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Dian Arief Pradana
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dianarief@untag-banyuwangi.ac.id
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dianarief@untag-banyuwangi.ac.id
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Fakultas Keguruan dan Ilmu Pendidikan, Universitas 17 Agustus 1945 Banyuwangi Jl. Adi Sucipto No. 26 Banyuwangi – Jawa Timur, Indonesia, 68416.
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INDONESIA
JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH)
Published by Universitas 17 Agustus 1945 Banyuwangi
ISSN : -     EISSN : 30464714     DOI : https://doi.org/10.62734/jtech.v1i3.421
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
As an international, multi-disciplinary, peer-refereed journal, the scope of this Journal of Technology, Education & Teaching (J-TECH) area which provides a platform for the publication of the most advanced scientific researches in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigation. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concerns the significance of the contribution to the area of learning and instruction. instruction learning and teaching curriculum development learning environment teacher education educational technology educational development
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 35 Documents
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THE ANALYSIS OF TEACHER’S STRATEGIES TOWARD SPEAKING SKILL IN SECONDARY SCHOOL Latifatul Masintan Masintan; St. Shabibatul Rohmah Rohmah; Triana Kartika Santi Santi
JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) Vol. 1 No. 1 (2024): JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62734/jtech.v1i1.171

Abstract

This research was conducted to analysis the teaching strategy towardstudents’ speaking skill. The aims of this research is to know the strategiesof teacher during teaching and learning process and know step by step ofteacher did by using teaching strategy toward speaking skill. By usingqualitative approach, source information for teaching strategy researchinclude questionnaire, lesson plan and speaking students’ scoring from36 EFL students were aged 15 to 16 and 2 English teacher were aged 25-28 of rural background condition in one of secondary school inBanyuwangi, East Java. The findings reveal that the teacher used teachingstrategy (games, role play and group investigation) during Englishlearning process. The findings also confirm that, the students got goodincreasing in speaking skill an the teacher used the different steps to applythe teaching strategy.
AN ANALYSIS OF TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION IN SECONDARY SCHOOL Yahya Badruz Zaman Zaman; Dian Arief Pradana Pradana; Rizki Nurfida Pambayun Pambayun
JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) Vol. 1 No. 1 (2024): JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62734/jtech.v1i1.173

Abstract

This research was conducted to find out what strategies that teachers usefor teaching reading comprehension in MAN abc Banyuwangi. Thisresearch used descriptive qualitative method. In the implementation ofthis study the researcher conducted interviews and document analysis toobtained relevant data to answer the objectives of this research. Thisresearch was conducted at MAN abc Banyuwangi and two Englishteachers were selected as samples in this study. Based on the results of theinterview with two English teachers, the data obtained is the teachersusing different strategy in teaching reading comprehension. The firstteacher use Scaffolding strategy while the second teacher use peerteaching. Scaffolding strategy can develop ideas that students can read.Peer teaching can develop student’s mentality also readingcomprehension ability. These strategies should be selected on the basis oftheir suitability and effectiveness with the learning process so that theiruse will allow teachers to explore students' ideas and help them read in abetter way. Based on the interview analysis, the reason why the teacheruses this type of strategy in students' reading comprehension is becauseto make students understand the text and guide students to focus moreon the text.
AN CRITICAL VISUAL ANALYSIS OF GENDER STEREOTYPING IN THE INDONESIAN SECONDARY SCHOOL ENGLISH TEXTBOOK Catur Wulandari; Hastowohadi Hastowohadi; Totok Hari Prasetiyo
JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) Vol. 1 No. 1 (2024): JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62734/jtech.v1i1.174

