cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Dian Arief Pradana
Contact Email
dianarief@untag-banyuwangi.ac.id
Phone
+6285233152005
Journal Mail Official
dianarief@untag-banyuwangi.ac.id
Editorial Address
Fakultas Keguruan dan Ilmu Pendidikan, Universitas 17 Agustus 1945 Banyuwangi Jl. Adi Sucipto No. 26 Banyuwangi – Jawa Timur, Indonesia, 68416.
Location
Kab. banyuwangi,
Jawa timur
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 51 Documents
 2   3   4   5   6 
Developing E-Learning Materials for a Blended Learning Environment: A Case Study Lutfiani, Firda; Sakdiya, Halimatus; Safitri, Aisah Maharani Adinda
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 Ningsih, Nurul Rahayu; Rosidah, Nur Aini Rosidah; Pradana, Dian Arief
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 Jordan, Afrind; Julianto, Agil; Firmansyah, Moch Ariya
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 Maulana, Akbar; Wiyono, Derine Yosando
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 Prastiyo, Shandi Septian; Navisha, Velienchia Oktha
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.
Implementation of ATP and History Teaching Modules in the Merdeka Curriculum at SMA Negeri 1 Rogojampi Nur Hikayah; Saskia Wulandari; Nurul Lutfiyana Rizky; Diki Wahyu Saputra
JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) Vol. 3 No. 1 (2026): 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.v3i1.906

Abstract

The implementation of the Merdeka Curriculum requires teachers to design flexible and meaningful learning plans that support student-centered learning and the development of higher-order thinking skills, particularly in history education. This study aims to describe the implementation of the Learning Objective Flow (Alur Tujuan Pembelajaran/ATP) and history teaching modules based on the Merdeka Curriculum at SMA Negeri 1 Rogojampi, as well as to identify challenges encountered in their application. This research employed a qualitative descriptive approach, with data collected through classroom observations, interviews with history teachers, and documentation analysis of ATP documents and teaching modules. The results indicate that ATP is implemented in a structured yet flexible manner, functioning as a practical guide for organizing learning objectives, sequencing materials, and adapting instructional strategies to students’ characteristics, while teaching modules support differentiated learning, authentic assessment, and the integration of digital media.  In conclusion, the implementation of ATP and teaching modules reflects the core principles of the Merdeka Curriculum by promoting adaptive, contextual, and student-centered history learning, although challenges remain in developing higher-order thinking skills (HOTS) assessments and strengthening teacher collaboration.
Digital Transformation: Overcoming History Learning Boredom through Interactivity at SMA Negeri 1 Giri Ester Carolina Putri Nugraha; Ainul Yaqin; Putri Nadiah; Intan Melani Putri
JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) Vol. 3 No. 1 (2026): 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.v3i1.911

Abstract

Conventional history learning at SMA Negeri 1 Giri, Banyuwangi, often triggers boredom among 11th-grade student due to the dominance of lecture and memorization methods, as evidenced by initial observations depicting lethargic students and complaints of monotony. This wualitative case study researcch integrates findings from student observation reports at Universitas 17 Agustus 1945 banyuwangi (Oktober 2025) and supplementary materials on academic boredom and digital interactivity, exploring tranformation trough gamification (Kahoot), multimedia (local Banyuwangi videos), and collaborative platforms (padlet) to address four research questions. Data from participant observations, in-depth interview (20 studens, 5 teachers), and document analysis of teaching modules across two PTK cycles (December 2025-January 2026) reveal a student narrative shift from “class like a graveyard” to “history like an exciting game.” Supporting factors include the flexible ATP of the merdeka Curriculum and teacher enthusiasm, while barriers like weak signals were overcome via hybrid mode. The findings enrich rural education practices, affirming that digital interactivity brings relevant history to life in the with the pancasila student profile.
Interview Observation Report of SMKN 1 Glagah Banyuwangi Annisa Dwi Rahayu; Yunia Widianti
JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) Vol. 3 No. 1 (2026): 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.v3i1.912

