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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 265 Documents
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Maturity Assessment at a University IT Center Using COBIT 2019 EDM and APO Domains Zufria, Ilka; Muhammad Siddik Hasibuan
Information Technology Education Journal Vol. 5, No. 1, February (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i1.262

Abstract

Purpose – This study evaluates the capability of IT governance at Pustipada UIN Sumatera Utara Medan to determine whether current technology practices are aligned with institutional strategic objectives, particularly in terms of resource optimization, governance structure, and innovation. The study addresses the gap between existing governance performance and expected capability levels within higher education institutions.  Design – A descriptive qualitative design was employed. Data were collected through in-depth interviews with key stakeholders identified using RACI Chart mapping, analysis of SOP and KPI strategic documents, and direct observation of objective alignment. The evaluation focused on selected COBIT 2019 domains, namely EDM04 (resource optimization), APO01 (management framework), and APO04 (innovation).  Findings – The results indicate that the EDM04 domain achieved a capability level of 3 with a score of 2.24, below the expected level 4 (2.60), resulting in a gap of 0.36. The APO01 domain also reached level 3, indicating moderate maturity in governance structure, while the APO04 domain recorded a lower score of 1.58, reflecting weak innovation governance. These findings confirm that IT governance implementation remains suboptimal and requires systematic improvement.  Research implications – The study is limited to a single institutional context, which restricts generalizability. The reliance on qualitative data and the absence of integrated financial SOPs may also affect the comprehensiveness of governance evaluation and limit deeper performance validation.  Originality – This research provides a quantified baseline of IT governance capability within a higher education context in North Sumatra, offering actionable insights and strategic recommendations, particularly in formalizing resource documentation and strengthening governance processes as a roadmap for similar institutions.
Utilizing AI in Digital Learning: The Role of Metacognitive Reasoning, Organizational Support, and Socioeconomic Status in Enhancing Academic Performance through Intrinsic Motivation Awalia, Andi Dio Nurul; Rosidah; M.Miftach Fakhri; Della Fadhilatunisa
Information Technology Education Journal Vol. 5, No. 1, February (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i1.261

Abstract

Purpose – This study examines how metacognitive reasoning, organizational support, and socioeconomic status shape academic performance through the mediating role of intrinsic motivation in an artificial intelligence (AI) integrated learning environment. Design – A quantitative, cross-sectional design was employed. Data from 373 university students were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) to evaluate relationships among the constructs. Findings – Metacognitive reasoning and organizational support significantly increased intrinsic motivation, which in turn positively affected academic performance. By contrast, socioeconomic status did not significantly influence intrinsic motivation or academic performance. Research implications – The results underscore the importance of cognitive and contextual supports in fostering student motivation and achievement. The nonsignificant effects of socioeconomic status warrant further investigation; future studies should explore additional individual and environmental factors that may shape academic outcomes in AI-enabled learning settings. Originality –  This research advances an inclusive and effective framework for digital learning in higher education by demonstrating the central role of metacognitive skills and institutional support in designing AI-enhanced strategies that cultivate students intrinsic motivation and academic success.  
Determinants of Learning Effectiveness in Digital STEM Higher Education: A Cross-Sectional Study Using Hierarchical Regression Fresa Dwi Juniar Sofalina; Rudi Priadi; M. Iqbal Faiz
Information Technology Education Journal Vol. 5, No. 1, February (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i1.263

