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M. Miftach Fakhri
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Antang, Makassar, South Sulawesi, Indonesia
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INDONESIA
Indonesian Technology and Education Journal
Published by Sakura Digital Nusantara
ISSN : 29858208     EISSN : 29858216     DOI : https://doi.org/10.61255/itej
Core Subject : Science, Education,
Computer Science & IT Education
This journal publishes research articles on various innovations in education and technology that are interesting and have an impact on the development of education and technology. The journal publishes articles on interdisciplinary content and cross-field dimensions related to technology development and the education environment. The journal includes, but is not limited to the following fields: Technology Machine Learning Cloud Computing Virtual and Augmented Reality Systems Human-Computer Interaction Emerging Technology Computer Vision Data Visualization Education Learning Analytics Innovative Pedagogies Educational Technology Computing Education Mobile Learning Social Media for Learning Out-of-School Applications
Arjuna Subject : Ilmu Komputer (semua kategori) - Ilmu Komputer (Lain-Lain)
Articles 10 Documents
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Search results for , issue "Vol 4 No 1 (2026): April" : 10 Documents clear
Enhancing Islamic Economic Literacy through Islamic Education: A Contextual and Evaluation-Based Approach Marlina, Reni; Awaliyah, Wiwin; Adiningsih, Neni Utami
Indonesian Technology and Education Journal Vol 4 No 1 (2026): April
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i1.954

Abstract

The rapid growth of Islamic financial institutions has not been accompanied by an equivalent increase in Islamic economic literacy, particularly among young learners. This gap reflects a critical issue where individuals possess basic knowledge of Sharia principles but lack the ability to apply them in real financial decision-making. Therefore, this study aims to develop a comprehensive framework for enhancing Islamic economic literacy through Islamic education by integrating contextual and evaluation-based approaches. This study employs a qualitative research design using a systematic literature review. Data were collected from peer-reviewed journal articles, academic books, and official reports indexed in reputable databases such as Scopus and Google Scholar. The inclusion criteria focused on studies related to Islamic economic literacy, contextual learning, and evaluation-based education published within the last ten years. The data were analyzed using thematic analysis to identify key patterns, relationships, and research gaps. The findings indicate that Islamic economic literacy remains largely conceptual and has not been fully internalized into practical financial behavior. The implementation of contextual learning significantly improves learners’ understanding by linking Islamic economic principles to real-life situations. In addition, evaluation-based strategies such as reflective and performance-based assessments play a crucial role in strengthening behavioral transformation and ensuring the sustainability of literacy outcomes. This study contributes by proposing an integrative educational framework that bridges the gap between knowledge and practice through contextual relevance and continuous evaluation. The novelty lies in its multidimensional approach, emphasizing the integration of cognitive, behavioral, and ethical aspects within Islamic economic education.
The Effects of Digital Competence, Digital Culture, and Digital Stress on Students’ Academic Performance in Biology Education Sirin, Jumeiliani; Indryani; Syarif , Ahmad; Hendra, Robi
Indonesian Technology and Education Journal Vol 4 No 1 (2026): April
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i1.993

Abstract

The development of digital technology has brought significant changes in the learning process, including in Biology learning at the secondary education level. This study aims to analyze the influence of Digital Competence, Digital Culture and Digital Stress on the Academic Performance of Biology of high school students. This study uses a quantitative approach with an explanatory research design and cross-sectional methods. Data was collected from 350 high school students through a five-point Likert scale-based structured questionnaire. Data analysis was carried out using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with the help of SmartPLS 4 software. The results show that digital competence has a positive and significant effect on academic performance in Biology, as well as a positive effect on digital stress. In contrast, digital culture does not have a significant effect on either academic performance or digital stress. Furthermore, digital stress was found to have a positive and significant effect on academic performance, indicating that a certain level of digital stress may enhance students’ engagement in learning activities. These findings suggest that while digital competence plays a key role in improving academic outcomes, it should be accompanied by effective digital stress management. The results of this research are expected to be a reference for educators and curriculum developers in designing productive and sustainable technology-based Biology learning.
The Effect of the Role-Playing Learning Model on Grade V Students’ Speaking Skills at IT Zia Salsabila Elementary School Masnuripa Siregar; Sahkholid Nasution
Indonesian Technology and Education Journal Vol 4 No 1 (2026): April
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i1.996

