Journal of Innovative Technologies in Learning and Education
Journal of Innovative Technologies in Learning and Education (J-ITLE) is a peer-reviewed international journal that publishes cutting-edge research on the integration of innovative technologies in educational settings. The journal covers a wide range of topics, including but not limited to digital learning tools, educational software development, virtual and augmented reality in education, adaptive learning systems, and the impact of artificial intelligence on pedagogy. J-ITLE aims to bridge the gap between theory and practice by showcasing studies that provide actionable insights for educators, researchers, and technologists. The journal welcomes original research articles, review papers, case studies, and technical reports that contribute to the advancement of educational technology and its application in both formal and informal learning environments. Targeting an international audience, J-ITLE serves as a platform for the dissemination of scholarly work that addresses the evolving challenges and opportunities in education brought about by technological innovation.
Articles
24 Documents
<![CDATA[TEACHER PROFESSIONAL COMPETENCE AND ITS INFLUENCE ON STUDENT LEARNING MOTIVATION: INSIGHTS FROM SMAN WELULI ]]>
<![CDATA[Heribertus Dasi]]>;
<![CDATA[Yonly A. Benufinit]]>;
<![CDATA[Jhon Enstein]]>
<![CDATA[ Journal of Innovative Technologies in Learning and Education Vol. 1 No. 1 (2024): Journal of Innovative Technologies in Learning and Education - September 2024 ]]>
Publisher : <![CDATA[Universitas Citra Bangsa ]]>
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DOI: 10.37792/jitle.v1i1.1374
<![CDATA[This study aims to determine and measure the effect of teacher professional competence on student learning motivation at SMAN Weluli. Quantitative method together with associative research design was employed, data werely gathered via questionnaires from 20 students and 10 teachers. The results of the analysis revealed that there was a significant but weak connection between teacher professional competence with student learning motivation with determination coefficient equal to 4.5%. Simple regression tests showed that teacher competence contributed 4.5% to the variability of student learning motivation, while the other 95.5% was influenced by other factors. This study confirms the importance of improving teacher professional competence, especially in the pedagogical aspect, to support student learning motivation. On the other hand, these research results reveal a more holistic approach to enhancing motivation for student learning should be through exploring various other external factors. This study suggests that, further studies may be conducted using larger and more various samples with regard to variables such as family support and learning facilities to provide a more comprehensive understanding.]]>
<![CDATA[IMPLEMENTING QUIPPER SCHOOL TO ENHANCE STUDENT SELF-DIRECTED LEARNING IN BIOLOGY AT SMPK CITRA BANGSA MANDIRI KUPANG ]]>
<![CDATA[Eci Arince Tefa]]>;
<![CDATA[Jhon Enstein]]>;
<![CDATA[Yonly A. Benufinit]]>
<![CDATA[ Journal of Innovative Technologies in Learning and Education Vol. 1 No. 1 (2024): Journal of Innovative Technologies in Learning and Education - September 2024 ]]>
Publisher : <![CDATA[Universitas Citra Bangsa ]]>
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DOI: 10.37792/jitle.v1i1.1375
<![CDATA[This study aims to evaluate the effect of implementing Quipper School on students' learning independence in Biology subjects at SMPK Citra Bangsa Mandiri Kupang. This study uses a quantitative approach with a quasi-experimental design, involving 60 students divided into two groups: an experimental group using Quipper School and a control group using conventional learning methods. The results showed that there was a significant increase in students' learning independence in the experimental group compared to the control group, with the results of the independent t-test showing a p value <0.05 and a large effect size (Cohen's d = 0.84). The results indicate that Quipper School is resourceful as a medium for learning autonomy which enables the provision of access to materials, automatic assessment and real-time feedback features that can encourage students' autonomous studies. While this study still have weakness regarding to the generalization of its findings, it gives an implication for educators and policy makers that integrating educational technology in curriculum increases engagement. Future studies will benefit from including larger, and more diverse samples to support the generalizability of these results.]]>
<![CDATA[THE EFFECT OF MOBILE PHONE USE ON MATHEMATICS PERFORMANCE IN ONLINE LEARNING AT ELEMENTARY SCHOOL ]]>
<![CDATA[Windi Yuningsih]]>;
<![CDATA[Roswita Lioba Nahak]]>;
