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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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Enhancing Publication Quality as a Key to Outstanding Lecturer Performance Anwar Wahid; Mclean HY; Cita St.Munthakhabah R; Laode Muh. Zulfardin Syah; Zam’ah
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.v4i3.9843

Abstract

This study examines the crucial relationship between the quality of scientific publications and lecturer performance in higher education institutions. As a primary indicator of academic achievement and professional development, enhancing publication quality is a vital factor in fostering the superior teaching and research capabilities of lecturers. This article describes the implementation and evaluation of a national webinar titled “Enhancing Scientific Publication Quality Toward Outstanding Lecturer Performance,” organized by the Information Technology Education Study Program at the University of West Sulawesi. This webinar aimed to improve lecturers' competence in writing and publishing high-quality scientific articles that meet the standards of reputable national and international journals. The event was conducted online via the Zoom Meeting platform on August 7, 2025, featuring an experienced keynote speaker. A total of 118 participants registered and completed the event. The evaluation was conducted through an online form, covering satisfaction with the material, the speaker's delivery, and the relevance of the content to the participants' academic needs. The findings of this study identify key strategies for improving publication quality—such as targeted training, mentorship programs, and a collaborative research environment—which significantly contribute to enhancing lecturer performance. This study concludes that strengthening publication quality is not only a path to academic excellence but also an essential component in developing competent and effective lecturers, which in turn enhances institutional reputation and student learning outcomes. Recommendations for policymakers and educational institutions are also discussed to support the continuous professional development of lecturers.
Unraveling the Effects of AI Usage on Burnout among Programmers: An Apriori Algorithm Data Mining Approach Muhammad Fardan; Alwi, Ana Sulistiana; Darwing, Khalil Mubaraq; Surianto, Dewi Fatmarani; Putri Nirmala; Nurrahmah Agusnaya
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.v4i3.9858

Abstract

Burnout is a growing problem across various industries, particularly among programmers who face high workloads and prolonged stress. In this digital era, the use of technologies such as AI can be a solution to reduce workloads and improve employee well-being. This study aims to identify how the use of AI can reduce burnout levels in programmers. The method used is a cross-sectional research design with data collection through a survey using the Google Form platform, and data analysis using descriptive techniques and the Apriori algorithm to find patterns in the relationship between the duration of AI use, workload, and burnout levels. The results show that the use of AI can help reduce burnout levels by lowering workloads, providing a basis for more effective interventions in the workplace.
Enhancing Lecturer Competence In Developing Case Method-Based Semester Learning Plans Laode Muh ZulFardin Syah; Mclean HY; Anwar Wahid; Cita St. Munthakhabah R; Zam’ah
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.v4i3.9867

Abstract

This study provides an in-depth examination of the implementation and impact of a workshop designed to enhance lecturers' competence in developing innovative Semester Learning Plans (RPS) based on the Project/Case Method. Amidst the demands of the Merdeka Belajar Kampus Merdeka (MBKM) policy, which prioritizes active, student-centered learning, lecturers' ability to design authentic and applicable learning experiences has become a crucial factor in improving the quality of higher education and equipping graduates with relevant skills. The workshop, titled "Building a Project and Case Method-Based RPS for Active and Meaningful Learning," was organized by the Information Technology Education Study Program at the University of West Sulawesi as a strategic response to this need. The event was conducted as an intensive face-to-face session on August 6, 2025, featuring an expert speaker in curriculum design and pedagogy. A total of 15 lecturers from the Faculty of Teacher Training and Education (FKIP) registered and actively participated until the conclusion. The workshop's success was evaluated not only through feedback but also directly through the practice of drafting an RPS, which served as the main performance indicator. Participants were guided to apply robust theoretical frameworks, such as the principle of constructive alignment, to ensure coherence between Graduate Learning Outcomes (CPL), Course Learning Outcomes (CPMK), and Sub-CPMKs. Furthermore, the application of the revised Bloom's Taxonomy was a primary focus for formulating challenging learning objectives that foster Higher-Order Thinking Skills (HOTS). The study's results indicate that this training approach, which combines theory with direct practice, is highly effective. Participants successfully produced initial drafts of RPS that integrated project and case study methods, demonstrating a significant improvement in their understanding and skills. This study concludes that the professional development of lecturers through targeted workshops is a critical investment for pedagogical transformation, which in turn directly contributes to enhancing the quality of the learning process and achieving institutional academic excellence.
The Impact of ChatGPT Dependence and Inert Thinking on Students' Academic Task Completion Wahyuni Edsa Safira; Udin Sidik Sidin; Dwi Rezky Anandari Sulaiman
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.v4i3.9922