Abstract

Purpose - This study examines the determinants of learning effectiveness in digital STEM higher education, focusing on Technology Integration in Management (TIM), Digital Monitoring and Evaluation (DME), and Organizational Digital Support (ODS) within an institutional context. Design - A quantitative explanatory study with a cross-sectional survey was conducted among undergraduate students (n = 260) at a private higher education institution in Bandung, Indonesia, who had experienced online or blended learning. Hierarchical multiple regression was used to assess the incremental explanatory power of TIM, DME, and ODS beyond control variables (gender, study year/semester, LMS usage intensity, and internet stability). Findings - The control model explained 14% of the variance in learning effectiveness (R² = 0.14). After including TIM, DME, and ODS, the explained variance increased to 54% (R² = 0.54; ΔR² = 0.40). DME was the strongest predictor (β = 0.33), followed by TIM (β = 0.24) and ODS (β = 0.18), all of which showed significant positive effects. The results highlight the critical role of structured monitoring, continuous evaluation, and coherent management of digital learning processes in enhancing student performance. Research implications - Enhancing digital learning effectiveness requires strengthening data-informed monitoring systems, structured LMS-based learning management, and consistent institutional support. However, the findings are limited to a single institutional context and cross-sectional design; future studies should use longitudinal and multi-institutional data. Originality/value - This study integrates technology management, evaluation practices, and organizational support into a unified digital learning governance model, providing context-specific empirical evidence from Indonesian higher education.
Integrating Virtual Laboratories and Trainer Kits for Computer Network Engineering Practicum Learning in a Vocational School Kamal; Muhammad Yaumi; M.Yusuf T; Abdul Syatar
Information Technology Education Journal Vol. 5, No. 2, May (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i2.264

Abstract

Purpose – This study examined the implementation of a hybrid practicum model integrating Trainer Kits and Virtual Laboratories in computer network engineering learning at SMK Telkom Makassar, Indonesia. The study aimed to analyze changes in students’ learning outcomes and examine students’ perceptions of the integrated learning media. Design – A quasi-experimental one-group pretest–posttest design was employed involving 36 vocational students. The intervention was conducted through hybrid practicum sessions in which students performed virtual simulations before implementing configurations using the physical Trainer Kits. Data were collected using cognitive achievement tests and a student perception questionnaire and analyzed using descriptive statistics, normalized gain analysis, and paired-sample t-test. Findings – The results showed a notable improvement in learning outcomes, with the mean score increasing from 54.38 in the pretest to 86.25 in the posttest, resulting in an N-Gain of 0.698, indicating a moderate to high level of learning improvement. Students’ perceptions were also highly positive, with an overall acceptance score of 91.6%. Research implications – However, because the study employed a one-group pretest–posttest design without a control group, the findings should be interpreted as preliminary evidence of improvement following the implementation of the hybrid practicum model. Originality – This study examined the implementation of a hybrid practicum model integrating Trainer Kits and Virtual Laboratories in computer network engineering learning and provides evidence of its potential to improve learning outcomes and student perceptions in vocational education contexts.
Smartboard-Mediated CSCL Scripts to Improve Oral Communication in Eastern Indonesia: A Quasi-Experimental Study Kaharuddin; Sitti Hajar; Zul Fadhli Al Alim; Kaharuddin, Andi; Tulak, Topanus; Susilo , Ganjar; Pradhan , Devasis
Information Technology Education Journal Vol. 5, No. 2, May (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i2.263

Abstract

Purpose – This study aims to challenge the "hardware fallacy" by investigating how a structured Computer-Supported Collaborative Learning (CSCL) intervention can mediate smartboard affordances to enhance oral communication skills among junior high school students in Eastern Indonesia, a context characterized by teacher-centered instruction and student speaking anxiety. Design – A quasi-experimental non-equivalent control group design was employed with 64 eighth-grade students from two intact classes (n = 32 each) assigned to conditions; analyses treated students as individuals. The control group (n=32) used smartboards for teacher-centered presentations, while the experimental group (n=32) participated in an eight-week CSCL intervention involving collaborative sorting, visual debate mapping, and interactive presentation tasks. Oral communication performance was assessed using a validated analytic rubric with excellent inter-rater reliability (ICC = .87). Findings – ANCOVA revealed a statistically significant effect of the intervention on post-test communication scores F (1,61) = 109.65, p < .001, partial η² = .642), with the most pronounced gains in communicative confidence (partial η² = .712). Qualitative observations showed 88% of experimental students physically interacting with the smartboard, with a recurrent pattern of non-verbal manipulation preceding verbal justification, indicating cognitive offloading. Research implications – The quasi-experimental design and single-school setting limit generalizability, and the 8-week duration cannot confirm long-term sustainability. However, findings provide empirical evidence for the necessity of pedagogical redesign alongside technology investment to bridge the second-level digital divide. Originality – This study advances CSCL research by specifying mechanisms (shared visual anchoring, embodied offloading) through which smartboard affordances are pedagogically engineered to address cultural barriers in under-resourced Southeast Asian classrooms, offering a replicable intervention model for similar contexts. Replication materials are available in the online supplement.
Exploring Low Reading Interest and Digital Literacy among Indonesian Pre-service Teachers: A Single-Case Study at a Private University in South Sulawesi Tangkearung, Sefrin Siang; Tulak, Topanus; Kaharuddin, Andi; SMBM, Arshad
Information Technology Education Journal Vol. 5, No. 2, May (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i2.262

