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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 10 Documents
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Search results for , issue "Vol. 5, No. 2, May (2026)" : 10 Documents clear
Integrating Virtual Laboratories and Trainer Kits for Computer Network Engineering Practicum Learning in a Vocational School Kamal; Muhammad Yaumi; M.Yusuf T; Abdul Syatar
Information Technology Education Journal Vol. 5, No. 2, May (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i2.264

Abstract

Purpose – This study examined the implementation of a hybrid practicum model integrating Trainer Kits and Virtual Laboratories in computer network engineering learning at SMK Telkom Makassar, Indonesia. The study aimed to analyze changes in students’ learning outcomes and examine students’ perceptions of the integrated learning media. Design – A quasi-experimental one-group pretest–posttest design was employed involving 36 vocational students. The intervention was conducted through hybrid practicum sessions in which students performed virtual simulations before implementing configurations using the physical Trainer Kits. Data were collected using cognitive achievement tests and a student perception questionnaire and analyzed using descriptive statistics, normalized gain analysis, and paired-sample t-test. Findings – The results showed a notable improvement in learning outcomes, with the mean score increasing from 54.38 in the pretest to 86.25 in the posttest, resulting in an N-Gain of 0.698, indicating a moderate to high level of learning improvement. Students’ perceptions were also highly positive, with an overall acceptance score of 91.6%. Research implications – However, because the study employed a one-group pretest–posttest design without a control group, the findings should be interpreted as preliminary evidence of improvement following the implementation of the hybrid practicum model. Originality – This study examined the implementation of a hybrid practicum model integrating Trainer Kits and Virtual Laboratories in computer network engineering learning and provides evidence of its potential to improve learning outcomes and student perceptions in vocational education contexts.
Smartboard-Mediated CSCL Scripts to Improve Oral Communication in Eastern Indonesia: A Quasi-Experimental Study Kaharuddin; Sitti Hajar; Zul Fadhli Al Alim; Kaharuddin, Andi; Tulak, Topanus; Susilo , Ganjar; Pradhan , Devasis
Information Technology Education Journal Vol. 5, No. 2, May (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i2.263

Abstract

Purpose – This study aims to challenge the "hardware fallacy" by investigating how a structured Computer-Supported Collaborative Learning (CSCL) intervention can mediate smartboard affordances to enhance oral communication skills among junior high school students in Eastern Indonesia, a context characterized by teacher-centered instruction and student speaking anxiety. Design – A quasi-experimental non-equivalent control group design was employed with 64 eighth-grade students from two intact classes (n = 32 each) assigned to conditions; analyses treated students as individuals. The control group (n=32) used smartboards for teacher-centered presentations, while the experimental group (n=32) participated in an eight-week CSCL intervention involving collaborative sorting, visual debate mapping, and interactive presentation tasks. Oral communication performance was assessed using a validated analytic rubric with excellent inter-rater reliability (ICC = .87). Findings – ANCOVA revealed a statistically significant effect of the intervention on post-test communication scores F (1,61) = 109.65, p < .001, partial η² = .642), with the most pronounced gains in communicative confidence (partial η² = .712). Qualitative observations showed 88% of experimental students physically interacting with the smartboard, with a recurrent pattern of non-verbal manipulation preceding verbal justification, indicating cognitive offloading. Research implications – The quasi-experimental design and single-school setting limit generalizability, and the 8-week duration cannot confirm long-term sustainability. However, findings provide empirical evidence for the necessity of pedagogical redesign alongside technology investment to bridge the second-level digital divide. Originality – This study advances CSCL research by specifying mechanisms (shared visual anchoring, embodied offloading) through which smartboard affordances are pedagogically engineered to address cultural barriers in under-resourced Southeast Asian classrooms, offering a replicable intervention model for similar contexts. Replication materials are available in the online supplement.
Exploring Low Reading Interest and Digital Literacy among Indonesian Pre-service Teachers: A Single-Case Study at a Private University in South Sulawesi Tangkearung, Sefrin Siang; Tulak, Topanus; Kaharuddin, Andi; SMBM, Arshad
Information Technology Education Journal Vol. 5, No. 2, May (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i2.262