<![CDATA[Heryon Bernard Mbuik]]>
<![CDATA[ Journal of Innovative Technologies in Learning and Education Vol. 1 No. 1 (2024): Journal of Innovative Technologies in Learning and Education - September 2024 ]]>
Publisher : <![CDATA[Universitas Citra Bangsa ]]>
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DOI: 10.37792/jitle.v1i1.1377
<![CDATA[This study aimed to evaluate the effect of mobile phone use in online learning on mathematics performance among fifth-grade students at SD Inpres Sikumana II, Kupang. A quasi-experimental design was employed, involving 60 students divided into experimental and control groups. The experimental group used mobile phones intensively for accessing additional learning materials, video tutorials, and practice exercises, while the control group engaged in online learning with minimal mobile phone use. The results indicated a significant improvement in mathematics performance for the experimental group, with a mean post-test score of 75.6 compared to 65.3 for the control group. An independent t-test analysis revealed a statistically significant difference between the groups (t(58) = 4.89, p < 0.05), with a large effect size (Cohen’s d = 0.85). These findings suggest that mobile phones can be an effective tool for enhancing mathematics learning in an online environment, provided their use is properly managed and guided. However, the potential for distraction remains a concern, highlighting the need for teacher supervision to ensure mobile phones are used effectively for educational purposes. The study contributes to the existing literature on mobile learning and offers practical insights for educators and policymakers on integrating mobile technology into online learning strategies.]]>
<![CDATA[INNOVATIVE TEACHER REINFORCEMENT STRATEGIES TO ENHANCE STUDENT MOTIVATION IN ONLINE LEARNING ]]>
<![CDATA[Theresua Uto Maran]]>;
<![CDATA[Femberianus S. Tanggur]]>;
<![CDATA[Vera Rosalina Bulu]]>
<![CDATA[ Journal of Innovative Technologies in Learning and Education Vol. 1 No. 1 (2024): Journal of Innovative Technologies in Learning and Education - September 2024 ]]>
Publisher : <![CDATA[Universitas Citra Bangsa ]]>
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DOI: 10.37792/jitle.v1i1.1379
<![CDATA[This study examines the effectiveness of innovative reinforcement strategies by teachers in enhancing students’ motivation in online learning environments. Using a qualitative research approach with descriptive methods, the study explores how verbal, non-verbal, and digital reinforcement are implemented by teachers and how these strategies affect students’ engagement and academic achievement. The results show that reinforcement plays a significant role in maintaining students’ motivation, with a significant impact on students’ engagement in online classes and academic achievement. Despite the challenges faced by teachers, such as difficulties in providing timely and appropriate reinforcement in virtual settings and limitations in technological infrastructure, this study emphasizes the importance of these strategies for the effectiveness of online education. The study also highlights the importance of teacher training in reinforcement techniques so that educators can adapt their methods to the unique demands of online learning. The study concludes that reinforcement strategies are essential to creating a positive and productive online learning environment, significantly improving students’ motivation and learning outcomes. By implementing these strategies effectively, educators can contribute to the success of online education and support students in reaching their full potential.]]>
<![CDATA[EVALUATING USER SATISFACTION AND EFFICIENCY OF E-REPORT SYSTEMS IN VOCATIONAL SCHOOLS: A PIECES FRAMEWORK ANALYSIS FROM TEACHER PERSPECTIVES ]]>
<![CDATA[Vhivi Bulan]]>
<![CDATA[ Journal of Innovative Technologies in Learning and Education Vol. 1 No. 1 (2024): Journal of Innovative Technologies in Learning and Education - September 2024 ]]>
Publisher : <![CDATA[Universitas Citra Bangsa ]]>
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DOI: 10.37792/jitle.v1i1.1381
<![CDATA[This study aims to evaluate the user satisfaction and efficiency of E-Rapor system by qualitative approach with PIECES framework on SMK Negeri 1 Kupang. The study focuses on uncovering the ice in the E-Rapor system. The research aims to identify strengths and areas for improvement in the system. Findings indicate that while the E-Rapor system significantly streamlines the process of student assessment and reporting, some performance issues, such as system slowdowns during peak usage, require optimization. Teachers typically feel that the system is easy to use, processes data quickly and is accurate. Nonetheless, changes in report structures and improvements in data protection such as the deployment of tougher encryptions or regular audits are needed. It is further recommend that technological support services be refined to serve user needs more effectively. The study findings suggest that while the system has had an overall positive effect on student learning, further revisions will be necessary for consistent use and optimal user satisfaction, ultimately informing clear guidance for future improvements throughthe PIECES framework.]]>
