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M. Miftach Fakhri
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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 221 Documents
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Understanding Pre-Service Math Teachers’ Use of GeoGebra: The Role of Confidence, Social Pressure, and TPACK Rosidah; M. Miftach Fakhri; Zul Jalali Wal Ikram; Fitria Arifiyanti; Guillermo Bautista
Information Technology Education Journal Vol. 4, No. 2, May (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i2.8341

Abstract

This study investigates the determinants of pre-service mathematics teachers’ continuous intention to use GeoGebra by integrating key constructs from educational technology acceptance and pedagogical knowledge frameworks. Employing a quantitative correlational design, data were obtained from 209 pre-service teachers through a validated questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The research examined the direct effects of Self-Confidence in Mathematics (SCM), Facilitating Conditions (FC), Perceived Social Pressure (PSP), and Technological Pedagogical Content Knowledge (TPACK) on Continuous Intention to Use GeoGebra (CIUG). The results revealed that SCM, PSP, and TPACK significantly influence CIUG, whereas FC did not show a significant effect. These findings underscore the importance of psychological and pedagogical readiness over infrastructural support in predicting sustained technology use. The study contributes to the literature by providing empirical evidence on the integration of internal and external factors within a unified model and suggests that teacher education programs should focus on enhancing self-efficacy, social engagement, and TPACK to support technology integration. Future research is encouraged to explore contextual and longitudinal aspects to expand the applicability of these findings across diverse educational settings.
Digital Learning Transformation: Game-Based Learning for Students’ Academic Motivation and Self-Efficacy Andi Nadia Qarirah Rafifah Alisyahbana; Andi Ahmad Arif; Rizky Rahmawati Saudi; M. Ahkam Alwi
Information Technology Education Journal Vol. 4, No. 2, May (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i2.8363

Abstract

Conventional learning methods often fail to ignite students’ internal drive to learn, particularly in subjects requiring abstract comprehension. This study examined the impact of game-based learning on students’ academic motivation and self-efficacy through a quasi-experimental pretest-posttest control group design. A total of 40 high school students aged 16–17 were selected based on low baseline scores in both variables. Participants were equally assigned to an experimental group (n=20), which received game-based instruction using the Quizizz platform in Economics lessons, and a control group (n=20), which continued with conventional teaching methods. Results revealed a substantial increase in academic motivation scores in the experimental group, from a pretest mean of 86.15 to a posttest mean of 129.05 (ΔM = 42.90, p < 0.001), while the control group showed a slight decline (ΔM = -1.55). Similarly, self-efficacy scores in the experimental group rose from 54.75 to 82.00 (ΔM = 27.25, p < 0.001), compared to minimal change in the control group (ΔM = -0.25). The intervention successfully elevated all students in the experimental group from “low” to “moderate” motivation and self-efficacy categories, with 10% reaching “high” motivation. These findings demonstrate that game-based learning, when designed with psychological engagement in mind, offers a powerful tool for fostering internal motivation and academic confidence. The study affirms the role of digital innovation not merely as a medium of delivery, but as a strategic approach to redesign learning experiences that are both effective and empowering.
The Effectiveness of Kahoot! in Increasing Student Participation and Learning Outcomes in Higher Education Atmasani, Dian; Sutarsi Suhaeb; Nurfauziah; Nur Syamsinar Munir
Information Technology Education Journal Vol. 4, No. 2, May (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i2.8393

Abstract

The transformation of learning in the digital age encourages the use of interactive media that can increase student engagement and academic achievement. One such medium is Kahoot!, a game-based learning platform designed to facilitate active participation. This study aims to analyze the effect of using Kahoot! on student active participation and learning outcomes. The study was conducted using a quantitative correlational approach, employing multiple linear regression analysis to measure the relationship between the independent variable and the two dependent variables, both partially and simultaneously. The research sample consisted of 60 students from the Electronics Engineering Education Program at the University of Makassar during the spring semester of 2024/2025. The instrument used was a validated closed-ended Likert-scale questionnaire, with reliability tested using Cronbach’s Alpha. The results of the study indicate that the use of Kahoot! significantly influences active participation and student learning outcomes, both partially and simultaneously, contributing 49.4% to both variables. The main contribution of this study is to provide the latest empirical evidence on the effectiveness of integrating gamification technology in higher education in Indonesia, as well as demonstrating that Kahoot! can serve as an innovative strategy in designing more interactive, competitive, and adaptive learning experiences to address the challenges of the digital age.
Inclusive Access to Anti-Hoax Websites: A Comprehensive Examination of User Experiences among Persons with Disabilities in Indonesia Rahmatul Furqan; Shabrina Syntha Dewi
Information Technology Education Journal Vol. 4, No. 2, May (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i2.8404

