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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 63 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.

Page 7 of 7 | Total Record : 63

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