cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Baso Asrul N. Bena
Contact Email
asrul@biology4us.com
Phone
+628112555992
Journal Mail Official
ijet@unm.ac.id
Editorial Address
Kampus Program Pascasarjana Universitas Negeri Makassar (PPs UNM), Gunungsari Baru Jl. Bonto Langkasa, Makassar
Location
Kota makassar,
Sulawesi selatan
INDONESIA
Indonesian Journal of Educational Technology
Published by Universitas Negeri Makassar
ISSN : -     EISSN : 29629225     DOI : -
Core Subject : Education,
Education
Indonesian Journal of Educational Technology (IJ-ET) is a journal in the field of educational technology which contains literature review, action research, case study research and empirical findings in the theoretical and practical discipline of educational technology. This journal covers topics about the foundation and philosophy of educational technology, instructional design, curriculum development, content knowledge, content pedagogy, learning environment, professional knowledge and skills, research and technology integration in learning. IJ-ET aims to help researchers in disseminating conceptual ideas, developments, and research result that had a significant impact on science development, study program, and profession in educational Technology
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 36 Documents
 1   2   3   4 
Did AI Just Roast Me?Understanding How Students Feel About AI Feedback Marwa Aulianissa; Salsabilla; Nana Priajana
Indonesian Journal of Educational Technology Vol 5 No 1 (2026): Indonesian Journal of Educational Technology
Publisher : Department of Educational Technology, Postgraduate Program, State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/tsc0ca46

Abstract

Feedback plays a critical role in helping EFL students improve the quality of their writing. As AI writing tools increasingly provide immediate and personalized feedback, students now receive feedback from lecturers, peers, and AI tools. This study aims to examine EFL students' perceptions of AI-generated feedback, focusing on awareness, meaning-making, perceived learning support, engagement, autonomy, reflection, and ethical concerns in academic writing. A quantitative descriptive design with a cross-sectional survey approach was employed. Fifty undergraduate students in the English Language Teaching Department at UIN Siber Syekh Nurjati Cirebon participated in this study. Data were collected through a Google Forms questionnaire consisting of demographic questions and 15 Likert-scale statements, and were analyzed using frequency distributions, total scores, and index scores categorized into low, medium, and high levels. The findings show that students can identify AI feedback (index = 79.5, high), perceive AI feedback as objective (77.5, high), consider ethics in AI use (81.5, high), and express strong concern about plagiarism (90, high). However, confidence after using AI feedback (71.5), perceived accuracy (72.5), and prior knowledge in interpreting feedback (69) remain in the medium category. These results suggest that AI feedback supports writing confidence and autonomous learning, but students still need lecturer guidance to avoid overreliance and to strengthen critical interpretation of automated feedback.
Effectiveness Of A Modern Teba-Based Educational Communication Strategy In Improving Awareness Of Independent Waste Management Mohammad Mulyadi Prasetyo; Andi Taskirah; Andi Andariana
Indonesian Journal of Educational Technology Vol 5 No 1 (2026): Indonesian Journal of Educational Technology
Publisher : Department of Educational Technology, Postgraduate Program, State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/700hm025

Abstract

This study examined the effectiveness of a Modern TEBA-based educational communication strategy in strengthening participants' awareness of independent waste management in RT 01/RW 03, Paccerakkang Urban Village. A quantitative approach with a pre-experimental one-group pretest-posttest design was applied. The participants were 50 residents who joined an environmental education activity on May 29, 2026. The intervention combined interactive outreach, guided discussion, technical demonstration, hands-on construction of two Modern TEBA units, and a household organic waste sorting simulation. Data were collected from pretest and posttest scores on a 0-100 scale and supported by observations of the learning process. The mean pretest score was 30.30, while the mean posttest score increased to 68.30, producing an average gain of 38.00 points. The mean normalized gain was 0.53, which indicated moderate improvement. The Shapiro-Wilk test on gain scores showed a non-normal distribution (p = 0.001); therefore, the Wilcoxon signed-rank test was used. The test confirmed a significant difference between pretest and posttest scores (W = 0.00, p < 0.001). These findings show that a practice-oriented educational communication strategy can improve participants' initial knowledge and awareness of independent waste management. With continuous mentoring, the program can be adapted as a non-formal environmental education model at the urban village level.
The Use Of Artificial Intelligence Technology To Improve Students’ Learning Effectiveness in The Digital Era Muh. Putra Pratama; Muh. Priawibawa Gandatama
Indonesian Journal of Educational Technology Vol 5 No 1 (2026): Indonesian Journal of Educational Technology
Publisher : Department of Educational Technology, Postgraduate Program, State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/pccebe12

