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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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The Role of Learning Website Integration, Teacher Support, and Student Independence in Enhancing Mathematics Competence at Vocational Schools Stianingsih, Lilis; Ferawati; Saputri, Fiqih Hana; Sofia, Detin
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.v4i4.9909

Abstract

Mathematics competence is essential for developing students’ analytical and problem-solving abilities in vocational education. However, many students still face challenges in mastering mathematical concepts effectively. This study aims to examine the influence of Learning Website Integration, Teacher Support, and Student Independence on students’ mathematics competence using a quantitative ex post facto design. The research involved 100 respondents from SMK Bina Mandiri. Data were collected through questionnaires and mathematics competency tests, then analyzed using descriptive statistics and multiple linear regression. The results show that the regression model meets all classical assumption tests and is statistically appropriate for explaining the relationships among variables. Simultaneous testing indicates that all three independent variables significantly influence students’ mathematics competence. Partial testing reveals that each variable has a significant positive effect, with Teacher Support identified as the most dominant factor. The coefficient of determination (R²) is 0.572, meaning that 57.2% of the variation in mathematics competence can be explained by the three variables, while the remaining 42.8% is influenced by other factors outside the model. These findings highlight the importance of integrating technology, strengthening teacher support, and fostering student independence to improve mathematics learning outcomes in vocational education. The results of this study provide guidance for implementing technology-based pedagogy in vocational education.
Bridging Technology and Emotion: How Interaction Shapes Student Engagement in Blended Learning Ahmad Shofi M; Rian Permana Suryadipraja; Rahman Tanjung
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.v4i4.10064

Abstract

Interaction has become a central determinant of learning success in blended education, particularly in shaping students’ emotional, cognitive, and behavioral engagement. From the perspective of educational psychology, interaction fulfills basic psychological needs autonomy, competence, and relatedness yet its empirical role in secondary education contexts remains underexplored. This quantitative causal-comparative study involved 180 students from three secondary schools in Kendal Regency, Central Java, implementing blended learning. Data were collected using validated Likert-scale questionnaires based on the Online Student Engagement Scale (OSE) and the Blended Learning Interaction Scale (BLIS). Descriptive and inferential analyses were conducted using SPSS 26, including correlation and multiple regression tests.Findings show that all forms of interaction teacher–student (β = 0.382), student–student (β = 0.304), and student–content (β = 0.261) significantly affect student engagement (p < 0.001), explaining 61% of its variance (R² = 0.61). Teacher–student interaction emerged as the strongest predictor, emphasizing the continuing importance of pedagogical and emotional support in hybrid learning environments.Interaction quality, rather than technology alone, determines sustained engagement by fulfilling psychological needs and promoting intrinsic motivation. Practically, schools should strengthen teacher facilitation skills, peer collaboration mechanisms, and content interactivity in digital platforms. The study contributes to the integration of Self-Determination Theory and Community of Inquiry frameworks, offering insights for designing interaction-centered pedagogy that fosters emotional well-being and meaningful engagement in blended learning.
Evaluating the Credibility of AI-Based Authentic Assessment in Early Numeracy Education: A Systematic Review Nursalim; Muhammad Ikhsan Sukaria
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.v4i3.10119

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.
Integrating Digital Multilingual Literacy in the Merdeka Curriculum: A Case Study from Jambi Province Siti Rahmiati; Viona Sapulette; Merlyn Rutumalessy; Hendra Sudarso; Everhard Markiano Solissa
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.v4i4.10169

Abstract

Digital transformation has significantly expanded opportunities for multilingual literacy in Indonesia, yet its integration within the Merdeka Curriculum at the junior high school level, especially in linguistically diverse regions such as Jambi Province, remains underexplored. This study aims to examine how digital-based multilingual literacy is implemented and to identify factors that facilitate or hinder its practice. A qualitative exploratory case study design was employed, involving five schools, three language teachers, one principal, and three students. Data were collected through in-depth interviews, classroom observations, and document analysis, and were thematically analyzed to capture pedagogical strategies, student experiences, and institutional support. Findings indicate that the Merdeka Curriculum enables the adaptation of national policies to local sociolinguistic contexts through translanguaging, digital storytelling, and collaborative learning strategies, enhancing student engagement, creativity, and communication skills. Challenges such as disparities in infrastructure, limited teacher training, and inconsistent policy application were observed, while active teacher agency, visionary school leadership, and community collaboration emerged as key factors sustaining innovation. Limitations include the restricted scope of research sites and the absence of quantitative evaluation of learning outcomes. Overall, the study concludes that integrating multilingual and digital literacy promotes inclusive and adaptive learning, strengthens students’ national identity, and fosters global competencies. Policy implications include the need for structured professional development, equitable allocation of digital resources, and participatory school governance to ensure the sustainability and scalability of multilingual-digital practices in Indonesian education.
Determinants of Solar Photovoltaic Adoption among Mobile Micro Enterprises: A Technology Acceptance Model Approach Iriandy; Haedar, Ahmad Wahidiyat; Nurul Aliah; Ayu Saputri Bahar
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.v4i3.10258

