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Journal of Hypermedia & Technology-Enhanced Learning
Published by Sagamedia Teknologi Nusantara
ISSN : 29859166     EISSN : 29859166     DOI : https://doi.org/10.58536/j-hytel
Core Subject : Science, Education, Social, Engineering,
Computer Science & IT Education Electrical & Electronics Engineering Engineering Social Sciences Other
Journal of Hypermedia & Technology-Enhanced Learning (J-HyTEL) is an open-access, peer-reviewed research journal. It serves as a global platform that welcomes high quality papers, including original research, review papers, best practices, and case studies. J-HyTEL focuses on hypermedia, technology- enhanced learning (TEL), information and communication technology (ICT), computer science applications and related technologies in education written by researchers, academicians, professionals, and practitioners from all over the world.
Arjuna Subject : Ilmu Komputer (semua kategori) - Ilmu Komputer (Lain-Lain)
Articles 62 Documents
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A Mobile Vocabulary Learning App for Engineering Contexts: Gamification, Self-Directed Learning, and User Progress Tracking Anita Nursi; Resmi Darni; Dony Novaliendry
Journal of Hypermedia & Technology-Enhanced Learning Vol. 3 No. 3 (2025): Next Horizon
Publisher : Sagamedia Teknologi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58536/j-hytel.193

Abstract

Engineering students frequently face challenges in mastering technical English vocabulary due to its context-dependent and specialized nature. To address this issue, this study developed a mobile application that facilitates self-directed learning of domain-specific vocabulary through gamified activities. The application was designed using the Flutter framework and integrated with Firebase for real-time data management and user tracking. It features two interactive games—Word Guess and Word Match—as well as text-to-speech functionality, a limited hint system, and visual progress tracking through mastery counts and progress bars. Vocabulary items are organized into three thematic categories: General Terms, Tools, and Instructions, each structured through JSON-based data management for scalability and ease of maintenance. Empirical evaluations involving expert review yielded a high validity score (M = 4.6/5), confirming the application’s pedagogical soundness and technical stability. The integration of gamification and progress visualization significantly enhanced learner motivation, autonomy, and engagement. This study contributes a replicable model for combining Flutter–Firebase development with instructional design principles to advance technology-enhanced language learning in engineering education.
A Dual-Validation Mobile Attendance Application for Discipline-Oriented Vocational Schools: Development and Evaluation Using the Waterfall Hasbi Kurnia; Geovanne Farell; Denny Kurniadi; Rizkayeni Marta
Journal of Hypermedia & Technology-Enhanced Learning Vol. 3 No. 3 (2025): Next Horizon
Publisher : Sagamedia Teknologi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58536/j-hytel.200

Abstract

Manual attendance systems in educational institutions, particularly in highly disciplined environments such as vocational schools with cadet programs, present significant challenges, including inaccuracy, administrative burden, and susceptibility to fraud. This study addresses these issues by designing and developing a secure mobile attendance application for the Android platform. The development process followed the Waterfall software development model, providing a structured framework from requirements analysis through testing. The proposed solution incorporates a dual-validation mechanism combining Quick Response (QR) Codes for session-specific identification with Geolocation technology to verify users’ physical presence within the designated school area. The application supports multiple user roles, including students, teachers, administrators, and parents, and offers automated attendance tracking for daily roll calls and extracurricular activities. It enables teachers to input attendance for in-class sessions manually. Empirical evaluation confirmed that the application effectively mitigates vulnerabilities inherent in the manual system. The dual-validation approach substantially enhances both the integrity and efficiency of the attendance process, offering a reliable and secure tool for monitoring student discipline. This study provides a practical model for integrating accessible digital technologies to strengthen administrative processes in secondary education contexts.
Improving Students’ Digital Literacy in a Suburban Elementary School: An Action Research Study within a Community Service Program Aang Subiyakto; Sulaiman Haris; Anisya Rahma
Journal of Hypermedia & Technology-Enhanced Learning Vol. 4 No. 1 (2026): Future Education
Publisher : Sagamedia Teknologi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58536/j-hytel.203

