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Jurnal MediaTIK
Published by Universitas Negeri Makassar
ISSN : 26561247     EISSN : 27155919     DOI : https://doi.org/10.59562/mediatik
Core Subject : Science, Education, Social,
Computer Science & IT Education Social Sciences Other
Jurnal MediaTIK is published by the Informatics and Computer Engineering Education Study Programme of Makassar State University in collaboration with Phinisi Skyline Indonesia. The Media TIK journal is published periodically three times a year, containing articles on research results and / or critical studies in the field of Informatics and Computer Engineering Education from students, lecturers, and practitioners from universities or research institutions. Jurnal MediaTIK already has a print version ISSN with the number 2656-1247 in 2019 and an online version ISSN with the number 2715-5919. MediaTIK Journal contains articles on informatics and computer engineering education in particular: Instructional Technology and Vocational Multimedia Learning, E-learning or blended learning, Information System, artificial intelligence dan robotics, embedded expert system, big data dan machine learning, software dan network engineering
Arjuna Subject : Umum - Umum
Articles 14 Documents
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Search results for , issue "volume 9, issue 3 september 2026" : 14 Documents clear
Effectiveness of Project Based Learning Assisted by Social Media in Improving Student Creativity in Clothing Accessories Courses at the Department of Tourism and Hospitality Nurhijrah; Israwati Hamsar
Jurnal MediaTIK Volume 9, Issue 3 September 2026
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/v9i3/12301

Abstract

The development of creativity in vocational education requires learning approaches that encourage students to actively explore ideas, create products, and develop practical competencies. However, conventional learning approaches may provide limited opportunities for students to engage in collaborative and contextual creative processes. This study aims to examine the effectiveness of social media-assisted Project-Based Learning in improving students’ creativity in the Clothing Accessories course at the Department of Tourism and Hospitality. This study employed a quantitative approach using a quasi-experimental one-group pretest-posttest design involving 34 undergraduate students. Data were collected through creativity assessments, observations, documentation, and questionnaires. Students participated in project-based activities involving the design and production of Toraja bridal accessories, supported by social media platforms for inspiration, documentation, and product publication. The results showed a significant improvement in students’ creativity scores after the implementation of social media-assisted Project-Based Learning. Improvements were identified across originality, flexibility, aesthetic quality, innovation, and functionality indicators. The findings indicate that integrating Project-Based Learning with social media can support creativity development, collaborative learning experiences, digital literacy, and portfolio-based learning in vocational education contexts. This study contributes to the understanding of how technology-supported project-based approaches can enhance creative competencies in vocational fashion learning.
Acceptance Model of Virtual Reality as a Learning Medium among Cadets: A Structural Equation Modeling Analysis Wardimansyah Ridwan; Meti Kendek; Subehana Rachman; Fitry Purnamasari
Jurnal MediaTIK Volume 9, Issue 3 September 2026
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/v9i2/12485

Abstract

Virtual reality (VR) offers opportunities to support procedural learning in maritime vocational education through concrete, interactive, and immersive learning experiences. This study aims to analyze the acceptance model of VR as a learning medium for maritime navigation procedures among cadets at the Merchant Marine Polytechnic of Makassar. A quantitative survey design was used involving 200 cadets selected through purposive sampling. Data were collected using a closed-ended questionnaire consisting of 20 items across five constructs: virtual reality quality, interactivity, learning experience, learning satisfaction, and acceptance. The data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The results showed that VR quality positively affected learning experience (β = 0.309; p < 0.001), and interactivity also positively affected learning experience (β = 0.291; p < 0.001). Learning experience positively influenced learning satisfaction (β = 0.432; p < 0.001) and acceptance (β = 0.268; p < 0.001), while learning satisfaction positively influenced acceptance (β = 0.303; p < 0.001). The model explained 23.4% of the variance in acceptance. Indirect effect testing indicated that learning experience and learning satisfaction mediated the influence of VR quality and interactivity on acceptance. These findings confirm that cadets’ acceptance of VR is shaped not only by technical quality and interactivity, but also by meaningful learning experience and satisfaction generated through its use.
Improving informatics learning outcomes for Grade VIII students through Educaplay-based gamification media Puput Shinta Dewi; Gres Dyah Kusuma Ningrum; Rokhman Hadi
Jurnal MediaTIK Volume 9, Issue 3 September 2026
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/mediatik.v9i3.13279

