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M. Miftach Fakhri
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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 83 Documents
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Local Wisdom in Indonesian Language Instruction and Students’ Cultural Literacy: A Qualitative Case Study Wayan Pageyasa; Andi Saadillah; Rudi Karma
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.v4i2.1566

Abstract

Indonesian language instruction has the potential to connect literacy development with students’ cultural identities. However, the integration of local wisdom into classroom instruction is often constrained by limited learning resources and insufficient instructional planning. This study examined how local wisdom was represented in Indonesian language instruction, how teachers and students perceived the value of culturally relevant materials for cultural literacy, and what institutional conditions supported or constrained their integration. A qualitative case study was conducted at SMPN 2 Kolaka, Southeast Sulawesi. The participants comprised one principal, two Indonesian language teachers, and 64 Grade VIII students involved in six observed lessons. Five students were purposively selected for individual interviews. Data were collected through classroom observations, semi-structured interviews, and document analysis. The data were coded and organized into themes, and the interpretations were strengthened through source and method triangulation. The findings showed that local wisdom had not been systematically integrated into instructional planning or classroom practice. Learning materials were dominated by nationally published textbooks, while locally relevant folklore, traditions, cultural inquiry activities, and community cultural resource persons were used only to a limited extent. The interviewed students were generally more familiar with visible cultural forms than with their underlying meanings, values, and social functions. Teachers considered culturally relevant materials useful for connecting instruction with students’ experiences, but they reported constraints related to preparation time, references, instructional resources, and the absence of structured teaching modules. These findings suggest that strengthening culturally contextualized Indonesian language instruction requires systematic planning, locally relevant materials, collaborative module development, cultural inquiry activities, and sustained institutional support.
Examining the Relationship Between Gamification-Based Quizizz Use and English Vocabulary Mastery in Elementary Education Zahratul Munawarah; Hijrah Syam; Abdul Gafur Marzuki
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.v4i2.1730

Abstract

This study was conducted in response to the growing integration of information and communication technology in English language learning, which has created opportunities to enhance students’ vocabulary acquisition through more interactive and engaging instructional media. Vocabulary mastery is a fundamental component of English proficiency, yet many elementary school students continue to experience difficulties in learning new vocabulary through conventional teacher-centered approaches. Therefore, this study aimed to examine the relationship between the use of gamification-based Quizizz and English vocabulary mastery among sixth-grade students at MIN 1 Kota Palu. A quantitative correlational research design was employed, involving 30 students selected through purposive sampling from a population of 63 students. Data were collected using a 15-item Likert-scale questionnaire measuring students’ use of Quizizz and a 20-item multiple-choice vocabulary test. The data were analyzed using IBM SPSS Statistics version 30 through normality, linearity, and Pearson Product Moment correlation tests. The findings indicated that the data satisfied the assumptions of normality and linearity. Pearson correlation analysis revealed a very strong positive and statistically significant relationship between Quizizz use and students’ English vocabulary mastery (r = .892, p < .001), indicating that greater engagement with Quizizz was associated with higher vocabulary achievement. The study concludes that Quizizz has considerable potential as a gamification-based learning medium to foster engaging, interactive, and student-centered vocabulary learning in elementary English classrooms. However, because the study employed a correlational design, the findings demonstrate an association rather than a causal effect between Quizizz use and vocabulary mastery.
Social Stratification in Digital Learning: A Bibliometric Analysis of Self-Regulated Learning and Pedagogy via Biblioshiny (2016–June 2026) Ridha Aulia; Ervin Endro Sasongko; Alamsyah Siregar; Maya Nur Anisa; A. Nururrochman Hidayatulloh
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.v4i2.1395

