysis further confirms that learning engagement partially mediates both relationships, revealing that active, emotional, and cognitive involvement enhances the translation of learning experiences into employability outcomes. Engagement emerges as a critical mechanism through which students internalize collaborative learning environments and industry expectations, transforming them into concrete professional skills. These findings highlight that employability development is not merely the result of structural or technological interventions but depends heavily on the psychological processes that shape how students participate in and interpret their learning experiences. This study concludes that integrating digital collaborative learning with structured industry partnerships is essential for producing competent, work-ready graduates.
Web-Based Collaborative Project-Based Learning in Secondary Education: A Qualitative Study of Students’ Analytical Thinking and Collaboration Era Octafiona
Information Technology Education Journal Vol. 4, No. 4, November (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i4.10940

Abstract

Learning in secondary education increasingly requires instructional approaches that are capable of fostering students’ analytical thinking and collaborative skills in response to the demands of 21st-century competencies. However, classroom practices in many schools remain dominated by teacher-centered instruction, which limits students’ opportunities to engage in higher-order thinking and sustained collaboration. As a result, students often experience learning activities that emphasize content reception rather than analytical exploration and cooperative problem-solving.Collaborative learning has been widely adopted as an alternative approach to address these challenges by encouraging students to work together, exchange ideas, and solve problems collectively. Despite its potential, conventional collaborative learning practices frequently encounter practical limitations, such as uneven student participation, time constraints during classroom sessions, and restricted access to diverse learning resources. These limitations reduce the effectiveness of collaboration in supporting deeper analytical engagement among students.Recent developments in educational technology have introduced Web-Based Project-Based Learning (PjBL) as an instructional approach that integrates collaborative project work with digital platforms supporting both synchronous and asynchronous interaction. Through web-based environments, students are able to access learning resources independently, coordinate tasks digitally, and produce authentic learning outputs beyond classroom boundaries. Prior studies have reported that Web-Based PjBL can support higher-order thinking and collaborative skills; however, much of the existing research focuses on general effectiveness or higher education contexts, with limited attention to how web-based collaboration transforms conventional collaborative learning practices at the secondary school level.In the context of Indonesian high schools, empirical evidence regarding the implementation of Web-Based Collaborative PjBL remains limited, particularly studies that explore how this approach strengthens students’ analytical thinking and teamwork through actual classroom practices. Moreover, few studies have examined the transition process from traditional collaborative learning to web-based collaborative projects and the roles of teachers and students during this transformation.Therefore, this study aims to examine the implementation of Web-Based Collaborative Project-Based Learning in a senior high school context, focusing on how this approach strengthens students’ analytical thinking and cooperation. By adopting a qualitative descriptive design, this study seeks to provide an in-depth understanding of learning activities, teacher facilitation, and student collaboration within a web-based project environment, thereby contributing empirical insights into the practical integration of digital collaboration in secondary education.
Enhancing the Digital Classroom Experience through the Integration of Interactive Flat Panel and Tug of Knowledge as Cloud-Based Learning Media Ayu Saputri Bahar; Iriandy
Information Technology Education Journal Vol. 4, No. 4, November (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i4.11189

Abstract

This study aims to develop and implement cloud-based learning media through the integration of the Interactive Flat Panel (IFP) and Tug of Knowledge in order to enhance the digital learning experience in the classroom. The study employed a Research and Development (R&D) design using the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. The research participants comprised 32 students from the Family Welfare Education Study Program, Faculty of Engineering, Universitas Negeri Makassar. Data were collected through observations of student engagement, documentation of learning interactions, and analysis of task outcomes, which were subsequently analyzed using descriptive quantitative methods based on a 1–5 response scale. The results revealed an increase in student engagement, as indicated by an average engagement score of 4.35, as well as an improvement in group discussion participation of approximately 28% compared to learning conditions prior to the implementation of the media. In addition, 87.5% of students provided positive responses to the use of this media, particularly with regard to interactivity, collaboration, and learning motivation. These findings indicate that the integration of the Interactive Flat Panel and Tug of Knowledge as cloud-based learning media is effective in creating a more interactive, collaborative, and measurable digital learning experience and is aligned with the needs of 21st-century learning.

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