cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Maulana Paramaditya Ananta
Contact Email
maulana@hikmahuniversity.ac.id
Phone
+6283189808302
Journal Mail Official
muhibuddin.fadhli.fip@um.ac.id
Editorial Address
Jl. Semarang No 5, Malang, Indonesia
Location
Kota malang,
Jawa timur
INDONESIA
Edcomtech: Jurnal Kajian Teknologi Pendidikan
Published by Universitas Negeri Malang
ISSN : 25489879     EISSN : 25992139     DOI : 10.17977
Core Subject : Education,
Education
Edcomtech is a journal in the field of educational technology which contains literature review, action research, case study research and empirical findings in scientific disciplines of educational technology theories and practices. The covered topics are involved the foundation and philosophy of educational technology, design and implementation, assessment and evaluation, strategies and models of general and specific learning, research and development methods, research and development methods, emerging technologies, and technology integration in learning. Journal of Edcomtech is willing to facilitate writers to disseminate conceptual ideas, development, and research findings which are useful in the development of science, study programs, and educational technology profession.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 15 Documents
 1   2 
Search results for , issue "vol. 11 no. 1 (2026)" : 15 Documents clear
Analyzing the Readiness of Javanese Language Teachers Toward the Implementation of Mobile Learning in Gresik Regency Sulih Aji Pangestu; Mustaji Mustaji; Citra Fitri Kholidya; Heras Widiyoko; Nurhairunnisah; Sinta Aniati
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 11 No. 1 (2026)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v11i12026p42-59

Abstract

This study analyzes the readiness of Javanese language teachers in Gresik Regency to adopt mobile learning by integrating the Technology Acceptance Model (TAM) and the Mobile Learning Readiness (MLR) framework as a multidimensional conceptual approach. This study provides theoretical and practical contributions by strengthening the literature on teacher readiness for mobile learning in Javanese language education and offering empirical evidence to support targeted digital literacy programs and innovative mobile-based learning for improving instructional quality and preserving local culture. The study employed an exploratory quantitative design involving 26 junior high school teachers using a standardized instrument measuring Perceived Ease of Use (PEOU), Perceived Usefulness (PU), and dimensions of technological, pedagogical, and psychological readiness. Data were analyzed using descriptive statistics and trend pattern analysis. The findings reveal an asymmetry between perceived ease of use and perceived pedagogical usefulness, significantly influenced by age and teaching experience. This study extends empirical evidence within the context of local language education and proposes data-driven intervention frameworks to strengthen teacher capacity in sustainable technology integration.
Innovation in Virtual Learning Based on Teaching Factory on Robotic Welding in Vocational Education: A Systematic Literature Review Herianto Herianto; Aditia Gustiana Gunawan; R. Machmud Sugandi
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 11 No. 1 (2026)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v11i12026p14-28

Abstract

The rapid adoption of automation and robotics in manufacturing has intensified the need for vocational graduates with integrated digital, systems-thinking, and advanced welding competencies. Despite growing interest in virtual learning and Teaching Factory (TeFa) models, research on their application in robotic welding education remains fragmented. This study synthesizes existing evidence on virtual Teaching Factory innovations for robotic welding in vocational education through a Systematic Literature Review conducted in accordance with PRISMA 2020 guidelines. Peer-reviewed journal articles and conference proceedings published between 2013 and 2024 were retrieved from Scopus, Web of Science, IEEE Xplore, ScienceDirect, and ERIC. Following rigorous inclusion and exclusion criteria, twenty studies were analyzed using thematic synthesis. The findings reveal that immersive technologies, particularly virtual reality, welding simulation, and augmented training environments, have demonstrated positive effects on practice-based learning outcomes. Influence learners’ cognitive and psychomotor skill development, motivation, and operational safety. However, virtual learning is predominantly implemented as a supplementary tool rather than as an integrated Teaching Factory system. Hybrid learning configurations that combine virtual and physical environments demonstrate the strongest potential for enhancing industrial relevance and systems-level understanding. This review contributes a reminder conceptual synthesis of virtual Teaching Factory applications in robotic welding and identifies critical gaps for future research, emphasizing the need for longitudinal, pedagogy-driven, and industry-validated studies to advance vocational education in Industry 4.0 contexts.
Do Flashcards Improve Biology Learning? A Systematic Review of Cognitive Learning Outcomes Ponasari Baron Mutiara Kenya; Made Duananda Kartika Degeng; Fikri Aulia
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 11 No. 1 (2026)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v11i12026p1-13