Abstract

Purpose – This study qualitatively investigates the causes of low reading interest among pre-service primary teachers at a private university in Indonesia and analyzes its implications for their digital literacy. Given the critical role of teachers in fostering literacy, understanding this issue is essential for developing effective educators. Design – Employing a single-case study design, data were collected through in-depth interviews, non-participant observations, and documentation with 12 pre-service teachers. Thematic analysis was used to identify patterns in participants' lived experiences. Findings – Results indicate that reading interest is primarily instrumental, driven by assignment completion rather than curiosity. Identified causes include low intrinsic motivation, a lack of supportive academic culture, and pervasive digital distractions. Consequently, this leads to passive technology use and weak critical filtering skills, evidenced by students' difficulty in evaluating source credibility and a tendency to prioritize superficial online content over in-depth analysis. Research Implications – As a single-site case study, the findings on academic culture may not be generalizable to all institutions. The study relies on self-reported data, which introduces potential for social desirability bias. Originality – The study concludes that effective digital literacy requires a strong foundation in conventional deep reading, necessitating an integrated literacy ecosystem in teacher education institutions. It offers a nuanced understanding of the mechanisms linking instrumental reading to poor digital outcomes.
Development and Initial Evaluation of a Flying Robot-Based Trainer Kit for Robotics Learning Alamsyah, Nur; Muhammad Yaumi; M. Shabir U; Muh. Rapi
Information Technology Education Journal Vol. 5, No. 2, May (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i2.268

Abstract

Purpose – Robotics learning in higher education requires the integration of conceptual understanding and practical skills, yet the availability of learning media that effectively bridges theory and practice remains limited. This study aimed to develop a flying robot–based Trainer Kit learning media for robotics courses and to examine its feasibility through expert validation, practicality evaluation, and a limited trial of student learning outcomes. Design – The study employed a research and development (R&D) approach using the Four-D model, limited to the Define, Design, and Develop stages. A limited trial was conducted using a one-group pretest–posttest design involving 12 students enrolled in a Robotics course. Findings – The validation results showed an average score of 4.20 from media experts and 4.33 from material experts (very valid category). The practicality questionnaire results indicated high usability, with average scores of 4.53 from students and 4.38 from lecturers (very practical category). Student learning outcomes improved from a mean pretest score of 56.58 to a posttest score of 89.25, with an average N-Gain of 0.75 (high category). A paired-samples t-test indicated a statistically significant improvement (p < 0.001) with a very large practical effect (Cohen’s d ≈ 9.23). Research implications –  These findings indicate that the developed learning media is valid and practical and showed improved learning outcomes in a limited trial (N=12). However, the results should be interpreted as preliminary evidence due to the one-group design and small sample size. Originality – This study develops and evaluates a flying robot–based Trainer Kit as an innovative learning media to bridge theory and practice in robotics education.
Validation of a Blended Mathematics Learning Readiness Instrument Based on Offline Delivery in Remote Areas Astutik, Heny Sri; Kaharuddin, Andi; Salmawati; Murniati; Kahar, Muh Jusri; Pasongli, Hernita
Information Technology Education Journal Vol. 5, No. 2, May (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i2.265

Abstract

Purpose – This study aimed to develop and validate an instrument assessing student readiness for offline-supported blended mathematics learning, addressing a critical measurement gap in Indonesia's disadvantaged, frontier, and outermost (3T) regions like Southwest Papua. Design – Employing a sequential exploratory psychometric design, we addressed the internet-dependency of existing instruments. An initial 40-item pool, adapted from the Online Learning Readiness Scale for offline contexts, was refined to 30 items. Content validity was established via two expert review rounds (N=3) using NVivo 14 thematic analysis and Gregory's index. Construct validity was examined through Exploratory Factor Analysis (EFA) with 150 mathematics students, alongside Cronbach's Alpha for reliability. Findings – Content validity (Gregory's index) improved from 0.60 to 0.88. EFA established a five-factor structure for the 30 items, explaining 68.4% of the total variance: (1) Learning Independence with Local Resources (α=0.89), (2) Offline Technical Literacy (α=0.87), (3) Adaptation to Infrastructure Limitations (α=0.82), (4) Mathematics Self-Efficacy with Offline Media (α=0.91), and (5) Learning Motivation in Digital Isolation (α=0.79). Overall reliability was α=0.93. Implications – The instrument provides a valid, reliable tool for diagnosis and interventions in underserved regions. Limitations regarding geographic specificity, sample size, and unexamined criterion validity suggest directions for future cross-context validation and longitudinal studies. Originality – By introducing "Adaptation to Infrastructure Limitations" as a novel dimension, this study reconceptualizes learning readiness for connectivity-deprived contexts, offering educators and policymakers an evidence-based tool to promote educational equity.
Design and Evaluation of an Integrated Virtual Laboratory Framework with Learning Analytics for Vocational Computer Network Engineering Education Dafitri, Haida; Abdul Hamid K; Sahat Siagian
Information Technology Education Journal Vol. 5, No. 2, May (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i2.266