Abstract

Purpose – This study qualitatively investigates the causes of low reading interest among pre-service primary teachers at a private university in Indonesia and analyzes its implications for their digital literacy. Given the critical role of teachers in fostering literacy, understanding this issue is essential for developing effective educators. Design – Employing a single-case study design, data were collected through in-depth interviews, non-participant observations, and documentation with 12 pre-service teachers. Thematic analysis was used to identify patterns in participants' lived experiences. Findings – Results indicate that reading interest is primarily instrumental, driven by assignment completion rather than curiosity. Identified causes include low intrinsic motivation, a lack of supportive academic culture, and pervasive digital distractions. Consequently, this leads to passive technology use and weak critical filtering skills, evidenced by students' difficulty in evaluating source credibility and a tendency to prioritize superficial online content over in-depth analysis. Research Implications – As a single-site case study, the findings on academic culture may not be generalizable to all institutions. The study relies on self-reported data, which introduces potential for social desirability bias. Originality – The study concludes that effective digital literacy requires a strong foundation in conventional deep reading, necessitating an integrated literacy ecosystem in teacher education institutions. It offers a nuanced understanding of the mechanisms linking instrumental reading to poor digital outcomes.
Development and Initial Evaluation of a Flying Robot-Based Trainer Kit for Robotics Learning Alamsyah, Nur; Muhammad Yaumi; M. Shabir U; Muh. Rapi
Information Technology Education Journal Vol. 5, No. 2, May (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i2.268

Abstract

Purpose – Robotics learning in higher education requires the integration of conceptual understanding and practical skills, yet the availability of learning media that effectively bridges theory and practice remains limited. This study aimed to develop a flying robot–based Trainer Kit learning media for robotics courses and to examine its feasibility through expert validation, practicality evaluation, and a limited trial of student learning outcomes. Design – The study employed a research and development (R&D) approach using the Four-D model, limited to the Define, Design, and Develop stages. A limited trial was conducted using a one-group pretest–posttest design involving 12 students enrolled in a Robotics course. Findings – The validation results showed an average score of 4.20 from media experts and 4.33 from material experts (very valid category). The practicality questionnaire results indicated high usability, with average scores of 4.53 from students and 4.38 from lecturers (very practical category). Student learning outcomes improved from a mean pretest score of 56.58 to a posttest score of 89.25, with an average N-Gain of 0.75 (high category). A paired-samples t-test indicated a statistically significant improvement (p < 0.001) with a very large practical effect (Cohen’s d ≈ 9.23). Research implications –  These findings indicate that the developed learning media is valid and practical and showed improved learning outcomes in a limited trial (N=12). However, the results should be interpreted as preliminary evidence due to the one-group design and small sample size. Originality – This study develops and evaluates a flying robot–based Trainer Kit as an innovative learning media to bridge theory and practice in robotics education.
Validation of a Blended Mathematics Learning Readiness Instrument Based on Offline Delivery in Remote Areas Astutik, Heny Sri; Kaharuddin, Andi; Salmawati; Murniati; Kahar, Muh Jusri; Pasongli, Hernita
Information Technology Education Journal Vol. 5, No. 2, May (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i2.265