Abstract

The digital transformation of global education has accelerated pedagogical shifts that prioritize students’ self-regulated learning (SRL) as a prerequisite for academic achievement. However, contemporary digital curricula frequently overlook social stratification and material disparities present in students’ home learning environments. This descriptive-quantitative bibliometric study maps thematic trends, critiques epistemic biases, and synthesizes global literature on the relationship between socioeconomic class, digital inequality, and students’ digital self-regulated learning agency from 2016 to June 2026. Utilizing the PRISMA protocol, 45 Scopus-indexed documents were analyzed with the Bibliometrix R-package via the Biblioshiny interface. Pierre Bourdieu’s framework of capital, habitus, and symbolic violence guided the examination of publication trends, geographical distribution, citation structures, collaboration patterns, co-keyword networks, and thematic evolution. The results indicate a 19.62% annual growth rate, with a marked increase in publication activity during the first half of 2026. China led in publication output (19 appearances) and citation visibility (182 citations), followed by the United States (10 publications; 178 citations) and Australia (5 publications; 104 citations). Indonesia ranked among the top five contributors in publication output but was absent from major citation distributions, highlighting citation invisibility despite publication visibility. Co-keyword and thematic evolution analyses identified two major shifts: the reduction of SRL’s theoretical depth to psychological, demographic, and administrative performance indicators, and the instrumentalization of SRL through artificial intelligence, adaptive learning technologies, and platform-based education. This study advances Critical SRL by demonstrating that digital learning agency constitutes a stratified form of digital cultural capital rather than solely an individual psychological capacity. The findings are pertinent to policymakers, curriculum designers, and educational technology developers in developing countries aiming to create class-sensitive and socially just digital learning systems.
Development of Gamification-Based E-Learning Media in a Blended Learning Model to Enhance High School Students’ Motivation in Learning Probability Karindha Feka Ayu; Muhammad Nurwahidin; Dina Martha Fitri; Dwi Yulianti
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.v4i2.957

Abstract

This study aims to develop gamification-based e-learning media within a blended learning model and examine whether it is associated with higher high school students' motivation to learn probability compared to conventional instruction. Despite the documented potential of digital learning technologies, a critical gap remains regarding how structured gamification combined with blended delivery can address persistently low motivation in probability learning, a topic widely perceived as abstract by students. Using the ADDIE development model and a quasi-experimental, posttest-only design (n = 36 per group), this study compared the post-intervention motivation scores of students learning through gamified interactive videos on Google Classroom versus those taught through conventional lecture methods. Data were collected using a validated Likert-scale motivation questionnaire (Cronbach's alpha = 0.87) and analyzed using an independent samples t-test. The experimental group achieved a significantly higher mean motivation score (M = 84.02, SD = 5.62) compared to the control group (M = 74.68, SD = 6.25), with t(70) = 6.67, p < 0.001, and a large effect size (Cohen's d = 1.57). These findings indicate that the gamified blended learning group demonstrated significantly higher post-intervention motivation than the conventional group, suggesting that integrating gamification elements including points, badges, leaderboards, and immediate feedback within a blended learning approach is associated with higher student motivation in probability learning. The novelty of this study lies in the systematic development and empirical validation of a gamified blended learning environment tailored specifically for probability topics at the senior high school level.
Development of Interactive Learning Multimedia for Primary Science Education: An Alessi and Trollip Model Approach Partini; Leni Febriantika; 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.v4i2.1137

Abstract

Low learning outcomes in Natural and Social Sciences (IPAS) among fourth-grade students at SD Negeri 14 OKU prompted this study. The predominance of conventional teaching methods and inadequate use of interactive learning media had led to monotonous learning conditions, reduced student engagement, and less meaningful educational experiences. This study aimed to develop PowerPoint-based interactive learning multimedia for fourth-grade IPAS instruction that meets the criteria of validity and practicality as judged by expert validation and student response data. A Research and Development (R&D) method was employed, guided by the Alessi and Trollip instructional design model and Tessmer's formative evaluation framework. The development stages encompassed planning, design, production, expert validation, and sequential field trials including one-to-one evaluation, small group evaluation, and field testing. Data were gathered through expert validation sheets and student response questionnaires. Results indicated that the developed multimedia achieved strong feasibility levels: media expert validation reached 87.5%, materials expert validation 88.2%, and instructional design expert validation 84.4%, yielding an overall average of 86.7% (Excellent category). Student trial outcomes showed progressive improvement in perceived practicality: 85.6% in one-to-one evaluation, 87.6% in small group evaluation, and 89.4% in field testing, all within the good-to-excellent range. These findings confirm that the PowerPoint-based interactive learning multimedia is valid and practical, and shows strong promise for supporting student engagement and perceived comprehension in IPAS at the elementary school level. Future research employing pre-test and post-test designs is recommended to provide stronger evidence of direct learning outcome gains.
Exploring Nursing Students’ Perceptions of English Learning for Palliative Care Communication Linauli Happy Christina Zega; Elyin Artha Karlina Lumban Gaol; Enni Juliani; Ribka Sabarina Panjaitan; Yarwin Yari; Resti Amalia
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.v4i2.1263

