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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 204 Documents
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The Triad of Cloud, Analytics, And Pedagogy: A Systematic Review of Ai-Driven Personalization in Cloud-Based Learning Environments Rezky Yudistira Prabowo; Didi Susianto
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 10 No. 1 (2025)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v10i12025p44-59

Abstract

This systematic review investigates the convergence of cloud computing, learning analytics, and artificial intelligence (AI) in enabling personalized learning within cloud-based environments. The study aims to map the intellectual structure, methodological trends, and core challenges within this interdisciplinary domain. Adhering to the PRISMA 2020 guidelines, we analyzed 40 seminal publications (2017-2025) sourced primarily from Scopus. Our analysis reveals a field dominated by a potent triad synergy, where scalable cloud infrastructure serves as the foundational enabler, learning analytics acts as the central nervous system for generating insights, and AI forms the intelligent core for driving pedagogical adaptations. However, the results identify significant imbalances: a predominant focus on technical feasibility and technology adoption models (e.g., TAM) overshadows deeper grounding in learning theories, while a pronounced geographical bias towards the US and China limits the generalizability of findings. The discussion underscores that the connection between data-driven insights and pedagogical execution often remains mechanistic, and ethical considerations, though emerging, require more robust, context-sensitive frameworks. We conclude that the field must evolve from technical demonstration towards pedagogically-grounded, ethically-aware, and empirically-validated research. Future directions should prioritize longitudinal studies, the integration of collaborative learning models, and investigations in underrepresented regions to ensure the development of equitable and effective AI-driven personalization for a global audience.
Development of Simple Additive Weighting (SAW) E-Module Learning Media Based on PJBL to Improve Learning Outcomes Mufidah Nur Amaliah; Rangga Firdaus; Riswandi; Sheren Dwi Oktaria
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 10 No. 2 (2025)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v10i22025p191-204

Abstract

This study developed a Project-Based Learning (PJBL)-based Simple Additive Weighting (SAW) e-module to improve learning in the Decision Support System (DSS) course. The e-module was designed with structured material, multimedia, computational exercises, and case studies in line with PJBL syntax. Validation results show very high feasibility from subject matter experts (91.25%) and media experts (95%), while student response reached 91.33%. The effectiveness of the e-module is evident from the increase in student learning scores from 54.2 to 84.5 with an N-Gain of 0.66 and a Cohen's d score of 2.74, indicating a very large effect. These results show that the e-module is capable of improving conceptual understanding, analytical skills, and decision-making skills. This study contributes to the development of digital learning media and is limited to the scope of the pilot study. Further studies are recommended to involve a broader scope and more adaptive learning features.
The Influence of Social Media Use on Students’ Learning Patterns in Senior High Schools in West Sumatra Dina Dahliana; Ana Hakimah Binti Saufi; Muthi'ah; Silfi Melindawati; Akmal Yandi; Naufal Narawangsa
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 10 No. 2 (2025)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v10i22025p160-170

Abstract

This study explores the diverse impacts of social media use on educational processes and outcomes. It aims to understand how social media platforms influence students' academic performance, engagement, and interpersonal skills. The population of this research was high school/vocational school students in West Sumatra with a research sample of one hundred and eighty three students. The data collection technique used is a questionnaire (survey) which consists of multiple choices and essays. Using a mixed methods approach, this research combines quantitative data from surveys distributed to respondents as well as qualitative insights gathered from in-depth interviews with educators and students. Findings suggest that social media can serve as a powerful educational tool when used effectively, increasing collaboration, access to information, and student motivation. However, this also presents challenges such as distractions, misinformation, and potential negative impacts on students' mental health. This study underscores the need for strategic integration of social media into educational frameworks to maximize its benefits while mitigating its drawbacks. Recommendations for educators include incorporating social media literacy into the curriculum, establishing clear guidelines for its use, and encouraging balanced digital consumption among students.
Empowering Inclusive Design Education in the Pensil Kertas Community Through a Text-based Prototype and Digital Approach Muhamad Nugraha; Ranti Rachmawanti; Lira Anindita Utami
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 10 No. 2 (2025)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v10i22025p179-190

Abstract

Since 2009, Pensil Kertas Community has lived in Bandung city, This community supports inclusive education in design with training programs, visual, and collective drawing activities from elementary to out-of-college learners. Major challenges when they hiatus from 2019 to 2024. This paper explores the gap challenges from traditional communities, process of the finding digital journey through a text-based prototype and digital solutions to help the creative ecosystem in this community. Aligned with the Sustainable Development Goals (SDGs) point 4 (quality education) and 11(sustainable cities), this study adopts a participatory design approach as its design process. enhance interactivity through digital media.
Deep Learning in Christian Religious Education: A Systematic Review of Pedagogical Models and Digital Challenges Rina Pulung; I Nyoman Sudana Degeng; Fikri Aulia
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 10 No. 2 (2025)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v10i22025p120-132

