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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 19 Documents
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Search results for , issue "Vol. 4, No. 4, November (2025)" : 19 Documents clear
Integrating Character Education into STEM-Based Chemistry Learning Through Interactive Digital Media Feby Indayani
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.
Predicting Generative AI–Based Learning Among Students: The Roles of Adaptive Learning Motivation, Technology Openness, and Digital Collaboration Readiness Ridwan Daud Mahande
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.v4i4.11194

Abstract

The integration of Generative Artificial Intelligence (AI) in higher education presents opportunities and challenges related to student readiness as the main users of technology. This study aimed to analyze the role of adaptive learning motivation, technology openness, and digital collaboration readiness in predicting student perceptions of Generative AI-based learning. A quantitative approach with an explanatory design was used through a survey of 370 students from the Faculty of Engineering, State University of Makassar, Indonesia. The data were analyzed using Partial Least Squares structural equation modeling (PLS-SEM). The results showed that the three predictor variables had a positive and significant effect on students' perception of Generative AI-based learning, with adaptive learning motivation being the most dominant factor. In addition, a pattern of tiered relationships was found, in which adaptive learning motivation affects openness to technology, which further strengthens the readiness for digital collaboration. The research model explained 60.8% of students' perceptions of AI-based learning. These findings confirm that the success of Generative AI integration is not only determined by technological readiness but also by students' psychological and digital readiness. This study contributes to expanding the model of learner readiness in the AI-based education ecosystem.
The Impact of Incident-Based Learning on Network Security Practicum: Effects on Analytical and Response Skills A. Sri Bungsu Asma; Ahmad Syawaluddin; Muflihah Qanita H; Muh. Yasyfin Farhan; Muh.Kidfari; Muhammad Arsyad Meru; Muhammad Fadli Kasman
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.v4i4.11190

Abstract

The purpose of this study is to examine the effectiveness of Incident-Based Learning (IBL) in improving students' analytical and incident response skills within network security practicum courses. The research addresses the gap in existing cybersecurity education by testing the impact of IBL compared to conventional practicum approaches, with the aim to better prepare students for dynamic and unstructured cybersecurity threats. This study employed a true experimental design with a pretest–posttest control group format. Two groups of undergraduate students participated in the study: one exposed to Incident-Based Learning and the other following a conventional practicum approach. Data were collected using performance-based assessments that measured analytical skills and incident response abilities, followed by statistical analysis using paired and independent samples t-tests, and MANOVA. The results revealed that students in the IBL group showed significantly higher improvements in both analytical skills (t(58) = 2.94, p < 0.01) and incident response skills (t(58) = 3.20, p < 0.01) compared to the control group. The MANOVA confirmed a significant multivariate effect (p < 0.05) of IBL on both competencies. While the findings suggest that IBL enhances practical cybersecurity competencies, the study's limitations include its sample size and scope, which may impact the generalizability of results to broader educational contexts. This study contributes to the field by providing empirical evidence on the effectiveness of IBL in cybersecurity education. It offers a valuable framework for improving network security curricula and paves the way for future research on integrating IBL into various technical education domains
The Effectiveness of Capture The Flag as a Network Security Practical Intervention on Students' Self-Efficacy and Learning Outcomes A. St.Khadijah Ridwan; Ummu Radiyah; Muhammad Ihksan Malik; Muhammad Nauval Pattiroi; Muslika; Nining Ulul Fajri; Nirwana Amir
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.v4i4.11191