Abstract

The use of gamification-based learning media is one of the innovative alternatives that can be used to increase student engagement and learning outcomes in Informatics subjects. The use of gamification in learning is expected to be able to create a more interactive, interesting, and fun learning atmosphere so that students are more motivated to follow the learning process. This study aims to determine the improvement of student learning outcomes after using Educaplay-based gamification learning media in Informatics class VIII/D Junior High School For The 2025/2026 Academic Year. This study uses a quantitative approach with a One-Group Pretest-Posttest research design. The research subjects were 26 students. Data collection was carried out through a multiple-choice test which was used as an instrument to measure student learning outcomes before and after being treated using Educaplay-based gamification media. The research instrument was first tested for validity and reliability to ensure the feasibility of the instrument in measuring students' abilities. The results of the validity test showed that of the 15 questions tested, there were 11 questions that were declared valid and 4 questions that were declared invalid. The data from the research results were then analyzed using the Shapiro-Wilk normality test, the Paired Sample t-Test, and the N-gain calculation. The results of the hypothesis test showed a significance value of 0.000 < 0.05. Thus, H0 was rejected and Ha was accepted, which shows that there was a difference in student learning outcomes before and after the use of Educaplay-based gamification media. The average score of student learning outcomes increased from 71.69 in the pretest to 82.65 in the posttest. In addition, the results of the N-gain calculation obtained a value of 0.48. The value was in the range of 0.3 < 0.48 < 0.7 so it was included in the medium category. The findings of the study show that the use of gamification learning media based on Educaplay provides an increase in student learning outcomes at a moderate level.
The Effect of Canva-Assisted Project-Based Learning in Informatics Education on Junior High School Students' Higher-Order Thinking Skills Fathul Rahman; Wahyu Sakti Gunawan Irianto; Novita Tri Indrasari; Nurul Mukhlisah Abdal; Hilda Ashari
Jurnal MediaTIK Volume 9, Issue 3 September 2026
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/mediatik.v9i3.13282

Abstract

The rapid advancement of digital technology requires learning approaches that can support students' Higher-Order Thinking Skills (HOTS). This study aimed to examine the effect of Canva-assisted Project-Based Learning (PjBL) on junior high school students' HOTS in Informatics learning. A quantitative approach employing a quasi-experimental nonequivalent control group design was used, involving two intact classes consisting of 32 students in the experimental group and 31 students in the control group. Data were collected using a HOTS test comprising ten multiple-choice items measuring analyzing (C4) and evaluating (C5) skills, as well as a student response questionnaire. The data were analyzed using descriptive statistics, the Shapiro-Wilk normality test, Levene's homogeneity test, paired-samples t-test, independent-samples t-test, normalized gain (N-Gain) analysis, and Cohen's d effect size.The results showed that the experimental group achieved a higher posttest mean score (88.84 ± 7.67) than the control group (66.48 ± 22.30). The paired-samples t-test indicated significant improvement in both groups (p < 0.001), while the independent-samples t-test revealed a significant difference between the two groups (t = 5.36, p < 0.001). The N-Gain analysis demonstrated a high improvement in the experimental group (0.84) and a moderate improvement in the control group (0.51). Furthermore, the intervention yielded a large effect size (Cohen's d = 1.35), indicating substantial practical significance. Students' responses toward Canva-assisted Project-Based Learning were categorized as Very Good, with an overall mean score of 3.64.Within the context of this study, the findings suggest that Canva-assisted Project-Based Learning has the potential to support students' Higher-Order Thinking Skills, particularly analyzing and evaluating skills, in Informatics learning. However, these findings should be interpreted with caution due to the use of purposive sampling, the absence of random assignment, and the limited six-session intervention duration.
Development of a Problem-Based Learning (PBL) Teaching Module Assisted by Wordwall for the Topic of Social Media and Digital Literacy for Seventh-Grade Students Arvina Imsa Haryudi; Azhar Ahmad Smaragdina
Jurnal MediaTIK Volume 9, Issue 3 September 2026
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/mediatik.v9i3.13337

