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Indonesian Journal of Curriculum and Educational Technology Studies
Published by Universitas Negeri Semarang
ISSN : -     EISSN : 25274597     DOI : https://doi.org/10.15294/jktp
Core Subject : Education,
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Indonesian Journal of Curriculum and Educational Technology Studies {IJCETS} publishes two major themes on educational technology and curriculum studies. Some sub-themes eligible for IJCETS are below.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 6 Documents
 1 
Search results for , issue "Vol. 12 No. 2 (2024): November 2024" : 6 Documents clear
Blended learning research in Indonesia (2018–2023): A bibliometric analysis of trends, challenges, and opportunities Hafwa, Arumi Madana Hafwa; Nafi'ah, Azmi Afifatun Nafi’ah; Teguh Arie, Sandy
Indonesian Journal of Curriculum and Educational Technology Studies Vol. 12 No. 2 (2024): November 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v12i2.13243

Abstract

The bibliometric analysis of blended learning research in Indonesia from 2018 to 2023 reveals a transformative landscape influenced by the COVID-19 pandemic. This study examines scientific production, thematic evolution, and research dynamics surrounding blended learning, utilizing advanced bibliometric techniques and visualization tools. The findings indicate a significant surge in publications during 2020–2021, reflecting the educational sector's rapid adaptation to unprecedented disruptions. Through comprehensive keyword network analysis and citation patterns, the study uncovers multidimensional perspectives on blended learning, emphasizing technological integration, pedagogical innovation, and socio-cultural considerations. The research highlights a complex interplay between technological advancements, educational methodologies, and systemic challenges. Furthermore, the study spans multiple disciplines, including social sciences, physics, computer science, and engineering, demonstrating the interdisciplinary nature of blended learning implementation. Despite remarkable progress, critical barriers persist, including limitations in digital infrastructure, unequal technological access, and inadequate educator preparedness. These challenges underscore the need for strategic interventions to enhance the effectiveness of blended learning. By providing nuanced insights into Indonesia’s evolving educational landscape, this analysis highlights both opportunities and obstacles in implementing blended learning strategies across diverse educational contexts.
The strengths and weaknesses of the BIPA curriculum as an Indonesian teaching guideline for foreign speakers: A review of the literature 2018-2023 Ardiyanti, Warsita Noer
Indonesian Journal of Curriculum and Educational Technology Studies Vol. 12 No. 2 (2024): November 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v12i2.13939

Abstract

A robust standard in the language teaching process is crucial since this is the primary guidance in the Indonesian language for non-native speakers (BIPA). A systematic literature review of 64 journal articles from 2018 to 2023 reveals comprehensive teaching resources, the flexibility for lecturers to innovate, and incorporating local wisdom in learning materials for students’ cultural immersion, supporting language acquisition. However, weaknesses include overly broad content and insufficient guidance on promoting inclusivity, hindering students' diverse cultural backgrounds. I identified articles matching the selection criteria from titles, aims, methods, to findings. Based on these points, this article highlights more dynamic and adaptive curriculum development needs that respond to global demands. Future studies may focus on developing the curriculum, improving teacher training, and creating inclusive assessments aligned with language proficiency and character development goals to enrich and globalise the BIPA program, supporting the diverse needs of students in an interconnected world.
The positive impact of Telegram bot usage on supporting students' learning processes and outcomes during on-the-job training Amalia, Yafi Rahma
Indonesian Journal of Curriculum and Educational Technology Studies Vol. 12 No. 2 (2024): November 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v12i2.15049