Abstract

This study aimed to evaluate the effectiveness of Capture the Flag (CTF) competitions in improving self-efficacy and learning outcomes in network security education. Specifically, it explored whether participation in CTF competitions enhances students' confidence in their cybersecurity abilities and their understanding of network security concepts compared to traditional practical exercises. A quasi-experimental design was used with 60 undergraduate students enrolled in a network security course. Participants were randomly assigned to an experimental group (CTF competition) and a control group (traditional practical exercises). Data were collected through pre-test and post-test measures of self-efficacy, a final exam, and a practical skills assessment. The experimental group participated in a two-week CTF competition, while the control group engaged in structured, instructor-guided exercises. The results indicated that the experimental group showed a significant increase in self-efficacy (from 3.2 to 4.0) and performed better on both the final exam (85% vs. 75%) and the practical skills assessment (88% vs. 78%) compared to the control group. These findings suggest that CTF competitions positively impact students’ confidence and technical skills in network security. The study’s quasi-experimental design limits the ability to draw causal conclusions. Additionally, the relatively small sample size and single-institution setting reduce the generalizability of the findings. Future studies with larger and more diverse samples are needed to confirm these results. This study contributes to the growing body of research on gamification in cybersecurity education, showing that CTF competitions can effectively enhance both self-efficacy and learning outcomes. It highlights the value of integrating such competitions into curricula to improve student engagement and preparedness for real-world cybersecurity challenges
Comparison of Project-Based Learning and Lecture-Based Learning in Machine Learning Courses on Model Implementation Skills A. Sultan Agung; Hamzah Pagarra; Nur Asima; Nur Azizah; Nurhikma; Nurilmi Amalia Marda; Nurlisah
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.v4i4.11192

Abstract

The aim of this study was to compare the effectiveness of Project-Based Learning (PBL) and Lecture-Based Learning (LBL) in enhancing students’ ability to implement machine learning models. While both teaching methodologies are widely used, the impact of PBL on practical machine learning skills has not been sufficiently explored. This study investigates whether a hands-on, project-based approach leads to better performance in real-world machine learning applications compared to a traditional lecture-based approach. This experimental study involved 60 undergraduate students from a machine learning course, randomly divided into two groups: PBL and LBL. The PBL group worked on real-world machine learning projects, while the LBL group followed traditional lectures and individual assignments. Data were collected using pre- and post-test questionnaires, project performance rubrics, and observational notes. Statistical analyses were conducted to compare the two groups’ performance on machine learning tasks. The results revealed that the PBL group outperformed the LBL group in model accuracy, code quality, problem-solving, and debugging skills. The PBL group also demonstrated greater motivation and engagement, with statistically significant differences in performance (p = 0.001 for model optimization and p = 0.027 for problem-solving). The LBL group showed improvements, but the gains were less substantial. The findings suggest that PBL is more effective for developing practical skills in machine learning. However, the study's limitations include a small sample size and short duration, which may limit the generalizability of the results. This study provides novel insights into the benefits of PBL in machine learning education, offering valuable implications for curriculum design. Future research could explore long-term outcomes and the potential of hybrid teaching methods that combine PBL and LBL
The Effectiveness of Mastery Learning Supported by Adaptive Quizzes on Backpropagation Material in Improving Learning Outcomes Abd Akbar Sutiawan; Tangsi; Nurul Nikma Salsabila; Nailul Hajar B; Neli Agustin; Noor Edy Wijaya Sari; Nur Fadhillah M. Aripa
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.v4i4.11193

Abstract

This study investigates the effectiveness of Mastery Learning supported by adaptive quizzes in improving students’ understanding of backpropagation, a key concept in machine learning. The problem addressed is the difficulty students face in mastering complex topics like backpropagation and the limitations of traditional lecture-based teaching methods in facilitating deep learning. A pretest-posttest experimental design was employed with 60 undergraduate students. The experimental group (n=30) used Mastery Learning and adaptive quizzes, while the control group (n=30) followed traditional lecture-based instruction. Data was collected via pretests, posttests, and a survey assessing perceived learning. Paired t-tests and independent t-tests were used for statistical analysis. The experimental group showed a significant improvement in posttest scores (mean = 85.4) compared to the control group (mean = 65.3). The effect size was large (Cohen’s d = 1.2), indicating substantial improvements in learning outcomes. Survey results showed that 94% of students in the experimental group found the adaptive quizzes helpful in understanding backpropagation and expressed a preference for continuing with this method. The study demonstrates the potential of combining Mastery Learning with adaptive quizzes in enhancing learning in machine learning courses. Limitations include the small sample size and the focus on a single topic (backpropagation). The results may not be generalized to other topics or populations. This study contributes to the literature by showing the effectiveness of adaptive learning systems in technical subjects like machine learning. Future research could explore the scalability of this method and its applicability to other machine learning concepts or fields.

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