Abstract

Purpose — This study proposes and evaluates an integrated virtual laboratory learning framework that combines virtual laboratories, Learning Management Systems (LMS), and learning analytics to support structured learning in vocational computer network engineering education. The framework is organized into five instructional phases (Highlight–Analyze–Integrate–Do–Assess) to facilitate coherent learning progression and data-informed feedback. Design/methods/approach — An early-stage (single-cycle) Design-Based Research (DBR) approach was employed using a quasi-experimental pre-test–post-test design involving 60 vocational high school students. Data were collected through cognitive achievement tests, practical performance assessments, classroom observations, and LMS-based learning analytics logs. Data analysis included normalized gain (N-gain), paired-sample t-tests, effect size (Cohen’s d), and descriptive and correlational analyses. Findings — The results indicate that the proposed framework is associated with improved cognitive achievement, with mean scores increasing from 58.3 to 82.7 (N-gain = 0.57). A statistically significant difference was found between pre-test and post-test scores (p < 0.001), with a large effect size (d = 1.34). In addition, 90% of students successfully completed virtual laboratory tasks. Learning analytics further revealed reduced error frequency, increased task efficiency, and more consistent engagement patterns over time. Research implications/limitations — Significant correlations were found between learning behaviors and outcomes, particularly task completion rate (r = 0.52). However, due to the absence of a control group, the single-institution context, and the early-stage DBR design, the findings should be interpreted as indicative rather than causal, limiting generalizability. Originality/value — This study contributes by demonstrating how virtual laboratories, LMS, and learning analytics can be systematically aligned within a structured instructional framework in vocational education. The study emphasizes pedagogical sequencing and the integration of behavioral analytics into the learning process, providing initial empirical support for technology-enhanced instructional design that warrants further validation through multi-site and longitudinal studies.
IoT-Based Road Blackspot Detection via GPS and Web Integration: Design, EAN-Based Risk Classification, and Field Evaluation Rahmatullah, Ghani Ridho; Tsani, Mokhammad Rifqi; Pratindy, Raka; Shofiah, Siti
Information Technology Education Journal Vol. 5, No. 2, May (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i2.267

Abstract

Purpose – Road safety on high-traffic inter-city corridors in Indonesia remains a pressing concern, as drivers receive no real-time hazard notification when approaching zones with statistically elevated crash history. This study develops and evaluates an ESP32-based early warning system that couples GPS-derived positioning with the Equivalent Accident Number (EAN) method to issue graduated audio-visual alerts at road blackspots along the Palur–Semarang bus corridor. Design –  EAN quantifies accident severity by weighting fatalities (12), serious injuries (3), minor injuries (1), and property-damage incidents (0.5); segments exceeding the Upper Control Limit (UCL = 170,52) are designated blackspots, with coordinates stored in onboard flash memory. A SIM800L GPRS module transmits positioning data to a web-based fleet monitoring dashboard. Findings – Field evaluation across 10 GPS sampling points yielded mean errors of 0.00033% for latitude (3.7 m) and 0.00005% for longitude (5.0 m), with maximum deviations of 8.9 m and 17.8 m—both within the 800 m geofencing radius. All 10 from 64 validated corridor zones returned EAN values of 199,5–668,5, each exceeding the UCL, with web-platform outputs matching manual calculations exactly. Eight integrated test scenarios confirmed three-tier audio-visual alert delivery at 800 m, 400 m, and 100 m thresholds with zero missed triggers and zero spurious activations. Research implications – These findings provide preliminary evidence for the technical feasibility of EAN-based blackspot intelligence as a driver vigilance aid; however, full-route longitudinal testing across diverse vehicles and network conditions is required before generalised deployment can be recommended. Originality – This study integrates EAN-based crash severity analysis with real-time GPS tracking in an ESP32 system to deliver tiered early warnings for road blackspots.  
Development of a YOLO- and MQTT-Based Overtaking Warning System for Intelligent Driver Safety Education Haidar, Muhammad Faris; Wibowo, Helmi
Information Technology Education Journal Vol. 5, No. 2, May (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i2.269