Abstract

The increasing integration of digital technology in elementary education presents both opportunities and risks for students’ cognitive, social, and behavioral development. This study aimed to examine the digital literacy status of elementary school students in terms of engagement, understanding, behavior, digital awareness, and reflection, and to enhance these dimensions through a classroom-based seminar intervention implemented as action research within a community service program. The study involved 18 sixth-grade students from a suburban elementary school in Banten Province, Indonesia. An educational and participatory approach was employed, incorporating structured material presentations, interactive discussions, guided practical activities, visual media, and formative quizzes. The findings indicate that the seminar-based intervention contributed to measurable improvements in students’ digital engagement, understanding, behavior, and digital awareness. However, the development of critical reflection required further iterative cycles of action-based learning. These results provide empirical support for participatory classroom interventions as a viable strategy for strengthening digital literacy as a foundational competency at the elementary school level.
Interactive Macromedia Flash–Based Learning Media for K3LH Instruction in Vocational Electronics Education Mutia Fatila; Ilmiyati Rahmy Jasril; Firas Tayseer Ayasrah
Journal of Hypermedia & Technology-Enhanced Learning Vol. 4 No. 1 (2026): Future Education
Publisher : Sagamedia Teknologi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58536/j-hytel.209

Abstract

This study developed interactive learning media using Macromedia Flash to enhance Occupational Health, Safety, and Environmental Awareness (K3LH) instruction within the Basic Electronics curriculum in vocational high schools. The research employed a Research and Development approach guided by the 4D model (Define, Design, Develop, and Disseminate) to produce a validated multimedia learning product aligned with the Merdeka Curriculum. During the Define stage, needs assessment and learner analysis revealed low student engagement and conceptual difficulties with electronics safety topics, underscoring the need for technology-based instructional innovation. The designed media integrated text, visuals, animations, audio, and interactive assessments to support autonomous and student-centred learning. Expert validation involving material and media specialists resulted in high validity scores of 94.7% and 94.8%, indicating strong curriculum alignment, conceptual clarity, interface organisation, and language quality. Field testing with Grade 10 Electronics Engineering students yielded a practicality score of 85.1%, confirming that the media was easy to operate, pedagogically relevant, visually engaging, and effective in supporting understanding and participation. These outcomes demonstrate that Macromedia Flash-based learning media remain highly functional for vocational classroom environments, particularly where technological infrastructure is limited. The study concludes that the developed media can serve as a robust instructional tool to strengthen student motivation, improve comprehension of K3LH concepts, and enrich technology-enhanced learning in vocational electronics education. Future research is recommended to expand implementation across different school contexts and migrate the product to modern digital platforms to improve scalability and accessibility.
Interactive Multimedia Learning for Vocational Electronics Education: Development, Validation, and Classroom Implementation Lira Rahma Marzalius; Ilmiyati Rahmy Jasril
Journal of Hypermedia & Technology-Enhanced Learning Vol. 4 No. 1 (2026): Future Education
Publisher : Sagamedia Teknologi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58536/j-hytel.210

Abstract

This study presents the design, development, and empirical evaluation of an interactive multimedia learning application for basic electronics instruction in vocational education. To address persistent challenges such as passive learning, limited conceptual understanding, and low learner engagement, the research employed the 4D (Define, Design, Develop, and Disseminate) development model to create a digital learning environment in Adobe Animate. The application integrates dynamic animations, vector-based visualizations, explanatory text, and embedded interactive assessments to support conceptual change and active learning. Content and media validity were assessed through expert evaluations from subject-matter and instructional media specialists, while usability and practicality were examined through field tests involving Grade X students in an Audio-Video Engineering program. The findings show high levels of content accuracy, pedagogical alignment, and interface usability. Practicality results indicate strong learner acceptance, intuitive navigation, and consistent engagement during classroom implementation. Observational and questionnaire data reveal positive effects on students’ learning motivation and participatory behaviors. This study provides empirical evidence of the pedagogical value of interactive multimedia for competency-based technical education and offers a replicable development framework for integrating digital learning media in vocational settings. The findings hold practical and theoretical implications for educators, curriculum designers, and policymakers seeking to improve learning quality in technology-oriented vocational education.
An Artificial Intelligence-Based Mobile Application for Early Detection of Dyslexia Using Recurrent Neural Network Muhamad Fathur Rahman; Resmi Darni; Dony Novaliendry; Khairi Budayawan
Journal of Hypermedia & Technology-Enhanced Learning Vol. 4 No. 1 (2026): Future Education
Publisher : Sagamedia Teknologi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58536/j-hytel.217

