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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 95 Documents
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DEVELOPMENT OF INTERACTIVE LEARNING MEDIA USING ADOBE FLASH CS6 FOR DIGITAL SIMULATION SUBJECTS: AN ADDIE-BASED DESIGN STUDY Mohammad Irfan Ali Fahroni; Anggara Sukma Adiyanta
JoEICT (Jurnal of Education And ICT) Vol 10, No 1 (2026)
Publisher : STKIP PGRI TULUNGAGUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/joeict.v10i1.1655

Abstract

The integration of technology in education has intensified the demand for engaging, interactive instructional resources. Despite this, many vocational high schools in Indonesia continue to rely on static, text-based materials that fail to meet the learning needs of twenty-first-century students. This study addresses the identified gap by developing an interactive learning medium for the Digital Simulation (SIMDIG) subject—specifically focused on Microsoft Excel statistical functions—using Adobe Flash CS6 at SMK Negeri 2 Tulungagung. The development followed the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model, which provides a systematic and iterative framework for instructional design. The needs-analysis phase employed structured observation and semi-structured interviews, revealing an over-reliance on printed handouts and PowerPoint presentations with limited interactive features. The designed medium incorporates animated explanations, an interactive evaluative component, and a navigable menu structure. Validity was assessed through expert reviews: the media expert awarded a feasibility score of 80% (Feasible), and the content expert assigned 85% (Highly Feasible). User-acceptability trials yielded 85% in a small-group trial (n = 5) and 84% in a large-group trial (n = 15), both classified as Highly Feasible. These findings suggest that the Adobe Flash-based medium effectively satisfies both technical and pedagogical quality standards, offering a replicable model for interactive media development in vocational education contexts. Future research should investigate its direct impact on student learning outcomes and extend its applicability to other SIMDIG topics.
THE COMBINED INFLUENCE OF LEARNING MOTIVATION AND PARENTAL INVOLVEMENT ON VOCATIONAL HIGH SCHOOL STUDENTS' ACHIEVEMENT IN OPERATING SYSTEM COURSES Moh Gufron; Jonantan Vicky Robet Bagaswara
JoEICT (Jurnal of Education And ICT) Vol 10, No 1 (2026)
Publisher : STKIP PGRI TULUNGAGUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/joeict.v10i1.1694

Abstract

Information and communication technology (ICT) education in Indonesian junior secondary schools has traditionally relied on lecture-based instruction, a format that affords learners limited opportunity for active engagement and often fails to translate into optimal learning outcomes. This study investigated whether an online-adapted demonstration method produced significantly different learning outcomes compared with a conventional lecture-based method among grade VII students studying basic Microsoft Word operations at a public junior secondary school (SMPN 2 Pakel) in Tulungagung, Indonesia, during the transition to remote instruction necessitated by the COVID-19 pandemic. A quantitative, quasi-experimental approach employing a nonequivalent pretest-posttest control-group design was adopted. From a population of 94 grade VII students, 62 students were selected through purposive sampling and assigned to an experimental class (n = 31), which received video-based demonstration instruction distributed through a class messaging group and a video-sharing platform, and a control class (n = 31), which received conventional text- and lecture-based instruction through the same digital channels. Achievement was measured using a validated multiple-choice test administered before and after treatment, and an independent-samples t-test was used to examine between-group differences once normality and homogeneity assumptions were confirmed. The mean posttest score of the experimental group (M = 83.06, SD = 7.49) exceeded that of the control group (M = 65.65, SD = 9.46); the independent-samples t-test indicated a statistically significant difference, t(60) = 8.035, p .001, mean difference = 17.42. These findings demonstrate that the online demonstration method produced a significantly larger improvement in learning outcomes than the conventional method, supporting multimedia- and constructivist-learning perspectives that visualized, sequential demonstration facilitates deeper comprehension of procedural ICT content even in a fully remote setting. The study contributes empirical evidence on adapting an inherently visual, hands-on teaching method to emergency remote instruction—an area that remains underexplored relative to research on demonstration teaching in face-to-face classrooms. Implications for ICT pedagogy, methodological limitations, and directions for future research are discussed.
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.
DEVELOPMENT OF AN INTERACTIVE E-MODULE BASED ON CONSTRUCT 2 FOR EDMODO LEARNING MATERIAL IN VOCATIONAL HIGH SCHOOL: A DESIGN AND VALIDATION STUDY Deny Ardiansah; Nurna Listya Purnamasari
JoEICT (Jurnal of Education And ICT) Vol 10, No 1 (2026)
Publisher : STKIP PGRI TULUNGAGUNG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/joeict.v10i1.1653

Abstract

The proliferation of mobile devices in educational settings has created significant opportunities for the development of interactive digital learning materials. However, the availability of engaging, context-appropriate electronic modules (e-modules) for vocational secondary school students in Indonesia remains limited, particularly for Digital Simulation and Communication subjects. This study aimed to develop and validate an interactive e-module based on Construct 2 software for Edmodo learning material targeting tenth-grade students at SMKN 2 Tulungagung, Indonesia. The Research and Development (RD) approach was adopted, guided by the ADDIE instructional design model (Analysis, Design, Development, Implementation, and Evaluation). The developed e-module was deployed as an Android-compatible application incorporating multimedia elements such as text, illustrations, animations, and interactive navigation. Validity was assessed through expert validation by a media specialist and a subject matter expert, followed by small-group (n = 5) and large-group (n = 20) student trials using structured questionnaires. Results demonstrated high feasibility scores: media expert validation yielded 83%, subject matter expert validation 93.8%, small-group trial 83%, and large-group trial 82.25%, producing an overall average of 85.5%, classified as "Very Eligible" according to the established feasibility rubric. These findings indicate that the Construct 2-based e-module constitutes a technically sound and pedagogically appropriate learning resource for vocational students. The study contributes a replicable development framework for creating mobile-first instructional media in resource-constrained educational contexts. Future research should examine the direct effects of the e-module on student learning outcomes, engagement, and self-regulated learning behavior through quasi-experimental designs
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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