Abstract

History learning plays a strategic role in shaping historical awareness, nationalism, and critical thinking skills in students. However, in practice, various obstacles are still encountered, such as low student interest in learning and limited creativity of educators in utilizing learning media. This research is motivated by the need to directly understand the process of planning and implementing history learning, particularly regarding the integration of learning media and the Learning Objectives Flow (ATP) in the context of the applicable curriculum at SMKN 1 Glagah Banyuwangi. (1) The objectives of this research are to identify the implemented curriculum, analyze the history learning process, examine the use of learning methods and media, and identify the challenges faced by teachers and students in learning history. (2) The research method used is a qualitative approach with observation and interview techniques. The research subjects included the Vice Principal for Curriculum, history subject teachers, and class X DPIB 2 students. Data were collected through structured interviews, classroom observations, and documentation, then analyzed descriptively. (3) The results of the research indicate that the school has implemented a more flexible and student-centered Independent Curriculum. didik. Guru sejarah menerapkan metode blended learning dengan memanfaatkan media video dan mengaitkan materi sejarah dengan kompetensi kejuruan siswa. Meskipun demikian, Obstacles still exist in the form of low focus and interest in learning among some students, as well as limited variety of learning media. From the students' perspective, the use of audiovisual media is considered more engaging and facilitates understanding of the material. The conclusion of this study indicates that the integration of learning media with planning through ATP contributes positively to the effectiveness of history learning. Despite facing several challenges, teachers' adaptive efforts and students' use of technology are supporting factors in creating more contextual, relevant, and meaningful history learning.
The Meaning of “Independent Learning” in Curriculum Planning under the Merdeka Curriculum at the Senior High School Level Maulana Iqbal Mahendra; Daud Hizbalhaq Addamawi; Andryan Verly Dwi Pratama; Irwan Efendi; Gina Muta'affif
JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) Vol. 3 No. 1 (2026): 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.v3i1.914

Abstract

 A significant educational revolution in Indonesia, the Merdeka Curriculum is intended to address the learning crisis and fulfill the needs of 21st-century skills. The execution of this curriculum at the senior high school (SMA) level faces particular difficulties due to the developmental characteristics of students and the growing complexity of subject specialisation. With a special emphasis on lesson module creation, diagnostic assessment, and the Project for Strengthening the Pancasila Student Profile, this study seeks to examine how the idea of "independent learning" is understood and put into practice in curriculum planning at the senior high school level under the Merdeka Curriculum. The methodology utilized in this research was qualitative, using a phenomenological research design. School headmasters, topic teachers in Grades X and XI, and older high school students who had put the Merdeka Curriculum into practice made up the majority of the group. In addition to lesson modules, learning objective sequences, and school operational curriculum materials, the data were obtained through thorough interviews and document analysis. The interactive approach to data analysis included data reduction, data visualization, and conclusion creation. The results reveal that, even though teachers generally believe that the Merdeka Curriculum offers pedagogical flexibility, they continue to have considerable problems translating this flexibility into systematic curriculum planning. The integration of the Pancasila Student Profile initiatives into the fundamental instructional activities, the use of diagnostic evaluation to promote differentiated learning, and the creation of competency-based course modules are all challenges. To ensure that the Merdeka Curriculum is implemented effectively at the senior high school level, these results emphasize the necessity of ongoing professional development and pedagogical coaching.
English Learning Fomo: Can Increase Motivation to Learn English as a Second Language (ESL) Derine Yosando
JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) Vol. 3 No. 1 (2026): 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.v3i1.919

Abstract

FOMO is commonly defined as the Fear of Missing Out. Humans are social creatures who crave following what's trending, whether on social media or in their immediate environment. FOMO permeates the lives of many people, especially students. At this stage, students typically desire to learn more, especially when learning a foreign language: English. This study aims to determine the extent to which students' learning motivation at all levels, driven by FOMO, is driven by ongoing, essential needs triggered by social pressures in the digital age. Using a questionnaire, this method was designed to measure FOMO levels, learning motivation (intrinsic, extrinsic, and simply due to FOMO), the influence of social media, and English language habits. The results of this study will conclude that students' English learning outcomes are affected by FOMO in their motivation to learn (intrinsic-extrinsic). Educational strategies should focus on developing clear and relevant personal goals, rather than simply following trends. Thus, English learning can become a genuine necessity that has a lasting positive impact on high school students in the digital age.

Page 5 of 6 | Total Record : 51

 2   3   4   5   6 

Filter by Year

2024 2026


Reset
Filter By Issues
All Issue Vol. 3 No. 2 (2026): JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) Vol. 3 No. 1 (2026): JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) Vol. 2 No. 3 (2025): JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) Vol. 2 No. 2 (2025): JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) Vol. 2 No. 1 (2025): JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) Vol. 1 No. 3 (2024): JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) Vol. 1 No. 2 (2024): JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH) Vol. 1 No. 1 (2024): JOURNAL OF TECHNOLOGY, EDUCATION & TEACHING (J-TECH)