Abstract

Effective communication combining clinical competence with empathy and cultural sensitivity is central to quality palliative care. In globalized healthcare, English proficiency has become essential for nursing students, not only as a professional tool but as a medium for compassionate, ethical communication. This study aims to explore nursing students’ perceptions of learning English for palliative care communication, identify the challenges they face in developing empathetic and clinical language competence, and propose pedagogical strategies to enhance English-for-Nursing curricula. A mixed-method research design was employed with undergraduate nursing students from STIKes RS Husada, Jakarta. Data were gathered through questionnaires of all 40 students, and semi-structured interviews were conducted online with 10 selected students. The results of the study showed that students' perception of the importance of English in palliative care communication was in the agree and strongly agree categories, with an average overall score of 81.5%. The highest indicator was the importance of English for the future career of a nurse. The result also highlighted that 42% of students experienced challenges in learning English for palliative care, namely expressing empathy, understanding vocabulary, role-playing, limited opportunities to practice, and cultural differences.  Interview data confirmed that students recommend role-play, simulation, peer dialogue, and multimedia immersion for improvement, highlighting interactive and experiential learning strategies
Theacers’ Professional Vulnerability in Student Character Discipline Practices : A Case Study of Digital Parent-School Communication Nurul Kusuma Wardani; Aprilia Tina Lidyasari; Ade Putra
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.v4i2.1289

Abstract

Teachers play a strategic role in developing students’ character through disciplinary practices in schools. However, teachers face challenges in balancing educational responsibilities, child protection, relationships with parents, and professional risks arising from disciplinary practices. This study aims to examine teachers’ professional vulnerability in student character discipline practices and the role of digital communication between schools and parents in the context of parental reporting cases. This study employed a qualitative approach with a case study design. The participants consisted of one classroom teacher, one religious education teacher, and one school principal in Soppeng Regency, South Sulawesi, Indonesia. Data were collected through interviews, observations, documentation, and analysis of WhatsApp conversations, and were analyzed using thematic analysis supported by Atlas.ti software. Data trustworthiness was ensured through source and technique triangulation. The findings indicate that teachers perceive character discipline as a moral and professional responsibility in developing students’ character. Teachers maintain disciplinary practices through habituation, positive approaches, consistency in rule implementation, peer support, and religious practices. However, experiences of parental reporting create professional vulnerabilities, including increased caution, decision-making dilemmas, and psychological pressure. Digital communication through WhatsApp supports transparency, documentation, clarification, and school–parent coordination, but it also has the potential to generate misunderstandings. These findings demonstrate that character discipline practices occur through a negotiation process between efforts to develop students’ character and teachers’ management of professional risks within school–family relationships.
Strengthening Local Wisdom-Based Strategic Management In Elementary Schools for Character Development and Generational Competitiveness: A Systematic Literature Review Buchori; Rizky Firnanda; Habibi; Tukini Rahmawati; Rosnawati
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.v4i2.1358

Abstract

Strengthening local wisdom-based strategic management in elementary schools is important for improving educational quality, preserving cultural identity, and fostering students’ character amid globalization. However, evidence regarding its implementation and contribution to character development and students’ competitiveness remains fragmented. This study systematically synthesizes evidence on the implementation of local wisdom-based strategic management in elementary schools and examines its contribution to character development and student competencies. A Systematic Literature Review was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 guidelines. Relevant studies published between 2020 and 2026 were identified through Scopus, Google Scholar, Crossref, and Garuda. After applying predefined inclusion and exclusion criteria and conducting methodological quality appraisal using the Joanna Briggs Institute Critical Appraisal Checklist, 30 studies were included in the synthesis. Data were coded and analyzed using thematic synthesis, producing four themes: integration of local wisdom into school vision, mission, curriculum, and organizational culture; strategic leadership and stakeholder collaboration; contributions to character development and competencies; and implementation challenges and supporting factors. The findings show that local wisdom-based strategic management strengthens discipline, responsibility, cooperation, integrity, cultural awareness, and social responsibility while creating culturally responsive and sustainable learning environments. These character attributes also support students’ readiness to face future educational and societal challenges. Effective implementation depends on visionary school leadership, teacher professionalism, supportive policies, adequate learning resources, and collaboration among schools, families, and local communities. The review concludes that local wisdom-based strategic management provides an evidence-based framework for strengthening character education and supporting students’ competencies in elementary schools.
The Mediating Role of Self-Regulation Between Microsystem Environment and Subjective Well-Being in Senior High School Students Roza Ferawati; Agus Triyanto
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.v4i2.1412

