cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Tommy Hastomo
Contact Email
tomhas182@gmail.com
Phone
+6282176073999
Journal Mail Official
jeit.editor@ciptapustaka.com
Editorial Address
Jalan Bayur No. 25 Sumberrejo LK 1.
Location
Unknown,
Unknown
INDONESIA
JEIT (Journal of Educational Innovations and Technologies)
Published by Cipta Pustaka Nusantara
ISSN : -     EISSN : 30905303     DOI : https://doi.org/10.63324/jeit.1.2.2025
Core Subject : Education,
Education
JEIT (Journal of Educational Innovations and Technologies) is a biannual publication released in March and September, dedicated to fostering the exchange of critical academic research and insights from diverse cultural perspectives. It serves researchers, professionals, and practitioners in the fields of technology-enhanced and digital learning within higher education. The journal aims to advance scientific understanding of human-centered approaches to technology use in higher education and to inform readers about recent advancements in the application of digital technologies in teaching, training, research, and institutional management.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 16 Documents
 1   2 
Integrating Digital Literacy into Writing Instruction: Enhancing Student Engagement and Proficiency Satya Narayan
JEIT (Journal of Educational Innovations and Technologies) Vol. 1 No. 1 (2025): JEIT (Journal of Educational Innovations and Technologies)
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/jeit.1.1.2025.32

Abstract

Digital literacy has become an essential competency in the 21st century, intersecting with various domains of education, yet its integration into writing instruction remains underexplored. Addressing this gap, the study investigates the impact of embedding digital literacy practices into writing courses at Maharishi University of Information Technology (MUIT). The goal is to enhance students' writing performance and equip them with skills for academic and professional success. Using a quasi-experimental design, the study involved 60 undergraduate students, equally divided into experimental and control groups. Participants were selected through purposive sampling to ensure comparable baseline writing skills. Data were collected over eight weeks using standardized writing tests and a rubric-based digital literacy assessment. The experimental group received digital literacy-integrated instruction, utilizing tools like Google Docs, Grammarly, and Turnitin, while the control group followed traditional methods. Descriptive and inferential statistical methods were applied for data analysis. The experimental group demonstrated significant improvements in coherence, organization, and engagement in writing compared to the control group. Cohen’s d indicated a large effect size, affirming the efficacy of digital literacy integration. Findings underscore the transformative potential of digital tools in enhancing student writing proficiency and engagement. However, challenges such as the digital divide and faculty readiness persist. These results have critical implications for policy and practice, advocating for professional development programs and equitable resource distribution. Future studies should explore long-term impacts and strategies for overcoming barriers to digital literacy integration.
Using Here, Hidden, and in My Head (3H) Strategy to Improve Students’ Reading Comprehension of the Eleventh Grade of SMK Negeri 1 Jarai Iqbal Pandutama; Sri Wahyuni; Yoga Pratama
JEIT (Journal of Educational Innovations and Technologies) Vol. 1 No. 1 (2025): JEIT (Journal of Educational Innovations and Technologies)
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/jeit.1.1.2025.33

Abstract

This study aimed to determine the significant difference in students’ reading comprehension between those taught using the Here, Hidden, and In My Head (3H) strategy and those who were not. The research population comprised 186 eleventh-grade students at SMK Negeri 1 Jarai. The sample consisted of an experimental class (n=25) and a control class (n=25), they were selected through purposive sampling. This quasi-experimental study used a reading test for data collection, analyzed using SPSS version 25. The pre-test and post-test results, along with paired and independent sample t-tests, revealed that the t-obtained value was 3.497 at a significance level of p<0.005 (two-tailed) with a degree of freedom (df) = 48, exceeding the t-table critical value of 1.677. Since the t-obtained was higher than the t-table, it was concluded that the 3H strategy significantly improved students' reading comprehension. Thus, implementing the 3H strategy effectively enhances students' reading comprehension skills. Future researchers are recommended to explore the long-term effects of the 3H strategy, apply it to different educational levels, and integrate it with other instructional approaches to maximize its impact on reading comprehension.
An Analysis of Teachers’ Difficulties Teaching Reading to Young Learners Mohammad Fikri Nugraha Kholid; Mamluatul Mkaromah; Nunun Indrasari
JEIT (Journal of Educational Innovations and Technologies) Vol. 1 No. 1 (2025): JEIT (Journal of Educational Innovations and Technologies)
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/jeit.1.1.2025.37

