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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 63 Documents
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Development and Validation of a Motion Graphic Animation Video on Cyberbullying for Grade VII Informatics Using 4D Model Muhammad Teguh Hidayatullah; Zelhendri Zen; Ulfia Rahmi; Mutiara Felicita Amsal
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.v4i1.1335

Abstract

This study aims to develop a motion graphic animation learning video on Digital Bullying (Cyberbullying) material for Grade VII Informatics at SMP Negeri 29 Padang using the 4D development model (Define, Design, Develop, Disseminate), addressing the scarcity of effective learning media for this topic in junior high school Informatics. Data were collected through expert validation questionnaires, student practicality questionnaires, and pretest-posttest instruments, with 32 students participating in practicality testing and 22 students in effectiveness testing. Findings: The validity results showed a percentage of 98.00% (Very Valid) for both material and media aspects. The practicality test yielded an average score of 4.48 (89.55%), categorized as Very Practical. The effectiveness test using N-Gain Score produced a mean of 0.733 (73.34%), indicating a High improvement category. These findings confirm that the developed motion graphic animation learning video is valid, practical, and effective for Grade VII Informatics learning. The study demonstrates that AI-assisted production tools (Google Labs Flow/Veo 3, Google AI Studio, CapCut) can produce pedagogically valid and practically effective instructional animation, providing a replicable development model for resource-constrained Indonesian schools. Qualitative field observations suggest the media may also support affective development, including student empathy toward cyberbullying victims, an area not formally measured in this study but warranting future validated assessment. This study provides transparent documentation of an AI-assisted motion graphic production and iterative expert validation process within the Merdeka Curriculum framework, an approach not previously reported in the Indonesian Informatics education literature.
Students’ Errors in Solving Integer Multiplication and Division Word Problems Sheila Ananda; Nurhayadi Nurhayadi; Akhyar H. M. Tawil; I Nyoman Murdiana
Indonesian Technology and Education Journal Vol 4 No 2 (2026): Agustus
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i2.1453

Abstract

This study aims to describe the types of errors and the factors causing such errors made by Grade VII students at SMPN 19 Palu in solving word problems involving multiplication and division of integers. Mathematics education plays a vital role in developing students’ reasoning abilities; however, many students still encounter difficulties in operations with integers, particularly in solving contextual problems. Although Newman’s Error Analysis has been widely applied, research that thoroughly examines the errors of junior high school students in word problems on integer multiplication and division remains limited, especially in the context of Indonesian students using the Newman’s Error Analysis framework. This research employs a qualitative descriptive approach, involving two Grade VII students as research subjects. Data were collected through written tests and interviews, then analyzed using the Miles and Huberman model with reference to the procedures of Newman’s Error Analysis: reading errors, comprehension errors, transformation errors, process skill errors, and encoding errors. The findings identified four types of errors: comprehension, transformation, process skill, and encoding errors, while no reading errors were found. Comprehension errors occurred because students failed to identify all relevant information presented in the problems, while transformation errors stemmed from an inability to convert verbal information into mathematical models. Process skill errors resulted from careless calculations, which in turn led to errors in writing the final answers. No reading errors were found among any of the subjects. This study enhances understanding of the characteristics of student errors in the context of word problems on integer operations at the junior high school level. The findings highlight the importance of instruction that emphasizes understanding word problems, constructing mathematical models, and developing the habit of rechecking calculations, so that errors at every stage of problem solving can be minimized.
Development of an Animaker-Based Animated Learning Video to Enhance Seventh-Grade Students’ Mathematical Conceptual Understanding of One-Variable Linear Equations and Inequalities Meilatul Zuhro; Jefri Marzal; Mujahidawat
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.v4i1.1556