Abstract

In an era of digital misinformation, the role of anti-hoax websites in disseminating accurate information is crucial. However, ensuring that these platforms are accessible to all users, including those with disabilities, remains a challenge. This research delves into the accessibility landscape of Indonesian anti-hoax websites, focusing on inclusivity for persons with disabilities (PwD) in accordance with WCAG 2.1 guidelines. The two selected websites for evaluation are prominent in the Indonesian context: "Turn Back Hoax" (www.turnbackhoax.id) and the official anti-hoax page managed by the Ministry of Communication and Information in Indonesia (www.kominfo.go.id). Additionally, this study aligns with the gratification theory in communication, which emphasizes that accessible websites lead to a higher level of gratification for all users. An automated evaluation tool known as SortSite is utilized to facilitate the identification of accessibility barriers and offers insights into areas of improvement. In addition to automated evaluations, this study incorporates in-depth interviews with PwD to gain insights into their firsthand encounters with these websites. Their perspectives provide valuable qualitative insights into the challenges they face and the areas where improvements are needed. Our research emphasizes the need for anti-hoax websites to prioritize accessibility. This research underscores the necessity of extending accessibility considerations beyond the scope of misinformation and highlights the ongoing journey toward a more inclusive digital landscape.
Survey on School Awareness in Protecting Students' Personal Data at Vocational High Schools in Manado using ISO 27001:2022 Framework Diana Khuntari; Arum Marwati; Rahmat Rian Hidayat; Nopriadi; Sigit Permasnyah
Information Technology Education Journal Vol. 4, No. 2, May (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i2.8505

Abstract

In the digital era, personal data protection has become a crucial concern, especially in educational institutions. This study aims to evaluate the level of school awareness in protecting students' personal data at vocational high schools in Manado, Indonesia. A quantitative survey method was employed, involving 111 respondents consisting of Principal, teachers, IT staff and students from five vocational high schools. Data were collected using a structured questionnaire based on the ISO 27001:2022 standard, which covers four control domains: organizational, human, physical, and technological. The instrument's validity and reliability were confirmed through content validation and Cronbach's Alpha analysis. The results indicate that SMKs in Manado demonstrate a relatively high level of awareness across all domains, particularly in technological and organizational controls. However, gaps remain in the implementation of formal policies and consistent practices. This study highlights the novelty of applying ISO 27001:2022 as an assessment framework for educational institutions in Indonesia, which is rarely explored in existing literature. The findings suggest the need for continuous training and structured policy development to ensure sustainable data protection practices. These results can serve as a foundation for policymakers and school administrators to enhance data security readiness in the education sector.
The Effect of Project Based Learning Model in Information System Design Analysis Course on the Competence of Student Majoring in Informatics and Computer Engineering Lamada, Mustari; Syntha Dewi, Shabrina; Nisrina Adisafira, Dinda; Zakilah Ifani, Aulyah
Information Technology Education Journal Vol. 4, No. 2, May (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research is conducted to analyze the impact of the Project Based Learning model in the Information Systems Design Analysis course on student competencies within the Department of Informatics and Computer Engineering. The study applies an ex post facto design combined with a descriptive-correlational quantitative method. Data collection involved interviews, questionnaires, and documentation. The independent variable is Project Based Learning, and the dependent variable is student competence. The total population consisted of 338 students, from which a sample of 77 was selected using the Slovin formula. The data were analyzed through descriptive statistics and simple linear regression analysis. The findings reveal that most students fall into the medium (34%) and high (21%) competence categories. The simple linear regression test produced a significance level of 0.000 (<0.05), indicating a significant effect between the independent and dependent variables. The correlation coefficient (R) of 0.760 signifies a strong connection between the variables, while the coefficient of determination (R²) of 0.578 demonstrates that 57.8% of the variance in student competence is explained by Project Based Learning, with the remaining 42.2% attributed to other external factors.
Integrating Technology with Academic Success by Evaluating ChatGPT’s Quality Compatibility and Impact on Student Performance Irwansyah Suwahyu; Yohana Rara; Nur Syafitra Ramadhani; Rosidah; Putri Nirmala; Nurrahmah Agusnaya; Syukur, Pramudya Asoka
Information Technology Education Journal Vol. 4, No. 2, May (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i2.8532