Abstract

This study investigates the challenges teachers encounter when teaching reading to young learners at SD N 2 Way Dadi. The research was prompted by observed difficulties in delivering effective reading instruction to early-grade students, with the primary aim of identifying and analyzing specific pedagogical obstacles. Grounded in Aryana and Apsara's theoretical framework, the study examines critical aspects of reading instruction including instructional media utilization, teaching strategies, material selection appropriateness, teaching technique efficacy, classroom conditions, textbook quality, and technological resource availability. These interconnected factors collectively influence reading instruction quality and were systematically explored through a descriptive qualitative methodology. Data collection employed in-depth interviews with English teachers and structured classroom observations, while analysis followed the Miles and Huberman model's three-stage process: data reduction, presentation, and conclusion drawing. Findings indicate that teachers face multifaceted challenges predominantly stemming from five key areas: limited access to suitable learning media, ineffective instructional strategies, suboptimal classroom environments, inadequate teaching materials, and insufficient technological support. These constraints collectively hinder optimal reading instruction delivery and student literacy development. The study's significance lies in its contextual examination of reading instruction barriers within a specific educational setting, contributing empirical evidence to the discourse on early literacy education. The identified challenges suggest urgent needs for: targeted teacher training programs, improved resource allocation, and strategic interventions to enhance reading pedagogy. These findings offer valuable insights for educational policymakers and school administrators seeking to improve early reading instruction outcomes. Furthermore, the research highlights potential areas for future studies, particularly regarding innovative solutions to resource limitations in developing educational contexts.
An Analysis of EFL Students’ Online Reading Habits Muhamad Hasbi; Santi Novia Wulansari
JEIT (Journal of Educational Innovations and Technologies) Vol. 1 No. 1 (2025): JEIT (Journal of Educational Innovations and Technologies)
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/jeit.1.1.2025.48

Abstract

With the fact that current EFL students are digital natives and go online frequently, conducting online-based English skill learning activities is encouraged. As reading is one of the fundamental skills to be developed in the early stage of EFL learning, preparing online-based reading activities for the students can be a good move. This study identifies EFL students’ reading habits, which specifically investigates their source of online reading, their online reading frequency, and factors that influence that habit. The study was conducted in an Islamic state university with a class of 30 English department students as the subject. Questionnaires and interviews were used to gather the data. The study found that students majorly read online from English learning websites and social media, with reading from social media happening more frequently than the other, placing fulfilling college tasks and entertainment purposes as the primary motives of their online reading habits.
The Use of Give One Get One Strategy to Improve Students’ Reading Comprehension in Recount Texts Zerra Novalina; Andini Septama Sari
JEIT (Journal of Educational Innovations and Technologies) Vol. 1 No. 1 (2025): JEIT (Journal of Educational Innovations and Technologies)
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/jeit.1.1.2025.49

Abstract

Reading comprehension is a crucial skill in English language learning, yet many students struggle to understand texts effectively. This study investigates the effectiveness of the Give One, Get One strategy in improving students' reading comprehension. A quasi-experimental design was employed, involving 70 tenth-grade students from SMK Muhammadiyah Pagar Alam, divided into an experimental group (35 students) and a control group (35 students). Both groups took a pre-test before the treatment and a post-test afterward. The experimental group received instruction using the Give One, Get One strategy, while the control group followed conventional teaching methods. Statistical analyses, including paired sample t-tests and independent sample t-tests, revealed a significant improvement in the experimental group's reading comprehension scores. The findings indicate that the Give One, Get One strategy is an effective and engaging approach for enhancing reading skills, promoting active participation, and increasing students' confidence in reading English texts. Teachers are encouraged to adopt this strategy to foster a more interactive learning environment. Future research should explore its impact on other language skills, such as listening, speaking, and writing.
Analisis Manajemen Peserta Didik pada Sekolah Dasar Negeri 23 Talang Kelapa Kabupaten Banyuasin Rinto Pardika; Ade Akhmad Saputra; Rabial Kanada
JEIT (Journal of Educational Innovations and Technologies) Vol. 1 No. 1 (2025): JEIT (Journal of Educational Innovations and Technologies)
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/jeit.1.1.2025.56