Abstract

The increasing use of Artificial Intelligence (AI), particularly ChatGPT, among students has raised concerns about the emergence of inert thinking (passive thinking) and overreliance on technology in completing academic tasks. Guided by Inert Knowledge Theory and Dual Process Theory, this study analyzes the relationship between inert thinking and ChatGPT dependence on academic task completion among Informatics and Computer Engineering students at Makassar State University. Using a quantitative survey method, data were collected from 225 respondents through a snowball sampling technique and analyzed using the Structural Equation Modeling–Partial Least Squares (SEM-PLS) approach. The findings reveal that passive thinking significantly reduces students’ ability to complete academic tasks, while dependence on ChatGPT strongly increases inert thinking. However, ChatGPT dependence itself does not directly enhance task completion. These results indicate that excessive reliance on AI tools tends to weaken reflective and critical thinking processes, limiting students’ self-regulated learning. This study highlights the importance of responsible AI use in higher education to maintain cognitive engagement and academic integrity. Educators and policymakers should develop strategies and digital literacy programs that encourage reflective learning and critical evaluation, ensuring AI serves as a supportive tool, not a substitute for human thinking
The Role of Technology-Based Learning in Mediating the Influence of Cultural Diversity Perception on Students’ Inclusive Attitudes Suyuti; Djollong , Andi Fitriani; Yulian Purnama; Heppy Sapulete; Feby Arief Nugroho
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.v4i3.10078

Abstract

This study investigates the mediating role of technology-based learning in the relationship between students’ perception of cultural diversity and their inclusive attitudes in Jakarta’s multi-campus higher-education environment. Using a quantitative explanatory design, data were collected from 280 students across five universities—Universitas Indonesia, Universitas Negeri Jakarta, BINUS University, Universitas Katolik Atma Jaya, and Universitas Tarumanagara—through a Likert-scale survey. The variables measured included perception of cultural diversity (X), technology-based learning (Z), and inclusive attitude (Y). Data were analyzed using multiple regression with mediation testing via the Baron and Kenny (1986) approach and Sobel test using SPSS 26. The results reveal that perception of cultural diversity significantly predicts both technology-based learning (β = 0.55, p < 0.001) and inclusive attitude (β = 0.42, p < 0.001). When the mediator is included, the direct effect decreases to β = 0.19, while the indirect effect remains significant (Sobel z = 5.98, p < 0.001), confirming partial mediation. The inclusion of the mediator also increases the model’s explanatory power (ΔR² = 0.16). These findings indicate that digital learning environments act as catalysts that convert intercultural awareness into inclusive behavior through collaborative and reflective online experiences. The study concludes that fostering inclusive attitudes requires both positive cultural perception and deliberate integration of inclusive digital pedagogy. It contributes to theoretical understanding of digital mediation and provides practical insights for curriculum design and institutional policy in promoting inclusive education
TPACK and Digital Science Literacy: Correlational Insights from Preservice Science Teachers Sukaria, Muhammad Ikhsan; Nursalim
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.v4i3.10177

Abstract

Integrating technology into primary science education requires preservice teachers to develop robust Technological Pedagogical Content Knowledge (TPACK) alongside Digital Science Literacy (DSL). This study tests the correlation between TPACK and DSL among preservice primary teachers engaged in designing digitally enhanced science lessons. A cross-sectional correlational design was used with validated instruments for TPACK and DSL (Cronbach's α = 0.95 and 0.92). Descriptive statistics and Pearson correlation were computed with 95% confidence intervals. Results indicate a medium, positive association (r = 0.41, p < .001), strongest for advanced indicators—data interpretation and variable identification/control—compared with foundational indicators such as observation and classification. Findings suggest that pedagogically grounded technology integration aligns with critical evaluation and use of scientific information in digital environments. Programs should prioritize inquiry- and project-based tasks that require designing technology-enhanced lessons, analyzing empirical data (e.g., simulations/virtual experiments), and constructing evidence-based arguments. The study contributes empirical support for linking TPACK development with DSL outcomes in preservice science education and offers actionable guidance for curriculum and assessment design.
Developing and Evaluating Content-Based Virtual Reality for Improving Learning Effectiveness in IT Education Jasruddin; Daud Mahande, Ridwan; Prima Putra, Kurnia
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.v4i3.10442

