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Fahrur Rozi
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Jl. Mayor Sujadi No.7, Manggisan, Plosokandang, Kec. Kedungwaru, Kabupaten Tulungagung, Jawa Timur 66229
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INDONESIA
Journal of Education and ICT
Published by Universitas Bhinneka PGRI
ISSN : 2459993X     EISSN : 29873215     DOI : https://dx.doi.org/10.29100/joeict.v9i1.7958
Core Subject : Science, Engineering,
Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management
This journal encompasses original research articles, review articles, and short communications, including: Pendidikan Teknologi Informasi Information System Artificial Intelligence AI & Expert systems Database Systems Computing Languages & Algorithms Computer Networks & Communications Computer Architecture
Arjuna Subject : Ilmu Komputer (semua kategori) - Ilmu Komputer (Lain-Lain)
Articles 5 Documents
 1 
Search results for , issue "vol 9, no 2 (2025)" : 5 Documents clear
THE CHARACTER VALUE OF RESPECT AMONG LOWER-GRADE STUDENTS AT SD NEGERI 2 BENDUNGAN, GONDANG, TULUNGAGUNG ACADEMIC YEAR 2025/2026 Nourma Oktaviarini
JoEICT (Jurnal of Education And ICT) Vol 9, No 2 (2025)
Publisher : STKIP PGRI TULUNGAGUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/joeict.v9i2.10104

Abstract

The character value of respect among students encompasses the values of affection, humility, honesty, and tolerance. The implementation of respect character values among students has been carried out effectively, as evidenced by students’ ability to demonstrate indicators of respectful character. This study aims to describe the implementation of respect character values among lower-grade students at SD Negeri 2 Bendungan. This research employed a qualitative method with a phenomenological approach. Data were collected through observation, interviews, and documentation. The results showed that the average implementation of respect character values among lower-grade students was categorized as good, with the following percentages: honorific aspect 91%, appreciation 84%, respectfulness 70%, friendliness 83%, harmony 89%, politeness 78%, and manners 88%. The conclusions are as follows: (1) honorific—students use polite language when communicating with others; (2) appreciation—students respect and accept differences; (3) respectfulness—students demonstrate respect by valuing others’ actions; (4) friendliness—students display friendly behavior toward others; (5) harmony—students maintain peaceful relationships with peers to avoid conflict; (6) politeness—students behave politely toward friends and others; and (7) manners—students demonstrate proper etiquette and comply with school rules
DEVELOPMENT OF SWAV MEDIA (SPARKOL WHITEBOARD ANIMATION VIDEOSCRIBE) IN THE DIRECT INSTRUCTION MODEL TO IMPROVE INTEREST AND LEARNING OUTCOMES Lovry Arindo Setiawan
JoEICT (Jurnal of Education And ICT) Vol 9, No 2 (2025)
Publisher : STKIP PGRI TULUNGAGUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/joeict.v9i2.10146

Abstract

This study aims to describe the validity, practicality, and effectiveness of SWAV (Sparkol Whiteboard Animation Videoscribe) media in the direct instruction model in increasing the interest and learning outcomes of ninth-grade students at SMPN VI Tulungagung in congruence and similarity. The type of research used is RD development research using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). Data collection methods used questionnaires and student learning outcome test instruments. The results of this study obtained an average score of 3.79 from media expert validators, which is considered valid. The average score from subject matter expert validators was 3.7, which is also considered valid. The practicality score from subject matter experts was 3.75, which is considered practical for use. Meanwhile, the small class trial validity score was 3.87 and the large class score was 3.81. The small class media practicality score was 3.87 and the large class score was 3.93. To determine the effectiveness of this media, it was proven by the average pre-test score of 55.74 and the post-test score of 82.70. Based on the t-test calculation using SPSS, a 2-tails significance value of 0.0000.005 was obtained, so H0 was rejected and H1 was accepted. The conclusion of this study is that the SWAV media is valid, practical, and effective for increasing the interest and learning outcomes of ninth-grade students.
DEVELOPMENT OF A LECTORA-BASED ELECTRONIC MODULE FOR DIGITAL SIMULATION SUBJECT IN GRADE X AT SMKN 2 TULUNGAGUNG: A R2D2 MODEL APPROACH Oktavia Riski Ayu Fatimah; Nurna Listya Purnamasari
JoEICT (Jurnal of Education And ICT) Vol 9, No 2 (2025)
Publisher : STKIP PGRI TULUNGAGUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/joeict.v9i2.1647

