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Hariyanto S. Auna
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Professor Aloe Saboe Street, Faculty of Education and Culture, Bina Mandiri University Gorontalo, Gorontalo, Indonesia
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Journal of Educational Technology and Innovation
Published by Universitas Bina Mandiri Gorontalo
ISSN : -     EISSN : 31242952     DOI : -
Core Subject :
Journal of Educational Technology and Innovation (JETI) is a peer-reviewed academic journal dedicated to the study and advancement of educational technology and innovation in formal and non-formal education contexts. The journal provides a scholarly forum for researchers, educators, and practitioners to publish original research articles, conceptual papers, and applied studies that explore how technological innovations can enhance learning processes and educational practices. The Journal of Educational Technology and Innovation (JETI) is published biannually, with scheduled issues in June and December. JETI focuses on the design, development, and application of digital technologies, intelligent systems, and innovative learning environments that support effective, engaging, and accessible learning experiences. The journal highlights research that demonstrates how educational technologies can improve learning performance, support learner engagement, and facilitate meaningful interactions between learners, educators, and learning resources.
Arjuna Subject : -
Articles 10 Documents
 1 
The Impact of Adaptive Learning Models on Students’ Mathematical Problem-Solving Skills Nuriyati Hamzah
Journal of Educational Technology and Innovation Vol. 1 No. 1 (2025): Journal of Educational Technology and Innovation
Publisher : Fakultas Ilmu Pendidikan dan Budaya - Universitas Bina Mandiri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.90987/gfb22293

Abstract

Adaptive learning is an approach that adjusts learning materials, instructional strategies, and levels of difficulty based on students’ characteristics. In mathematics learning, this approach is important because students’ conceptual understanding and problem-solving abilities remain relatively low due to uniform conventional instruction. This study aims to analyze the effect of an adaptive learning model on senior high school students’ mathematical conceptual understanding. The study employed a quantitative approach using a quasi-experimental posttest-only control group design. The research subjects consisted of sixty senior high school students divided into an experimental group and a control group. The research instrument was an essay test based on five indicators of mathematical conceptual understanding. Data were analyzed using an independent samples t-test after meeting the assumptions of normality and homogeneity. The results showed that the data were normally distributed and had homogeneous variances. The t-test yielded a t-value of 4.587 with a significance level of 0.000. These results indicate a significant difference between the experimental and control groups. The mean conceptual understanding ability of students in the experimental group was higher than that of the control group. These findings confirm that adaptive learning is effective in improving students’ mathematical conceptual understanding.
The Effect of Emotional Intelligence and Social Support on Student Learning Outcomes at SMK Negeri 1 Bukal Ostin Usman; Nur Ayu Winingsih
Journal of Educational Technology and Innovation Vol. 1 No. 1 (2025): Journal of Educational Technology and Innovation
Publisher : Fakultas Ilmu Pendidikan dan Budaya - Universitas Bina Mandiri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.90987/fz9z5919

Abstract

This study aims to determine the influence of emotional intelligence and social support on student learning outcomes at SMK Negeri 1 Bukal. In the context of vocational education, student learning outcomes are not only influenced by cognitive abilities, but also by psychosocial factors such as emotional intelligence and social support. The research method used is a quantitative approach with a correlational design. The research sample amounted to 53 students who were selected through proportional random sampling techniques. The research instruments include emotional intelligence and social support questionnaires as well as documentation of student learning outcomes. Data analysis was carried out using multiple linear regression. The results showed that emotional intelligence had a positive and significant effect on student learning outcomes (p < 0.05), while social support had a positive but not statistically significant effect (p > 0.05). These findings affirm the importance of strengthening emotional aspects in students to improve academic performance, as well as the need to pay attention to social support as a complement to a conducive learning environment. This research makes a theoretical and practical contribution to the development of holistic educational strategies that integrate cognitive, emotional, and social dimensions, especially in rural vocational schools.
The Role of Digital Game-Based Learning in Enhancing Self-regulated Learning Strategies: A Case Study Among Bina Mandiri Gorontalo University Students Haspin Umar; Radit Pakudu; Meilan Matiti
Journal of Educational Technology and Innovation Vol. 1 No. 1 (2025): Journal of Educational Technology and Innovation
Publisher : Fakultas Ilmu Pendidikan dan Budaya - Universitas Bina Mandiri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.90987/bexax663

Abstract

This study aims to explore the role of Digital Game-Based Learning (DGBL) in improving Self-Regulated Learning (SRL) in students of Bina Mandiri Gorontalo University. Using a qualitative approach with a case study design, data was collected through in-depth interviews, participatory observations, and documentation of 30 students from the Educational Technology, Management, and Pharmacy study programs. The results of the study show that DGBL has a positive impact on the development of student SRL, especially in the aspects of learning planning, time management, motivation regulation, and self-evaluation. Students take advantage of the interactive and flexible features of digital games to set the rhythm and learning strategies according to their individual needs. However, challenges were also found such as potential distractions due to focusing too much on the game elements. In general, these findings reinforce that DGBL can be an effective alternative learning strategy that is relevant to the current context of higher education, especially in building student learning independence. This research is expected to be the basis for the development of digital learning policies in universities, especially in developing regions.
The Effect of Teachers' Digital Competence and the use of Digital-Based Learning Media on The Effectiveness of Learning in The Classroom Meilan Matiti; Abd Rahman K. Ma&#039;ruf; Iwan B. Jassin; Sumarni Djafar
Journal of Educational Technology and Innovation Vol. 1 No. 1 (2025): Journal of Educational Technology and Innovation
Publisher : Fakultas Ilmu Pendidikan dan Budaya - Universitas Bina Mandiri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.90987/qx3jhe39