Abstract

Undergraduate Information Technology (IT) education often faces challenges in delivering complex instructional materials that are difficult for students to understand using conventional learning methods. Technology-based visualization, particularly Virtual Reality (VR), has a significant potential to enhance conceptual comprehension by offering immersive and interactive learning experiences. This study aims to develop Content-Based Virtual Reality (CBVR) and evaluate its effectiveness in supporting the learning of desktop PC hardware introduction. A research and development (R&D) approach was implemented by adapting the Alessi and Trollip model, which consists of planning, design, and development stages. Expert validation was conducted to assess the accuracy and quality of the content, while practicality and effectiveness tests involved students from the Informatics and Computer Engineering Education program. Data were gathered through questionnaires and observations and analyzed using descriptive statistics from Jamovi. The findings showed that the developed CBVR content is valid, feasible, and capable of providing a more engaging and immersive learning environment. The effectiveness results indicate a notable improvement in students’ understanding compared to conventional learning approaches, reflected in increased learning scores and higher engagement levels. CBVR has proven effective in enhancing both conceptual and procedural understanding and holds strong potential for broader application in undergraduate IT education.
ILMI: A Virtual Assistant for Learning Media in Accounting Inventory Courses Bakhtiar, Yohan; Izzah, Abidatul; Yanuarmawan, Dion; Hamidah, Fitria Nur; Cinderatama, Toga Aldila
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.v4i3.9685

Abstract

Promoting interactive and engaging learning remains a major challenge, particularly in the design and development of instructional media that can serve as a virtual instructor for accounting students. To address this challenge, the present study introduces the development of a virtual teaching assistant specifically designed for accounting courses, with a focus on the inventory topic. The virtual assistant delivers guided instruction in audio format by utilizing Google’s text-to-speech technology, aiming to enhance students’ comprehension and engagement during learning activities and assessments. The integration of text-to-speech into inventory learning media represents the novelty of this research. Accordingly, the system named Interactive Learning Media of Inventory (ILMI) was developed through a structured process consisting of needs analysis, system design, implementation, user testing, and maintenance. Finally, the system was evaluated and achieved a SUS score of 79, indicating a high level of usability based on respondent feedback.
End-to-End Encryption Security Analysis on Telegram for User Message Protection Baso, Fadhlirrahman; Hasnining, Ayu; Ramadhan, Haekal Febriansyah; Nurani, Auralia Putri; Muhlis, Fadillah
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.v4i3.9847

Abstract

This study systematically reviews the credibility of artificial intelligence (AI)–based authentic assessment in evaluating numeracy achievement among early-grade primary students. The growing use of AI in educational assessment—ranging from automated scoring to adaptive feedback—has raised questions regarding its validity, reliability, and fairness. Using a qualitative descriptive approach through a systematic literature review, this study synthesizes eighteen high-quality publications issued between 2020 and 2025 from major academic databases. Thematic analysis identifies three interrelated findings. First, algorithmic accuracy must be complemented by human validation to prevent bias and preserve contextual meaning. Second, collaboration between teachers and AI systems enhances interpretive credibility and fosters reflective learning practices. Third, integrating AI ethics and literacy within primary school curricula is essential to ensure fair and transparent assessment outcomes. The results indicate that credible AI-based evaluation depends not solely on computational precision but also on socially grounded interpretation supported by ethical and pedagogical principles. Theoretically, this study reinforces Vygotsky’s social constructivist perspective and the Assessment for Learning (AfL) paradigm, positioning AI as a cognitive scaffold that enables reflective interaction among students, teachers, and technology. Practically, it offers implications for educational policy in Indonesia’s Merdeka Curriculum, emphasizing teacher training, ethical guidelines, and algorithmic transparency to promote equitable digital learning ecosystems. This study uniquely integrates AI assessment credibility with the context of early numeracy, providing original insights and advancing theoretical discourse on ethical, human-centered, and contextually responsive digital assessment practices in primary education.
Educational Games and Learning Management Quality as Predictors of Digital Literacy in Mathematics Ferawati; Royadi, Refi Nabillah; Saputri, Fiqih Hana
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.v4i4.9908

Abstract

This study aims to analyze the influence of educational game integration and learning management quality on students’ digital literacy competence in mathematics at SMK Bina Mandiri. The research is motivated by the growing need to strengthen digital literacy skills in technology-based learning, particularly in mathematics, which many students perceive as abstract and challenging. The study adopts a quantitative approach with an explanatory correlational design involving 60 eleventh-grade students. Data were collected using a closed-ended Likert-scale questionnaire (1–5) that had been tested for validity and reliability. Data were analyzed using SPSS with multiple regression, supported by classical assumption tests to ensure the suitability of the model. The results show that all measurement instruments meet the required validity and reliability criteria. The regression model fulfills the assumptions of normality, linearity, multicollinearity, and heteroscedasticity, indicating that the data are appropriate for further analysis. Both partially and simultaneously, educational game integration (X₁) and learning management quality (X₂) positively and significantly affect digital literacy competence in mathematics (Y). The coefficient of determination (R²) of 0.611 indicates that 61.1% of the variance in students’ digital literacy competence is explained by the two independent variables, while the remaining 38.9% is influenced by other factors such as student motivation, technological infrastructure, and the broader learning environment. These findings highlight the importance of structured game-based learning and effective learning management in supporting students’ digital skills. Findings suggest that integrating educational games with strong learning management enhances vocational students’ digital literacy.

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