Abstract

Dyslexia is a neurodevelopmental learning disorder that significantly affects children’s reading and writing skills despite normal intelligence, and delayed identification may lead to long-term academic and psychosocial consequences. Existing dyslexia screening methods rely heavily on expert-driven assessments that are time-consuming, subjective, and difficult to scale in non-clinical settings. Although recent studies have explored artificial intelligence (AI) approaches for dyslexia detection, many remain limited to single-modality data, offline analysis, or non-mobile implementations, restricting their practical applicability for early screening. This study aimed to develop an AI-based mobile application for early dyslexia detection by leveraging sequential text and speech data through a Recurrent Neural Network (RNN) architecture, specifically the Gated Recurrent Unit (GRU). A Research and Development (R&D) methodology was employed, encompassing requirements analysis, system design, GRU model training, mobile application development with Flutter, and system integration with a RESTful backend and a MySQL database. The GRU model was trained on preprocessed reading text and voice recordings to capture temporal patterns associated with dyslexia-related reading behaviors. Experimental results indicate that the proposed model achieved reliable classification performance in identifying dyslexia-related patterns, while the mobile application successfully delivered real-time screening results and maintained longitudinal assessment records. The findings demonstrate that integrating lightweight sequential deep learning models into mobile platforms offers a scalable and accessible solution for early dyslexia screening, supporting independent use by parents and educators outside clinical environments.
Web-Based Inventory Management System for Educational Training: Integrating EOQ and ARIMA for Data-Driven Learning Alkindi Syamsi; Dedy Irfan; Dony Novaliendry; Randi Proska Sandra
Journal of Hypermedia & Technology-Enhanced Learning Vol. 4 No. 1 (2026): Future Education
Publisher : Sagamedia Teknologi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58536/j-hytel.218

Abstract

Manual inventory recording and heuristic ordering practices remain common among Micro, Small, and Medium Enterprises (MSMEs), often leading to inaccurate demand estimation, excessive holding costs, and stockouts. This study develops and evaluates a web-based inventory information system that integrates Autoregressive Integrated Moving Average (ARIMA) forecasting with the Economic Order Quantity (EOQ) model to improve decision accuracy and cost efficiency. The system uses CodeIgniter 3 and MySQL and incorporates a Python-based time-series forecasting engine. Historical sales data were modeled using ARIMA, and the optimal specification was selected based on Akaike Information Criterion (AIC) and Bayesian Information Criterion (BIC). The ARIMA(1,1,1) model achieved a Mean Absolute Percentage Error (MAPE) of 8.47%, indicating high forecasting accuracy for operational planning. The forecasted annual demand was integrated into the EOQ framework to determine the optimal order quantity, Reorder Point (ROP), and probabilistic Safety Stock. A one-year cost simulation demonstrated that the EOQ-based policy reduced total inventory costs by 22.73% compared with the existing approach. Functional validation through Black-Box testing confirmed full compliance with specified requirements. These findings demonstrate that integrating predictive analytics with classical inventory optimization enhances operational efficiency and reduces total inventory cost. The system provides a practical, data-driven inventory management framework for MSMEs undergoing digital transformation.
Mapping Three and a Half Decades of AI and Education Literature: Trends, Gaps, and Future Directions Constance de Saint Laurent; Vlad Glaveanu; Ioana Literat; Ingunn Ness
Journal of Hypermedia & Technology-Enhanced Learning Vol. 4 No. 2 (2026): Learning Innovation
Publisher : Sagamedia Teknologi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58536/j-hytel.224

