cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
M. Miftach Fakhri
Contact Email
fakhri@diginus.id
Phone
+6281212989654
Journal Mail Official
dewifatmaranis@gmail.com
Editorial Address
Antang, Makassar, South Sulawesi, Indonesia
Location
Kota makassar,
Sulawesi selatan
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 46 Documents
 1   2   3   4   5 
Game-Based Learning Media to Improve Understanding of Whole Numbers and Length Measurement for Grade II Elementary School Students Sri Febrina Dewi; Yamanto Isa; Leni Pebriantika
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 Emi Susanti; Yamanto Isa; Leni Pebriantika
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 Muhammad Haristo Rahman; 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.
The Effectiveness of Sociodrama Techniques in Group Guidance Services to Reduce Cyberbullying Behavior Brilliyent Insani; Diana Septi Purnama
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.v4i1.1119

Abstract

Cyberbullying has become a significant concern among adolescents due to the rapid expansion of digitally mediated communication and limited emotional awareness in online interactions. This study aimed to examine the effectiveness of sociodrama-based group guidance in reducing cyberbullying behavior among students while emphasizing the role of reflective observer participation during intervention activities. The study employed a quantitative quasi-experimental design using a non-equivalent control group design. Participants consisted of 26 tenth-grade students at Madrasah Aliyah Laboratorium Jambi, Indonesia, who demonstrated high levels of cyberbullying behavior and were assigned to experimental and control groups. The experimental group participated in eight sessions of structured sociodrama-based group guidance integrating role-playing, emotional reflection, and observer-based evaluation, whereas the control group received conventional counseling services. Data were collected using a validated cyberbullying behavior scale and analyzed using the Wilcoxon signed-rank test and Mann–Whitney U test. The findings revealed a significant reduction in cyberbullying behavior among students who participated in the sociodrama intervention. The experimental group demonstrated a mean score reduction from 62.54 to 37.92, whereas the control group showed only a modest decrease from 62.46 to 56.92. Statistical analysis indicated significant post-intervention differences between groups (p = .001, r = .83), reflecting a large intervention effect. The findings suggest that sociodrama-based group guidance promotes empathy, emotional awareness, perspective-taking, and responsible digital behavior through experiential and reflective learning processes. This study contributes to the development of school counseling interventions by highlighting the importance of reflective observer involvement in cyberbullying prevention programs.
Development of HOTS-Based Student Worksheets on Force and Motion Materials to Improve Students’ Critical Thinking Skills Indah Permata Sari Pasaribu; Nirwana Anas
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.v4i1.1132

Abstract

Critical thinking is an essential higher-order thinking skill in 21st-century learning because it enables students to analyze information, evaluate problems, draw conclusions, and construct logical arguments. However, preliminary observations showed that fourth-grade students still experienced difficulties in developing critical thinking skills in science learning, particularly on the topic of Force and Motion. Therefore, this study aimed to develop a Higher Order Thinking Skills (HOTS)-based Student Worksheet (LKPD) that is valid, practical, and potentially useful for supporting students’ critical thinking skills. This study employed a Research and Development (R&D) approach using the 4D development model, consisting of Define, Design, Develop, and Disseminate stages. The limited classroom trial involved 20 fourth-grade students at SD Pelangi. Data were collected through pretests and posttests, material and media expert validation sheets, observations, interviews, and teacher and student response questionnaires. The data were analyzed using validity analysis, practicality analysis, and N-Gain analysis to identify learning improvement. The results showed that the HOTS-based LKPD met highly valid and practical criteria. Material expert validation reached 98%, while media expert validation reached 93%, both categorized as “very valid.” The teacher practicality score reached 84%, categorized as “very practical,” and student responses showed highly positive results. The classroom trial also indicated an improvement in students’ learning outcomes, with the average pretest score increasing from 39.5 to 88.5 in the posttest. The N-Gain score reached 0.80, which is categorized as high. These findings suggest that contextual HOTS-based activities can support students’ participation and critical thinking processes in science learning. The developed LKPD can be used as an alternative learning material to support student-centered science instruction. However, further studies involving larger samples and control groups are needed to examine its effectiveness more rigorously.
Utilization of Artificial Intelligence in Mathematics Education: Perspectives from Professors and Doctoral Students in Indonesia Fadhil Zil Ikram; R. H. Yanti Silitonga; Rosidah; Mei Radia Putri
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.v4i1.1162

Abstract

Artificial intelligence (AI) is increasingly integrated into higher education, yet comparative studies of how doctoral students and professors view AI in mathematics education remain scarce, particularly in Indonesia. This study explores the perspectives of both groups through a qualitative design involving focus group discussions and semi-structured interviews with eight doctoral students and two mathematics education professors at several public universities. Data were analysed through condensation, presentation, and verification, with triangulation and member-checking ensuring credibility. Five interpretative patterns emerged: (1) heterogeneous AI adoption among doctoral students, ranging from extensive to restrictive-reflective; (2) shared epistemological grounding that AI functions as a tool rather than a substitute for conceptual mastery; (3) a proposal for differential course regulation, distinguishing a 'no AI' category for conceptual courses from a 'maximum AI' category for technology-based courses; (4) asymmetric control strategies that can be bridged through a disclosure-and-verification paradigm; and (5) complementary ethical concerns across roles. Participants also showed limited awareness of AI's potential as conversational, pedagogical, and teachable agents. While the small sample limits generalisability, these findings offer preliminary insights into how AI use is negotiated within supervisor–student relationships and suggest directions for further inquiry into AI adoption in Indonesian doctoral programmes in mathematics education.

Page 5 of 5 | Total Record : 46

 1   2   3   4   5 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol 4 No 1 (2026): April Vol. 3 No. 2 (2025): Agustus Vol. 3 No. 1 (2025): Februari Volume 2 No. 2 Agustus 2024 Volume 2 No. 1 Februari 2024 Volume 1 No. 2 Agustus 2023 Volume 1 No. 1 Februari 2023