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INDONESIA
Jurnal Pendidikan Teknologi (TechEdu)
Published by Universitas Cahaya Prima
ISSN : -     EISSN : 31637566     DOI : 10.65943
Core Subject :
Jurnal Pendidikan Teknologi (TechEdu) 3163-7566 is a national journal that focuses on the application and innovation of information technology in education in Indonesia. The journal invites scholarly contributions from researchers, educators, and professionals dedicated to the use of technology to improve the quality of education in Indonesia. Articles published in this journal cover topics such as e-learning development, the implementation of Learning Management Systems (LMS), artificial intelligence (AI)-based learning, and the use of digital technologies to support teaching and learning processes. Focus: Jurnal Pendidikan Teknologi (TechEdu) focuses on research, development, and innovation in the field of educational technology, as well as the application of information technology to enhance the quality of teaching, learning, and educational systems in Indonesia and beyond. The journal serves as a scientific publication platform for researchers, academics, educators, practitioners, and information technology professionals who investigate the integration of technology into educational processes. Scope: - The journal welcomes original manuscripts in, but not limited to, the following areas: - E-learning development and implementation - Learning Management Systems (LMS) - Artificial Intelligence (AI) in education - Digital and interactive learning media - Digital transformation in education - Mobile learning and educational applications - Augmented Reality (AR) and Virtual Reality (VR) for learning - Learning analytics and big data in education - Technology-based learning system design and development - Evaluation of educational technology implementation - Technological innovation in primary, secondary, and higher education - Information technology-based curriculum development - Internet of Things (IoT) in education - Educational information systems - Blended learning and flipped classroom models - Types of Articles Accepted
Arjuna Subject : -
Articles 6 Documents
 1 
Integration of Generative Artificial Intelligence in Information Technology Education: A Systematic Literature Review on Its Impact on Critical Thinking Skills and Digital Literacy Andi Gagah Purnama; Andi Nurqamal Ady Putra; Ayu Widya Listari; Herianti Herianti; Andi Hasri Tri Ulandari
Jurnal Pendidikan Teknologi Vol. 1 No. 1 (2026): Jurnal Pendidikan Teknologi (TechEdu)
Publisher : Universitas Cahaya Prima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65943/chpq2a14

Abstract

The development of generative Artificial Intelligence (AI) has significantly transformed learning dynamics in Information Technology Education (ITE), particularly in programming activities and computational problem-solving. Although numerous studies highlight the efficiency and convenience offered by this technology, analyses concerning the transformation of students’ cognitive processes especially in relation to critical thinking remain relatively fragmented. This study aims to systematically synthesize scholarly findings on the impact of integrating generative AI into the cognitive structure of learning in ITE through a systematic literature review approach. Data sources were obtained from international and national databases covering the period 2018–2026 using structured selection criteria. The synthesis results indicate that generative AI functions as an accelerator at lower cognitive levels by reducing technical load; however, transformation at higher-order levels analysis, evaluation, and creation appears conditional. When employed as a reflective tool, AI can enhance self-regulation and critical thinking skills. Conversely, substitutive use may shift learning from a constructive process toward a merely verificative one, thereby diminishing the depth of cognitive engagement. The novelty of this study lies in integrating perspectives from cognitive taxonomy, cognitive load theory, and metacognition to comprehensively explain patterns of cognitive transformation within the context of Information Technology Education in Indonesia. These findings offer important implications for the design of AI-supported learning environments that are adaptive while remaining oriented toward strengthening higher-order thinking competencies.
Gamification in Information Technology Education: Its Impact on Motivation and Learning Outcomes: A Systematic Literature Review Andi Nurqamal Ady Putra; Andi Gagah Purnama; Ayu Widya Listari; Herianti Herianti; Andi Hasri Tri Ulandari
Jurnal Pendidikan Teknologi Vol. 1 No. 1 (2026): Jurnal Pendidikan Teknologi (TechEdu)
Publisher : Universitas Cahaya Prima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65943/j248dz77