Abstract

Biology learning is often considered challenging due to its complex concepts, abstract processes, and numerous terms, which often result in low cognitive learning outcomes among students. Many students rely on passive learning strategies that are insufficient to support meaningful understanding and long-term retention. Consequently, there is a need for effective, evidence-based instructional media that can actively engage students and improve cognitive achievement in biology learning. This systematic literature review aims to examine the effectiveness of flash cards in improving students' cognitive learning outcomes in biology and to identify how they are used in classroom instruction. This study employs a systematic literature review to analyze empirical research articles published between 2021 and 2025 that investigate the use of flashcards in biology learning. The selected studies include experimental, quasi-experimental, and developmental research designs, mostly conducted at the secondary education level. Data were analyzed through qualitative descriptive methods by comparing the implementation of learning, learning outcomes, and cognitive impacts reported between the experimental and control groups. The results showed that flash cards consistently improved students' cognitive learning outcomes, particularly in remembering, understanding, and applying biology concepts. The experimental group that used flashcards achieved higher posttest scores and greater learning gains than the control group that used conventional learning methods. Flashcards were most effective when integrated into active learning activities, supported by visual representations, and used to facilitate repeated retrieval of biological knowledge.
From Conventional Practice to Immersive Simulation: A Systematic Literature Review on Virtual Professional Makeup as Transformative Learning Media Iut Nuraini; Ria Andriani Mukti; Fitria Hansyah Fatmasari; Quienera Putra Joshua
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 11 No. 1 (2026)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v11i12026p86-107

Abstract

Innovative technologies have expanded across various fields of vocational education, including the use of immersive technologies in legal education for soft skills development and virtual clinical simulations in nursing education. However, the application of immersive technologies in creative professions, including cosmetology education, remains relatively limited. This study aims to explore the pedagogical benefits of immersive virtual simulations in supporting the development of professional skills in makeup and beauty education. This research employs a systematic literature review based on PRISMA 2020 criteria, analyzing a total of 32 peer-reviewed articles published between 2016 and 2026. The findings indicate that immersive simulations, such as virtual reality (VR), augmented reality (AR), and interactive 3D environments, can enhance psychomotor skills, learner engagement, intrinsic motivation, and professional confidence. These improvements are particularly evident in structured vocational fields such as nursing, engineering, and technical education, where measurable gains in procedural accuracy and cognitive engagement have been observed. However, the literature also shows that the mere presence of technology does not guarantee learning effectiveness. Pedagogical factors such as interactivity, sense of presence, quality of feedback, simulation fidelity, and cognitive load management play a crucial role in determining learning success. Furthermore, studies specifically addressing professional cosmetology education remain very limited. Overall, immersive learning has significant potential to transform vocational education systems into more flexible and learner-centered environments.
Academic Quality Culture: Influence on Student Learning Concentration through Learning Management System-Based Classroom Management Mohamad Shepna Giantama; Reza Ifnuari; Neti Karnati; Desi Rahmawati; Aldo Redho Syam
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 11 No. 1 (2026)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v11i12026p29-41

Abstract

This research is aimed at investigating the effect of academic quality culture on student learning concentration with LMS-based classroom management as an intervening variable in higher education. There is a signficant amount of research on academic quality and digital learning environments. However little empirical evidence exists to cliffhanger how the institutional culture of quality manifests through technology-mediated pedagogical practices in shaping attentional engagement. Based on a quantitative survey design using Structural Equation Modeling (SEM) with SmartPLS, the study obtained data collected from 391 undergraduate students of Faculty of Teacher Training and Education, Universitas Pakuan Bogor, Indonesia through proportionate stratified random sampling represented by six study programs. Academic quality culture (30 items, α = 0.91), LMS-based classroom management (28 items, α = 0.89), and learning concentration (30 items, α = 0.93) were measured with validated instruments. The results demonstrate that the effect of academic quality culture on learning concentration (β = 0.34, p < 0.01) and LMS-based classroom management (β = 0.52, p < 0.01) is direct for both types of effects in this model LMS-based classroom management has a positive impact on learning concentration (β = 0.41, p < 0.01), which partially mediates the relationship between academic quality culture and learning concentration (indirect effect = 0.213, p < 0.01). The variance explained in learning concentration is 58.6% by the model. The results indicate that developing a high-quality academic culture promotes student attention directly and indirectly as well, by enhancing pedagogical management via LMS. Implication of this study contributes an innovative integrative framework connecting institutional quality culture, classroom management, cognitif learning outcomes, and student learning concentration at higher education in Indonesia.
Developing Ethnopedagogical Interactive Media to Improve Fifth-Grade Students’ Social Studies Concept Understanding Sriati Sriati; Ismira Ismira; Hafiz Hidayat
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 11 No. 1 (2026)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v11i12026p143-156