Abstract

The rapid advancement of digital technology necessitates innovative learning approaches that foster students' digital literacy through interactive and contextual learning experiences. This study aimed to develop and evaluate the feasibility of a Problem-Based Learning (PBL) teaching module assisted by Wordwall media for the topic of social media and digital literacy for seventh-grade students. This study employed a Research and Development (R&D) approach using the 4-D model (Define, Design, Develop, and Disseminate), limited to the Develop stage. Product validation was conducted by one subject matter expert and one media expert using a four-point Likert-scale questionnaire. The data were analyzed using descriptive quantitative analysis (feasibility percentage) and qualitative analysis (validators' comments and suggestions). The validation results indicated a feasibility score of 76.67% from the subject matter expert (good category, with minor revisions) and 82.69% from the media expert (very good category). Based on these findings, the teaching module was considered feasible for use based on expert validation, encompassing aspects of content suitability, implementation of the PBL syntax, integration of digital literacy, language appropriateness, media presentation, ease of use, and interactivity. However, this study was limited to the expert validation stage and did not include field testing with students. Therefore, further research is recommended at the implementation stage to examine the practicality and effectiveness of the developed product.
The Effect of Using the Wayground Gamification Platform on Students' Learning Motivation and Learning Outcomes in Informatics Education Azzam Herlina; Wahyu Sakti Gunawan Irianto; Novita Tri Indrasari
Jurnal MediaTIK Volume 9, Issue 3 September 2026
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/mediatik.v9i3.13421

Abstract

This study investigated the use of the Wayground gamification platform in Informatics learning by examining students' learning motivation and learning outcomes. A quantitative quasi experimental design was employed involving an experimental group receiving Wayground supported instruction and a control group receiving conventional instruction. The intervention was conducted over two instructional meetings, with each meeting lasting two lesson periods of 40 minutes. Data were collected using a learning motivation questionnaire and pretest and posttest instruments measuring students' Informatics learning outcomes. The instruments were validated and piloted before data collection. Data were analyzed using descriptive statistics, normality and homogeneity tests, independent samples t tests, and effect size analysis. The baseline comparison showed no statistically significant difference in pretest scores between the experimental and control groups, t(46) = −0.488, p = .628. The posttest analysis showed a statistically significant difference in learning outcomes, t(27.359) = −7.593, p < .001, with the experimental group achieving a higher mean score than the control group. A statistically significant difference was also found in learning motivation, t(44.383) = −5.692, p < .001. The experimental group obtained a mean motivation score of 91.74, compared with 71.25 for the control group. These findings indicate that Wayground supported instruction was associated with higher learning motivation and Informatics learning outcomes under the conditions of this study. The findings should be interpreted considering the short intervention period and nonrandomized group assignment.
Development and Expert Validation of a GASING-Based Teaching Module for Seventh-Grade Social Impact of Informatics Dimas Meluin Tri Ardi; Arfi Agustian; Ainur Rofiq; Azhar Ahmad Smaragdina; Cahyaning Pininta Kustia
Jurnal MediaTIK Volume 9, Issue 3 September 2026
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/v9i2/13478

Abstract

This study aimed to develop a teaching module grounded in the GASING approach (Gampang, Asyik, dan Menyenangkan—Easy, Engaging, and Enjoyable) for the Social Impact of Informatics topic and to determine its feasibility through validation by two experts, a content expert and a media expert. A Research and Development (R&D) approach was employed, guided by the 4D model (Define, Design, Develop, Disseminate) and limited to the expert-appraisal component of the Develop stage. Data were collected through observation, teacher interviews, diagnostic testing (n = 32 students), and expert validation questionnaires using a four-point Likert scale. The products developed encompass a main teaching module, a digital student worksheet, Canva-based presentation media, instructional videos, QR-linked supplementary resources, assessment instruments, scoring rubrics, and Google Form quizzes, all integrating the GASING approach with Problem-Based Learning (PBL). The content expert awarded a score of 86% (Highly Feasible), and the media expert awarded a score of 88.89% (Highly Feasible). This study is limited to product feasibility as assessed by expert validation; it does not include classroom trials or effectiveness testing, and therefore no claims regarding learning-outcome improvement can be drawn at this stage.
Development and preliminary expert appraisal of a Wayground Paper Mode instrument for student-device-free pedagogical deep learning Muhammad Kholif Alami; Azhar Ahmad Smaragdina; Cahyaning Pininta Kustia
Jurnal MediaTIK Volume 9, Issue 3 September 2026
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/mediatik.v9i3.13694