Abstract

This research was conducted due to the low speaking ability of elementary school students in Indonesian language subjects. Some students still lack confidence in speaking, have difficulty expressing their opinions, and are less active in learning activities due to the use of learning methods that are still lecture-based and teacher-centered. This study aims to analyze the effect of the role-playing learning model on the speaking skills of fifth-grade students of SD Swasta IT Zia Salsabila. This study used a quantitative method with a One Group Pretest-Posttest design involving 20 students as research subjects. Data on speaking skills were obtained through practical tests and then analyzed using paired sample t-tests through SPSS software. The results of the study showed a significant increase in students' speaking skills, with the average pretest score increasing from 12.25 to 22.35 at the time of the posttest. The results of statistical tests with a significance value of 0.000 <0.05 proved that the role-playing model was very effective in improving speaking skills and building students' courage to participate actively. which shows that the role-playing model had a significant effect on students' speaking skills. The application of this model was also able to increase students' participation, courage, and confidence in the communication process. Therefore, teachers are advised to apply the role playing learning model as a creative, interactive, and effective learning strategy in improving elementary school students' speaking skills.
Implementation of a Deep Learning Approach through Problem-Based Learning in Science Learning at Zahira Private Elementary School Jihan Fauziah; Sapri
Indonesian Technology and Education Journal Vol 4 No 1 (2026): April
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i1.999

Abstract

This study aims to describe the implementation of a deep learning approach in science learning at Zahira Private Elementary School through the Problem-Based Learning (PBL) strategy. This study employed a qualitative approach with a descriptive method. The participants of this study consisted of 7 IPAS teachers, 1 school principal, and 35 fifth-grade students at Zahira Private Elementary School. Data were collected through observation, interviews, and documentation. The findings indicate that the implementation of the deep learning approach was carried out through three main stages: planning, implementation, and evaluation. In the planning stage, teachers developed lesson plans or teaching modules incorporating contextual problems related to ecosystems and encouraging higher-order thinking skills. In the implementation stage, learning activities involved problem-solving and direct observation outside the classroom, enabling students to relate scientific concepts to real-life experiences. Teachers also incorporated elements of mindful, meaningful, and joyful learning through open-ended questions, contextual learning experiences, and educational games. In the evaluation stage, assessment was conducted formatively, emphasizing learning processes and continuous feedback. The study found that students showed increased activeness, engagement, and participation during the learning process. However, several challenges were identified, including teacher readiness and varying levels of student engagement. Therefore, continuous support is needed to optimize the implementation of the deep learning approach in classroom practice.
Student Management Strategies in Improving the Quality of Tahfidz Learning at Al-Quran Islamic Senior High School Darul Ma’arif North Labuhanbatu Zuhri Injana; Yusuf Hadijaya; Toni Nasution
Indonesian Technology and Education Journal Vol 4 No 1 (2026): April
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i1.1009