Abstract

This study aimed to develop ethnopedagogical-based interactive learning media to improve fifth-grade elementary school students’ conceptual understanding in Social Studies learning. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The effectiveness of the developed media was examined using a quasi-experimental pretest–posttest control group design involving 50 fifth-grade students from two elementary schools in Kerinci Regency, Indonesia. Data were collected through expert validation sheets, conceptual understanding tests, and student response questionnaires. The developed media integrated Kerinci local cultural values into interactive digital learning materials through multimedia features such as images, videos, animations, and quizzes. The validation results showed that the media achieved an average score of 93.7%, indicating a highly valid category. The practicality test results showed a percentage score of 88.13%, categorized as highly practical. The effectiveness analysis revealed a significant improvement in students’ conceptual understanding, indicated by an increase in the average score from 55.275 in the pretest to 80.335 in the posttest. The N-Gain result of 0.561 was categorized as moderate improvement, while the Independent Sample t-test showed a significant difference between the experimental and control groups (p < 0.05). These findings indicate that ethnopedagogical-based interactive learning media is valid, practical, and effective in improving students’ conceptual understanding in Social Studies learning. The integration of local cultural values into digital learning media also contributes to more contextual and meaningful learning experiences in elementary schools.
Audiovisual Media Effects on Poetic Imagery and Symbolic Depth in Bullying-Themed Poetry Writing: A Systematic Literature Review Rozanna Ismarika; Hasan Busri; Dyah Werdiningsih
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 11 No. 1 (2026)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v11i12026p60-74

Abstract

This systematic literature review aims to examine the effects of audiovisual media on poetic imagery and symbolic depth in bullying-themed poetry writing. Bullying remains a significant issue in educational settings, while poetry writing has emerged as a creative pedagogical tool that enables students to express their emotional experiences. However, the integration of audiovisual stimuli in poetry instruction remains underexplored, particularly regarding its impact on the quality of imagery and symbolism. This review analyzed 45 peer-reviewed articles published between 2015 and 2025, indexed in Scopus, Web of Science, and ERIC, following the PRISMA protocol. The findings identify three main thematic clusters. First, audiovisual media significantly enhance sensory imagery and figurative language in students’ poetry. Second, exposure to bullying-themed audiovisual content contributes to deeper symbolic meaning and greater metaphorical complexity. Third, multimodal pedagogical approaches promote emotional engagement and empathic perspective-taking, which in turn improve the overall literary quality of students’ poems. In addition, this review highlights several methodological gaps, particularly the limited number of longitudinal studies and the insufficient consideration of diverse cultural contexts. Based on these findings, a Multimodal Affective Symbolic (MAS) framework is proposed, integrating cognitive, affective, and semiotic dimensions. The implications for creative writing pedagogy and anti-bullying education are also discussed.
The Application of Knowledge Management in Realising a Learning Organization in Training Institutions Manshur Riadli; Tina Rahmawati
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 11 No. 1 (2026)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v11i12026p128-142

Abstract

This study aims to analyse the implementation of knowledge management and its role in fostering learning organisations within training institutions. A mixed-methods approach with a concurrent embedded design was employed, in which qualitative data served as the primary source and quantitative data as supporting evidence. Data were collected from institutional leaders, knowledge management administrators, and staff through interviews, observations, document analysis, and questionnaires. The findings indicate that knowledge management is implemented through systematic stages, including the identification, acquisition, storage, utilisation, and evaluation of knowledge. The effectiveness of its implementation is influenced by key factors such as human resources, organisational culture, and information systems. In addition, the presence of structured learning forums, integrated learning systems, and the use of digital technologies reflect the characteristics of a learning organisation within the institutions. Quantitative analysis further reveals that knowledge management has a positive and significant effect on the development of a learning organisation. This study contributes to the field of educational technology by demonstrating how knowledge management practices can support organisational learning through technology-enabled systems. The findings provide practical implications for training institutions in designing more effective knowledge management strategies to enhance organisational performance and sustainability.
Evaluation of the Coaching Training Programme for Improving Employee Performance at PT Pama Persada Nusantara Warsono Hadi Mulyono; Sujarwo Sujarwo; Yudan Hermawan
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 11 No. 1 (2026)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v11i12026p75-85