Abstract

Purpose – This study aimed to develop and validate an instrument assessing student readiness for offline-supported blended mathematics learning, addressing a critical measurement gap in Indonesia's disadvantaged, frontier, and outermost (3T) regions like Southwest Papua. Design – Employing a sequential exploratory psychometric design, we addressed the internet-dependency of existing instruments. An initial 40-item pool, adapted from the Online Learning Readiness Scale for offline contexts, was refined to 30 items. Content validity was established via two expert review rounds (N=3) using NVivo 14 thematic analysis and Gregory's index. Construct validity was examined through Exploratory Factor Analysis (EFA) with 150 mathematics students, alongside Cronbach's Alpha for reliability. Findings – Content validity (Gregory's index) improved from 0.60 to 0.88. EFA established a five-factor structure for the 30 items, explaining 68.4% of the total variance: (1) Learning Independence with Local Resources (α=0.89), (2) Offline Technical Literacy (α=0.87), (3) Adaptation to Infrastructure Limitations (α=0.82), (4) Mathematics Self-Efficacy with Offline Media (α=0.91), and (5) Learning Motivation in Digital Isolation (α=0.79). Overall reliability was α=0.93. Implications – The instrument provides a valid, reliable tool for diagnosis and interventions in underserved regions. Limitations regarding geographic specificity, sample size, and unexamined criterion validity suggest directions for future cross-context validation and longitudinal studies. Originality – By introducing "Adaptation to Infrastructure Limitations" as a novel dimension, this study reconceptualizes learning readiness for connectivity-deprived contexts, offering educators and policymakers an evidence-based tool to promote educational equity.
Fear of Cyberattacks and Measure Efficacy among Students in Higher Education: The Sequential Roles of Perceived Severity and Perceived Vulnerability Sofyan, Vina Annisa; Khaira Ummah; Mushaf
Information Technology Education Journal Vol. 5, No. 1, February (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/vgpe6v78

Abstract

Purpose – This study examines the effect of fear of cyberattacks on measure efficacy among students in higher education and investigates the sequential roles of perceived severity and perceived vulnerability. Design/methods/approach – A quantitative approach was employed using an online survey of 203 university students selected through purposive sampling. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Findings – The results show that fear of cyberattacks significantly influences perceived severity (β = 0.754, t = 13.487, p < 0.001), perceived severity significantly influences perceived vulnerability (β = 0.295, t = 4.374, p < 0.001), and perceived vulnerability significantly influences measure efficacy (β = 0.310, t = 4.613, p < 0.001). In addition, perceived vulnerability significantly mediates the relationship between perceived severity and measure efficacy (β = 0.091, t = 2.469, p = 0.014), while perceived severity and perceived vulnerability jointly mediate the relationship between fear of cyberattacks and measure efficacy (β = 0.069, t = 2.189, p = 0.029). Research implications/limitations – The study is limited by its cross-sectional design, self-reported responses, and focus on university students. However, the findings suggest that cybersecurity education in higher education should strengthen students’ understanding of threat severity and personal vulnerability to improve protective efficacy. Originality/value – This study contributes to information technology education by extending Protection Motivation Theory to explain how emotional and cognitive processes shape students’ protective efficacy in digital environments.
Extending the Technology Acceptance Model (TAM) to Predict Student Learning Outcomes in GNS3 Based Networking Education Masna, Ummul Khaeri; Salim, Agus; Ramadani, Fitra; Baso, Fadhlirrahman
Information Technology Education Journal Vol. 5, No. 1, February (2026)
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/intec.v5i1.265

Abstract

Purpose – This study investigates the factors influencing network simulator acceptance and its direct impact on learning outcomes within the Department of Informatics and Computer Engineering. It addresses the gap between technology adoption and actual academic success in a technical vocational context. Design/methods/approach – A quantitative approach using the Technology Acceptance Model (TAM) was applied. Data from 187 students were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) via SmartPLS 4.0, employing a 5,000-resample bootstrapping procedure. Findings – Results confirm that Perceived Usefulness significantly drives Behavioral Intention (β= 0.774, p < 0.001), while Perceived Ease of Use is non-significant (β = 0.150, p = 0.166). Crucially, Behavioral Intention strongly predicts Learning Outcomes (β = 0.849, p < 0.001). The model exhibits substantial predictive power, explaining 83% of the variance in intention (R2 = 0.830) and 72.1% in learning outcomes (R2 = 0.721). Research implications/limitations – Engineering pedagogy should prioritize demonstrating the industrial utility of simulators over interface simplicity. Limitations include the cross-sectional design and reliance on self-reported data within a single department, which may affect generalizability. Originality/value – This research empirically bridges technology acceptance with tangible academic performance in the Indonesian technical education context. It provides a validated framework for enhancing technical competencies through strategic tool integration.

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