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
maulana@hikmahuniversity.ac.id
Editorial Address
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
Location
Kota malang,
Jawa timur
INDONESIA
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 199 Documents
 16   17   18   19   20 
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.
Project-Based Learning with a Deep Learning Approach through an Eco-Enzyme Project: Students' Critical Thinking in Ecology Learning Septina Anggraini; Ibnu Hajar
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 11 No. 2 (2026): On Progress
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v11i22026p284-297

Abstract

This study aimed to examine students' critical thinking performance following project-based science learning using an eco-enzyme production project with a Deep Learning approach in ecology learning. The study employed a quantitative approach with a quasi-experimental method using a Nonequivalent Control Group design. The participants were 78 seventh-grade students at SMP Negeri 25 Pekanbaru, divided into experimental and control classes. The experimental class participated in project-based learning with a Deep Learning approach through an eco-enzyme production project, while the control class received the learning approach used in the control group. Data were collected through critical thinking tests administered before and after the learning process. Data analysis included descriptive statistics, normality and homogeneity tests, the Mann-Whitney U Test, N-Gain, and effect size analysis. The results showed that the experimental class obtained a higher mean posttest score (86.52) than the control class (76.08). The Mann-Whitney U Test indicated a statistically significant difference between the two groups (Asymp. Sig. = 0.000). The experimental class obtained a mean N-Gain of 0.5964, while the control class obtained 0.5177, with both categorized as moderate. The effect size was 0.602, categorized as large. These findings indicate a difference in students' critical thinking performance between the two instructional groups, although the experimental class had a higher mean pretest score than the control class.
Integrating Science, Technology, Engineering, and Mathematics in Digital Learning: The Effectiveness of an E-Module on Ecosystem Material in Secondary Schools Mona Kristina Simatupang; Suryanti Suryanti; Iffa Ichwani Putri; Siti Robiah; Nurul Fauziah
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 11 No. 2 (2026): On Progress
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v11i22026p267-283

Abstract

This study aimed to analyze the effectiveness and practicality of a Science, Technology, Engineering, and Mathematics (STEM)-integrated e-module for Biology learning on ecosystem material in secondary schools. The study employed a quasi-experimental method using a nonequivalent control group design involving 88 tenth-grade students at SMAN 2 Pekanbaru. The sample consisted of an experimental class that used the STEM-integrated e-module through Project-Based Learning (PjBL) and a control class that used a conventional module through the same learning model. Data were collected using a learning outcomes test and teacher and student response questionnaires. Data analysis included descriptive statistics, normality and homogeneity tests, the Mann-Whitney U test, N-Gain analysis, and effect size analysis. The results showed no statistically significant difference in pretest scores between the experimental and control classes (p = 0.216), whereas a statistically significant difference was found in posttest scores (p < 0.001). The experimental class obtained a higher N-Gain value (0.564) than the control class (0.334), although both were categorized as moderate. The effect size (r = 0.39) indicated a moderate magnitude of difference in learning outcomes between the two groups. Regarding practicality, the e-module obtained average scores of 86% based on teacher responses and 88% based on student responses, both of which were categorized as very practical. These findings suggest that the STEM-integrated e-module can serve as an alternative digital teaching material for ecosystem learning when implemented through PjBL.
Students' Responses to the Use of Educaplay in Integrated Science and Social Studies (IPAS) Learning among Fifth-Grade Elementary School Students Salwa Az Zahrah; Trisni Handayani
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 11 No. 2 (2026): On Progress
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v11i22026p221-235

Abstract

Students' responses are an essential aspect of the learning process because they reflect how students perceive, understand, and engage with the learning experiences provided by teachers. However, limited variation in instructional methods often reduces students' participation and enthusiasm during classroom instruction. This study aimed to describe elementary school students' cognitive, affective, and conative responses to the use of Educaplay in Integrated Science and Social Studies (IPAS) instruction on the topic of the Earth's Layers. A descriptive qualitative approach was employed. Data were collected through classroom observations and semi-structured interviews involving six fifth-grade students, one classroom teacher, and one curriculum teacher. The data were analyzed using the Miles et al. interactive model, including data reduction, data display, and conclusion drawing. The findings revealed that students demonstrated positive responses across the cognitive, affective, and conative dimensions. Cognitively, Educaplay supported students' conceptual understanding through visual representations and interactive quiz activities. Affectively, students showed greater enthusiasm, interest, and emotional engagement during classroom instruction. Conatively, students demonstrated active participation through collaborative discussions, interactive quizzes, and continuous interaction with the teacher and instructional media. These findings indicate that the instructional design implemented through Educaplay, which integrates visual representations, interactive quizzes, immediate feedback, and teacher facilitation, effectively fosters positive student responses during IPAS instruction.
Students' Needs Analysis for Designing H5P-Based Interactive Videos Supporting Conceptual Understanding and Learning Motivation Amiirah Aniisah; Henry Praherdhiono; Deka Dyah Utami; Made Duananda Kartika Degeng
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 11 No. 2 (2026): On Progress
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v11i22026p236-247