Abstract

Research on artificial intelligence (AI) in education has expanded at unprecedented speed, yet its development remains fragmented, hype-driven, and unevenly distributed across disciplines and regions. This paper presents one of the most comprehensive mappings to date, analysing 16,564 publications (1990–2025) identified through Web of Science and refined to 4,626 core contributions using a hybrid method that combined computational topic modelling, AI-assisted filtering, and human validation. To complement this macro-level mapping, we conducted a qualitative overview of the most cited papers in each major research topic, providing interpretive depth on how influential works have shaped debates on adoption, engagement, personalisation, chatbots, evaluation, risks, monitoring, reviews, and teaching AI. The findings reveal exponential growth since 2020, with major surges during the COVID-19 pandemic and following the release of ChatGPT, but also enduring fragmentation, declining evaluation studies, and a saturation of attitudinal surveys. Promising areas such as personalisation, teaching AI, and engagement have lost visibility despite their long-term importance, while risks and ethical issues remain underexplored and poorly connected to technical research. Citation patterns further show systemic imbalances, with education papers disproportionately cited and engineering outputs under-recognised. We conclude with recommendations to strengthen interdisciplinarity, address neglected areas, include historical perspectives, and address systemic challenges in order to foster a more cumulative, integrative, and critical field.
Problem-Based Jobsheets for PLC Practicum with a Pick and Place Trainer Kit and FPWIN Pro 7 Elfitra Rahma Fionandes; Zulwisli; Ilmiyati Rahmy Jasril; Winda Agustiarmi
Journal of Hypermedia & Technology-Enhanced Learning Vol. 4 No. 2 (2026): Learning Innovation
Publisher : Sagamedia Teknologi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58536/j-hytel.231

Abstract

Vocational secondary schools require instructional materials that connect programmable logic controller (PLC) concepts with safe, repeatable practice on industrial automation equipment. This study developed and evaluated a problem-based learning (PBL) jobsheet module for a Panasonic PLC-based Pick and Place Trainer Kit programmed with FPWIN Pro 7. The study used the Define, Design, and Develop stages of the Four-D (4D) model. Five jobsheets were appraised by one subject-matter expert and one instructional-media expert and were then trialled by one vocational teacher and ten Grade XI Industrial Automation students at SMK Pembangunan Teknologi Robotik UNP, Padang, Indonesia. Content and media validity scores were 89.58% and 93.75%, respectively, yielding a composite validity score of 91.67% (Very Valid). Post-use practicality scores were 93.8% from the teacher and 95.0% from students; the participant-weighted post-use mean was 94.9% (Very Practical). Open-ended responses highlighted the usefulness of annotated FPWIN Pro 7 screenshots, problem scenarios, and safety guidance, while also identifying a need for colour-coded wiring diagrams. These findings provide preliminary evidence that the module is valid and usable in this local setting. Because the study did not assess learning effectiveness or include a comparison group, further multi-site and outcome-based evaluation is required.
Digital Educational Technologies in Gifted STEAM Education: A Qualitative Case Study of Teachers’ Perceptions and Practices in a Mixed-Ability Learning Context Emmanouil D. Milakis; Constantina Corazon Argyrakou; Eleni Chantzouli
Journal of Hypermedia & Technology-Enhanced Learning Vol. 4 No. 2 (2026): Learning Innovation
Publisher : Sagamedia Teknologi Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58536/j-hytel.235

Abstract

This qualitative case study examines how teachers perceive and implement digital educational technologies in Gifted STEAM Education within a mixed-ability learning context involving gifted and non-gifted students. The study was situated in an annual professional development program on Gifted STEAM Education and involved six purposively selected teachers with experience in STEM/STEAM Education and/or Gifted Education. Data were collected through semi-structured interviews, mini focus groups, overt participant and non-participant observations, field notes, and textual documents, and were analysed using thematic analysis. The findings show that teachers viewed digital technologies not as neutral technical resources, but as pedagogical mediators that could shape inquiry, differentiation, participation, and creative production. Meaningful technology integration required explicit digital skill objectives, structured guidance, and formative monitoring. Digital tools supported Gifted STEAM learning when they were connected to interdisciplinary inquiry, design activities, multimedia production, creative expression, and differentiated forms of participation. Equity was understood as a multidimensional concern involving device access, meaningful participation, differentiated support, role distribution, ethical use, data protection, and equivalent non-digital pathways. Implementation, however, was constrained by inadequate infrastructure, outdated equipment, software incompatibility, unstable internet access, time pressure, unequal access, and institutional ambiguity. The study contributes to the literature by clarifying how digital technologies can support inclusive differentiation, interdisciplinary integration, and ethical digital practice in Gifted STEAM Education. The findings should be interpreted in light of the small sample, the specific professional development context, the non-formal educational setting, and the limited transferability of a single qualitative case study.

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