Abstract

Purpose – This study aims to develop an intelligent overtaking warning system based on YOLOv8 object detection and Vehicle-to-Vehicle (V2V) communication using MQTT, designed as a prototype with the potential to serve as an interactive learning medium for driver safety and vehicular communication concepts. The study is motivated by the limited availability of practical educational tools for understanding overtaking processes and real-time communication in the Internet of Vehicles (IoV) context. Design – The research adopts a research and development (R&D) approach, including system design, implementation, and testing stages. The system is built using Raspberry Pi and ESP32, integrating GPS and LiDAR sensors with OCR-based recognition, and is evaluated through technical performance testing and user perception analysis using a Likert-scale questionnaire with validity and reliability testing. Findings – The results show that the system achieves an average end-to-end detection and processing delay of 0.911 seconds, while MQTT communication latency averages approximately 0.1269 seconds under controlled network conditions, with stable bidirectional communication. The YOLOv8 model performs optimally at a confidence threshold of 0.4, and the GPS and LiDAR sensors produce average error rates of 3.99% and 2.86%, respectively, while MQTT communication achieves a 100% success rate under tested conditions. Questionnaire results indicate that respondents reported positive perceptions regarding system usefulness, with most questionnaire items meeting validity criteria (r > 0.31) and a Cronbach’s Alpha of 0.952, indicating high reliability. Research Implication – These findings suggest that the system is technically feasible and demonstrates perceived educational potential as an interactive learning medium. However, this study is limited by the number of respondents and simulation-based testing; therefore, future work should include real-world traffic testing and larger-scale evaluations to improve system robustness and applicability. Originality – This study integrates YOLOv8-based object detection with MQTT-based V2V communication to develop an intelligent overtaking warning system as an interactive learning medium in IoV contexts.
Development of Virtual Reality Learning Media Assisted by Millealab for Islamic History Education in Secondary School Hyangsewu, Pandu; Sudaryat, Muhamad Ridwan; Faqihuddin, Achmad; Wicaksono, Aulia Tegar; Rashid, Rosmalizawati Ab
Information Technology Education Journal Vol. 5, No. 2, May (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i2.261

Abstract

Purpose – This study aims to develop and test the feasibility and practicality of a virtual tour learning media assisted by the Millealab platform for Islamic history material on the Ottoman Empire at one of the SMP in Bandung. Design/methods/approach – This study uses a Research and Development (R&D) design through the procedural ADDIE model approach (Analysis, Design, Development, Implementation, and Evaluation). Sampling was conducted using a random sampling technique involving 167 students for needs analysis and 30 students for field implementation. Data collection instruments included expert validation sheets and practicality assessment questionnaires. Findings – The results showed that the virtual tour product achieved "Highly Valid" criteria with scores of 89.50% from material experts and 92.30% from media experts. Field trials recorded "Highly Practical" criteria with 88.00% from educators and 88.40% from students Research implications/limitations – The scope of this study is strictly limited to the Ottoman Empire material and small-scale practicality testing. Functionally, this innovation is proven to bridge the technical barriers of educators in producing virtual reality content without requiring programming skills. Originality/value – This research provides a practical framework regarding the utilization of a no-code virtual reality platform within the domain of Islamic history education, an area that is still rarely examined operationally.
Expert System for Bus Vehicle Failure Diagnosis Using the Decision Tree Method: A Web-Based Approach for Operational Fleet Management Raga Nur Iman Pribadi; Mokhammad Rifqi Tsani; Gunawan; Faris Humami
Information Technology Education Journal Vol. 5, No. 2, May (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i2.270

Abstract

Purpose – This study aims to develop a web-based expert system to support initial fault identification in bus fleets, addressing the limitations of manual, experience-based diagnostics that are often subjective and time-consuming in operational environments. Design/methods/approach – The system was developed using a rule-based approach with a Decision Tree framework, where entropy and information gain were used to structure expert knowledge into an interpretable diagnostic hierarchy. The development followed the SDLC Waterfall model and incorporated 30 fault categories across six subsystems. Validation included entropy-based computation on the AC subsystem and expert-scenario testing across all subsystems (90 cases). System usability was evaluated using the System Usability Scale (SUS), and functional testing was conducted using Black Box Testing. Findings – The system achieved an accuracy of 97.78% under expert-defined diagnostic scenarios. However, this result reflects rule-consistency performance within structured scenarios and should not be interpreted as real-world diagnostic accuracy. The SUS evaluation yielded a score of 82.07, categorized as “excellent,” and all functional modules operated correctly based on Black Box Testing.Research limitations/implications – The validation is based on expert-defined scenarios rather than independently observed operational failure data, limiting generalizability. In addition, overlapping symptoms may introduce ambiguity in certain diagnostic conditions. Originality/value – This study contributes an interpretable expert system that integrates entropy-based attribute prioritization within a web-based fleet management context, providing structured diagnostic support for non-technical operational personnel.

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