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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 250 Documents
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Development of a Digital Bullying Behavior Screening Instrument (Web/Mobile) for School Counselors: Validity, Reliability, and Feasibility Evaluation Aslinda; Dinda Dwi Purnama Mursalin; Dwi Muslimah Angraeni; Delavia Pabalik; Awanda Erna; Indah Puteri
Information Technology Education Journal Vol. 3, No. 1, Januari (2024)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v3i1.02417

Abstract

This study aimed to develop and validate a digital bullying screening instrument (DBSI) for school counselors to detect, assess, and monitor bullying behaviors among students. While traditional paper-based instruments have limitations in real-time monitoring and scalability, a web/mobile platform provides faster, more reliable, and accessible tools for early intervention and data-driven counseling. The study addresses the research gap in digital assessment tools that integrate psychometric validity, usability, and practical feasibility in school settings. A mixed-methods approach was employed. The study included 350 students from urban and suburban schools, selected using stratified random sampling. The instrument was developed based on literature review and expert consultation, followed by content validation, pilot testing, and refinement. Psychometric properties, including internal consistency (Cronbach’s α), test-retest reliability (ICC), and construct validity, were assessed. Usability and feasibility were evaluated through surveys and structured interviews with school counselors. Statistical analyses included exploratory and confirmatory factor analysis, descriptive statistics, and correlation analysis. The DBSI demonstrated high internal consistency (α = 0.89), stable test-retest reliability (ICC = 0.87), and a three-factor structure representing verbal, social/relational, and cyberbullying behaviors. Counselors reported the instrument as easy to use, time-efficient, and supportive of intervention planning. Prevalence data highlighted cyberbullying as the most common form among participants, consistent with previous research.The study confirms that digital tools enhance the efficiency and effectiveness of school-based bullying assessments, supporting early detection and targeted interventions. Limitations include sample restriction, self-report bias, and short-term implementation, which may constrain generalizability. The DBSI offers a validated, scalable, and technology-integrated solution for school counselors. Future research should investigate long-term intervention outcomes and adaptation for rural or low-connectivity contexts.
Development of a Multi-Perspective Digital Archive Learning Platform with Online Discussions to Enhance Critical Thinking in Generation Z Muhhamad Mubin Rahmat; Anisya Mukhlisya; Andriani; Muhammad Darwan; Widya Sari Asis; Nurliani Rusli
Information Technology Education Journal Vol. 3, No. 1, Januari (2024)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v3i1.02418

Abstract

This study aims to develop and evaluate a multiperspective learning platform on the G30S/PKI event using digital archives and online discussion forums to enhance critical thinking among Generation Z students. Existing history education often presents a single narrative, limiting students’ ability to analyze historical events critically. This study addresses this gap by providing diverse historical perspectives through an interactive digital platform. A quasi-experimental design with pretest-posttest control groups was employed. Participants consisted of 120 senior high school students selected through stratified random sampling. The platform integrated archival materials, interactive timelines, and moderated discussion forums. Critical thinking was measured using a validated assessment instrument comprising 30 items scored on a 5-point Likert scale, with Cronbach’s alpha of 0.89 indicating high reliability. Data analysis included paired and independent t-tests to compare pre- and post-intervention performance between experimental and control groups. Results revealed a significant increase in critical thinking scores among students using the multiperspective platform (M=83.7, SD=5.4) compared to the control group (M=72.3, SD=6.1), p < 0.001. Students also demonstrated improved digital literacy and engagement in historical discussions, confirming the platform’s effectiveness in fostering analytical skills and reflective learning. The study demonstrates that multiperspective digital platforms can effectively enhance historical reasoning and critical thinking. Limitations include the short intervention duration and focus on a single historical event, which may constrain generalizability. Future research should expand to diverse historical contexts and longitudinal designs. This research provides a novel integration of digital archives and collaborative online discussion to support critical thinking in history education, offering a scalable model for promoting analytical skills and historical empathy among digitally native learners.
Development of an Inclusive Computer Vision–Based Learning Media for Gesture Recognition among Deaf and Hard of Hearing Students Andi Sriwangi B; Abdul Riyadi Lessy; Aswar Munandar; Ade Ayu Permataleli; Eka Srijayarni; Gita Damayanti
Information Technology Education Journal Vol. 3, No. 1, Januari (2024)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v3i1.02419

