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International Journal of Instructional Technology
Published by Universitas Nurul Jadid
ISSN : 2828867X     EISSN : 28289145     DOI : https://doi.org/10.33650/ijit.v3i2
Core Subject : Religion, Science, Education, Social,
Religion Computer Science & IT Languange, Linguistic, Communication & Media Social Sciences Other
This interdisciplinary journal aims to focus on the exchange of relevant trends and research results as well as the presentation of practical experiences gained while developing and testing elements of instructional technology. This journal aims to bridge the gap between pure academic research journals and more practical publications. So it covers the full range from research, application development to experience reports and product descriptions. IJIT uses a rolling submission process, allowing authors to submit at any time during the year without time restraints. Submit your paper now through Online Submission ONLY. The criteria for acceptance of manuscripts are the quality of work. This will concretely be reflected in the following aspects: novelty & practical impact; appropriateness and adequacy of: literature review, background discussion & analysis of issues; and presentation (overall organization, English & readability). For a contribution to be acceptable for publication, these points should be at least in the middle level. Authors should submit only papers that have been carefully proofread and polished to avoid having to re-work the manuscript later in the review process. Authors should present their work honestly without fabrication, falsification, plagiarism or inappropriate data manipulation. Manuscripts are accepted with the understanding that they are original or extended versions of previously published papers in conferences and/or journals and that, if the work received an official sponsorship, it has been duly released for open publication. Before submission please make sure that your paper is prepared using the journal paper template. It is available as word and latex version, kindly please download the Journal Template. This will ensure fast processing and publication. Any papers not fulfilling the requirements based on the guideline to authors will not be processed.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol 3, No 1 (2024)" : 5 Documents clear
The Role of Chatbots in Supporting Distance Learning Safitri, Sefia Diana
International Journal of Instructional Technology Vol 3, No 1 (2024)
Publisher : Universitas Nurul Jadid Probolinggo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijit.v3i1.9327

Abstract

This research aims to explain the role of chatbots in supporting distance learning activities and their impact on the effectiveness of students' learning processes. The study employs a qualitative approach to explore how chatbot features, such as personalized responses, effective real-time feedback, and reflective interaction, influence students' learning experiences. Data was collected through in-depth interviews with teachers, educational technology experts, and students, as well as analysis of interactions with the chatbot. The findings indicate that chatbots with good personalized responses and effective real-time feedback significantly enhance student engagement and the quality of interactions in distance learning. This research contributes to the literature by providing new perspectives on the application of chatbot technology in education, as well as insights into how these features can improve student learning experiences and outcomes.
Development of an Adaptive Curriculum: Enhancing HOTS-Based Learning in the Classroom Kholilur Rahman, Kholilur Rahman; Hidayah, Fathi; Wahyono, Imam; Giovany, Ananda
International Journal of Instructional Technology Vol 3, No 1 (2024)
Publisher : Universitas Nurul Jadid Probolinggo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijit.v3i1.9387

Abstract

This research focuses on the development of an adaptive curriculum to enhance Higher Order Thinking Skills (HOTS)-based learning in the classroom. The aim of this study is to explore how adjustments to lesson materials, student-centered learning, the use of technology, and formative assessment can facilitate the development of HOTS in the context of secondary education. This study employs qualitative methods with a case study approach at SMAN 1 Glagah Banyuwangi. Data were collected through in-depth interviews, participatory observation, and document analysis.The findings indicate that an adaptive curriculum tailored to the needs and interests of students significantly improves student engagement and critical thinking skills. The use of technology and HOTS-based formative assessment also proved effective in supporting the development of higher-order thinking skills. These findings underscore the importance of a responsive approach to individual student needs in enhancing the quality of education. However, this study has limitations, including variations in participants and the context of the location. Therefore, further comprehensive research is recommended to expand the scope and validity of these findings. The implications of this research suggest that educational policies need to consider the implementation of adaptive curricula to more effectively and inclusively support the development of HOTS.
Strategy for Utilizing Massive Open Online Courses (MOOCs) to Enhance Critical Thinking Skills Rahman, Fawait Syaiful
International Journal of Instructional Technology Vol 3, No 1 (2024)
Publisher : Universitas Nurul Jadid Probolinggo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijit.v3i1.9390