Abstract

The limited availability of digital learning media in vocational secondary schools represents a critical challenge that hampers students' self-directed learning and engagement. This study addresses this gap by developing a Lectora Inspire-based electronic module (e-module) for the Digital Simulation subject in Grade X at SMKN 2 Tulungagung, Indonesia. The development employed the Reflective, Recursive Design and Development (R2D2) model, which encompasses three interconnected phases: Define Focus, Design and Development Focus, and Dissemination Focus. Product validation was conducted through expert review panels comprising a media expert and a subject-matter expert, followed by user trials with student groups. Quantitative data were collected using Likert-scale questionnaires and analyzed using feasibility percentage formulas. Validation results demonstrated that the e-module achieved a media expert feasibility score of 82.8%, a subject-matter expert feasibility score of 92.5%, a small-group trial score of 80.5%, and a large-group trial score of 85.0%. The overall average feasibility index reached 84.75%, classified as "Very Feasible" according to established criteria. These findings confirm that the developed e-module is suitable for deployment as an instructional medium in the Digital Simulation subject, offering a replicable model for technology-enhanced learning material development in vocational education contexts
THE INFLUENCE OF STUDY HABITS ON LEARNING MOTIVATION AND ACADEMIC ACHIEVEMENT IN DIGITAL SIMULATION SUBJECT: A QUANTITATIVE STUDY AT A VOCATIONAL HIGH SCHOOL Yandria Elmasari; Annisaa Fadhila
JoEICT (Jurnal of Education And ICT) Vol 9, No 2 (2025)
Publisher : STKIP PGRI TULUNGAGUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/joeict.v9i2.1646

Abstract

Study habits represent a critical internal factor that shapes students’ academic trajectories, yet the differential effects of study habits on motivational outcomes versus cognitive achievement remain insufficiently understood in the context of vocational secondary education. This study investigates the influence of study habits on two distinct learning outcomes—learning motivation (Y₁) and academic achievement (Y₂)—among Grade X students enrolled in the Digital Simulation and Communication (SIMDIG) subject at SMKN 2 Tulungagung, Indonesia. A quantitative correlational design was employed, with data collected from 76 students selected via purposive sampling (15% of the total population of 505 students) across three classes. Data were obtained through a closed Likert-scale questionnaire (1–4) validated via SPSS (19 valid items for study habits; 22 for learning motivation) and supplemented with mid-term examination scores as the academic achievement indicator. Simple linear regression and t-test analyses were applied after confirming the assumptions of normality, linearity, homogeneity, and homoscedasticity. Results revealed that study habits significantly predicted learning motivation (sig. = 0.000, R = 0.682, R² = 0.465), accounting for 46.5% of the variance, whereas no significant relationship was observed between study habits and academic achievement (sig. = 0.283, R = 0.125, R² = 0.016). These findings suggest that while consistent study habits substantially enhance student motivation in vocational ICT settings, academic achievement is governed by a broader constellation of internal and external factors. Practical implications for vocational educators and future research directions involving multivariate and digital-mediated learning environments are discusse.
THE EFFECT OF LEARNING STYLES AND GADGET USAGE ON STUDENT LEARNING OUTCOMES IN DIGITAL SIMULATION SUBJECTS: A QUANTITATIVE STUDY AT VOCATIONAL HIGH SCHOOL Tutut Wi Veren; Fahrur Rozi
JoEICT (Jurnal of Education And ICT) Vol 9, No 2 (2025)
Publisher : STKIP PGRI TULUNGAGUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/joeict.v9i2.1645

Abstract

This study investigates the effect of learning styles and gadget usage on student learning outcomes in the Digital Simulation (SIMDIG) subject at SMK Negeri 2 Tulungagung, Indonesia. Despite the widespread integration of digital devices in secondary education, empirical evidence on how unregulated gadget use and individual learning styles jointly affect academic performance in vocational settings remains limited. Employing a quantitative non-experimental correlational design, this study collected data from 76 Grade X students selected through purposive sampling from a population of 505. Data were gathered using a closed Likert-scale questionnaire and documentation of KD 3.9 scores. Multiple linear regression analysis was conducted following prerequisite tests for normality (Kolmogorov–Smirnov), linearity, and multicollinearity. Results revealed that learning style does not significantly predict learning outcomes (t = 0.842, p = 0.403 0.05), while gadget usage demonstrates a significant negative effect on learning outcomes (t = 2.274, p = 0.026 0.05). Simultaneously, both variables do not produce a combined significant effect (F = 2.736, p = 0.071 0.05). These findings suggest that while individual learning styles may require more targeted instructional mediation to manifest effects on academic performance, gadget misuse during instructional time represents a salient and actionable predictor of reduced learning outcomes. Implications for teachers, school administrators, and educational technology policymakers are discussed. 

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