Abstract

This research is motivated by the phenomenon of increasing use of technology in education that has not been balanced with teachers' digital competence and optimal use of digital learning media. The purpose of this study is to determine the effect of teachers' digital competence (X1) and the use of digital-based learning media (X2) on the effectiveness of classroom learning (Y). This study uses a quantitative approach with a survey method and data analysis through multiple linear regression. The population in this study were teachers at the elementary school level, with a sampling technique using purposive sampling. The results show that teachers' digital competence (X1) has a significant effect on learning effectiveness (Y), while the use of digital-based learning media (X2) has no significant effect on learning effectiveness. These findings demonstrate the importance of improving teachers' digital competence as a major factor in supporting the effectiveness of classroom learning, rather than relying solely on the use of digital media.
Enhancing Reading Interest of Elementary School Students through Electronic Children’s Books Ayati
Journal of Educational Technology and Innovation Vol. 1 No. 1 (2025): Journal of Educational Technology and Innovation
Publisher : Fakultas Ilmu Pendidikan dan Budaya - Universitas Bina Mandiri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.90987/pdtqrw39

Abstract

Elementary school students’ reading interest remains relatively low, partly due to the limited use of varied and technology-based learning media. Electronic children’s books have the potential to enhance students’ reading interest through attractive visual features and easy accessibility. However, in elementary school learning practices, the use of electronic books is still limited, resulting in reading interest that has not developed optimally. This study aimed to enhance students’ reading interest through the use of electronic children’s books. This research employed Classroom Action Research (CAR) conducted at SDN Negeri 9 Paleleh Barat and implemented in two cycles consisting of planning, action, observation, and reflection. Data were collected through observation and reading interest questionnaires. The results showed an improvement in students’ reading interest, as indicated by increased enthusiasm, participation, and engagement in reading activities. These findings indicate that the use of electronic children’s books is effective in enhancing reading interest among elementary school students.
Speaking Skills of Children Aged 4–5 Years at Pembina Agropolitan Kindergarten Kabila District Bone Bolango Regency Tri Sela Lauding
Journal of Educational Technology and Innovation Vol. 2 No. 1 (2026): Journal of Educational Technology and Innovation (In Process)
Publisher : Fakultas Ilmu Pendidikan dan Budaya - Universitas Bina Mandiri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.90987/2fkb8a32

Abstract

Speaking ability is an important aspect of early childhood language development, yet several children still experience difficulties in vocabulary use, sentence construction, and oral communication during learning activities. Previous studies mostly focused on improving speaking ability through instructional methods and media, while qualitative studies describing children’s actual speaking conditions remain limited. Therefore, this study aimed to describe the speaking ability of children aged 4–5 years at TK Pembina Agropolitan, Kabila District, Bone Bolango Regency. This study employed a descriptive qualitative approach involving six children as the main research subjects. Data were collected through observation, interviews, and documentation, and analyzed using the Miles and Huberman model, including data reduction, data display, and conclusion drawing. The findings showed that some children were able to use simple vocabulary, construct understandable sentences, answer questions appropriately, and express ideas confidently during classroom activities. However, several children still demonstrated limited vocabulary, incomplete sentence structures, hesitation in speaking, and low confidence during oral interaction. The discussion revealed that speaking ability develops through social interaction, language stimulation, and classroom communication experiences. These findings indicate that interactive learning activities and teacher support are important in improving children’s confidence and speaking development in early childhood education.
Optimization of Photos and Videos as Science Media in Elementary Laboratory of Gorontalo State University Nurfahmi Moligai
Journal of Educational Technology and Innovation Vol. 2 No. 1 (2026): Journal of Educational Technology and Innovation (In Process)
Publisher : Fakultas Ilmu Pendidikan dan Budaya - Universitas Bina Mandiri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.90987/skn33d33