Abstract

This study aimed to analyze students' needs as the empirical basis for developing instructional design specifications for H5P-based interactive videos to support conceptual understanding and learning motivation in economics education. A descriptive quantitative approach was employed through a needs analysis involving 31 Grade XI social science students at SMA Negeri 107 Jakarta. Data were collected using an expert-validated questionnaire and analyzed using descriptive statistics, including mean scores, standard deviations, and ranking analysis. The findings indicate that students require learning experiences characterized by systematic content organization, conceptual visualization, contextual examples, interactive learning activities with immediate feedback, and flexible access to learning materials according to their learning needs. These findings were translated into instructional design specifications comprising sequential content organization, integrated interactive activities, conceptual visualizations, immediate feedback, and support for self-paced learning. The study demonstrates that needs analysis serves not only as a preliminary stage of media development but also as an evidence-based process that supports instructional design decisions in the field of Educational Technology.
From Capability Development to Well-Being: A Moderated Mediation Model for Event Workers in Indonesia Hanang Purnomo; Puji Yanti Fauziah; Yudan Hermawan
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 11 No. 2 (2026): On Progress
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v11i22026p298-312

Abstract

Project-based employment in the event industry presents a paradox: workers continually learn through training, mentoring, professional communities, and project experience, yet capability development does not necessarily translate into well-being. This conceptual article and research protocol develops a theoretical model examining how work capability development may be associated with worker well-being among event workers in Indonesia through work competence, with decent work positioned as a conversion condition and moderator. The model integrates Human Capital Theory, experiential adult learning, the Capability Approach, Psychology of Working Theory, Indonesian Event and MICE competency standards, and validated psychometric measures. Eight hypotheses are proposed covering direct associations, mediation, moderation, and moderated mediation. Empirical validation is planned through a cross-sectional survey of at least 385 paid event workers in Indonesia, supported by cross-cultural instrument adaptation and PLS-SEM analysis to assess the measurement model, HTMT, structural paths, effect sizes, predictive power, and mediation and moderation effects. The contribution of the article lies in distinguishing capability development, work competence, decent work, and worker well-being as analytically distinct constructs and in proposing a model that explains how learning may be converted into competence and well-being under decent working conditions. No empirical findings are claimed before data collection and analysis.
Designing an SKKNI-Aligned Learning Ecosystem for Employability: A Competency-Clustering Framework for MICE Certification Feryani Dwi Permana; Yudan Hermawan; Adin Ariyanti Dewi
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 11 No. 2 (2026): On Progress
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v11i22026p248-266

Abstract

MICE certification requires a learning ecosystem that connects training providers, professional certification bodies, assessors, industry, professional communities, digital technology, and project experience. The initial proposal treated learning ecosystems, employability, and competency clustering as equivalent causal variables, creating a conceptual inconsistency because clustering is an analytical technique rather than a latent construct. This conceptual article develops a more coherent framework in which the learning ecosystem predicts employability directly and indirectly through MICE competency attainment, while clustering is used to map competency profiles. The study combines theory synthesis with directed analysis of 114 competency units in Indonesian Minister of Manpower Decision No. 123/2024, publicly available BNSP certification schemes, and literature on work-based learning, employability, scale development, PLS-SEM, and cluster validation. The resulting framework specifies five learning-ecosystem dimensions, seven function-based competency macro-domains, four testable hypotheses, and a four-stage validation protocol. Empirical validation is planned with at least 400 active MICE certification participants or graduates using content validation, psychometric assessment, PLS-SEM, and domain-score clustering. The framework contributes by distinguishing learning processes, competency attainment, employability, and clustering outputs, thereby providing a basis for testing, replication, and targeted learning pathways. No empirical effects are claimed before participant-level data are collected.

Page 20 of 20 | Total Record : 199

 16   17   18   19   20 

Filter by Year

2016 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