Abstract

This study aims to analyze student management in improving the quality of Tahfizh learning at Madrasah Aliyah Al-Qur’an Pondok Pesantren Darul Ma’arif, North Labuhanbatu. The research employs a qualitative approach with a descriptive case study design to examine the processes of planning, implementation, and evaluation of student management in the Tahfizh program. Data were collected through interviews, observations, and documentation involving 15 participants, consisting of one madrasah principal, five Tahfizh teachers, and nine students. The findings indicate that student management is implemented through structured processes that include student recruitment, organized learning activities, and continuous evaluation. Recruitment is conducted using clear selection criteria to ensure students’ initial readiness. The implementation of learning takes place through disciplined routines, including memorization and revision activities under teacher supervision. Evaluation is carried out regularly to monitor students’ progress in memorization and learning consistency. This study highlights that the effectiveness of Tahfizh learning is closely related to the integration of planning, implementation, and evaluation within a structured management system. Rather than focusing solely on instructional techniques, the findings suggest that consistent management practices and supportive learning environments contribute to sustaining students’ memorization progress. The study contributes to providing a contextual understanding of how student management operates in a pesantren setting, particularly in supporting the quality of Tahfizh learning.
Augmented Reality Media and Teacher Teaching Skills on Early Childhood Learning Outcomes: The Mediating Role of Motivation Lismayani, Angri; Pratama, Muh. Isbar
Indonesian Technology and Education Journal Vol 4 No 1 (2026): April
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i1.1012

Abstract

The motivational mechanisms through which Augmented Reality (AR) media and teacher teaching skills jointly influence early childhood learning outcomes remain empirically underspecified, particularly within the PAUD Indonesian context where contextually grounded evidence is scarce. This study examines the direct and indirect effects of AR media and teacher teaching skills on learning outcomes, with motivation specified as a formal mediating construct. A quantitative cross-sectional design was employed with 205 certified PAUD teachers drawn from various regions in South Sulawesi, Indonesia, recruited through purposive sampling. Data were analysed using PLS-SEM in SmartPLS 4.0, with significance assessed via bootstrapping across 5,000 subsamples. The measurement model demonstrated acceptable reliability (Cronbach's α: 0.815–0.836), convergent validity (AVE: 0.576–0.604), and discriminant validity confirmed through HTMT ratios ranging from 0.723 to 0.822, each below the 0.90 threshold. AR media was significantly associated with both motivation (β = 0.438, p < 0.001) and learning outcomes (β = 0.329, p = 0.001). Teacher teaching skills significantly predicted motivation (β = 0.483, p < 0.001) and learning outcomes (β = 0.440, p < 0.001). Motivation was the strongest direct predictor of learning outcomes (β = 0.539, p < 0.001), partially mediating both the AR learning outcomes and teacher skills–learning outcomes relationships. These findings suggest that instructional quality whether technological or human must first activate motivational engagement to produce measurable learning outcomes. PAUD institutions are encouraged to develop teacher competency and AR infrastructure concurrently, with motivational quality as a key process indicator of instructional effectiveness.
Leadership Style of Madrasah Principals in Improving Teacher Performance at MAN Batu Bara M. Ali Akbar; Muhammad Rifai; Makmur Syukri
Indonesian Technology and Education Journal Vol 4 No 1 (2026): April
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i1.1039

Abstract

Education is a strategic foundation for national development, with madrasahs playing a key role in shaping intellectually competent and morally grounded human resources. The success of a madrasah is closely linked to the quality of learning, which is influenced by teacher performance and, in turn, by the leadership of the madrasah principal. This study aims to (1) describe the leadership style of the principal in improving teacher performance at MAN Batu Bara, (2) examine teacher performance in carrying out professional duties, and (3) identify supporting and inhibiting factors in leadership implementation. This study employed a qualitative descriptive approach and was conducted at MAN Batu Bara. Data were collected through observations and in-depth interviews and analyzed using thematic analysis to gain an in-depth understanding of leadership practices and teacher performance. The findings reveal that the principal’s leadership combines firmness and openness. Firmness is reflected in discipline enforcement and accountability, while openness is evident in participatory communication and teacher involvement. Teacher performance follows a systematic process, including planning, implementation, assessment, and follow-up activities. Although overall performance has improved, disparities remain in instructional quality, use of technology, and implementation of evaluation practices. Supporting factors include effective leadership, organizational structure, positive work culture, supervision, and institutional support. Inhibiting factors involve limited technological access, workload pressures, time constraints, and uneven professional development. In conclusion, effective leadership in madrasahs requires a balance between authority and participation, supported by adequate resources and continuous teacher development.
Game-Based Learning Media to Improve Understanding of Whole Numbers and Length Measurement for Grade II Elementary School Students Dewi, Sri Febrina; Isa, Yamanto; Pebriantika, Leni
Indonesian Technology and Education Journal Vol 4 No 1 (2026): April
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i1.1044

