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Lab. Teknologi Pendidikan, Gd.D5, Lt.1 Fakultas Ilmu Pendidikan Universitas Negeri Malang Jalan Semarang No 5, Kota Malang Kode Pos 65145 Email: edcomtech.fip@um.ac.id
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Edcomtech: Jurnal Kajian Teknologi Pendidikan
Published by Universitas Negeri Malang
ISSN : 25489879     EISSN : 25992139     DOI : https://doi.org/10.17977
Core Subject :
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 : -
Articles 193 Documents
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Constructing Students Disciplinary Character through Hidden Curriculum in the Pesantren Tradition: An Educational Technology Perspective Amelia Sapitri; Noviriani Noviriani; Muallimin Muallimin; Nur Hikmah; Hijriah Afika; Muhammad Sabli
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 7 No. 2 (2022)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v7i22022p179

Abstract

This study analyses the construction of students disciplinary character through the hidden curriculum mechanism in the Islamic boarding school tradition at Pondok Pesantren Al Fatah, while examining the role of educational technology as a mediating factor in the pesantren moral ecosystem. The research employed a qualitative approach with a single case study design. Informants were selected through purposive sampling, consisting of seven senior students and three teachers. Data were collected through participatory observation, in-depth interviews, and document analysis, then analysed following the interactive model of Miles, Huberman, and Saldana, including data reduction, data display, and conclusion drawing. Data validity was ensured through source triangulation, method triangulation, and member checking. The findings reveal that disciplinary character is constructed through collective prayer habituation, structured rules with social supervision, teacher role modelling, and peer reinforcement culture. Discipline evolves from external compliance toward internalised awareness embedded in students identities. Selective adoption of educational technology reinforces the hidden curriculum through activity monitoring, documentation of moral practices, and enrichment of learning content, although it also introduces risks of distraction from open digital media exposure. The study confirms that the pesantren tradition functions as a moral ecosystem that systematically reproduces values through structured daily practices. The findings imply the need for educational technology integration designs that are sensitive to the pesantren hidden pedagogy, so that digital transformation reinforces rather than replaces existing character formation mechanisms.
AR-Based SISKOMA Interactive Multimedia for Improving Conceptual Understanding in Junior High School Science Taufik Ilham S; Meldi Ade Kurnia Yusri; Mutiara Felicita Amsal; Khairul Alfahani
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/um039v11i12026p185-198

Abstract

This study aimed to develop and evaluate SISKOMA, an Augmented Reality (AR)-based interactive multimedia platform designed to improve students’ conceptual understanding of the Human Coordination System in junior high school science learning. The study employed a Research and Development (R&D) approach using the ADDIE instructional design model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The research involved 29 Grade IX students at SMPN 32 Padang selected through purposive sampling. SISKOMA was developed by integrating text, narration audio, animations, instructional videos, interactive quizzes, and WebAR-based three-dimensional visualizations within a single instructional environment. The multimedia design was grounded in Mayer’s Cognitive Theory of Multimedia Learning and Sweller’s Cognitive Load Theory. Data collection instruments included expert validation sheets, teacher and student practicality questionnaires, interviews, and pretest-posttest assessments. The results indicated that SISKOMA achieved a very valid classification from media experts (87.88%) and material experts (87.5%). Practicality assessments showed highly positive responses from teachers (90.2%) and students. Effectiveness analysis using the normalized gain (N-Gain) formula produced a score of 0.54, categorized as moderate improvement. These findings indicate that SISKOMA is a pedagogically feasible and practically accessible AR-based multimedia platform capable of supporting students’ conceptual understanding of abstract biological concepts. The study further highlights the importance of pedagogical integration, cognitive load management, and technological accessibility in optimizing AR-supported science learning.
SDGs-Based Green Curriculum Design in Secondary Schools: Analysis of Assessment and Needs Mutiara Felicita Amsal; Dony Darma Sagita
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/um039v11i12026p199-208

Abstract

The integration of sustainability into education has become an urgent need in response to the global environmental crisis. This study aims to analyze teachers’ assessments, identify integration needs, and design a Sustainable Development Goals (SDGs)-based Green Curriculum model for senior high schools in West Sumatra. This study employed a mixed-methods approach with a sequential explanatory design. The research subjects comprised 10 public and private senior high schools, involving 102 teachers and 312 students. Data were collected through questionnaires, interviews, focus group discussions, observations, and document analysis. The findings revealed that teachers’ support for the Green Curriculum was categorized as high (82.1%), whereas students’ achievement was categorized as moderate (58.4%), with the main weakness found in their conceptual understanding of the SDGs, with an average score of 49.8%. The findings indicate a gap between structural support and the internalization of sustainability-oriented learning. The primary needs identified include strengthening authentic assessment, integrating the SDGs into school subjects, improving teachers’ competencies, and enhancing school policy support. This study produced a conceptual model of an SDGs-based Green Curriculum that is integrative, contextual, and transformative. The proposed model contributes to the achievement of SDG 4 and SDG 13 within the context of secondary education in Indonesia.

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