Abstract

This study aimed to develop and evaluate an inclusive computer vision–based learning media for gesture recognition among deaf and hard-of-hearing (DHH) students. The motivation was to address the lack of interactive, curriculum-aligned tools for BISINDO gesture acquisition, enhancing both learning accuracy and engagement. The research followed a research and development (R&D) design using the ADDIE model, integrated with a quasi-experimental evaluation. The system employed a CNN-LSTM hybrid model with MediaPipe pose estimation for real-time gesture recognition. A purposive sample of 60 junior secondary DHH students in Makassar, Indonesia, participated in the study. Pretest–posttest scores, learning engagement questionnaires, and system usability scales were administered. Data analysis included paired and independent samples t-tests, descriptive statistics, and Pearson correlation. The developed media demonstrated high recognition accuracy (93.4%) and excellent usability (SUS = 84.3/100). Students using the system significantly outperformed the control group in posttest scores (Mean gain = 8.36 vs. 3.54, p < 0.001, Cohen’s d = 1.56). Engagement positively correlated with learning gains (r = 0.68, p < 0.01), indicating that interactive feedback mechanisms enhanced motivation and gesture mastery. The study highlights the pedagogical value of AI-assisted gesture learning for DHH students, but is limited to isolated gesture recognition, one geographic region, and quasi-experimental design constraints. Environmental lighting and camera quality may also affect system performance. This study bridges the gap between computer vision–based sign recognition research and inclusive pedagogy, demonstrating both technological feasibility and educational impact. Future research could extend the system to continuous sign sequences, multimodal feedback, and cloud-based deployment for broader scalability.
Development of an LMS-Based Microcredential Course for Teachers to Detect and Report Bullying: Training Effectiveness Evaluation Devita Wiwik Widyasari; Ayu Lestari Hasan; Adriansyah Hermawan Juasrib; Arianti Mallimbu; Asti Magfirah; Miraekel Lebang Malik
Information Technology Education Journal Vol. 3, No. 1, Januari (2024)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v3i1.02420

Abstract

This study aimed to evaluate the effectiveness of a microcredential course delivered via a Learning Management System (LMS) for teachers to improve their ability to detect and report bullying incidents. Despite the increasing prevalence of bullying in schools, teacher preparedness and practical skills for intervention remain limited. This study addresses this gap by providing evidence-based professional development that integrates knowledge, self-efficacy, and practical competency. A quasi-experimental design was employed, involving 120 teachers randomly assigned to intervention (n = 60) and control groups (n = 60). The intervention group completed an LMS-based microcredential course featuring modular content, scenario-based simulations, and formative assessments. Data collection included pre- and post-intervention tests, self-efficacy surveys, and practical scenario evaluations. Statistical analyses comprised paired and independent t-tests, effect size calculations, and correlation analyses for engagement metrics. Teachers in the intervention group demonstrated significant improvements in knowledge (pretest 56.4 ± 7.8 → posttest 83.6 ± 6.5), self-efficacy (3.1 ± 0.6 → 4.5 ± 0.4), and practical competencies (48.5 ± 5.2 → 85.1 ± 4.8), whereas the control group showed no significant change. Engagement metrics positively correlated with outcome measures (r = 0.62, p < 0.001), highlighting the importance of interactive learning elements. The findings suggest that LMS-based microcredential courses can effectively enhance teacher competencies in bullying detection and reporting, providing a scalable and standardized professional development model. Limitations include the urban-only sample, short-term evaluation, and reliance on simulations rather than real-world observation. This study contributes empirical evidence on teacher-focused digital professional development, emphasizing microcredentialing and scenario-based learning. Future research may explore longitudinal retention, multi-site replication, and blended approaches combining online and in-person training.
Development of History Learning Using Virtual Museum and Interactive Timeline to Strengthen Understanding of Bhinneka Tunggal Ika: Experimental Study Nursyamsi Selfi; Qorry Nadhirotun Zahro; Resky Iswandi; Miftahul Janna; Alhuda Ladopura; Alya Salsa Ramadhani
Information Technology Education Journal Vol. 3, No. 1, Januari (2024)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v3i1.02421