Abstract

This research is driven by the low level of student activity and understanding in Mathematics at SD Negeri 14 OKU, where abstract concepts and conventional teaching methods often lead to boredom and confusion. The study aims to develop game-based learning media specifically for whole numbers and length measurement materials for Grade 2 students. The development follows the Research and Development (R&D) method using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) integrated with Tessmer’s formative evaluation. The media was developed using Wordwall as the primary platform, supported by Canva for visual design and Heyzine for interactive flipbooks. Validation results from experts indicated high feasibility: material experts (89.75%), instructional design experts (87.8%), and media experts (91.4%), all categorized as "Very Good". Furthermore, evaluation phases showed excellent results, with one-to-one evaluation reaching 90.07%, small group evaluation at 88.32%, and a field test involving 20 students yielding 89.26%. The final product, Prototype III, effectively creates a joyful learning environment that enhances student motivation and simplifies complex mathematical concepts. In conclusion, this game-based learning media is highly feasible and effective for use in elementary mathematics education to improve student engagement and learning outcomes.
Integrating Web-Based Interactive Multimedia and Problem-Based Learning to Support Social Studies Instruction in Junior High Schools Susanti, Emi; Isa, Yamanto; Pebriantika, Leni
Indonesian Technology and Education Journal Vol 4 No 1 (2026): April
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i1.1057

Abstract

This study addresses the low student engagement and limited availability of interactive learning media in Social Studies, specifically concerning the topics of scarcity and human needs at SMP Negeri 13 OKU. The primary objective was to develop and evaluate a web-based interactive multimedia platform using Canva, integrated with a Problem-Based Learning (PBL) approach. Using the Research and Development (R&D) method with the ADDIE model, the research produced a digital learning tool that incorporates text, images, audio, video, and interactive features. Validation results from experts confirmed the product’s high quality, placing it in the 'Excellent' category for validity. Furthermore, field testing achieved high practicality scores (89.6%), indicating significant student interest. These findings conclude that the PBL-based interactive multimedia is a valid and practical tool that shows strong potential to foster an active learning atmosphere and support the development of critical thinking in the Social Studies classroom
Self-Determined Learning, Digital Competence, and Learning Styles as Predictors of Students' Attitudes toward Flipped Learning Rahman, Muhammad Haristo; Amiruddin; Nurlaela
Indonesian Technology and Education Journal Vol 4 No 1 (2026): April
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i1.1116

Abstract

Flipped learning effectiveness depends heavily on student attitudinal acceptance, yet prior research has typically examined its determinants in isolation focusing separately on technology acceptance, self-regulation, or learning preferences. This study proposes and tests an integrated structural model linking Self-Determined Learning (SDL), Digital Competence (DC), and Learning Style (LS) to students' attitudes toward flipped learning (SFLIPP) among undergraduates in Indonesian higher education. A cross-sectional survey was administered to 395 students, and data were analyzed using Partial Least Squares Structural Equation Modeling (PLS SEM). The measurement model demonstrated robust reliability and validity (AVE > .50; CR > .838; HTMT < .90). Results showed that Learning Style was the strongest direct predictor of attitudes (β = .413, p < .001), followed by Digital Competence (β = .190, p < .001) and Self-Determined Learning (β = .164, p < .001). SDL exerted a substantial total effect on SFLIPP (β = .535), with approximately 69.3% of this effect mediated indirectly predominantly through LS (71.4% of the mediated portion) rather than DC (28.6%). The model explained 42.7% of the variance in attitudes. These findings indicate that fostering positive attitudes toward flipped learning requires a holistic approach that simultaneously strengthens student agency, cultivates responsible digital competence, and ensures pedagogical preference alignme.

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