Abstract

This study evaluates the effectiveness of a coaching training program implemented at PT Pama Persada Nusantara using the CIPPO (Context, Input, Process, Product, Outcome) framework. Adopting an evaluative qualitative approach, data were collected over four months through observations, in-depth interviews with 18 purposively selected participants, questionnaires, and document analysis. The findings reveal that the program is well aligned with organizational needs and supported by adequate resources and interactive learning processes. Measurable improvements were identified in participants’ coaching competencies, with average scores increasing from 2.6 to 4.1, alongside high satisfaction levels (4.3/5). Early indications of behavioral change were also observed, as approximately 70% of participants reported applying coaching practices in the workplace, accompanied by modest improvements in team performance indicators. However, the study identifies several limitations, including limited practice duration, reliance on self-reported measures, and the absence of longitudinal evaluation to assess sustained impact. The findings suggest that while the program is effective as a short-term learning intervention, its long-term effectiveness depends on stronger organizational integration and the adoption of technology-enhanced learning approaches. This study contributes by extending the CIPPO model through the incorporation of measurable indicators and highlighting the role of digital tools in supporting continuous professional learning within organizational contexts.
The Role of Generative AI in Advancing Educational Technology Research: A Systematic Review of Qualitative Data Analysis Dedi Aco; Ming-Chou Liu; Harmita Sari
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 11 No. 1 (2026)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v11i12026p108-127

Abstract

Large language models (LLMs) are increasingly used for qualitative data analysis; however, questions remain regarding their reliability compared to human coders. Following PRISMA 2020 guidelines, this systematic review synthesizes empirical evidence on the use of generative artificial intelligence for coding interview and focus group data. Of the 1,085 records retrieved from six academic databases between 2020 and 2026, 30 studies met the inclusion criteria. The findings indicate that LLMs, predominantly GPT-4, achieve moderate to substantial thematic agreement with human coders, with Cohen’s kappa values ranging from 0.40 to 0.91 (median 0.72) and accuracy rates between 77% and 96%. Reliability significantly improves with optimized prompting strategies and multi-run ensemble methods. Although LLMs demonstrate exceptional efficiency, reducing analysis time by 80% to 95%, they still face limitations in capturing cultural nuance, interpretive depth, and context-dependent coding. Therefore, current evidence supports the use of LLMs as an augmentation tool rather than a replacement for human researchers. Hybrid human-AI workflows, combining computational efficiency with human interpretive rigor, represent the most promising approach for robust qualitative analysis. For educational researchers, these findings highlight the potential of LLMs to advance qualitative learning analytics by enabling rapid processing of large-scale student data. Ultimately, this hybrid approach allows for deeper insights into technology-enhanced learning environments without sacrificing pedagogical nuance.

Page 1 of 2 | Total Record : 15

 1   2 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 11 No. 2 (2026): On Progress Vol. 11 No. 1 (2026) Vol. 10 No. 2 (2025) Vol. 10 No. 1 (2025) Vol. 9 No. 2 (2024) Vol. 9 No. 1 (2024) Vol. 8 No. 2 (2023) Vol. 8 No. 1 (2023) Vol. 7 No. 2 (2022) Vol. 7 No. 1 (2022) Vol. 6 No. 2 (2021) Vol. 6 No. 1 (2021) Vol. 5 No. 2 (2020) Vol. 5 No. 1 (2020) Vol. 4 No. 2 (2019) Vol. 4 No. 1 (2019) Vol. 3 No. 2 (2018) Vol. 3 No. 1 (2018) Vol. 2 No. 2 (2017) Vol. 2 No. 1 (2017) Vol. 1 No. 2 (2016) Vol. 1 No. 1 (2016) More Issue