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Journal of Innovative Technologies in Learning and Education
Published by Universitas Citra Bangsa
ISSN : -     EISSN : 30641039     DOI : https://doi.org/10.37792/jitle.v3i1
Core Subject : Science, Education, Social,
Computer Science & IT Education Social Sciences Other
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.
Arjuna Subject : Umum - Umum
Articles 24 Documents
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DEVELOPMENT OF COMIC-BASED TEACHING MATERIALS TO IMPROVE STUDENT LEARNING OUTCOMES ON WATER CYCLE MATERIALS IN CLASS VC SDN MAULAFA KUPANG CITY Bernadino Ceunfin; Yulsy Marselina Nitte; Heryon Bernard Mbuik
Journal of Innovative Technologies in Learning and Education Vol. 2 No. 2 (2025): Journal of Innovative Technologies in Learning and Education - September 2025
Publisher : Universitas Citra Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37792/jitle.v2i2.1874

Abstract

This research aims to develop comic-based teaching materials that are feasible, attractive, practical, and effective to improve student learning outcomes on water cycle materials in the VC class of SDN Maulafa Kupang City. The research method uses a Research and Development (R&D) approach with the ADDIE model which includes needs analysis, design, development through expert validation, trial implementation, and evaluation. The research subjects consisted of 29 students, with instruments in the form of expert validation questionnaires, teacher and student response questionnaires, and learning outcome tests. The results of the study showed that the comic teaching materials received very decent assessments from material experts (98%), linguists (90%), media experts (97%), teacher responses (97%), and student responses (93%). Student learning outcomes also increased significantly, with an average pretest score of 79% rising to 88% on the posttest (very good category). The gain test value of 0.84 (>0.7) indicates an increase in the high category. Data analysis using the t-test with the help of SPSS version 23 shows that the data is normally distributed so that it can be analyzed parametrically. The test results showed a Sig. (2-tailed) value < 0.05, which means Ho was rejected and Ha was accepted. Thus, the use of comic-based teaching materials has a significant effect on improving student learning outcomes. This study concludes that comic-based teaching materials are effectively used and can be an innovative alternative in learning science science in elementary schools, especially in water cycle materials.
IMPROVEMENT OF STUDENT ACHIEVEMENT THROUGH PROBLEM-BASED LEARNING SYSTEM WITH A DIFFERENTIATED APPROACH: OBJECT-ORIENTED PROGRAMMING SUBJECT Wahyudin Wahyudin; Dwi Fitria Al Husaeni; R. Rasim; Khyrina Airin Fariza Abu Samah; Shah Nazir
Journal of Innovative Technologies in Learning and Education Vol. 3 No. 1 (2026): Journal of Innovative Technologies in Learning and Education - January 2026
Publisher : Universitas Citra Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37792/jitle.v3i1.1884

Abstract

The quality of education can determine a country's success in facing the industrial revolution 4.0. Learning innovation towards a new paradigm is expected to be able to solve problems entering the era of Industrial Revolution 4.0. Therefore, this research creates a learning innovation that aims to improve student learning outcomes, especially in object-oriented programming material using a problem-based learning system with a differentiated learning approach. Quantitative research methods with a quasi-experimental design in the form of a non-equivalent pretest-posttest control group design were used in this research. The research subjects were 71 students in class X vocational school majoring in software engineering at SMKN 1 Cimahi, Indonesia. This research focuses on improving learning outcomes for object-oriented programming. The research results show that the abilities of students who use a problem-based learning system with a differentiated approach are more even and higher. Using a differentiated learning approach in problem-based learning is more effective in improving student learning outcomes in object-oriented programming material, compared to just using a problem-based learning model. It is hoped that this research can become a reference to improve the quality of learning to prepare students to face the era of industrial revolution 4.0.
THE EFFECTIVENESS OF USING AUDIO-VISUAL MEDIA BASED ON POLYA'S PROBLEM-SOLVING THEORY IN ELEMENTARY SCHOOL STUDENTS' MATHEMATICS LEARNING (CASE STUDY AT THE UPTD SDN MAULAFA) Khatrin Taku Neno
Journal of Innovative Technologies in Learning and Education Vol. 3 No. 1 (2026): Journal of Innovative Technologies in Learning and Education - January 2026
Publisher : Universitas Citra Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37792/jitle.v3i1.1919

Abstract

This study aimed to examine the effectiveness of using audio-visual media based on Polya’s Problem-Solving Theory in improving elementary school students’ mathematical problem-solving abilities. This research employed a quantitative approach with a quasi-experimental design using a pretest–posttest control group design. The subjects of the study were elementary school students at UPTD SDN Maulafa, who were divided into an experimental group and a control group. The experimental group was taught using audio-visual media integrated with Polya’s problem-solving stages, while the control group received conventional instruction. Data were collected through problem-solving tests and classroom observations. The data were analyzed using descriptive statistics and inferential statistics, including normality tests, homogeneity tests, and independent samples t-tests. The results showed that students in the experimental group achieved higher posttest scores and greater improvement in mathematical problem-solving abilities compared to students in the control group. Statistical analysis indicated that the data were normally distributed and homogeneous, and the t-test results revealed a significant difference between the two groups. Observation results also showed that students in the experimental group demonstrated higher levels of engagement, participation, and motivation during the learning process. Based on these findings, it can be concluded that the use of audio-visual media based on Polya’s Problem-Solving Theory is effective in improving elementary school students’ mathematical problem-solving abilities and learning activities. This instructional approach can be considered an effective and innovative alternative for enhancing the quality of mathematics learning in elementary schools.
The AI Co-Author: Investigating the Impact of Generative AI on Creative Short Story Writing Skills on the Students of English Education Study Program Christmas Prasetia Ate; Dortean Amelia Jois Jaha
Journal of Innovative Technologies in Learning and Education Vol. 3 No. 1 (2026): Journal of Innovative Technologies in Learning and Education - January 2026
Publisher : Universitas Citra Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37792/jitle.v3i1.1921

Abstract

This qualitative case study investigates the impact of Generative AI (GenAI) as a "co-author" on the creative short story writing skills of 19 fourth-semester students in the English Education Study Program at Citra Bangsa University. Amidst the growing debate on AI in education, this study explores how EFL learners utilize tools like ChatGPT to overcome challenges such as blank page syndrome and limited lexical resources. Data were collected through semi-structured interviews, reflective journals, and analysis of digital artifacts (chat logs and story drafts) following a six-week creative writing workshop. The findings reveal that GenAI significantly reduced writing anxiety by serving as an ideation partner and expanded students' descriptive vocabulary through context-specific synonyms. However, the study also highlights a complex negotiation of authorship, where students acted as "creative directors," curating AI outputs to ensure cultural relevance and narrative voice. The research concludes that integrating GenAI requires a pedagogical shift from product-oriented to process-oriented assessment, emphasizing "prompt engineering" as a critical new literacy for future English teachers

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