Abstract

Kurangnya infrastruktur dan fasilitas di lembaga pendidikan sering kali dianggap sebagai hambatan utama dalam penerapan manajemen peserta didik yang efektif dan efisien. Penelitian ini bertujuan untuk mengeksplorasi bagaimana sistem penerimaan, seleksi, pengelompokan, dan evaluasi peserta didik diterapkan di SD Negeri 23 Talang Kelapa. Metode yang digunakan adalah deskriptif dengan pendekatan kualitatif, didukung oleh observasi, wawancara, dan dokumentasi. Data dianalisis melalui tahapan reduksi, penyajian, dan penarikan kesimpulan. Temuan menunjukkan bahwa kepala sekolah dan wakil kepala bidang kesiswaan telah berhasil menyusun rencana manajemen peserta didik yang terstruktur dan terdokumentasi dengan baik. Ini mencakup proses penerimaan peserta didik baru, pengaturan kapasitas, dan prosedur seleksi. Pelaksanaannya mengikuti rencana sistematis yang mencakup kegiatan akademik dan non-akademik peserta didik. Pengawasan dilakukan berdasarkan sistem manajemen yang telah ditetapkan, sehingga semua kegiatan yang berkaitan dengan peserta didik dapat direncanakan, dilaksanakan, dan dimonitor dengan baik. Meskipun terdapat keterbatasan infrastruktur, sekolah mampu menjaga ketertiban dan meningkatkan kualitas pembelajaran melalui penjadwalan adaptif dan strategi kebijakan. Temuan ini menegaskan pentingnya manajemen peserta didik yang komprehensif dalam mendukung mutu pendidikan.
Strategi Pengelolaan Sarana dan Prasarana dalam Menunjang Proses Pembelajaran Efektif di SMA Muhammadiyah 8 Palembang Nina Meilinda; Ade Akhmad Saputra
JEIT (Journal of Educational Innovations and Technologies) Vol. 1 No. 1 (2025): JEIT (Journal of Educational Innovations and Technologies)
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/jeit.1.1.2025.57

Abstract

Sarana dan prasarana memiliki peran yang sangat penting dalam mendukung efektivitas proses pembelajaran di sekolah. Pengelolaan fasilitas pendidikan yang baik dapat meningkatkan kualitas proses belajar mengajar serta menciptakan lingkungan yang kondusif bagi siswa dan guru. Penelitian ini bertujuan untuk menganalisis strategi pengelolaan sarana dan prasarana di SMA Muhammadiyah 8 Palembang dalam mendukung proses pembelajaran yang efektif. Metode yang digunakan dalam penelitian ini adalah pendekatan deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi. Subjek penelitian meliputi kepala sekolah, tenaga pendidik, serta staf pengelola sarana dan prasarana. Hasil penelitian menunjukkan bahwa pengelolaan sarana dan prasarana di SMA Muhammadiyah 8 Palembang mencakup perencanaan, pengadaan, pemeliharaan, dan evaluasi berkala untuk memastikan fasilitas tetap optimal. Strategi yang diterapkan meliputi pemanfaatan teknologi dalam administrasi aset, pemeliharaan rutin, serta peningkatan partisipasi warga sekolah dalam menjaga fasilitas. Hambatan yang dihadapi antara lain keterbatasan anggaran dan keterlambatan dalam pengadaan fasilitas baru. Kesimpulannya, strategi pengelolaan sarana dan prasarana yang baik memberikan kontribusi signifikan dalam menciptakan proses pembelajaran yang efektif.
Peran Kepemimpinan Kepala Sekolah di SD Negeri 29 Banyuasin I: Dalam Konteks Kedisiplinan Peserta Didik Tria Wahyuni Ramadhina; Ade Akhmad Saputra
JEIT (Journal of Educational Innovations and Technologies) Vol. 1 No. 1 (2025): JEIT (Journal of Educational Innovations and Technologies)
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/jeit.1.1.2025.58

