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intan juniarmi
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EduTech Journal
Published by PT Anagata Sembagi Education
ISSN : -     EISSN : 30630959     DOI : 10.62872/daefvy05
Core Subject : Science, Education,
Computer Science & IT Other
EduTech Journal (EJ) is a peer-reviewed open access international journal established for the dissemination of cutting-edge knowledge in the Education Technology. All submitted manuscripts will be reviewed by the editors and then evaluated by a minimum of two International Reviewers through a double-blind review process. This is done to ensure the quality of manuscripts published in the journal. The journal publishes original articles on current issues and trends occurring internationally in the the fields of: Technology of Learning Methods, Learning Strategies, Teaching Materials Development, Teacher Development, Innovative Works of Learning System Design, Teaching Technology Development and Assessment.
Arjuna Subject : Ilmu Komputer (semua kategori) - Ilmu Komputer (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "Vol. 2 No. 1 (2025): JET-MAY" : 5 Documents clear
Educational Technology: from the Digital Classroom Dwiyanto
EduTech Journal Vol. 2 No. 1 (2025): JET-MAY
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/bzpxd571

Abstract

This study aims to examine the implementation of educational technology in the context of digital classrooms in Surabaya, focusing on the readiness of teachers and students, the challenges encountered, and the adaptation strategies employed. The research method used is qualitative with a case study approach, involving in-depth interviews, participatory observations, and document analysis at several schools in Surabaya. The results indicate that the success of digital learning is significantly influenced by access to technology, teacher training, and adequate institutional support. Despite challenges such as the digital divide, network disruptions, and psychological barriers, teachers and students have been able to develop various learning innovations and adaptation strategies to enhance the effectiveness of the teaching and learning process. This study underscores the importance of collaboration among all stakeholders in creating an inclusive and sustainable digital education ecosystem. The findings have implications for the development of future education policies and digital learning practices.
Factors Influencing Users in Using Mobile Banking with the Extended Unified Technology Acceptance and Use of Technology Model Supandik, Ujang Joko; Pranama, Edwin; Setyati, Endang
EduTech Journal Vol. 2 No. 1 (2025): JET-MAY
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/zyrenc18

Abstract

As one of the most innovative and new technologies, Mobile banking is a good example of the breakthrough of mobile technology in the banking sector, allowing customers to independently perform financial transactions (i.e. balance inquiries, fund transfers, bill payments) via mobile devices, smartphones, or Personal Digital Assistants (PDAs) at a time and place chosen by the customer. Customers in Indonesia have now widely used the internet for financial services. This study aims to analyze the factors that influence users in using mobile banking in Indonesia using the Extended Unified Theory of Acceptance and Use of Technology (UTAUT) model. This study identifies key variables such as security, trust, performance expectations, social influence and user intentions in adopting mobile banking in Indonesia. The method used in this research is to conduct a survey by distributing questionnaires using Google Form and distributed via WhatsApp, Instagram and word of mouth, at least 400 respondents to mobile banking users. The results of the analysis show that all factors have a significant influence on user intention to use mobile banking. In addition, the Trust and security variables play a very important role in adopting mobile banking. These findings are expected to provide solutions for mobile banking providers in.
Classrooms Without Walls: The Dynamics of Virtual and Hybrid Learning Khalik, Fihris; Faradina, Anggia
EduTech Journal Vol. 2 No. 1 (2025): JET-MAY
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/020bmm83

Abstract

This study aims to explore the dynamics of wall-less learning, particularly in the context of virtual and hybrid learning during the post-COVID-19 pandemic period. Using a qualitative approach, this research examines how teachers and students adapt to digital learning technologies, the challenges related to infrastructure and access, and the impact of changes in social interaction within the hybrid learning model. Data were collected through in-depth interviews, participatory observations, and document studies conducted in several schools implementing such learning models. The results reveal that the success of virtual and hybrid learning largely depends on technological adaptability, supportive home learning environments, and the active involvement of parents. However, limitations in technological access and reduced social interaction remain significant challenges. This study recommends strengthening collaboration among stakeholders and developing digital infrastructure to support inclusive and quality education in the digital transformation era.
Learning at Your Fingertips: Embracing the Era of Digital Education Ansyori, Faizal; Faradina, Anggia
EduTech Journal Vol. 2 No. 1 (2025): JET-MAY
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/yde9ap62

Abstract

This study explores the relationship between students’ utilization of digital learning platforms and their readiness for digital-based learning in the context of the post-pandemic education system. As educational institutions shift toward hybrid and fully online models, understanding the behavioral and technological preparedness of students has become a critical concern. Using a quantitative approach, data were collected through surveys distributed to students who actively engaged in digital learning environments. The results show a statistically significant and positive correlation between the frequency and quality of digital platform use and students' readiness, particularly in areas such as self-motivation, time management, digital confidence, and adaptability. However, the study also reveals disparities in digital access and varying levels of behavioral discipline, which affect overall learning outcomes. The findings suggest that digital readiness is a multifaceted construct requiring not only access to technology but also the development of self-regulated learning behaviors. Educators and policymakers must therefore address both technological infrastructure and individual learner competencies to ensure effective digital transformation in education. This research contributes to ongoing discussions about equity, engagement, and the future of education in the digital age.
Teaching in the Digital Era: Teachers’ Adaptation in an Entirely Online World Sanasintani, Sanasintani
EduTech Journal Vol. 2 No. 1 (2025): JET-MAY
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/3gra3v08

Abstract

This study aims to describe the adaptation process of teachers in responding to the shift from conventional to digital learning systems in an increasingly online era, specifically focusing on junior high school teachers in Yogyakarta City. The rapid changes brought about by technological advancement and the pandemic situation have required teachers to integrate technology into their daily teaching practices. This research employs a descriptive quantitative method, with data collected through questionnaires distributed to 50 teachers. The results show that the majority of teachers are able to operate digital devices and platforms such as Google Classroom, Zoom, and other learning applications. However, challenges remain, including limited infrastructure, a lack of targeted training, and low student participation in online learning. Support from schools and a collaborative culture among teachers have proven to be highly beneficial in this adaptation process. This study highlights the importance of enhancing digital literacy and the need for educational policies that are responsive to the challenges of 21st-century learning.

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