Abstract

The implementation of pedagogical deep learning in the revised Merdeka Curriculum emphasizes mindful, meaningful, and joyful learning through an understand-apply-reflect cycle. However, assessment activities in classroom settings still require approaches that support conceptual reasoning and reflection while considering unequal access to individual student devices. This study aimed to develop and conduct a preliminary expert appraisal of a Wayground Paper Mode assessment-reflection instrument for Grade VII Informatics learning in a student-device-free classroom configuration. The study employed a Research and Development approach adapted from the Analysis, Design, and Development stages of the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) model. The developed prototype consisted of teacher and student learning materials, Wayground Q-cards, ten multiple-choice assessment items representing cognitive levels C2–C5, and three written reflection prompts. Preliminary appraisal was conducted by one material expert and one media expert using four-point rating scales. The results indicated favorable evaluations, while several aspects requiring improvement were identified, including conceptual accuracy, Q-card scanning preparation, and the transition from Paper Mode assessment to written reflection. The revision process resulted in additional technical guidance for teachers. This study contributes a design framework that integrates student-device-free cognitive assessment with structured post-assessment reflection while maintaining digital response collection through a teacher-operated device. Further research involving broader expert validation, classroom implementation, and empirical evaluation is required to examine usability and learning effectiveness.
Development of a web based virtual reality virtual tour for the Makassar City Museum using the Agile method Muhammad Alwi; Fathahillah; Abd. Rahman Patta; Elma Nurjannah
Jurnal MediaTIK Volume 9, Issue 3 September 2026
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/mediatik.v9i3.13715

Abstract

The Makassar City Museum continues to face constraints in disseminating the historical and cultural value of its collections, as public access remains dependent on physical visits and the existing presentation media remain largely static with minimal interactivity. This study aimed to develop a Web Based Virtual Reality (Web VR) virtual tour system for the Makassar City Museum using the Agile method and to evaluate five selected software quality characteristics from the ISO/IEC 25010 standard: Functional Suitability, Usability, Reliability, Performance Efficiency, and Portability. Three other characteristics, Compatibility, Security, and Maintainability, were excluded, as they fell outside the scope and resources of this study. The development process followed a Scrum based cycle comprising product backlog, sprint execution, sprint review, and retrospective, covering 12 functional backlog modules. The evaluation involved two expert validators in software engineering and 30 general public user respondents recruited through purposive sampling. Usability was measured using a 21 item, four indicator questionnaire covering Usefulness, Ease of Use, Ease of Learning, and Satisfaction on a five point Likert scale. Under the specified testing conditions, the system achieved 100% functional suitability across 42 functions as rated by both validators, a 91.04% usability score in the Highly Feasible category, a 100% request success rate under a simulated load of 20 concurrent users, an average page load time of approximately 1.2 seconds with a Lighthouse score of 80, and consistent functionality across the five tested browser and device combinations. Under the specified testing conditions, the system demonstrated satisfactory functional, usability, reliability, performance, and portability results. These findings represent preliminary technical evidence rather than proof of long term educational effectiveness, indicating the need for further research involving larger samples, accessibility testing, and data security evaluation.
Comparing MAUT and SMART for Best Employee Selection Using a Decision Support Approach at Kopi Twenty Dimas Putra Nugroho; Heni Sulistiani
Jurnal MediaTIK Volume 9, Issue 3 September 2026
Publisher : Jurusan Teknik Informatika dan Komputer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59562/mediatik.v9i3.13835

Abstract

Selecting the best employees at Kopi Twenty relies on subjective managerial assessment. This study compares the convergence, effectiveness, and stability of multi-attribute utility theory (MAUT) and simple multi-attribute rating technique (SMART) in a decision support system for employee selection. A descriptive quantitative approach based on computational simulation was applied to five employees using four criteria: attendance, store arrangement, customer service, and discipline. Sensitivity was assessed in two scenarios involving a change in criterion weights and the addition of an extreme alternative. Under baseline conditions, MAUT and SMART produced identical preference scores and rankings. In the weight variation scenario, the reported rankings changed but remained identical across the methods. When an extreme alternative was added, the reported MAUT scores for the original employees changed with the value range, whereas their SMART scores remained unchanged. The study concludes that computational convergence does not establish the substantive fairness or validity of managerial decisions, which also depend on criterion weights and initial assessments. The system should therefore serve as an explanatory decision support instrument alongside managerial judgment.

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