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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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A Systematic Literature Review on the Optimization of K-Means and Agglomerative Clustering for Student Performance Segmentation: A Comparative Analysis of Elbow and Silhouette Methods Finsa Reza Hilyawan; Mohammad Syafrullah; Ija Sudija
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/um039v10i12025p73-88

Abstract

This systematic literature review critically examines the optimization of K-Means and Agglomerative Clustering algorithms for segmenting student academic performance. The study aims to map current research trends, evaluate the comparative application of Elbow and Silhouette validation methods, and identify significant gaps limiting the pedagogical utility of clustering outputs. The review employed the PRISMA protocol and conducted a rigorous search of the Scopus database, yielding 26 studies for the final qualitative synthesis and thematic analysis. Findings reveal a field dominated by quantitative, engineering-driven refinements and a clear trend towards algorithmic hybridization, particularly the use of metaheuristics to strengthen K-Means. While the Elbow and Silhouette methods are canonical, their application is often procedural rather than critically comparative. A core limitation is the pronounced theoretical deficit: clusters derived predominantly from secondary data remain statistically valid but pedagogically inert due to minimal integration with educational or learning sciences frameworks. The discussion underscores that the field's primary bottleneck is not algorithmic but interpretative, stemming from a methodological monoculture and a disconnect between computational output and actionable educational insight. The conclusion emphasizes the imperative for future research to develop explanatory, theory-guided models, employ mixed-methods and longitudinal designs, and address contextual Equity in data provenance to transform segmentation from a descriptive technique into a tool for genuinely understanding and supporting diverse learners
Game-Based Learning and Multimodal Media in English Vocabulary Learning: A Systematic Literature Review Tristania Handikaningtyas; Saida Ulfa; Taufik Ikhsan Slamet; Made Duananda Kartika Degeng
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/um039v10i22025p147-159

Abstract

This systematic literature review synthesizes empirical evidence from 2021–2025 on the integration of Game-Based Learning (GBL) and multimodal media to enhance English vocabulary acquisition in EFL contexts. The study aims to evaluate instructional effectiveness, identify synergistic benefits, and examine implementation challenges. Following the PRISMA 2020 protocol, we systematically searched Scopus, Web of Science, ERIC, ScienceDirect, and Google Scholar. Twelve peer-reviewed studies meeting stringent eligibility criteria underwent qualitative synthesis. Findings consistently demonstrate that GBL significantly improves vocabulary acquisition, learner motivation, and engagement compared to traditional methods. Multimodal instruction (integrating text, audio, and visuals) enhances vocabulary retention and depth of processing by supporting dual coding and reducing cognitive load. Crucially, integrated approaches that embed multimodal elements within game mechanics yield synergistic gains in cognitive, affective, and social engagement. However, successful implementation faces barriers, including over-reliance on translation-based methods and varying teacher readiness in digital-pedagogical competencies. The review concludes that combining GBL with multimodal design principles offers a powerful, engaging framework for vocabulary instruction. Future research should prioritize longitudinal studies on retention, design-based development of adaptable resources, and implementation science models to support teacher professional development in diverse educational settings.
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.
Hierarchical-Reflective Learning Strategy in Santri Mentorship: Analyzing the Tiered Leadership Model as Pedagogical Technology in the Dormitory of Pondok Modern Darussalam Gontor Muhammad Yusuf Mustaqim; Unifah Rosyidi; Muhammad Takdir; Syafaat Ariful Huda; Rifaldi Nurul Akbar
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/um039v10i22025p205-219

Abstract

This study analyzes the tiered leadership model in the dormitory of Pondok Modern Darussalam Gontor (PMDG) as a hierarchical-reflective learning strategy for santri mentorship. Employing a qualitative descriptive case study design, the research collected data through in-depth interviews, participant observation, and document analysis involving 18 key informants across stakeholder groups. The findings reveal that the system functions as an integrated pedagogical technology, synergizing a structured hierarchical scaffold, a cyclic experiential-reflective engine (POAC/muhasabah), and a foundation of Islamic values. This integration transforms the dormitory into a dynamic learning laboratory, where santri progressively develop leadership competencies through authentic practice grounded in ethical reflection. The model effectively bridges theoretical leadership education with moral character formation, cultivating disciplined, autonomous, and service-oriented leaders. The study concludes that the PMDG model presents a replicable framework for value-based leadership pedagogy. Future research should employ longitudinal and comparative designs to further validate its long-term outcomes and explore potential integrations with digital technologies without compromising its relational and reflective core.
Enhancing Knowledge Sharing through Student Forums in a Learning Management System Maulana Paramaditya Ananta; Muhammad Zidane Rizqy Alfain; Maulana Amirul Adha; Mari'atul Kamila Ramadhan; Isa Ansori
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 9 No. 2 (2024)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v9i22024p113-126

Abstract

This development study resulted in a Learning Management System (LMS) featuring a discussion forum as its primary component to support student learning activities. The forum serves to strengthen students’ knowledge sharing processes. The developed LMS is accessible via both web-based platforms and smartphones. The purpose of this development was to produce an LMS capable of facilitating discussion-based online learning and enabling students to share knowledge during the learning process. The resulting product was categorized as valid and feasible for use in online learning. Data were analyzed using both quantitative and qualitative approaches. The development model employed was the Web-based Instructional Design model proposed by Davidson-Shiver, Rasmussen, and Lowenthal. The LMS was declared valid and feasible for instructional use, as indicated by the media expert validation score of 97.22% and the subject matter expert validation score of 92.5%. Field trial results showed a feasibility score of 88.53%, and analysis of student feedback revealed predominantly positive responses. Overall, the Learning Management System was able to optimize the use of student discussion forums in strengthening knowledge sharing, particularly by facilitating direct interaction through discussion forums and video conferencing, allowing students to communicate, exchange ideas, and share knowledge effectively.
Toward a Conceptual Framework for Resilient EdTech Integration: A Systematic Literature Review on Spiritual Leadership and Risk Management in Islamic Boarding Schools Ali Muhlisin; Muhamad Towil Akhirudin; Fajar Suryono; Nurdiyanto Khusniahadi
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/um039v10i22025p220-233

Abstract

This article presents a systematic literature review to construct a conceptual framework for resilient Educational Technology (EdTech) integration in Islamic boarding schools (pesantren). The objective is to synthesise insights from spiritual leadership and risk management to formulate a model for organisational resilience in the digital era. The study employs the Systematic Literature Review (SLR) method with a PRISMA protocol, analysing articles published in Scopus between 2019 and 2024. The core findings and discussion identify two key pillars: spiritual leadership drives vision and adaptive culture, while risk management serves as the operational shield. These elements synergise through mediating EdTech, which enables external buffering and internal capacity strengthening. EdTech allows pesantren to shift from reactive practices to proactive strategies, enhancing resilience against disruptions. The review concludes that a resilient EdTech integration framework requires a balance between spiritual values, risk governance, and strategic technology adoption. The practical implication is a guide for pesantren administrators to design digital transformation aligned with their foundational ethos. Future Research should empirically test this framework and explore context-specific implementation models for pesantren.
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.

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