Abstract

This study investigates the determinants influencing the adoption of solar photovoltaic (PV) systems among mobile micro-enterprises in Makassar, Indonesia. Drawing upon the Technology Acceptance Model (TAM) extended with two contextual constructs Energy Needs and Ease & Support the research employs a quantitative cross-sectional design involving 30 mobile coffee vendors. Reliability and regression analyses confirm the model’s robustness, indicating that Perceived Usefulness, Technology Acceptance, and Energy Needs significantly predict the intention to adopt PV systems, while Ease & Support shows no significant effect. The study extends the application of TAM to the informal micro-enterprise context, which has rarely been explored in renewable energy adoption research. Findings highlight that perceived economic benefits and energy necessity outweigh technical convenience in shaping adoption behavior. This suggests that micro-entrepreneurs’ motivation is primarily driven by practicality and efficiency rather than ease of use. The results provide policy insights for promoting inclusive green transitions through targeted micro-financing, technical training, and supportive urban regulations for small mobile vendors. Overall, this pilot investigation offers a validated framework for future empirical studies on renewable energy adoption within developing-country micro-enterprise sectors.
Android-Based AR Game for Teaching Division to Students with Mild Intellectual Disabilities Rahayu, Sri; Widayati; Soetjipto, Ken Sabardiman; Setyaningsih, Siska; Zen, Ahmad Bachtiar
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.v4i4.10452

Abstract

This study aims to develop innovative learning media in the form of Android-based educational games with Augmented Reality (AR) technology to help students with intellectual disabilities (mild mental retardation) in public high schools in the DKI Jakarta area understand the basic concepts of division in mathematics. The limitations of conventional learning media and the lack of teacher knowledge in digital technology development are the background of this study. The approach used is Research and Development (R&D) with the Multimedia Development Life Cycle (MDLC) method, which includes the stages of conceptualisation, design, material collection, creation, testing, and distribution. The developed application was validated by media experts, material experts, as well as teachers and students through questionnaires, showing positive responses to the material, design, and language aspects.  A total of 56.5% strongly agreed that the application improved their understanding of division, and 60.9% strongly appreciated the design features. The language used in the application was perceived as easy to understand, reflected in 96.7% positive responses. Moreover, the application encouraged active participation (100%), increased learning interest (100%), and contributed positively to classroom activities (95.3%). The test results concluded that this application is effective in attracting students' interest and improving their understanding of the concept of division, and can be an innovative solution in inclusive education based on the principles of Gender Equity and Social Inclusion (GESI). This learning media is expected to expand access, improve the quality of learning, and support equal education rights for children with mild intellectual disabilities.
The Influence of Students’ Perceptions of ChatGPT Use on Problem-Solving Ability: Integration of the Technology Acceptance Model and Self-Determination Theory Muhammad Fadhil Hani; Muhammad Yahya; Muhammad Yusuf Mappeasse; Ridwan Daud Mahande; M. Miftach Fakhri
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.v4i4.10462

Abstract

The emergence of ChatGPT has fundamentally reshaped programming education while raising concerns about student over-reliance and weakened independent problem-solving. This research examines how students' attitudes toward ChatGPT including perceived utility (PU), accessibility (PEOU), capability (PC), and self-directedness (PA) influence their problem-resolution skills (PSA). The study integrates Technology Acceptance Model (TAM) with Self-Determination Theory (SDT) frameworks. Using quantitative methodology, data from 165 Informatics Education students at Universitas Negeri Makassar underwent PLS-SEM analysis. Measurement reliability was confirmed (factor loadings exceeded 0.733, AVE surpassed 0.50, CR topped 0.896, HTMT below 0.90). The structural model accounted for 70.2% variance in problem-solving capability (R² = 0.702). Three hypotheses received support: accessibility positively influenced problem-solving (β = 0.377, p < 0.001, f² = 0.138), capability showed positive effects (β = 0.334, p = 0.001, f² = 0.121), and self-directedness contributed positively (β = 0.218, p = 0.030, f² = 0.052). However, perceived utility showed no meaningful association (β = -0.017, p = 0.443). Results reveal cognitive achievement relies more on system accessibility and psychological need satisfaction than perceived utility, contradicting traditional TAM assumptions. Pedagogically, instructors should position ChatGPT as an intellectual companion enhancing critical thinking and independence rather than creating dependency. Study limitations include cross-sectional design, self-report measures, and single-institution sampling. Future research should employ longitudinal designs with objective assessments while controlling confounding variables.
Improving Spatial Thinking Skills through GEE-Integrated STEM Learning: A Quasi-Experimental Study among Geography Undergraduates Haris, Haris; Syamsunardi; Abdul Mannan; Nurul Ilmi Rasjusti
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.v4i3.10463