Abstract

This study focuses on the development of learning strategies within Massive Open Online Courses (MOOCs) to enhance students' critical thinking skills. The main objective of this research is to explore and identify the effectiveness of selecting relevant materials, structuring modules, fostering interaction and active discussion, as well as utilizing technology and multimedia in improving critical thinking skills. This research employs a qualitative method with a case study approach, involving in-depth interviews, participant observation, and document analysis from courses attended by students on the MOOC platform. The findings indicate that the implemented strategies significantly enhance student engagement in learning and their ability to connect theory with practice. Students participating in courses with clearly structured modules, relevant materials, effective interaction, and technology usage demonstrate a noticeable improvement in critical thinking skills. The implications of this research suggest that a comprehensive and well-structured learning design can positively impact the development of students' analytical skills, which are crucial in the context of modern education.
Optimization of the MBKM Role in Enhancing Student Career Capacity Through Learning Experiences Rosi, Fathor; Nu'man, Agus
International Journal of Instructional Technology Vol 3, No 1 (2024)
Publisher : Universitas Nurul Jadid Probolinggo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijit.v3i1.9394

Abstract

This research focuses on improving the accessibility of the Merdeka Belajar Kampus Merdeka (MBKM) program and its impact on enhancing students' career capacity through inclusive and diverse learning experiences. The main objective of this study is to identify the role of scholarships and the flexibility of the MBKM program in expanding access for students with financial limitations and how this affects their job readiness. The research method used is descriptive qualitative, with data collected through in-depth interviews with students participating in the MBKM program and analysis of documents related to MBKM policies. The findings indicate that strengthening the synergy between higher education institutions and industries, improving the quality of learning through practical experiences, diversifying the MBKM program, and significantly enhancing the accessibility of the MBKM program increases student participation, especially from lower-middle economic groups, contributing to the development of practical skills and their readiness to face the job market. The implications of this research underscore the importance of designing more inclusive and adaptive higher education programs to create competent graduates ready to compete in the global job market. This study also recommends the need for more comprehensive further research to accommodate variations in gender, age, and broader methods to understand the impact of educational accessibility on diverse student groups.
Ethical Implications of AI and Machine Learning in Education: A Systematic Analysis Thelma, Chanda Chansa; Sain, Zohaib Hassan; Shogbesan, Yusuf Olayinka; Phiri, Edwin Vinandi; Akpan, Wisdom Matthew
International Journal of Instructional Technology Vol 3, No 1 (2024)
Publisher : Universitas Nurul Jadid Probolinggo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijit.v3i1.9364

Abstract

Ethical considerations should be examined to determine how AI and ML affect education. Educational AI and ML bring privacy, security, and student data usage problems. This research examined AI and ML ethics in higher education at selected universities. Ethical issues AI and machine learning in education provide fairness, privacy, and openness. AI training data may perpetuate educational biases and impair student achievement. For complete comprehension, mixed methods research included quantitative and qualitative data. Four Lusaka district universities contributed 100 survey respondents. The initiative included four universities' department chairs, professors, and students. Structured open-ended interviews and questionnaires collected data. Quantitative questionnaire data was descriptively examined in SPSS and Excel, while semi-structured interview data was thematically evaluated. According to research, AI may reduce educational monitoring and learner engagement. Another concern is the digital gap and AI access. AI's sophisticated skills may be inaccessible to impoverished students, worsening educational inequity. The report advised training students and staff on data security and providing explicit permission procedures for data use in AI-driven educational systems, including strong encryption, anonymisation, and access limits.

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