Abstract

This study explores the impact of using Telegram bots on student learning outcomes during the on-the-job training program for XI Software Engineering and Game Development program (PPLG) students in the 2023/2024 even semester, during which students missed direct learning. Using a quantitative correlation approach, data were collected through questionnaires, Telegram bot usage, and learning outcomes. The study involved 71 students from two XI PPLG classes, selected through saturated sampling. Data were analysed using normality, linearity, hypothesis tests, and Pearson product-moment correlation with SPSS 26. The results show a significant relationship between Telegram bot usage and learning outcomes, with a correlation of 0.821 (very strong, sig = 0.000 < 0.05). These findings suggest a potential for developing blended learning models that integrate Telegram bots during the on-the-job training program for students.
Effects of blended learning and peer tutoring on genetics achievement among agricultural education students in North Central Nigeria Bolakale, Jimoh Saidu; Ojo, Afolabi Kayode; Bature, Shuaib Suleiman; Olorunleke, Adesanya Emmanuel
Indonesian Journal of Curriculum and Educational Technology Studies Vol. 12 No. 2 (2024): November 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v12i2.15312

Abstract

This study examined the effects of Blended Learning (BL) and Peer Tutoring (PT) on student achievement in genetics among agricultural education students in North Central Nigeria. Using a quasi-experimental design, 167 students from three education colleges were divided into experimental and control groups. The Genetics Achievement Test (GAT) and the Genetics Blended Learning Package (GBLP) assessed learning outcomes. Pre- and post-test results showed that students taught with BL and PT outperformed traditional methods, with BL being the most effective. Gender differences were also observed, with male students performing better across all methods. The study concludes that both BL and PT enhance learning and recommend their adoption. Additionally, schools should integrate innovative teaching methods and ICT tools to improve instruction in complex subjects.
The role of creative learning resource design in enhancing literacy and numeracy skills: A study of the Kampus Mengajar program Nisa, Dini Khoirun; Jaya, Christian Arief
Indonesian Journal of Curriculum and Educational Technology Studies Vol. 12 No. 2 (2024): November 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v12i2.15794

Abstract

This study aims to explore the relationship between creativity in learning resource design and the improvement of literacy and numeracy skills among students in the Kampus Mengajar Program, Batch 7. Specifically, the study seeks to: 1) identify the correlation between creativity in learning resource design and literacy, and 2) examine the relationship between creativity in learning resource design and numeracy. Employing a quantitative research design, the study uses a product-moment correlation method with a non-probability sampling approach, consisting of 30 students. Data were collected through a Google Forms questionnaire, and prerequisite tests, including normality and linearity tests, were conducted. Hypothesis testing was performed using a correlation test. The results reveal a statistically significant positive relationship between creativity in learning resource design and literacy (Sig. = 0.027 < 0.05), as well as between creativity in learning resource design and numeracy (Sig. = 0.019 < 0.05). These findings suggest that creative learning resource design developed by students in the Kampus Mengajar program plays a key role in enhancing both literacy and numeracy skills in schools. The study contributes to the understanding of effective teaching strategies within the Kampus Mengajar Program and highlights the importance of creative approaches in addressing educational challenges.
Teachers' perceptions of the Kampus Mengajar program in enhancing student literacy and numeracy Puspitasari, Putri Anggraini; Budisantoso, Heri Triluqman
Indonesian Journal of Curriculum and Educational Technology Studies Vol. 12 No. 2 (2024): November 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v12i2.16284

Abstract

The Kampus Mengajar Program is one of the initiatives designed by the government to address literacy and numeracy issues among students in Indonesia through collaboration between university students and elementary school teachers. This study aims to explore teachers' perceptions of the Kampus Mengajar program in improving student literacy and numeracy. The research used a descriptive qualitative approach with a phenomenological design. Data collection techniques included interviews, observation, and documentation at an elementary school in Denpasar, Bali. The results showed that, overall, teachers perceive the Kampus Mengajar program positively, as reflected in their enthusiasm and active support for its implementation. The teachers understand the program's purpose, which is to improve students' literacy and numeracy skills. However, challenges arose during implementation, such as limitations in addressing all students' needs and a reduced implementation schedule. The program is considered to have successfully met students' needs and positively impacted on their literacy and numeracy skills. The findings offer important implications for the future development and improvement of the Kampus Mengajar program.

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