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Gerlan Apriandy Manu
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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 32 Documents
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EFFECTIVENESS OF VISUAL PROGRAMMING AND TEXT-BASED PROGRAMMING IN DEVELOPING STUDENTS' COMPUTATIONAL THINKING SKILLS Khatrin Taku Neno; Floriana Letni Banung
Journal of Innovative Technologies in Learning and Education Vol. 3 No. 2 (2026): Journal of Innovative Technologies in Learning and Education - September 2026
Publisher : Universitas Citra Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37792/tgk61021

Abstract

Computational thinking is an essential skill in 21st-century education because it supports logical, systematic, and structured problem solving. This study compared visual programming using Scratch and text-based programming using Python in developing students' computational thinking skills. A quantitative quasi-experimental pretest-posttest comparison-group design was conducted at SMK N 4 Kupang with 25 students in Class X DPK and 24 students in Class X DKV 1. Each group received one instructional session scheduled for 2 × 45 minutes, with the same researcher serving as instructor. Both groups learned standard algorithms and the Stack data structure through equivalent learning objectives, materials, activities, tasks, instructional sequence, duration, and assessment procedures. Data were collected using an essay-format computational-thinking test and classroom observations. Descriptive statistics and N-Gain scores were used to describe learning improvement, while an independent-samples t-test was used to compare N-Gain scores. The visual programming group increased from a mean pretest score of 45.40 to 88.13, with an average N-Gain of 0.78 (High), whereas the text-based group increased from 48.00 to 72.50, with an average N-Gain of 0.49 (Medium). The between-group comparison yielded t(47) = 8.12, p < .001, with Cohen's d = 2.37. Classroom observations indicated more structured use of visual blocks for algorithm construction in the Scratch group and more syntax-focused trial-and-error behavior in the Python group. The findings are interpreted within the context of two intact classes at one school.
INTEGRATING EDUCATIONAL SOFTWARE INTO THE NIGERIAN CORRECTIONAL SERVICE CURRICULUM: PROSPECTS FOR DIGITAL LITERACY, REHABILITATION AND HUMAN CAPITAL DEVELOPMENT Nura Umar Manya Manya
Journal of Innovative Technologies in Learning and Education Vol. 3 No. 2 (2026): Journal of Innovative Technologies in Learning and Education - September 2026
Publisher : Universitas Citra Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37792/v4p7vk18

Abstract

The increasing importance of digital technology in education, employment and social life presents new opportunities for strengthening correctional education in Nigeria. The Nigerian Correctional Service (NCoS) has a statutory responsibility to promote the reformation, rehabilitation and reintegration of inmates, including through educational and vocational skills programmes. However, conventional correctional education may not adequately address the digital competencies required for contemporary social and economic participation. This paper examines the prospects of integrating educational software into the Nigerian Correctional Service curriculum, with particular attention to digital literacy, rehabilitation and human capital development. The study adopted a qualitative documentary research design. Sources were identified through targeted searches of legal repositories, United Nations and UNESCO publications, and scholarly databases covering approximately 2015–2025, and were screened against explicit inclusion criteria. Thematic analysis was used to code, compare and synthesise legal provisions, international standards and scholarly studies. The analysis indicates that educational software can support computer literacy, literacy and numeracy, vocational learning, academic progression, digital information management, self-directed learning and employability. Evidence from correctional education research also indicates that education can contribute to improved post-release outcomes, although results vary across programmes and contexts and cannot be assumed to transfer automatically to Nigeria. Nigerian studies identify educational and distance-learning programmes as useful rehabilitation mechanisms while also reporting infrastructure, funding, staffing and internet-access constraints. The paper argues that digital correctional education should be introduced through secure, supervised and curriculum-aligned platforms rather than unrestricted internet access.

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