Abstract

This study aims to determine the use of photo and video media in science learning at Elementary School Laboratory of Gorontalo State University, the role of photo and video media in helping students understand science learning materials at Elementary School Laboratory of Gorontalo State University and teachers' strategies in utilizing photo and video media to support science learning at Elementary School Laboratory of Gorontalo State University. This study uses a qualitative approach. The data collection technique is to conduct observations and interviews with teachers at the Laboratory Elementary School of Gorontalo State University. The results of the study show that the use of photos and videos can increase learning motivation, student involvement, and understanding of learning materials in a more interesting and easy-to-understand way. Visual media is also considered very relevant to the characteristics of students, including students with special needs, because it is able to create a more active, inclusive, and fun learning environment. In addition, teachers utilize various digital learning platforms such as Canva, Quizizz, and Nearpod to support the implementation and evaluation of visual media-based learning. However, there are several obstacles in its implementation, especially related to the instability of the internet connection. However, school facilities, teacher competence, and the implementation of learning strategies such as Project-Based Learning (PBL) support the effective use of these media.
The Effect of Canva-Assisted Infographic Learning Media on Students' Conceptual Understanding with Learning Interest as a Moderat Abdul Razak Sumarandak
Journal of Educational Technology and Innovation Vol. 2 No. 1 (2026): Journal of Educational Technology and Innovation (In Process)
Publisher : Fakultas Ilmu Pendidikan dan Budaya - Universitas Bina Mandiri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.90987/69sbng95

Abstract

Informatics learning in secondary schools continues to face challenges in improving students’ conceptual understanding, particularly of abstract concepts. Although previous studies have demonstrated the effectiveness of infographic media in supporting learning, most have focused on media development or general effectiveness without examining the moderating role of learning interest. Therefore, the novelty of this study lies in investigating the effect of Canva-assisted infographic learning media on conceptual understanding with learning interest as a moderating variable. This study aimed to analyze the effect of Canva-assisted infographic learning media on students’ conceptual understanding in Informatics. A quantitative approach employing a 2 × 2 quasi-experimental factorial design was used involving tenth-grade students at SMA Negeri 2 Gorontalo. The first factor was learning media (Canva-assisted infographic media and conventional media), while the second factor was learning interest (high and low). Data were collected through a conceptual understanding test and a learning interest questionnaire and analyzed using two-way ANOVA. The results showed that Canva-assisted infographic learning media positively affected students’ conceptual understanding and that learning interest significantly moderated this effect. These findings indicate that Canva-assisted infographic media is an effective instructional alternative for enhancing conceptual understanding in Informatics.
IMAM Model: Integrating Dick and Carey with Blended Learning for Student Autonomy Imam Mashudi; Ismail Tahir
Journal of Educational Technology and Innovation Vol. 2 No. 1 (2026): Journal of Educational Technology and Innovation (In Process)
Publisher : Fakultas Ilmu Pendidikan dan Budaya - Universitas Bina Mandiri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.90987/apvafw16

Abstract

Educational research has established student autonomy as its primary area of investigation. However, few studies have developed instructional models to enhance student autonomy in higher education settings. This study proposes IMAM as an instructional model that unites blended learning principles with Dick and Carey’s approach to fostering student independence. This study adopts a research and development (R&D) methodology by distributing questionnaires to Bina Mandiri Gorontalo University’s entrepreneurship lecturers. In addition, the data were analysed quantitatively to identify trends and patterns among lecturers in implementing the IMAM model. The results show that student autonomy improves significantly through the four structured phases of the IMAM model: identification of learning needs, classroom management, adaptive and active learning integration, and independent learning development. Through this study, these findings are expected to increase student independence in learning in higher education in Indonesia and inform relevant and sustainable policymaking. The study provides implications for curriculum developers, educators, and policymakers to improve educational guidance and instructions with the need to cultivate lifelong learning competencies among Indonesian students. 
The Influence of Teacher Competence and Differentiated Instruction on the Learning Outcomes of Students with Special Educational Needs: The Mediating Role of Learning Motivation Qiran; Moh. Marham Mubaraq Lumi; Darman; Muh Rijal
Journal of Educational Technology and Innovation Vol. 2 No. 1 (2026): Journal of Educational Technology and Innovation (In Process)
Publisher : Fakultas Ilmu Pendidikan dan Budaya - Universitas Bina Mandiri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.90987/3h7snf91

Abstract

This study examined the influence of teacher competence and differentiated instruction on the learning outcomes of students with special educational needs through the mediating role of learning motivation. The study was motivated by the need to improve the quality of inclusive education through teachers' competence in implementing differentiated learning that accommodates students' diverse characteristics and learning needs. A quantitative approach with an explanatory survey design was employed. The participants consisted of 53 teachers from inclusive schools and special schools selected using purposive sampling. Data were collected through a structured questionnaire distributed via Google Forms and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS), supported by Pearson correlation and multiple regression analyses. The findings revealed that differentiated instruction had the strongest positive effect on students' learning outcomes (β = 0.579), followed by learning motivation (β = 0.281). Teacher competence was positively associated with differentiated instruction (r = 0.766) and learning motivation (r = 0.806), indicating that competent teachers were more capable of implementing adaptive instructional strategies that enhanced students' motivation. Furthermore, the proposed structural model demonstrated satisfactory explanatory power, with an R² value of 0.703, indicating that 70.3% of the variance in learning outcomes was explained by teacher competence, differentiated instruction, and learning motivation. The results confirm that learning motivation functions as a mediating variable linking teacher competence and differentiated instruction to students' learning outcomes. These findings highlight the importance of strengthening teacher competence and implementing differentiated instruction to improve learning outcomes in inclusive education.

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