Abstract

This study aims to examine the development of a deep learning model in Christian Religious Education (PAK), assess the effectiveness of its integration in improving student motivation and understanding, and identify implementation challenges facing the digital era. The method used is a Systematic Literature Review (SLR) by examining ten scientific articles published between 2020 and 2025. Articles were obtained from Google Scholar, Publish or Perish (PoP), and Research Rabbit databases, then selected based on inclusion criteria: relevance to the topic of deep learning and PAK, publication recency, and journal quality. The results of the study indicate that the deep learning model in PAK develops through a project-based approach, digital interactive media, and spiritual personalization assisted by artificial intelligence. This integrated model has proven effective in increasing students' intrinsic motivation, deepening their understanding of faith texts, and fostering 21st-century skills. However, the implementation of deep learning still faces challenges such as limited digital infrastructure, low teacher technology literacy, reduced student access, and ethical and spiritual issues. Therefore, this study emphasizes the need for collaborative strategies between teachers, schools, parents, and churches so that the implementation of deep learning truly supports the growth of faith and the quality of Christian Education learning
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.
Strategic Integration of General and Religious Education in Indonesian Pesantren: Building Holistic Character for National Resilience Sofwan Manaf; Much. Hasan Darojat; Miftah Hur Rahman Zh; Zahid Zufar At Thaariq; Aldo Redho Syam; Hasim Abdul Jamil
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 10 No. 2 (2025)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v10i22025p133-146

Abstract

This research investigates the strategies employed by pesantren (Islamic boarding schools) to integrate general and religious education, thereby strengthening their role as a pillar of national education. The objective of this study is to identify effective integration models that do not compromise religious identity. The methodology utilised is a multiple case study with a qualitative approach. Data were collected through in-depth interviews, participant observation, and document analysis across several pesantren, and the data were thematically analysed. The research findings reveal that the success of this integration hinges on a holistic approach. A unified curriculum that establishes Islamic values as the foundation for all subjects is key, supported by visionary Leadership and the utilisation of Information and Communication Technology (ICT). Strategic collaboration with higher education institutions proved mutually enriching for the intellectual repository. Primary challenges include the digital divide, budgetary constraints, and remote locations, which are addressed through active curriculum negotiation and innovative management. This integration strengthens the character formation of santri (students) by internalising values such as discipline, empathy, and religious moderation across all aspects of pesantren life. In conclusion, the pesantren offers an excellent educational model that synthesises modernity with local religious wisdom. These findings highlight the need for inclusive supporting policies and further research to examine the long-term impact of this integration on pesantren graduates in the workforce and society
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.
The Implementation of Hybrid Cultural Learning Through the Integration of Deep Learning and Problem-Based Learning to Enhance Students' Cultural Literacy Prihma Sinta Utami; Wasis Suprapto; Trapsila Hutami; Velinsia Purnama Ojo
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 10 No. 2 (2025)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v10i22025p171-178

Abstract

This study examines the effectiveness of Hybrid Cultural Learning integrating Deep Learning and Problem-Based Learning (PBL) in enhancing students’ cultural literacy in an Educational Psychology course. A mixed-methods sequential explanatory design was employed with 72 students divided into experimental and control groups. Quantitative results indicate a significant improvement in cultural literacy in the experimental group (t = 7.842; p < 0.001), with mean scores increasing from 67.4 to 84.9, while the control group showed no significant change. Qualitative findings reveal that the integrated approach enhances contextual understanding, student participation, collaboration, and higher-order thinking skills (HOTS). Overall, the findings suggest that the integration of Hybrid Cultural Learning, Deep Learning, and PBL is effective in improving students’ cultural literacy in Educational Psychology learning.
Enhancing Geometry Learning Outcomes: The Role of Augmented Reality Media in Mathematics Education Maria Angela Christin Tefa; Fikri Aulia; Taufik Ikhsan Slamet
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 10 No. 1 (2025)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v10i12025p60-72

Abstract

The advancement of digital technology drives the integration of technology in mathematics education to overcome students' difficulties in understanding abstract concepts, particularly in geometry. One technology with significant potential to support such learning is Augmented Reality (AR), which enables the interactive visualization of three-dimensional objects. This study aims to systematically review the effectiveness of Augmented Reality media in improving mathematics learning outcomes and to identify the supporting factors and barriers to its implementation in geometry learning for Junior High School students. The research method employed is a Systematic Literature Review (SLR) following the PRISMA protocol. Literature searches were conducted across the Scopus, Google Scholar, and ERIC databases for publications between 2020 and 2025, resulting in 10 articles that met the inclusion criteria. The synthesis results indicate that the use of AR media consistently enhances mathematics learning outcomes, conceptual understanding, spatial abilities, as well as student engagement and motivation. The effectiveness of AR is supported by its interactive three-dimensional visualization, ease of use, positive student responses, and integration with student-centered learning models. However, the implementation of AR still faces barriers such as infrastructure limitations, teacher readiness, and the potential for student distraction if not pedagogically well-designed. Thus, Augmented Reality media holds substantial potential as an innovative learning tool in geometry education, particularly for three-dimensional shapes, provided it is supported by adequate instructional planning and implementation readiness

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