<![CDATA[THE DEVELOPMENT OF ANDROID-BASED LEARNING MEDIA USING KODULAR IN BIOLOGY FOR GRADE VII STUDENTS AT PUBLIC JUNIOR HIGH SCHOOL 5 TAEBENU SATAP ]]>
<![CDATA[Aranci Amheka]]>;
<![CDATA[Khatrin J. Takuneno]]>;
<![CDATA[Yonly A. Benufinit]]>
<![CDATA[ Journal of Innovative Technologies in Learning and Education Vol. 1 No. 1 (2024): Journal of Innovative Technologies in Learning and Education - September 2024 ]]>
Publisher : <![CDATA[Universitas Citra Bangsa ]]>
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DOI: 10.37792/jitle.v1i1.1386
<![CDATA[The purpose of this study is to create an android-based learning media using Kodular for junior high school grade VII biology in Public Junior 5 Taebenu SATAP. The research took a quasi-experimental form, which then compared the efficacy of the media developed for traditional teaching methods in regard to enhancing student understanding of complex biological concepts. Significant improvements were shown in the post-test scores, engagement, and motivation for the first half of this experimental group by using Android-based learning media as compared to control group. The outcome surfaced that more interactive and multimedia-intensive user interface of mobile application provided significant influence on the level of understanding students had about abstract biological concepts, which consequently contribute to better learning results. While rural schools may lack the resources that such challenges demand, this study demonstrates the potentially revolutionary way that mobile learning tools can address science education. The results indicate that utilizing Android-supported applications in the classroom is a practical way to create individualized, engaging learning opportunities for learners of the 21st century]]>
<![CDATA[THE IMPACT OF TIKTOK SOCIAL MEDIA ON SCIENCE LEARNING OUTCOMES: A STUDY OF 5TH GRADE STUDENTS AT ST. YOSEPH CATHOLIC THREE ELEMENTARY SCHOOL IN KUPANG CITY ]]>
<![CDATA[Maria Anastasia Rato Kopa]]>;
<![CDATA[Asti Yunita Benu]]>;
<![CDATA[Vera Rosalina Bulu]]>
<![CDATA[ Journal of Innovative Technologies in Learning and Education Vol. 1 No. 1 (2024): Journal of Innovative Technologies in Learning and Education - September 2024 ]]>
Publisher : <![CDATA[Universitas Citra Bangsa ]]>
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DOI: 10.37792/jitle.v1i1.1387
<![CDATA[This research was conduct to analyze the effectivity of TikTok as a learning media in improving science learning outcome especially at 5th-grade students of St. Yoseph Catholic Three Elementary School of Kupang. The research utilized a quasi-experimental design with an experimental group being taught by TikTok videos and a control group by conventional teaching. Pre- and post-test results were reported as well as observations from the classroom data. Results showed significant change in scale among students of experimental group as compared to control group for respiratory system understanding. It was revealed that the introduction of TikTok made students more interactively engage in content and collective discussions assuring their motivation as well. Although there were a few limitations, differences of opinion on content precision when assessed, and perceptions towards TikTok as an entertainment platform that were prevailing challenges the results from this study suggest that TikTok can enhance learning outcomes in elementary science education. The implications are that educators should start to think about using TikTok as an educational tool, which could lead toward engaging and interactive learning spaces.]]>
<![CDATA[THE IMPACT OF CREATIVE PROBLEM SOLVING MODEL ON STUDENT LEARNING OUTCOMES IN INFORMATION AND COMMUNICATION TECHNOLOGY: A CASE STUDY AT PUBLIC JUNIOR HIGH SCHOOL N 7 AMABI OEFETO TIMUR ]]>
<![CDATA[Sarlota Uriana Babu]]>;
<![CDATA[Ellen Tantrisna]]>;
<![CDATA[Roswita Lioba Nahak]]>
<![CDATA[ Journal of Innovative Technologies in Learning and Education Vol. 1 No. 1 (2024): Journal of Innovative Technologies in Learning and Education - September 2024 ]]>
Publisher : <![CDATA[Universitas Citra Bangsa ]]>
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DOI: 10.37792/jitle.v1i1.1388