Abstract

Kedisiplinan siswa sangat penting untuk proses pendidikan. Proses pembelajaran yang mapan akan selalu ada di sekolah yang disiplin. Sangat penting bagi kepala sekolah untuk membantu siswa meningkatkan kedisiplinan mereka. Studi ini bertujuan untuk mengetahui bagaimana kepemimpinan kepala sekolah di SD Negeri 29 Banyuasin I berkaitan dengan kedisiplinan siswa. Penelitian ini adalah jenis penelitian kualitatif dengan studi kasus. Metode wawancara dan observasi digunakan untuk mengumpulkan data. Penelitian ini menganalisis data menggunakan model Miles dan Hubberman yang meliputi reduksi data, penyajian data, dan penggambaran kesimpulan serta verifikasi. Dalam penelitian ini, peneliti menemukan bahwa siswa di SD Negeri 29 Banyuasin I kurang disiplin, seperti yang ditunjukkan oleh fakta bahwa beberapa siswa sering datang terlambat ke sekolah. Hasil penelitian ini menunjukkan bahwa peran kepala sekolah sebagai pemimpin di lingkungan pembelajaran harus mempengaruhi juniornya. Ini karena kepala sekolah menggunakan kedisiplinan sebagai ukuran keberhasilan dalam mengelola sekolah. Untuk mencapai keberhasilan ini, kepala sekolah dan guru harus berkolaborasi untuk menerapkan strategi sebagai orang tua siswa. Dalam situasi ini, kepala sekolah SD Negeri 29 Banyuasin I berusaha mengeksplorasi berbagai metode yang dapat membantu menumbuhkan karakter disiplin siswa.  
Using Hello English to Improve Students’ Speaking Achievement at SMA Muhammadiyah Pagaralam Fadilaturrahmah Fadilaturrahmah; Wice Oktaviani; Sri Wahyuni
JEIT (Journal of Educational Innovations and Technologies) Vol. 1 No. 2 (2025): JEIT (Journal of Educational Innovations and Technologies)
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/jeit.1.2.2025.67

Abstract

This research aims to determine whether or not Hello English can improve students speaking achievement. A quasi-experimental design of quantitative research was employed to conduct this research. The sample of this research consisted of 64 students from classes X IPS 1 and X IPS 3 at SMA Muhammadiyah Pagar Alam. Before the students used the Hello English application, the researcher gave a pre-test to the students to find out their prior knowledge. A post-test was given to all students to determine their achievement in speaking English. The t-test formula was used to analyze the collected data. Based on the findings of this research, the t-obtained value was 12.396, and the t-table value was 1.670. The result of this study showed that there were significant differences of students’ speaking achievement in experimental class after getting treatment from Hello English compared to students’ speaking achievement in control class (conventional method). Based on the result of statistical analysis the alternative hypothesis (hₐ), which stated that there was a significant difference in speaking achievement in teaching speaking by using Hello English to tenth graders at SMA Muhammadiyah Pagar Alam, was accepted. On the other hand, the null hypothesis (H₀) was rejected.
The Use of Flashcards in Vocabulary Mastery of The Students With Down Syndrom at SLB Negeri Pagaralam Umi Kalsum; Fadilaturrahmah Fadilaturrahmah; Ido Yupiter
JEIT (Journal of Educational Innovations and Technologies) Vol. 1 No. 2 (2025): JEIT (Journal of Educational Innovations and Technologies)
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/jeit.1.2.2025.68

Abstract

It will be more complex and challenging when the English knowledge have to be delivered to the down syndrome students who essentially have serious interference in understanding concepts and ideas. Nevertheless, the teachers surely expect that students with down syndrome are able to comprehend English as students commonly. The main focus of this research was to find out there was any significant improvement in vocabulary mastery after applying flashcards to the students with down syndrom at SLB Negeri Pagaralam?” Pre-experimental design one group of pre test and post test method was used in this research. The result of pre-test and post-test in class were compared by using paired sample t-test. The value of t-obtained was 10.156, at the significance value p<0.05 in two tailed testing with df = 4, the critical value of the t-table was 2.776. Since the value of t-obtained was higher than the critical value of t-table, It mean there was any significant improvement in vocabulary mastery after applying flashcards. So that flashcards media could improve students’ vocabulary mastery to the students with down syndrom at SLB Negeri Pagaralam.

Page 1 of 2 | Total Record : 16

 1   2 

Filter by Year

2025 2025


Reset
Filter By Issues
All Issue Vol. 1 No. 2 (2025): JEIT (Journal of Educational Innovations and Technologies) Vol. 1 No. 1 (2025): JEIT (Journal of Educational Innovations and Technologies)