Abstract

This study aimed to develop and evaluate an interactive history learning model using a virtual museum and digital timeline to strengthen students’ understanding of Bhinneka Tunggal Ika (Unity in Diversity) in Indonesia. Despite existing history education initiatives, students often struggle with conceptualizing historical events and connecting them to national values. This research addresses the gap by integrating immersive digital tools to enhance engagement, contextual learning, and value comprehension. A quasi-experimental design with pretest-posttest control group was employed. Participants were 120 high school students selected via stratified random sampling. The intervention consisted of a virtual museum tour combined with an interactive digital timeline, covering key historical events related to Indonesia’s cultural diversity. Data collection involved a structured knowledge test, a values comprehension questionnaire, and usability evaluation of the digital tools. The instruments were validated for content and reliability (Cronbach’s α > 0.85). Statistical analysis included paired-sample t-tests and ANOVA to compare learning outcomes between control and experimental groups. Results indicated significant improvement in students’ historical knowledge (mean gain = 22%) and comprehension of Bhinneka Tunggal Ika values (mean gain = 18%) in the experimental group compared to the control group (p < 0.01). Usability assessments showed high satisfaction scores (average 4.5/5), confirming the feasibility of virtual museum integration. The study demonstrates that virtual museum-based learning can effectively enhance historical understanding and national values. Limitations include short intervention duration and limited generalizability to other educational contexts. This research provides evidence for using immersive digital tools in history education to foster value-based learning. Future research may explore longitudinal impacts, scalability, and integration with other curriculum components.
Effectiveness of Online Group Interventions with Digital Literacy and Internet Ethics E-Modules for Preventing Cyberbullying among Students Henri Gunawan Risal; Firdayani Syarifuddin; Ibnu Hajar Manippi; Hilda Suci Ramadhani; Jessy Angel Casey Ampulembang; Eva Ulfiani
Information Technology Education Journal Vol. 3, No. 1, Januari (2024)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v3i1.02422

Abstract

This study investigates the effectiveness of online group interventions assisted by e-modules on digital literacy and ethical online behavior to prevent cyberbullying among university students. Cyberbullying remains a pervasive issue in higher education, yet scalable interventions that combine knowledge acquisition and behavioral engagement are limited. This research aims to address this gap by evaluating whether a structured microlearning and chatbot-supported online program can enhance students’ knowledge, ethical awareness, and preventive behavioral intentions. An experimental study with pretest-posttest control group design was conducted involving 80 undergraduate students randomly assigned to intervention (n = 40) and control groups (n = 40). The intervention included interactive e-modules, scenario-based discussions, and AI chatbot support over a three-week period. Data were collected on digital literacy, ethical awareness, and behavioral intentions using validated Likert-scale instruments. Statistical analysis was performed using paired t-tests, independent t-tests, and effect size calculations to evaluate intervention outcomes. The intervention group demonstrated significant improvement compared to the control group in digital literacy (mean increase 30.2 points, Cohen’s d = 2.31), ethical awareness (mean increase 1.23, d = 2.10), and behavioral intention to prevent cyberbullying (mean increase 1.30, d = 2.18). Usability scores were high (SUS = 84.2 ± 6.3), and engagement metrics correlated positively with learning outcomes (r = 0.62, p < 0.001). The study demonstrates the potential of scalable online group interventions to enhance preventive digital behavior in higher education. Limitations include a single-institution sample, short intervention duration, and reliance on self-reported behavioral intentions. Future research should examine long-term effects, multi-institutional samples, and objective behavioral measurements. This research provides empirical evidence supporting the integration of e-modules, interactive group sessions, and chatbot support for cyberbullying prevention, contributing to digital citizenship education. The framework offers a practical, scalable, and adaptable model for universities seeking to promote safe and ethical online behavior.
The Effectiveness of Augmented Reality Historical Site Learning on Students’ Digital Literacy and Learning Motivation: An Experimental Study Nur Qodriah Syafitri; Nur Afina Inaya Devi; Ince Nisa’ul Khumairah Shaleh; Alfian Jimran; Hamriani; Alma Paramita
Information Technology Education Journal Vol. 3, No. 1, Januari (2024)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v3i1.02423