Abstract

This study examines the effectiveness of integrating Google Earth Engine (GEE) into a STEM-based learning framework to enhance the spatial thinking skills of geography undergraduates. A quasi-experimental design involving 60 students was implemented, with one class assigned to the experimental group receiving GEE-integrated STEM instruction and the other to the control group receiving conventional instruction. Spatial thinking outcomes were measured using pretest–posttest cognitive assessments and four performance indicators: spatial representation, spatial relation, spatial analysis, and spatial application. Data analysis included descriptive statistics, normality and homogeneity tests, paired-sample t-tests, independent-sample t-tests, Cohen’s d effect size, and ANCOVA controlling for pretest scores. The results indicate that the experimental group achieved significantly higher posttest scores than the control group (t(58) = 10.24, p < 0.001), with a large effect size (d = 2.64). ANCOVA further confirmed the robustness of the treatment effect after adjusting for initial differences (F(1,57) = 101.99, p < 0.001). Indicator-level analysis also showed consistent improvement across all spatial thinking components. This study is limited by its single-institution context, quasi-experimental design, and potential novelty effects associated with geospatial technology integration. Future research should involve larger and more diverse samples to validate these findings.
Students’ Perceptions of Lecturers’ TPACK Competence in Digital Project-Based Learning Mustari S. Lamada; Sulaiman, Dwi Rezky Anandari; Shabrina Syntha Dewi; Aulyah Zakilah Ifani
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.v4i3.10479

Abstract

The acceleration of digital transformation in higher education requires lecturers to demonstrate strong Technological Pedagogical and Content Knowledge (TPACK), especially when implementing Project-Based Learning (PjBL). However, limited empirical evidence exists on how students perceive lecturers’ digital-integrative competence within project-based contexts in Southeast Asia. This study aims to examine students’ perceptions of lecturers’ TPACK competence in integrating digital technology within PjBL settings. Using a quantitative survey design, data were collected from 42 engineering students at Universitas Negeri Makassar. Descriptive statistics and Spearman correlation analyses were conducted across seven TPACK dimensions. Results revealed that students rated lecturers’ TPACK competence from moderate to high, with the strongest correlation between Pedagogical Content Knowledge (PCK) and overall TPACK (rₛ = 0.809, p < 0.001). This finding underscores the importance of combining pedagogical and content expertise to enhance digital instruction. The study implies that institutional training focused on pedagogical–technological integration may further strengthen lecturers’ digital teaching performance.
Generative AI Writing Tools and Academic Writing in Higher Education: A Systematic Review of Empirical and Review Studies Shabir, Achmad
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.v4i3.10494

Abstract

The rapid diffusion of generative artificial intelligence (AI) writing tools such as ChatGPT, Grammarly, and related systems has intensified debates in higher education about their pedagogical value, risks, and long-term consequences for academic writing. This study reports a systematic review of empirical and review studies published between January 2023 and October 2025 that examine how AI writing tools and closely related AI applications influence writing and writing-related outcomes in higher-education settings. Following PRISMA 2020 guidelines, database searches identified 1,032 records; after deduplication and screening of titles and abstracts, 213 full texts were assessed and 102 studies met the inclusion criteria. From these, a focal corpus of 40 articles that most directly addressed generative AI tools, automated written feedback, or academic writing in higher education was subjected to in-depth coding and thematic synthesis. Across the writing-focused primary studies, AI-based feedback and generative tools were frequently associated with improvements in surface-level aspects of writing such as grammatical accuracy, cohesion, and fluency, while the broader corpus highlighted perceived benefits for efficiency, personalization, and formative support. At the same time, many studies reported concerns about overreliance on AI, reduced metacognitive engagement, academic integrity, and gaps in institutional governance. Owing to substantial heterogeneity in tools, designs, and outcome measures, the review does not compute new pooled effect sizes and instead offers a narrative, thematically structured synthesis. Key limitations include the short time window, the predominance of review-type studies, and concentration in specific disciplines and regions. Overall, the findings suggest that generative AI writing tools function most productively as supports within guided, reflective pedagogy rather than as stand-alone replacements for human writing instruction.

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