Abstract

Gamification has increasingly been implemented in technology-based learning environments to enhance students’ motivation and engagement. In the context of Information Technology Education (ITE), this approach is considered particularly relevant because learning materials are often abstract and require complex problem-solving skills. Although numerous studies report improvements in motivation through gamification, findings regarding its impact on cognitive learning outcomes remain varied and have not yet been comprehensively synthesized, particularly within the context of ITE. This study aims to systematically analyze how gamification influences motivation and learning outcomes, as well as to identify factors that determine its effectiveness. The method employed is a systematic literature review of national and international articles published between 2015 and 2026, sourced from indexed databases using structured selection criteria. The findings indicate that gamification consistently improves students’ learning motivation and engagement in Information Technology Education. However, its impact on cognitive learning outcomes varies depending on the quality of instructional design and the alignment between game elements and learning objectives.
AI Literacy in Information Technology Education: Challenges, Competency Frameworks, and Curriculum Implications Ayu Widya Listari; Andi Nurqamal Ady Putra; Andi Gagah Purnama; Herianti Herianti; Andi Hasri Tri Ulandari
Jurnal Pendidikan Teknologi Vol. 1 No. 1 (2026): Jurnal Pendidikan Teknologi (TechEdu)
Publisher : Universitas Cahaya Prima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65943/z7qshe41

Abstract

The rapid development of Artificial Intelligence (AI) requires educational systems to integrate new competencies that extend beyond basic technical skills. In the context of Information Technology Education (ITE), AI literacy emerges as a strategic competency encompassing conceptual understanding, applied skills, and ethical awareness in the use of AI-based technologies. Although various AI literacy frameworks have been developed globally, studies that systematically integrate competency dimensions, implementation challenges, and curricular implications within the ITE context remain limited, particularly in Indonesia. This study aims to synthesize the literature on the conceptual construction of AI literacy, identify challenges in its educational implementation, and outline implications for the development of an adaptive ITE curriculum. The research employs a Systematic Literature Review of national and international articles published between 2018 and 2026, sourced from indexed academic databases using structured selection criteria. The findings indicate that AI literacy is multidimensional, encompassing conceptual, applicative, and ethical dimensions that must be integrated with the strengthening of computational thinking and critical digital literacy. The primary challenges in implementation include limited teacher competencies, the rapid evolution of AI technologies, and infrastructural disparities. The novelty of this study lies in integrating global competency frameworks with the implementation context of ITE in Indonesia into a unified conceptual model. These findings provide a strategic foundation for the development of a competency-based ITE curriculum that is responsive to AI-driven digital transformation.
Strengthening Computational Thinking in Information Technology Education: A Systematic Literature Review on the Development of Higher-Order Thinking Skills Herianti Herianti; Ayu Widya Listari; Andi Nurqamal Ady Putra; Andi Gagah Purnama; Andi Hasri Tri Ulandari
Jurnal Pendidikan Teknologi Vol. 1 No. 1 (2026): Jurnal Pendidikan Teknologi (TechEdu)
Publisher : Universitas Cahaya Prima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65943/s06n3a53