Abstract

This research was intended to investigate the gender stereotype of thetextbook drawn from an English textbook series used in senior highschool employing a multimodal perspective and critical visual analysis.The study used a descriptive design because the writer wanted to describethe gender stereotype of the English textbook. The object of this study isthe Bahasa Inggris (edisi revisi 2017) textbook. The results of data analysisusing used three aspects of Kress and Van Leeuwen namelyrepresentational meaning, interactive meaning, and compositionalmeaning, the focus of the analysis was on images consisting of malecharacters and women use the theory of "critical visual analysis" and theconversation at the picture analyzed using critical discourse analysis(CDA). For the purpose of this study, there are five images selectedaccording to research on gender stereotypes and these images consist ofrandom male and female characters in images. The corollary of thiscritical image analysis was the teacher can know that the textbook is amedium that can trap students in interpreting images and selection ofimages in language textbooks must be more careful.
IMPROVING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT BY ACTIVATING GROUP WORK Ayu Sastri Nurtitah Nurtitah; Imroatul Husna Afriani Afriani; St. Shabibatul Rohmah Rohmah
JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) Vol. 1 No. 1 (2024): JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62734/jtech.v1i1.175

Abstract

This study was designed to improve students’ reading comprehension ofnarrative text by activating group works. This study is categorized as theClassroom Action Research (CAR) method in which to indetify and tosolve the problem on students’ reading comprehension. Reading is themost essential skill for the students’ success in learning English. However,there are still many problems faced by students in reading activities. Inthe Group Work Teaching Strategy activities, the students were trained tomake predictions, clarifications, questions, and summaries. In theimplementation of the strategies, students worked in small group. Thisstudy was conducted in one cycle with fifth meetings. There were 32students, consisted of 16 males and 16 females. The Grouping WorkTeaching Strategy that was implemented in teaching reading coveredfour strategies: predicting, clarifying, questioning, and summarizing. Thefinding showed that the students’ ability in reading comprehension hadimproved from individual to grouping. It could be seen that the students’involvement during the discussion in group improved 84%. Furthermore,in the reading test, the students were able to show their progress from52% to 85%. The result of this study will provide English teachers andalternative strategy.
THE SECOND GRADE STUDENTS' LEARNING MOTIVATION OF IMPLEMENTATION PROBLEM BASED LEARNING (PBL) ON GRAMMAR MATERIAL Suciati Suciati; Dian Arief Pradana Pradana; St. Shabibatul Rohmah Rohmah
JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) Vol. 1 No. 1 (2024): JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62734/jtech.v1i1.176

Abstract

Problem based leaning become one of teaching method ofimplementation instrusction. PBL required student to active duringleaning. Problem-based learning (PBL) is a self-directed learning strategywhere student work collaboratively in small group to investigate openendedrelatable case scenarios (Fukuzawa et al., 2017). Albanese et al in(Fukuzawa et al., 2017) wroten that Problem-based learning (PBL) canincreased student’s motivation and engagement in learning activity. It ismean that student have motivation to increase and engage active inlearning throught PBL. This research focus on achievemet motivationthat student have. This reseach used qualitative research method whichcover indentification, review the literatude,collect the data, analyze thedata and evaluate the research. questionnaires and interview used tocollect the data . Thirty four students enganged as participants. Based onthe data that was analyzed, the research present six things that motivatedthe student on grammar learning throught implementation PBL. Thoseare the role of grammar in english learning. The student’s spirit learning,More change to get achievement, PBL help student to show the ability inGrammar and english learning, Grammar is difficult. And feedback thathave sustainable effect in learning.
Developing E-Learning Materials for a Blended Learning Environment: A Case Study Firda Lutfiani; Halimatus Sakdiya; Aisah Maharani Adinda Safitri
JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) Vol. 1 No. 2 (2024): JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62734/jtech.v1i2.415

Abstract

Using a case study approach, this research investigates how e-learning can be a strategic solution to increase the flexibility and effectiveness of learning in the digital era, especially in blended learning environments, which combine online and face-to-face learning methods. The purpose of this research is to create flexible and interactive e-learning materials that can be used for blended learning. This research shows that well-designed or created e-learning materials can increase student participation, material comprehension, and learning independence. In addition, this research also found the main challenges in applying e-learning to blended learning, such as technology readiness, teacher support, and student participation. The results of this research are expected to provide practical guidance for educators and students.
The Role of Formative Assessment in Developing English Language Curriculum and Learning Nurul Rahayu Ningsih; Nur Aini Rosidah Rosidah; Dian Arief Pradana
JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) Vol. 1 No. 2 (2024): JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62734/jtech.v1i2.417