Abstract

The use of artificial intelligence (AI) technology in higher education has become an important element to improve students' academic performance. ChatGPT, as one of the generative AI applications, offers speed, ease of use, and relevant responses to support students' learning activities. This study aims to analyze the relationship between overall technology quality, technology characteristics, technology task suitability, compatibility, and performance impact in using ChatGPT on students' academic performance. This study used a quantitative approach with a cross-sectional design and purposive sampling technique involving 182 active student respondents using ChatGPT. Data were collected through an online questionnaire using a 5-point Likert scale covering five main variables. The results of descriptive analysis show a mean value that illustrates that students generally have a positive perception of the use of ChatGPT in supporting their academic activities. These findings suggest that ChatGPT has great potential in improving student productivity and comprehension, although service quality, task suitability, and function compatibility need to be continuously improved to better suit academic needs. Thus, the implementation of ChatGPT in higher education needs to be planned adaptively and ethically in order to optimally support students' learning success in the digital era
Interactive Digital Media Integration in Problem-Based Learning to Improve Critical Thinking Skills of Middle School Students Erwanto; Gilang Kartika Hanum; Sumihatul Ummah MS; Muhammad Arsyad; Meriyati
Information Technology Education Journal Vol. 4, No. 3, August (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i3.8584

Abstract

This study aims to examine the effectiveness of integrating interactive digital media into problem-based learning (Problem-Based Learning/PBL) to enhance the critical thinking skills of middle school students. The research method used is a quantitative approach with a quasi-experimental pretest-posttest control group design. The subjects of the study are 60 eighth-grade students at SMP Negeri 4 Bandar Lampung, divided into experimental and control groups. The instruments used include critical thinking skills tests based on Ennis’ indicators, as well as observation sheets for learning activity engagement. The data were analyzed using normality tests, homogeneity tests, paired sample t-tests, independent sample t-tests, as well as N-Gain and Cohen’s d calculations. The results indicate a significant increase in critical thinking skills in the experimental group compared to the control group, with a p-value of 0.000 in the independent t-test. The average N-Gain for the experimental group was 50.88% (moderate category), while the control group only achieved 3.48% (low category). The effect size calculated using Cohen’s d reached 3.08, indicating a very large treatment effect. These findings reinforce that integrating interactive digital media into problem-based learning can effectively improve students’ critical thinking skills. The results also support the implementation of the Merdeka Curriculum, which emphasizes strengthening the Pancasila student profile, especially in the dimensions of critical and reflective thinking.
Educational Administration Students’ Satisfaction With SYAM-OK Academic Information Service at Universitas Negeri Makassar By Tri Agung Nusantara Kr. J. Tompong; Andi Ratu Ayuashari Anwar
Information Technology Education Journal Vol. 4, No. 2, May (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i2.9204

Abstract

This study aims to analyze the level of satisfaction among students, as the primary users, with the quality of the academic information system SYAM-OK at Universitas Negeri Makassar (UNM). The academic information system is a vital component in supporting academic administration and learning processes, especially in the digital era that demands fast and accurate information access. This research employed a qualitative descriptive method with data collected through in-depth interviews with students actively using SYAM-OK. Respondents were students from the Educational Administration Department, Faculty of Education, UNM. The findings indicate that students are generally satisfied with SYAM-OK as it facilitates access to academic information, such as class schedules, transcripts, and important announcements. However, some technical issues remain, such as difficulties submitting assignments due to internet disruptions and server overload. The study recommends improving technological infrastructure, intensive training for lecturers to optimize interactive features, and the development of additional features, such as email notifications and offline access. Implementing these recommendations is expected to enhance the quality of SYAM-OK services, making them more effective in supporting academic activities.
Enhancing Pedagogical Deep Learning in Vocational High Schools Through Multimarker Augmented Reality Media Muh. Ihsan Zulfikar; Riska, Muhammad
Information Technology Education Journal Vol. 4, No. 2, May (2025)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v4i2.9249

Abstract

This study focuses on creating and assessing an interactive learning media that uses multimarker augmented reality (AR) to improve pedagogical deep learning among vocational students at SMK Gowa. The development process followed the ADDIE model, covering analysis, design, development, implementation, and evaluation phases. The AR application allows students to interact with several 3D virtual objects linked to physical markers, offering an engaging and immersive learning environment suited for vocational subjects. Expert reviews confirmed that the media is accurate, technically sound, and pedagogically appropriate. Testing the application on different smartphones showed it performs well on mid to high-range devices, with minor glitches on lower-end phones that did not affect overall functionality. Feedback from 60 students illustrated strong usability, motivation, and acceptance of the media. Learning assessments before and after the intervention revealed significant gains in student understanding and critical thinking (p < 0.01). Interviews with participants supported these findings, highlighting increased engagement and improved knowledge retention. Overall, the study indicates that AR multimarker media is a practical and effective tool for fostering meaningful and deeper learning in vocational education. The study recommends expanding content, optimizing performance on various devices, and providing teacher support to enhance its use in classrooms. This research adds valuable insights into advancing the role of AR technology in vocational learning to align with modern educational needs.

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