Abstract

The advancement of digital technology necessitates the strengthening of higher-order thinking skills in Information Technology Education (ITE). One approach considered particularly relevant is Computational Thinking (CT), which encompasses processes such as decomposition, pattern recognition, abstraction, and algorithm design. Although numerous studies have examined the implementation of CT in educational contexts, systematic reviews that integrate the relationship between CT and Higher-Order Thinking Skills (HOTS) within the specific context of ITE remain limited and fragmented. This study aims to synthesize the literature on the conceptual construction of CT, analyze its relationship with the development of HOTS, and identify pedagogical implications within ITE learning environments. The method employed is a Systematic Literature Review of national and international articles published between 2015 and 2026, selected through a structured screening process. The findings indicate that CT demonstrates structural alignment with the dimensions of HOTS, particularly in the domains of analysis, evaluation, and creation. However, the effectiveness of CT in enhancing HOTS is conditional and highly dependent on instructional design grounded in authentic problem-solving, explicit reflection, and assessment practices that evaluate thinking processes rather than merely final products. The novelty of this study lies in the integration of CT and HOTS perspectives within a unified conceptual framework specifically tailored to Information Technology Education. These findings provide both theoretical and practical foundations for the development of ITE learning models that are more analytical, reflective, and oriented toward strengthening higher-order thinking skills.
Flipped Classroom in Information Technology Education: A Systematic Literature Synthesis of Its Impact on Self-Regulated Learning and Problem-Solving Skills Muh. Fadhil Supriadi; Supriadi
Jurnal Pendidikan Teknologi Vol. 1 No. 1 (2026): Jurnal Pendidikan Teknologi (TechEdu)
Publisher : Universitas Cahaya Prima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65943/4wxvtk77

Abstract

The rapid development of digital technology has significantly transformed educational practices, particularly in Information Technology Education, requiring innovative instructional approaches that foster 21st-century skills such as self-regulated learning and problem-solving. One such approach is the Flipped Classroom, which shifts content delivery outside the classroom and utilizes in-class time for active, student-centered learning. This study aims to synthesize existing research on the implementation of the Flipped Classroom and its impact on self-regulated learning and problem-solving skills. This study employed a Systematic Literature Review (SLR) approach guided by the PRISMA framework. Data were collected from Scopus, Web of Science, ERIC, and Google Scholar. From an initial pool of 320 articles, 25 studies were selected through a rigorous screening and eligibility process based on predefined inclusion criteria. The findings indicate that the Flipped Classroom has a positive impact on students’ self-regulated learning by promoting learning autonomy, responsibility, and the ability to manage learning processes. It also enhances problem-solving skills by facilitating higher-order thinking through interactive and collaborative classroom activities. Moreover, the results reveal that self-regulated learning and problem-solving skills are interconnected, where improved self-regulation contributes to more effective problem-solving performance. However, the effectiveness of this approach is influenced by factors such as students’ readiness, access to technology, and instructional design. In conclusion, the Flipped Classroom is a promising approach for enhancing key competencies in Information Technology Education and offers valuable implications for future research and practice.
A Systematic Literature Review on the Role of Academic Libraries in Supporting Digital Learning Through ICT Integration Rismadani; Zulnadila; M. Nur Rahmat Achdar HT; Anugrawati; M. Ardiansyah WH
Jurnal Pendidikan Teknologi Vol. 1 No. 2 (2026): Jurnal Pendidikan Teknologi (TechEdu)
Publisher : Universitas Cahaya Prima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65943/r806c593

Abstract

The rapid advancement of Information and Communication Technology (ICT) has significantly transformed the role of academic libraries in higher education, particularly in supporting digital learning. Academic libraries are no longer limited to managing printed collections but have evolved into digital learning hubs that facilitate access to information resources, enhance information literacy, and support research and teaching activities through technology integration. However, previous studies on this topic remain fragmented and often focus on specific aspects, making it difficult to obtain a comprehensive understanding of the evolving role of academic libraries. Therefore, this study aims to synthesize existing research on the role of academic libraries in supporting digital learning through ICT integration. This study employed a Systematic Literature Review (SLR) following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. A total of 38 records were identified from several academic databases, and after the screening and eligibility processes, 10 peer-reviewed journal articles published between 2020 and 2025 were included in the final analysis. The findings revealed five major themes: (1) ICT integration as the foundation of academic library transformation, (2) digital library services supporting digital learning, (3) academic libraries as centers for information literacy and research support, (4) challenges in ICT implementation, and (5) the emergence of Artificial Intelligence (AI) and smart library systems. The review concludes that ICT integration has fundamentally transformed academic libraries into strategic partners in digital learning and higher education innovation. The findings provide valuable insights for librarians, educators, higher education institutions, and policymakers in developing sustainable and technology-enhanced library services.  

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