Abstract

This research examines the role of formative evaluation in improving curriculum development and the English language learning process. Formative assessment (FA) is a comprehensive evaluation method that provides feedback to teachers and students to improve teaching effectiveness. It helps students understand their limitations and gives teachers the ability to tailor lessons to students' needs. This article uses a systematic literature review approach to collect data from various studies. The results show that formative approaches are effective in increasing students' motivation, engagement and response to learning, as well as facilitating curriculum fulfillment based on students' needs. Formative assessment can be conducted using many strategies, such as questioning, group discussions, presentations, and the use of rubrics, journals, and quizzes, supported by technology to improve efficiency and effectiveness.
Integrating Digital Literacy into Curriculum Design a Framework for 21st Century Learning Afrind Jordan; Agil Julianto; Moch Ariya Firmansyah
JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) Vol. 1 No. 2 (2024): JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62734/jtech.v1i2.418

Abstract

In the modern digital era, integrating digital literacy into curriculum design is critical to preparing students for 21st-century challenges. Digital literacy encompasses more than technical skills; it includes intellectual competence, ethical awareness, and adaptive behavior necessary for modern personal and professional environments. This study explores strategies for embedding digital literacy into educational frameworks, leveraging methodologies like digital storytelling and Inquiry-Based Learning (IBL). These approaches enable active, student-centered learning while fostering critical thinking, creativity, collaboration, and communication. Key findings highlight that technology, when properly implemented, enhances engagement and learning effectiveness by tailoring material to individual needs and encouraging experiential exploration. The research also underscores the necessity for institutional support, including teacher training, infrastructure, and equitable access to technology to minimize the digital divide. Despite its potential, challenges remain, such as resistance to educational change and concerns over student data privacy. This study contributes by proposing the TPACK framework, which integrates content knowledge, pedagogy, and technology, as a guide for comprehensive digital literacy integration. Future research should examine the long-term impacts of these practices on educational outcomes and refine tools and strategies for teacher development and technology application in classrooms.
Adaptive Material Design Supporting Personalized Education: Challenges and Opportunities Akbar Maulana; Derine Yosando Wiyono
JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) Vol. 1 No. 2 (2024): JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62734/jtech.v1i2.419

Abstract

Personalized education is an approach that tailors methods, pace, and learning content to the individual needs of students. Adaptive materials, as an essential component of personalized education, are designed to respond to the changing needs, interests, and abilities of students by dynamically adjusting learning content. This article aims to explore the concept of adaptive material design, discuss the challenges in its implementation, and identify emerging opportunities to support personalized education. Key challenges include the complexity of technology development, limited adaptability of content to the curriculum, and the digital infrastructure gap. On the other hand, advances in artificial intelligence (AI), machine learning, and data analytics present significant opportunities to enhance the effectiveness and accessibility of personalized education.
Adapting Curriculum and Materials for Distance Learning: Strategies for Effective Distance Education Shandi Septian Prastiyo; Velienchia Oktha Navisha
JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) Vol. 1 No. 2 (2024): JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62734/jtech.v1i2.420

Abstract

This research addresses the importance of adapting distance learning curricula and materials to develop effective and appropriate teaching strategies to meet the diverse needs of students. In a learning context where there is an increasing reliance on technology and limited face-to-face interaction, to ensure that the learning process is inclusive, flexible and meets the expected quality standards of education, curriculum adaptation is essential. This research aims to identify and develop strategies to improve the effectiveness and quality of distance learning, focusing on student engagement, motivation and active participation in the learning process. This research uses a case study approach to analyze the different curriculum adaptation methods used in online and offline learning. These methods include the appropriate utilization of digital technology, the application of interactive learning approaches, and the design of educational materials that are easily accessible and comprehensible to students from various backgrounds. Research shows that such adaptive strategies increase student engagement, material comprehension and learning satisfaction. In summary, adapting PJJ curriculum and materials not only improves learning effectiveness, but also plays an important role in fostering student independence and is essential in meeting the challenges of education in today's digital era.

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