Abstract

This study developed an Animaker-based animated learning video to support seventh-grade students’ mathematical conceptual understanding of one-variable linear equations and inequalities. The study used a research and development approach guided by the Analyze, Design, Develop, Implement, and Evaluate (ADDIE) framework. Needs analysis, expert review, individual teacher appraisal, small-group testing, and field implementation were conducted at State Islamic Junior High School (Madrasah Tsanawiyah Negeri/MTsN) 4 Merangin. Two university lecturers reviewed the media, content, and assessment instruments; one mathematics teacher, eight students in the small-group trial, and 30 students in the field implementation evaluated usability. The final product comprised curriculum-aligned animated explanations, worked examples, guided pauses, and practice prompts. Expert review classified the product and instruments as valid after revision. Practicality scores were 3.78 from the teacher, 4.12 from the small group, and 4.15 from the field group on a five-point scale. Students’ mean conceptual-understanding score increased from 10.867 on the pre-test to 18.200 on the post-test, with a normalized gain of 0.67 (moderate). Students’ predominant perception category was agree. The product is a feasible digital-learning resource for concept-focused mathematics instruction, while broader controlled evaluations are needed to establish comparative effectiveness.
Enhancing Elementary Students’ Understanding of the Solar System through Smart TV and Solar Scope Integration: A Classroom Action Research Study Ibermarza Ibermarza; Yurnalisma Dewi; Fitria Carli Wiseza; Ayu Wandari
Indonesian Technology and Education Journal Vol 4 No 2 (2026): Agustus
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i2.1669

Abstract

This study was motivated by students’ low conceptual understanding and learning outcomes in the Solar System topic within Integrated Science and Social Studies (IPAS) learning at SDN 101 Bungo. The predominance of conventional teaching methods and the limited use of interactive media made it difficult for students to comprehend abstract scientific concepts. Therefore, this study aimed to improve students’ learning outcomes and classroom engagement through the implementation of Smart TV-based learning media integrated with the Solar Scope system. This research employed a Classroom Action Research design based on the Kemmis and McTaggart model, which consisted of two cycles involving planning, action, observation, and reflection. The participants were 25 sixth-grade students. Data were collected through achievement tests, classroom observations, and documentation and were analyzed using both quantitative and qualitative approaches. The findings revealed a substantial improvement in students’ academic achievement and learning activities. The average score increased from 65 in the pre-action stage to 70 in Cycle I and reached 85 in Cycle II. Similarly, the percentage of students achieving learning mastery improved from 52% to 60% and finally to 92%. Students also demonstrated higher levels of participation, interaction, collaboration, and motivation during the learning process. These findings indicate that the integration of Smart TV and Solar Scope provides meaningful visual experiences that facilitate students’ understanding of abstract concepts and promote more student-centered learning. Consequently, this instructional innovation can serve as an effective alternative for enhancing elementary science education in the digital era.
Systematic Review of the Mediating and Moderating Mechanisms Between Digital Competence and Academic Performance in Higher Education Nurlaili; Dina Martha Fitri; Bayu Saputra
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.v4i1.960

Abstract

Digital literacy has become a critical competency in higher education, yet its relationship with academic performance remains insufficiently understood due to fragmented empirical evidence. This systematic literature review synthesizes findings from 42 peer-reviewed studies published between 2010 and 2025, identified through Scopus, Web of Science, and ERIC databases following PRISMA 2020 guidelines. The synthesis reveals that 85.7% of included studies reported a positive association between digital literacy and academic performance, with effect sizes ranging from r = 0.34 to r = 0.62. Importantly, the evidence suggests that this relationship is not direct but operates through psychological mediators, particularly self-efficacy and self-regulated learning, and is conditioned by structural moderators including institutional infrastructure, socioeconomic status, and disciplinary context. Unlike previous reviews that predominantly examined direct effects, this study proposes the Digital-Ecological Nexus framework, integrating Social Cognitive Theory and Ecological Systems Theory to conceptualize the multi-pathway, conditionally dependent nature of this relationship. The framework offers a synthesis-derived moderated-mediation model that accounts for both individual agency and contextual boundary conditions. These findings provide evidence-based directions for educational policy and pedagogical design, while future research should prioritize longitudinal designs and formal validation of the proposed framework.
Development of Genially Based Interactive Learning Multimedia for Social Studies (IPS) in Grade VII at SMP Negeri 32 OKU Aziza Sri Wahyuni; Yamanto Isa; Leni Pebriantika
Indonesian Technology and Education Journal Vol 4 No 2 (2026): Agustus
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i2.1047

