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Jurnal Inovasi dan Teknologi Pembelajaran
Published by Universitas Negeri Malang
ISSN : 24068780     EISSN : 26547953     DOI : https://doi.org/10.17977/um031
Core Subject :
Jurnal Inovasi dan Teknologi Pembelajaran is a peer reviewed journal that covers the entire spectrum of innovative educational technology applications including the design development utilization management and evaluation to solve learning problems and knowledge exchange The journal welcomes a variety of approaches to empirical research qualitative quantitative R and D and mixed methods as well as high quality systematic reviews and meta analysis Jurnal Inovasi dan Teknologi Pembelajaran is a channel for authors to disseminate their high quality of systematice review meta analysis research and development case study experimental research that are useful in the field of educational and learning technologies The journals goal is to serve as a medium for researcher communication as well as a link between researchers practitioners and policymakers The journal publishes research articles in the following areas Design and implementation of instructional technology Innovative curriculum development Strategies and models of general and specific learning Cooperative learning collaborative learning peer learning Problem based project based and inquiry based learning Research and development methods Emerging technologies Integration of technology in learning Development learning media Smart learning environment Online learning Adaptive learning Learning analytics Learners characteristics Mobile learning Digital classroom digital learning resources and environments Hypermedia in learning Quality assurance of learning STEM STEAM education MOOCs TPACK Augmented reality virtual reality mixed reality Virtual laboratory Innovative assessment and evaluation
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Articles 5 Documents
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Search results for , issue "vol. 12 no. 3 (2025)" : 5 Documents clear
Implementation of the online teacher competency improvement training program in the diklat.co semarang learning community Haris Pribadi; Deni Hardianto
Jurnal Inovasi dan Teknologi Pembelajaran Vol. 12 No. 3 (2025)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v12i32025p129

Abstract

This study aimed to describe the process and impact of online teacher competency improvement training through the Diklat.co platform in supporting the implementation of the Kurikulum Merdeka (Freedom Curriculum). This research employed a qualitative approach with a case study method. The data were collected through observations, interviews, and documentation of the training implementation. The findings indicate that online-based training effectively enhances teachers’ pedagogical and professional competencies. This occurs through reflective discussions, sharing of best practices, and the use of technology in the learning process. The participants reported increased confidence in applying differentiated instruction and diagnostic assessments following the training. However, challenges remain, including limited infrastructure, varying levels of digital literacy, and scheduling constraints that overlap with teachers’ existing workloads. This study recommends the online-based training model as a flexible, collaborative, and relevant alternative to support teacher professionalism development in the digital era.
Development of interactive e-books on creative dance to enhance middle school students' appreciation of art Nanda Rochmahningtyas; Anik Juwariyah; Retnayu Prasetyanti Sekti; Arif Hidajad; Norsafini Jafar
Jurnal Inovasi dan Teknologi Pembelajaran Vol. 12 No. 3 (2025)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v12i32025p139

Abstract

The development of the digital globalisation era demands that teachers adapt to technology, including in the creation of dance teaching materials that require visualisation and interactive experiences. Conventional media such as printed books are less effective because they lack visual or audio elements, limiting students' understanding of movements, floor patterns, and the meaning of dance. Previous studies only focused on text or single videos, so interactive e-books for creative dance materials are needed because they can provide contextual, attractive learning that aligns with the characteristics of the digital generation. This study aims to develop a multimedia-based interactive dance e-book (including video, audio, animation, and interactive quizzes) using the 4D model. The research method used validation sheets, quantitative descriptive analysis, and limited trials on 30 students of class IX at SMP Negeri 10 Madiun. The validation results showed an average score of 3.42, categorised as very valid. Meanwhile, student responses showed high appreciation for observation aspects at 92%, internalization at 90%, and meaning-making and critical assessment at 87%. It is concluded that the interactive e-book is effective in facilitating dance comprehension, increasing motivation, art appreciation, and learning engagement. Its effectiveness in enhancing art appreciation averaged 11.8% with a normalised n-gain score of 0.46, categorised as medium. Substantively, this study is able to improve cognitive understanding, strengthen students' art appreciation, affective, and psychomotor skills, thus serving as an adaptive cultural art learning medium in the digital era.
AI-assisted problem-based learning: Effects on problem-solving abilities across learning styles Rusman Zaenal Abidin; Maman Fathurrohman; Aan Hendrayana; Zahid Zufar At Thaariq
Jurnal Inovasi dan Teknologi Pembelajaran Vol. 12 No. 3 (2025)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v12i32025p162

Abstract

This study investigated the effect of Problem-Based Learning (PBL) assisted by Artificial Intelligence (AI) on students' problem-solving skills, with particular consideration for students' initial abilities and learning styles. The study employed a quasi-experimental design involving 120 undergraduate students, allocated into experimental and control groups. The results show that AI-assisted PBL greatly improves problem-solving skills (F=45.23, p<0.001, η²=0.38), but the effects varied, depending on the person's initial skill levels and learning styles. Students with low initial ability exhibited the most significant improvement (d=1.24), whereas visual learners derived the greatest benefit from AI-enhanced visualisations. These findings concluded that AI-assisted problem-based learning (PBL) can be an adaptive instructional strategy that addresses individual learning differences, with ramifications for creating more inclusive and customised educational interventions that mitigate achievement gaps and consider varied learning preferences in higher education settings.
Institutional support and lecturers’ ICT readiness: Mediating effects of pre-teaching technology use on integration Maulida Goldy Firdausi; Yosef Budi Susanto; Ringkar Situmorang
Jurnal Inovasi dan Teknologi Pembelajaran Vol. 12 No. 3 (2025)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v12i32025p152

Abstract

Information and communication technology (ICT) is considered capable of increasing the effectiveness and quality of learning activities, for example online learning platforms, digital sources and others. Several previous studies have mentioned factors that influence technology integration in learning, namely technological capability, school support and utilization of technology before teaching in class. This study adopts a framework from previous studies with the aim of determining the relationship between lecturers' readiness for technology (ICT capability and self-confidence) and institutional support for technology integration in learning activities and the utilization of technology before teaching as a mediating variable. The research sample was 220 lecturers using non-probability sampling techniques. The results of the study showed that ICT readiness and university support had a direct positive effect on technology integration in classroom learning, and also had an indirect relationship to technology integration mediated by the utilization of ICT before teaching.
Development of a critical thinking skills instrument through problem-based learning for senior high school students Dimas Iqbal; Mustaji Mustaji; Lamijan Hadi Susarno
Jurnal Inovasi dan Teknologi Pembelajaran Vol. 12 No. 3 (2025)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v12i32025p173

Abstract

This study aims to develop an assessment instrument, comprising essay questions and scoring rubrics, to measure high school students’ critical thinking skills through Problem-Based Learning (PBL). The instrument was developed by adapting the Research and Development (R&D) design using the ADDIE model, which consists of five stages: Analysis, Design, Development, Implementation, and Evaluation. Expert validation results indicated that the instrument was suitable for use, with minor editorial revisions recommended to improve clarity and objectivity. A trial conducted with 67 students showed that all assessment items were valid (r-calculated > r-table) and the instrument demonstrated high reliability (Cronbach’s Alpha = 0.745). The scoring rubric consists of six main indicators referring to the critical thinking framework by Robert Ennis (1993): focus, supporting reasons, reasoning, organisation, language use, and relevance. This instrument is considered effective in supporting authentic assessment and can be used by teachers to evaluate students’ critical thinking skills more systematically, in line with the Merdeka Curriculum and 21st-century competency demands.

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