Abstract

This study investigates the effectiveness of Augmented Reality (AR) historical sites in enhancing digital literacy and learning motivation among secondary school students. Despite the increasing integration of technology in education, the impact of AR on students’ engagement with history content and their ability to navigate digital tools remains underexplored. This research addresses this gap by examining how AR-based interventions support meaningful learning and promote interest in history. An experimental study was conducted with 120 secondary school students divided into control and experimental groups. The experimental group engaged with AR historical sites through mobile and tablet applications, combined with interactive timelines, while the control group used traditional learning methods. Pre- and post-tests measured digital literacy and learning motivation, and questionnaires assessed user experience and engagement. Statistical analyses, including paired t-tests and ANCOVA, were performed to evaluate differences between groups. The results indicate that students in the AR-based learning group showed a significant increase in digital literacy scores (mean increase = 18%, p < 0.01) and learning motivation (mean increase = 21%, p < 0.01) compared to the control group. Students reported higher engagement and improved ability to navigate and interpret historical content through AR visualizations and interactive timelines. This study demonstrates the potential of AR for history education, suggesting that immersive technologies can strengthen both content understanding and digital competencies. Limitations include the study’s short intervention period and single-school sample, limiting generalizability. The study contributes empirical evidence supporting AR integration in history classrooms, highlighting its role in fostering digital literacy and motivation. Future research may explore longitudinal impacts, scalability across diverse curricula, and integration with collaborative learning strategies.
The Effect of Peer Instruction with Concept Tests on Model Evaluation Topics (Confusion Matrix, ROC-AUC) in Reducing Student Misconceptions: A Quasi-Experimental Study Hilda Suci Ramadhani; Angel Casey Ampulembang; Eva Ulfiani; Fina Maulina; Era Fasira; Karmila
Information Technology Education Journal Vol. 3, No. 2, Mei (2024)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v3i2.2403

Abstract

This study aims to examine the effect of Peer Instruction combined with Concept Tests on reducing students’ misconceptions in model evaluation topics, specifically Confusion Matrix and ROC-AUC. Students frequently misinterpret evaluation metrics, particularly in imbalanced datasets, leading to flawed analytical reasoning. This study argues that structured peer discussion and targeted conceptual questioning significantly reduce such misconceptions compared to conventional lecture-based instruction. Design/methods/approach – A quasi-experimental non-equivalent control group pretest–posttest design was employed involving 68 undergraduate students (35 experimental, 33 control) enrolled in a Machine Learning course. A validated two-tier diagnostic test consisting of 20 items was used to measure misconceptions. The experimental group received Peer Instruction with 15 Concept Tests across three sessions, while the control group received conventional lectures. Data were analyzed using paired and independent samples t-tests and normalized gain (α = 0.05). Findings – The experimental group’s misconception level decreased from 58.43% to 21.57%, while the control group decreased from 56.88% to 39.64%. The normalized gain was significantly higher in the experimental group (g = 0.74) compared to the control group (g = 0.38), t(66) = 11.62, p < 0.001, with a large effect size (d = 1.82). Research implications/limitations – The study was limited to one institution and short-term intervention, which may restrict generalizability and long-term retention conclusions. Originality/value – This study provides empirical evidence supporting the effectiveness of Peer Instruction in machine learning education and introduces a diagnostic framework for measuring misconception reduction in Confusion Matrix and ROC-AUC topics.
Effectiveness of Basic AI Learning Using Teachable Machine on Understanding Classification Concepts among Vocational High School Students: Experimental Study Lisnayu; Tirstan Anugerah Ranus; Muh Yusril Mahendra; M. Rifqi Miftahun Nurulhad; Zulkarnain; Dita Adelina
Information Technology Education Journal Vol. 3, No. 1, Januari (2024)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v3i1.02424

