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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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AI-Driven Adaptive Pathways in Virtual Learning Environments: A PRISMA-Based Systematic Literature Bakri, Hasrul
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.v4i3.10515

Abstract

The static nature of conventional Virtual Learning Environments (VLEs) often fails to address the diverse needs of individual learners, limiting the potential for personalized education. The integration of Artificial Intelligence (AI) offers promising solutions through adaptive learning pathways. This systematic literature review aims to synthesize current evidence on AI-driven adaptive pathways in VLEs by examining: (1) types of AI algorithms used, (2) adaptation mechanisms employed, (3) impacts on learning outcomes and engagement, and (4) emerging trends and innovations. Following the PRISMA guidelines, a comprehensive search was conducted across five major databases (Scopus, Web of Science, IEEE Xplore, ACM Digital Library, and Google Scholar) for publications between 2015 and 2024. From 2,150 initially identified records, 78 studies met the inclusion criteria after rigorous screening and quality assessment using the JBI critical appraisal tools. Findings indicate that deep learning, neural networks, and natural language processing are the most commonly used AI techniques for detecting learning styles and dynamically recommending content. AI-based adaptive systems consistently improve academic performance, motivation, and engagement by up to 25% compared to traditional static VLEs. However, significant challenges related to data privacy, algorithmic bias, and infrastructural readiness persist. AI-driven adaptive pathways hold transformative potential for creating more personalized and effective digital learning experiences. Successful implementation requires addressing ethical and technical barriers through multidisciplinary collaboration and the development of inclusive, sustainable frameworks.
Assessing Teaching Factory Implementation through Students’ Perceptions: A CIPP Model Approach Sanatang; Sulaiman, Dwi Rezky Anandari; Ninik Rahayu Ashadi; Muh. Ihsan Zulfikar
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.v4i4.10530

Abstract

This study aims to assess the implementation of the Teaching Factory (TeFa) program through students’ perceptions using the CIPP (Context, Input, Process, Product) evaluation model. The evaluation focused solely on students’ viewpoints as direct beneficiaries of production-based vocational learning, excluding teachers’ and industry partners’ perspectives. A quantitative survey method was employed, involving 70 students from SMKN 10 Makassar, who completed a 12-item questionnaire with high internal reliability (Cronbach’s α = 0.894). Data were analyzed descriptively and through Spearman’s rank correlation to examine the relationships among the CIPP dimensions. The results indicate that students’ perceptions of TeFa implementation were within the “fair to good” range: Context (47.14% fair, 28.57% good, 24.29% very good), Input (41.43% fair, 38.57% good, 18.57% very good), Process (40% fair, 42.86% good, 14.29% very good), and Product (40% fair, 30% good, 24.29% very good). All dimensions showed positive and significant correlations (ρ = 0.619–0.794, p < 0.001), with the strongest relationship between Process and Product (ρ = 0.794), indicating that better learning processes are closely linked to improved learning outcomes. In conclusion, the Teaching Factory program is perceived as moderately effective by students. Improvement efforts should prioritize the Input dimension such as facilities, learning materials, and industrial engagement—and strengthen the Process dimension through enhanced mentoring and integration of production activities. Future research should involve teachers and industry partners to provide a more comprehensive CIPP-based evaluation.
Effectiveness of the Flipped-Blended Learning Model in Computer and Network Engineering Education Sam, Noer Ekafitri
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.v4i3.10590

Abstract

Research on Flipped-Blended Learning in vocational education has grown in recent years; however, empirical evidence focusing specifically on Computer and Network Engineering (TKJ) competencies in Indonesian vocational high schools remains limited. Previous studies primarily examined general blended learning implementation without addressing learning challenges unique to TKJ, such as limited practical time, low preparedness for autonomous learning, and the need for stronger conceptual mastery prior to hands-on practice. This study aims to evaluate the effectiveness of a Flipped-Blended Learning model implemented through a LMS at SMKN YPPP Wonomulyo and SMKN 1 Tinambung. Using a quasi-experimental one-group pretest–posttest design, data were collected from 30 students through cognitive tests, observation sheets, questionnaires, and LMS usage logs. Results indicate a medium-to-high increase in cognitive outcomes based on normalized gain. Student activity categorized as very active, particularly in accessing digital resources, completing online assignments, and participating in LMS-based discussions. These findings demonstrate that the Flipped-Blended Learning model effectively enhances conceptual understanding, active engagement, and independent learning in TKJ subjects. This study contributes by providing student-centered evidence on the integration of LMS-based flipped learning in vocational engineering contexts. Practical implications suggest that teachers need to systematically design pre-class digital materials and optimize face-to-face sessions for collaborative problem-solving and practice.
Programming Experience and Computational Thinking Skills: A Study on Prospective PPG Pre-Service Informatics Engineering Teachers Wahyuni, Maya Sari; Pratama, Muhammad Isbar; Abdal, Nurul Mukhlisah
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.v4i3.10609