Abstract

Subjective well-being (SWB) is an important indicator of adolescents’ psychological adjustment, yet limited evidence explains how proximal social environments are associated with students’ well-being through internal self-regulatory mechanisms. This study examined the mediating role of self-regulation in the relationship between the microsystem environment and subjective well-being among senior high school students. A quantitative cross-sectional explanatory design was employed involving 263 students selected through proportionate stratified random sampling. The microsystem environment encompassed family, teacher, and peer support, while self-regulation reflected students’ emotional, behavioral, and cognitive regulation. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with 5,000 bootstrap subsamples. The results showed that the microsystem environment was positively associated with self-regulation (β = 0.604, p < .001) and subjective well-being (β = 0.356, p < .001). Self-regulation was also positively associated with subjective well-being (β = 0.391, p < .001). Mediation analysis demonstrated a significant indirect association between the microsystem environment and subjective well-being through self-regulation (β = 0.237, 95% CI [0.134, 0.356], p < .001), indicating partial mediation. The model explained 36.5% of the variance in self-regulation and 44.9% of the variance in subjective well-being. These findings indicate that students’ well-being is associated not only with supportive family, teacher, and peer environments but also with their capacity to regulate emotions, behavior, and cognition. The study highlights self-regulation as an important psychological mechanism linking proximal social support with adolescent well-being and suggests that school-based well-being initiatives should integrate environmental support with systematic development of students’ self-regulation skills. Because the study used a cross-sectional design, the findings should be interpreted as statistical associations rather than causal relationships.
Digital-Based Deep Learning in Elementary Education: Implementation, Supporting Ecosystem, and Sustainability Challenges Megawati; Achadi Budi Santosa; Sukirman
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.v4i2.1437

Abstract

The integration of digital technology into elementary education creates opportunities for more contextual, collaborative, and meaningful learning. However, limited evidence explains how digital tools, pedagogical practices, school leadership, and organizational support interact to facilitate deep learning in primary schools. This study aimed to describe the implementation of digital-based deep learning and identify the factors supporting and hindering its sustainability. A descriptive qualitative design was employed involving one principal and four teachers selected through purposive sampling. Data were collected through in-depth interviews, four classroom observations, and document analysis, then analyzed through coding, categorization, theme development, data display, and conclusion verification. Trustworthiness was strengthened through source and technique triangulation. The findings reveal that digital-based deep learning emerged through the interaction of a supportive digital school ecosystem, purposeful technology integration, and contextual learning activities. Chromebooks, interactive displays, Google Classroom, and Google Workspace for Education were used to support collaborative data collection, authentic tasks, presentations, and classroom interaction. Observed activities reflected characteristics of mindful learning through explicit learning objectives and reflection; meaningful learning through authentic tasks, problem solving, and connections with real-world contexts; and joyful learning through curiosity, collaboration, and active student participation. Implementation was further supported by digital-oriented school leadership, peer mentoring, teacher learning communities, infrastructure, stakeholder support, and regular monitoring and evaluation. Challenges included internet instability, device maintenance, electricity constraints, and varying levels of teacher readiness. Teachers responded by combining digital and conventional learning and preparing alternative activities when technical disruptions occurred. These findings indicate that sustainable digital-based deep learning depends not merely on technology availability but on the alignment of digital infrastructure, pedagogical capacity, collaborative school culture, leadership, stakeholder support, and continuous and systematic evaluation practices.

Page 7 of 9 | Total Record : 83

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