Abstract

The purpose of this study is to explore the effectiveness of Teachable Machine, an AI-based tool, in enhancing vocational high school students' understanding of classification concepts in machine learning. Given the increasing importance of AI in education, particularly in vocational settings, this study aims to investigate how interactive learning tools can foster deeper conceptual understanding and improve engagement in technical fields. This experimental study involved two groups of vocational high school students: an experimental group using Teachable Machine and a control group receiving traditional classroom instruction. The students' understanding of classification concepts was measured using pre-tests and post-tests, supplemented by qualitative observations of student engagement. Statistical analyses, including paired t-tests and Cohen’s d for effect size, were conducted to assess the difference in learning outcomes between the groups. The experimental group showed significant improvement in post-test scores compared to the control group. The paired t-test results indicated a larger effect size (Cohen’s d = 1.55) for the experimental group, demonstrating a substantial improvement in their understanding of classification concepts. Qualitative observations also revealed higher levels of student engagement and motivation in the experimental group. The study highlights the potential of AI-based tools to improve learning outcomes in vocational education. However, limitations include the small sample size and the short duration of the intervention, which may limit the generalizability of the findings. Future research should explore the long-term effects and compare different AI tools. This study provides valuable evidence of the effectiveness of AI-based learning tools in vocational education, contributing to the growing body of research on AI applications in education. It also offers insights for integrating interactive learning tools into vocational curricula to enhance student engagement and understanding.
The Effectiveness of Flipped Classroom Assisted by Microlearning Video on VLAN and Trunking Learning Outcomes in Vocational Schools Imran, Ali; Sari, Putri Ananda; Rachmat M; Rahma; Risaldi; Rusna
Information Technology Education Journal Vol. 3, No. 2, Mei (2024)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/cqn1hc30

Abstract

This study investigates the effectiveness of a flipped classroom model assisted by microlearning videos on students’ learning outcomes in VLAN and trunking topics in vocational schools. VLAN and trunking concepts are essential yet cognitively demanding networking competencies that require both conceptual understanding and procedural configuration skills. While flipped learning and microlearning have been widely studied, limited empirical evidence exists in vocational secondary networking education. This study addresses that gap by examining their combined impact on cognitive and practical performance. A quasi-experimental non-equivalent control group pre-test–post-test design was employed involving 64 Grade XI vocational students. The experimental group (n = 32) received flipped instruction supported by 5–8 minute microlearning videos, while the control group (n = 32) received conventional lecture-based instruction. Data were collected using a 30-item cognitive test and a performance-based practical skills rubric. Statistical analyses included independent and paired samples t-tests, normalized gain (N-gain), and Cohen’s d effect size. The experimental group achieved significantly higher post-test scores in cognitive outcomes (M = 84.38) compared to the control group (M = 72.19), t(62) = 6.58, p < 0.001. Practical skills scores were also significantly higher (86.72 vs. 74.53), t(62) = 7.46, p < 0.001. Normalized gain values were 0.60 (cognitive) and 0.68 (practical) in the experimental group, exceeding the control group (0.30 and 0.37). Large effect sizes were observed (d = 1.64 and d = 1.86). The quasi-experimental design and single-school context limit generalizability. Long-term retention was not examined. This study contributes empirical evidence supporting microlearning-enhanced flipped instruction in vocational networking education and provides a scalable model for competency-based technical training.

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