Abstract

This research is motivated by the limited use of technology-based learning media in Social Science subjects at SMP Negeri 32 OKU, where instruction still relies on conventional textbooks. The abstract nature of Social Science topics, specifically "Life in the Pre-literacy Era," often leads to low student motivation and difficulty in conceptualizing historical events. The primary objective of this study is to develop a website-based interactive learning multimedia using Genially and Canva platforms to create a more engaging and flexible learning environment. The research follows the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation) combined with Tessmer’s formative evaluation stages, including expert review, one-to-one, small group, and field testing. Results from expert validation show high feasibility scores: 92.4% from material experts, 86.1% from learning design experts, and 87.5% from media experts. In practical application, the field test involving 32 students yielded an average score of 89.8%, placing the product in the "Very Good" category. The conclusion of this research is that the developed website-based interactive multimedia is valid, practical, and effective for use in Social Science instruction. This product contributes a modern technological solution to enhance independent learning and student engagement in the digital era.
Integrating Traditional Games into Literacy Instruction: The Development of 'Cak Ingkling' Media for Early Reading Skills Yuniarti; Leni Pebriantika; Heni Rita Susila
Indonesian Technology and Education Journal Vol 4 No 2 (2026): Agustus
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i2.1128

Abstract

Early literacy skills form the cornerstone of academic success, yet many first-grade students in primary schools struggle with foundational reading competencies due to limited access to contextual learning media. This research aimed to develop a non-digital, game-based learning medium called “Cak Ingkling” and evaluate its validity, practicality, and pedagogical potential for lower-grade primary school classrooms. The study employed a Research and Development (R&D) methodology using the ADDIE model integrated with Tessmer’s formative evaluation framework, spanning expert review, one-to-one, small group, and field testing phases. Data were gathered through validation sheets, user questionnaires, and structured observations. Evaluation results confirmed high feasibility: content validation reached 87.2% (Excellent), instructional design scored 84.2% (Good), and media expert validation achieved 87.3% (Excellent). Classroom field trials with first-grade students produced an overall practical and positive user response score of 87.2% (Excellent). The study concludes that the “Cak Ingkling” learning medium, as a culturally responsive innovation, shows strong potential as a valid and practical instructional tool for fostering student participation and supporting early reading engagement in resource-constrained primary school settings, although measurable reading achievement gains remain to be empirically tested through future longitudinal experimental designs.
The Effectiveness of the Problem-Based Learning Model in Enhancing Critical Thinking Skills: A Gender-Differentiated Analysis in Biology Learning Nunung Nurhayati; Tri Wahyu Agustina; Ucu Julita
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.v4i1.1239

Abstract

This study examined the effectiveness of the Problem-Based Learning (PBL) model in improving students’ critical thinking skills in Biology and investigated whether gender influenced critical thinking performance on the Human Circulatory System topic. A quasi-experimental pretest–posttest control group design was employed. The participants were 72 eleventh-grade students from a Madrasah Aliyah Negeri in Cianjur, West Java, Indonesia. They were divided into an experimental group taught through PBL (n = 36) and a control group receiving conventional instruction (n = 36). Data were collected using a ten-item essay test covering five indicators of critical thinking and analyzed using Two-Way Analysis of Variance. The results showed that the learning model significantly affected students’ critical thinking skills (F = 33.845, p < 0.001), with the PBL group achieving higher scores than the conventional group. Gender also had a significant effect (F = 11.049, p = 0.001), as female students obtained higher mean scores than male students. However, the interaction between learning model and gender was not significant (F = 1.143, p = 0.288), indicating that the effectiveness of PBL was relatively consistent across gender groups. The study was limited to one school, one Biology topic, and existing classroom groupings, which restricted random assignment and may have introduced selection bias. Nevertheless, the findings support PBL as an effective instructional approach for strengthening critical thinking in Biology education. This study extends previous research by jointly examining instructional model and gender, while showing that gender differences in performance do not significantly moderate the effectiveness of PBL.
Beyond Usability: Uncovering the Paradox of Website Quality and User Satisfaction in Indonesian Higher Education Ilham Chandra Pangestu; Murhadi; Ike Yunia Pasa
Indonesian Technology and Education Journal Vol 4 No 2 (2026): Agustus
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i2.1245