Abstract

Computational Thinking (CT) is a core competency emphasized in Indonesia’s Kurikulum Merdeka, yet variations in pre-service teachers’ programming backgrounds may influence their CT readiness. This study examined the relationship between programming experience and CT skills among pre-service informatics teachers enrolled in the PPG Prajabatan program at Universitas Negeri Makassar. Using a correlational design, data were collected from 153 participants, with programming experience measured through a validated Python-based questionnaire and CT skills assessed using Bebras tasks covering key CT dimensions. The findings show a strong positive association between programming experience and CT performance, with active project involvement and frequent practice emerging as the most influential components. Programming experience also served as a significant predictor of CT skills, accounting for a substantial proportion of variance. These results highlight the importance of sustained programming engagement in supporting CT development and suggest that project-oriented coding activities should be more systematically integrated into pre-service informatics teacher education and PPG curricular practices
A PLS-SEM Analysis of Basic Psychological Needs on Self-Regulation in Digital Learning: Insights from Self-Determination Theory Ahmad Faris Al Faruq; Muhammad Fardan; Awalia, Andi Dio Nurul; Nurrahmah Agusnaya; 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.v4i4.10813

Abstract

In the rapidly evolving digital age, technology-based learning has become integral to modern education, offering flexibility and accessibility while introducing challenges in student engagement and motivation. This study explores the relationship between basic psychological needs: autonomy, competence, and relatedness. Outlined in Self-Determination Theory (SDT) and self-regulated learning in digital environments. Utilizing Partial Least Squares Structural Equation Modeling (PLS-SEM), data was collected from 737 students to examine how these needs impact self-regulation in digital learning. The findings reveal that fulfilling these psychological needs significantly enhances students' self-regulation, leading to improved learning outcomes. Autonomy, particularly when supported by digital tools, and competence, bolstered by immediate feedback and digital literacy, are crucial for fostering effective self-regulation. Relatedness, although less influential, remains important in maintaining motivation through social connections in online learning. The study contributes to the growing body of literature on SDT by highlighting the importance of creating digital learning environments that cater to students' psychological needs, thereby enhancing motivation and academic success.
Heyzine Website Development Based on Guidance in Giving Service Guidance Information at MAN 1 Makassar City Atirah Faisal, Nur Faisah; Ratna Wulandari; Sandi Pratama
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.v4i4.10748

Abstract

Development Heyzine website based about guidance in giving service information at MAN 1 Makassar City. Research This aim For know use development Heyzine website based on guidance in giving service information. Developing the heyzine website for know effectiveness in giving service information in guidance and counseling. Research Methods and Development (R&D) is used in study This with model ADDIE procedural research This held at MAN 1 Makassar City during One month start from April to May 2025. Techniques used that is random sampling technique . Research result show that heyzine website development based on guidance in giving service information use emodul in giving service information on the eye lesson Guidance and Counseling (BK), has innovation latest in giving its services, namely digital book media that is packaged in e- module which is accompanied by fun games and various type material in accordance need from participant students who are in the Madrasah Aliyah (MA) realm or School Senior High School (SMA). Criteria validity Innovation latest from e- module This with percentage of 91.3% in eligibility unique use Study while play.
Learning Management System Usage and English Learning Motivation: Evidence from a Simple Linear Regression Study Aam Amaliah; Heny Fitriani; Rosdiana; R. Dewi Mutia Farida; Fitriani Yuniar
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.v4i4.10779

Abstract

The integration of Learning Management Systems (LMS) has become an essential component of English language instruction in higher education, particularly in vocational contexts. However, empirical evidence explaining how LMS usage influences students’ learning motivation remains limited. This study aims to examine the effect of LMS usage on students’ motivation in learning English using a quantitative explanatory approach. The study involved 120 vocational higher education students enrolled in English courses, selected through proportionate stratified random sampling. Data were collected using a Likert-scale questionnaire and analyzed using simple linear regression with SPSS. The results indicate that LMS usage has a significant positive effect on students’ English learning motivation (β = 0.484, p < 0.001), with an R² value of 0.318, suggesting that LMS usage explains 31.8% of the variance in learning motivation. These findings demonstrate that structured LMS features, interactive content, and timely feedback contribute meaningfully to students’ motivational engagement in English learning. This study provides empirical evidence that LMS functions not only as a digital learning platform but also as a motivational driver in vocational English education, offering practical implications for instructors and institutions in designing effective LMS-supported learning environments.
Integrating Character Education into STEM-Based Chemistry Learning Through Interactive Digital Media Indayani, Feby
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.

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