<![CDATA[This study aims to determine whether the implementation of the Creative Problem Solving (CPS) model has an effect on student learning outcomes in Information and Communication Technology (ICT) with study case at Public Junior High School N 7 Amabi Oefeto Timur. The methodology consisted in a quasi-experimental design study through the comparison of results under the pedagogy model CPS, taught to an experimental group and on traditional education, implemented on control group. Results showed that the experimental group had higher post-test scores than the control group in higher order thinking skills (problem-solving abilities) and understanding of ICT concepts. This was additionally seen with classroom observations where the students in the experimental group presented greater involvement, confidence in applying concepts of ICT to practical issues and collaboration with the peers. The first thing the CPS model did was start teaching students to think critically, accept that there are always multiple solutions and that together they can solve the problem. The findings indicated that the CPS model is an appropriate pedagogy for enhancing ICT learning performance, especially in resource-poor school contexts. The study suggests that the CPS model should be more prevalent in ICT education and should also be applied in online learning settings.]]>
<![CDATA[THE IMPACT OF HAMTARO BASKET MEDIA ON STUDENT LEARNING OUTCOMES IN ARITHMETIC OPERATIONS: A Case Study of Class II at Public Elementary School Oepura 4 Kupang ]]>
<![CDATA[Marianus Djemiu Raho]]>;
<![CDATA[Amanda Cornelia Naitili]]>;
<![CDATA[Vera Rosalina Bulu]]>
<![CDATA[ Journal of Innovative Technologies in Learning and Education Vol. 1 No. 1 (2024): Journal of Innovative Technologies in Learning and Education - September 2024 ]]>
Publisher : <![CDATA[Universitas Citra Bangsa ]]>
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DOI: 10.37792/jitle.v1i1.1399
<![CDATA[This study examines the Effectiveness of Hamtaro Basket Media as an Educational Media to Enhance Second Grade Student Learning in Arithmetic Operation at SDI Bertingkat Oepura 4, Kupang The study is defined as quasi-experimental design, in which, the population was a total 27 students into Experimental group consisting of (13) and Control group consisting of (14). The control group received traditional instruction: no handout, just a textbook and the teacher´s explanation, whereas the experimental group was taught with an interactive learning material (Hamtaro Basket Media). We analyzed data collected using pre- and post-tests, final examinations, and the independent samples T-test was used to find differences in learning outcomes of each group. The results demonstrated an increased of post-test scores was found in members of the experimental group, compared to control group to significant meaning that it is effective to use Hamtaro Basket Media for Improve Conceptual Understanding Students on Arithmetic concepts. Furthermore, students in the experimental group paid more attention and they worked harder during learning so studying process was more interesting for them participating in a two-way communication. In conclusion, these two studies imply that integrating interactive media such as Hamtaro Basket into mathematics instruction would improve student learning outcomes and engagement to a good extent.]]>
<![CDATA[ANALYSIS OF THE NEED FOR INTERNET OF THINGS CURRICULUM IN VOCATIONAL HIGH SCHOOLS: A Case Study of SMK Negeri 1 Kupang ]]>
<![CDATA[Daniela Bisik]]>;
<![CDATA[Khatrin J. Takuneno]]>
<![CDATA[ Journal of Innovative Technologies in Learning and Education Vol. 1 No. 1 (2024): Journal of Innovative Technologies in Learning and Education - September 2024 ]]>
Publisher : <![CDATA[Universitas Citra Bangsa ]]>
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DOI: 10.37792/jitle.v1i1.1400
<![CDATA[Internet of Things (IoT) education at the vocational school level can be well-integrated with other industries in order to enable students who are trained here to develop expertise and meet future demand in various industries. The study was conducted by analyzing the needs and constraints faced by SMK Negeri 1 Kupang in applying a smart education in learning IoT technology on the program of Technology and Network Engineering (TJKT). The present study followed a qualitative research approach and data were collected through interviews from teachers and students, school infrastructure assessment. The findings reveal significant curriculum gaps, inadequate resources and the unpreparedness of teachers to deliver IoT education. However, students expressed high levels of motivation to engage with IoT topics. The study concludes that, successful IoT education requires updating curriculum, developing specialized teachers, and enhancing infrastructure of vocational schools. By leveraging affordable IoT tools and fostering industry partnerships, schools can provide students with the practical skills needed to thrive in IoT-enabled industries.]]>