Abstract

This study aims to examine the effects of usability quality, information quality, and service interaction quality on user satisfaction with the official website of Muhammadiyah University of Purworejo using the WebQual 4.0 framework, supported by Importance-Performance Analysis (IPA). A descriptive quantitative approach was employed, with data collected through an online questionnaire distributed to 130 active students selected using non-probability convenience sampling; 30 responses were used for validity and reliability testing, while 100 responses were analyzed in the main study. The data were processed using IBM SPSS Statistics 26 through Pearson correlation, Cronbach’s Alpha, multiple linear regression, partial t-tests, coefficient of determination, and IPA. The findings reveal that usability quality has a negative and significant effect on user satisfaction (β = −0.168; p = 0.037), whereas information quality (β = 0.284; p = 0.001) and service interaction quality (β = 0.533; p = 0.000) have positive and significant effects, with service interaction quality emerging as the strongest predictor. The model explains 67.6% of the variance in user satisfaction. The originality of this study lies in its explanation of the negative usability effect through expectation-disconfirmation theory and the Technology Acceptance Model, as well as its integration of WebQual 4.0 regression with IPA to generate prioritized improvement strategies. The findings imply that UMPWR website managers should urgently improve interface usability, maintain strong service interaction quality, and sustain accurate and timely information provision to enhance user satisfaction.
Innovating Reading Instruction: Interactive Multimedia Rooted in Jambi Local Wisdom to Enhance Elementary Students’ Reading Comprehension Abraar Dzulqadri; Eka Ulfa Khairani; Jajang Kurniawan; Rodiah; Aryudawati
Indonesian Technology and Education Journal Vol 4 No 2 (2026): Agustus
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i2.1355

Abstract

The impetus for this research stems from the limited availability of website based interactive multimedia that integrates Jambi local wisdom, reading comprehension exercises and teacher-managed content features within elementary reading instruction. Although digital media and local wisdom-based resources have been developed in prior studies, few have explicitly connected local cultural texts with interactive inferential and evaluative reading activities tailored for fifth-grade students. This study aims to develop and examine the feasibility and effectiveness of interactive multimedia grounded in Jambi local wisdom to enhance the reading comprehension of elementary school students. The research employed a Research and Development (R&D) approach utilizing the ADDIE model (Analysis, Design, Development, Implementation and Evaluation). The product was developed as a website featuring Jambi-localized reading texts, visual, audio support, interactive quizzes and a teacher content-management feature. The subjects comprised 15 fifth-grade students at SDN 93/I Lopak Aur. Data were collected through observations, interviews, expert validation sheets and reading comprehension pretests and posttests, then analyzed using expert validation percentages, paired sample t-tests and N-gain analysis. Expert validation demonstrated high feasibility, with scores of 97% from media experts, 91% from material experts and 89% from language experts. Students’ mean reading comprehension score increased from 74.00 on the pretest to 88.67 on the posttest. The paired sample t-test confirmed a statistically significant difference (p < 0.001) and the N-gain score of 0.5777 fell into the moderate category, indicating the multimedia’s effectiveness. This study contributes both scientific and practical novelty by offering a culturally responsive, website-based multimedia model that strengthens reading comprehension while empowering teachers to adapt local texts and quizzes to their students’ specific cultural contexts and learning needs.

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