Abstract

This study aims to analyze the utilization of Artificial Intelligence (AI) technology in improving students’ learning effectiveness at SMP Negeri 1 Sanggallangi, North Toraja Regency. AI technology is considered useful in supporting the learning process because it can provide explanations, practice questions, feedback, and access to additional learning resources. This research used a quantitative descriptive approach involving 60 students from Grades VII, VIII, and IX. Data were collected through pre-test and post-test scores, questionnaires, and identification of learning challenges. The results showed that students’ mean score increased from 68.25 in the pre-test to 81.40 in the post-test. Students’ responses toward the use of AI technology were also categorized as high, with an average percentage of 84.0%. These findings indicate that AI technology can improve students’ understanding, motivation, participation, and independent learning. However, several obstacles were found, including limited internet access, limited digital devices, low digital literacy, dependence on AI-generated answers, and limited teacher training. Therefore, AI should be used as a learning support tool under teacher guidance.
The Implementation of PBL Assisted by Truth or Dare Media to Improve Students' PKN Understanding Nur Ariska Syam; Firdha Razak; A. Shyam Sarjani Alam
Indonesian Journal of Educational Technology Vol 5 No 1 (2026): Indonesian Journal of Educational Technology
Publisher : Department of Educational Technology, Postgraduate Program, State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/37cz5z87

Abstract

This study aimed to improve fifth-grade students' conceptual understanding in Civics Education through the implementation of the Problem-Based Learning (PBL) model assisted by Truth or Dare card media at SDN 2 Labakkang. This classroom action research was conducted in two cycles involving 33 students. Each cycle consisted of planning, action, observation, and reflection. Data were collected through observation, concept-understanding tests, and documentation, then analyzed using descriptive quantitative and qualitative techniques. The results showed that students' conceptual understanding improved from a low category in cycle I to a high category in cycle II. The mean score increased from 46.12 in cycle I to 77.24 in cycle II, while learning mastery increased from 21.21% to 87.87%. Student activity and teacher activity also improved across cycles. These findings indicate that integrating PBL with Truth or Dare card media can create interactive, contextual, and enjoyable learning experiences that support students' understanding of Civics concepts.
Improving Letter Recognition Skills Through The Singing Method Assisted By Animation Media Husnul Awaliyah; Muhammad Zaid; Ruri Muhammad P D
Indonesian Journal of Educational Technology Vol 5 No 1 (2026): Indonesian Journal of Educational Technology
Publisher : Department of Educational Technology, Postgraduate Program, State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/nc5z0q37

Abstract

This study aimed to improve first-grade students' letter recognition ability through the singing method assisted by animation media at SDN 14 Bontotene. This classroom action research was conducted in two cycles involving 33 students. Data were collected using observation sheets, letter recognition tests, and documentation, and were analyzed descriptively through teacher activity observations, student activity observations, and learning mastery data. The results showed that the animation-assisted singing method improved students' letter recognition ability. In cycle I, 8 students (24%) reached the mastery category, while 25 students (76%) had not yet reached mastery. In cycle II, 25 students (76%) reached mastery and 8 students (24%) had not yet reached mastery. Student activity increased from 58%, 75%, 83%, and 92% in cycle I meetings to 83%, 92%, 100%, and 100% in cycle II. Teacher activity also improved from 88%, 94%, 94%, and 100% in cycle I to 94%, 100%, 100%, and 100% in cycle II. These findings indicate that the singing method supported by animation media can make letter recognition learning more active, enjoyable, and effective for early-grade elementary students.
Ethical Boundaries Of Artificial Intelligence Use In Academic Writing: A Study Among University Students Muhammad Dzaky Nabil Al Ghani; Zidni Ma’ruf; M. Kurniawan Aries Akbar; Muhammad Akbar
Indonesian Journal of Educational Technology Vol 5 No 1 (2026): Indonesian Journal of Educational Technology
Publisher : Department of Educational Technology, Postgraduate Program, State University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/188e1647

Abstract

As Artificial Intelligence (AI) becomes increasingly common in higher education, worries regarding academic honesty and ethical standards have increased. This study intends to explore how university students view and apply ethical limits while utilizing AI tools for academic writing. A group of six undergraduate students at Politeknik Negeri Sriwijaya, who have experience using AI assistants, were interviewed through semi-structured interviews using a qualitative descriptive design. The study reveals that students perceive AI as a supporter of brainstorming, idea generation, and structural validation, rather than removing human intellect altogether. A clear ethical limit is established, and the use of AI is considered unethical if it necessitates unreviewed "copy-pasting" without personal input or comprehension. Also, it is observed that there is a significant amount of agreement among students regarding the necessity for disclosure on AI usage to uphold academic integrity. While this increase in efficiency is welcome, students are concerned that it could harm critical thinking skills and they are skeptical of AI accuracy, which must be closely monitored by humans. The report recommends that schools should establish distinct regulatory mechanisms and AI literacy initiatives to ensure the adherence to ethical AI.

Page 4 of 4 | Total Record : 36

 1   2   3   4 

Filter by Year

2023 2026


Reset
Filter By Issues
All Issue Vol 5 No 1 (2026): Indonesian Journal of Educational Technology Vol 4 No 2 (2025): Indonesian Journal of Educational Technology Vol 4 No 1 (2025): Indonesian Journal of Educational Technology Vol 3 No 2 (2024): Indonesian Journal of Educational Technology Vol 3 No 1 (2024): Indonesian Journal of Educational Technology Vol 2 No 2 (2023): Indonesian Journal of Educational Technology