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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
Arjuna Subject : -
Articles 94 Documents
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Trustworthy generative AI for computing systems: A review of safety, evaluation, and governance mechanisms Saif Safaa Shakir; Hasan Fadhil Qasim; Huda Najim Abdulwahed
Jurnal Inovasi dan Teknologi Pembelajaran Vol. 13 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/um031v13i12026p061

Abstract

More and more generative AI systems which includes large language models, diffusion models, and multimodal foundations are being integrated into crucial computing infrastructure, including cloud orchestration, code synthesis pipeline, healthcare decision support, and financial risk assessment. Consequently, there is greater demand for frameworks that can evaluate, guarantee, and regulate the trustworthiness of these systems. This article reviewed the development of trustworthy AI research from 2015 to 2025, and the evidence generated across four primary areas: safety and alignment, robustness and reliability, evaluation, and governance. We delivered distinctive comparative assessments of safety benchmarks, alignment methodologies (RLHF, RLAIF, DPO, Constitutional AI), and formal governance frameworks worldwide, pinpointing the critical discrepancies between regulated objectives and actual technical capability. A key finding is the Evaluation Paradox: The benchmarks most commonly relied on to certify systems as “AI safe” are, in fact, the systems least robust to distributional shift and adversarial manipulation. There is an institutional misalignment between the speed of generative AI deployment and the maturity of the governance mechanisms proposed to regulate it. We documented seven priority research challenges for the field. Researchers, system engineers, policymakers, and practitioners pursuing an evidence-based understanding of the current state-of-trustworthiness will benefit from this review.
Game-based learning and student motivation in digital classrooms Helda; Hendra Nelva Saputra; Zila Razilu
Jurnal Inovasi dan Teknologi Pembelajaran Vol. 13 No. 2 (2026): Vol 13, No 2, (2026): Issue in Progress
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v13i22026p092

Abstract

The development of digital learning requires teachers to implement a learning model that not only delivers material but can also maintain students' attention and motivation to learn. Game-Based Learning (GBL) is a relevant approach because it integrates challenges, scores, live feedback, and interactive learning experiences. This study aims to analyse differences in student learning motivation before and after the implementation of GBL in digital classrooms at MTsN 1 Kendari. The research employed a quantitative approach with a quasi-experimental one-group pretest-posttest design. The research sample consisted of 102 students of digital classes who were selected using saturated sampling. The research instrument was in the form of a learning motivation questionnaire consisting of 19 statements and had a reliability of Cronbach's alpha of 0.871. Data were analysed using descriptive statistics, the Kolmogorov-Smirnov normality test, and a paired sample t-test. The results showed that the average learning motivation score increased from 24.4118 in the pretest to 25.9412 in the posttest. The t-test results showed a significant difference between the pretest and posttest scores, t(101) = -2,990; p = 0.004. The size of Cohen's dz effect of 0.296 suggests that the increase belonged the small category. These findings suggest that GBL has the potential to increase students' motivation to learn in the context of digital classrooms, although its practical impact still needs to be strengthened through a longer implementation and experimental design with control groups.
Enhancing students’ learning interest and achievement through interactive animated video media Fitri Nurjanah; Ali Muhtadi
Jurnal Inovasi dan Teknologi Pembelajaran Vol. 13 No. 2 (2026): Vol 13, No 2, (2026): Issue in Progress
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v13i22026p113

Abstract

This study examines the effects of interactive animated video-based learning media that integrate sequential visual illustrations with interactive elements, such as quizzes and immediate feedback, within a Discovery Learning approach, on junior high students' learning interest and learning outcomes in Islamic Religious Education (PAI), and determines the magnitude of this effect. A quantitative, quasi-experimental design was used, involving 160 ninth-grade students divided into a control class (IX.3) and an experimental class (IX.4), each with 29 students. Pretests and post-tests were used to gauge learning outcomes; a questionnaire was also used to gauge learning interest. Simple linear regression and an independent-samples t-test were used to evaluate all data. Results show that every media significantly influenced learning interest and learning outcomes (sig. = 0.001 and 0.010, p < 0.05), contributing 22.5% and 19.8%, respectively, in each medium category. This confirms that every media is a practical, low-infrastructure instructional innovation for procedural material such as Hajj and Umrah.
Establishing pre-intervention baseline equivalence for AI-supported gamified project-based learning in entrepreneurship education Silvia Anita Prastica; Agus Wedi; Fikri Aulia; Made Duananda Kartika Degeng; Isma Addi Jumbri
Jurnal Inovasi dan Teknologi Pembelajaran Vol. 13 No. 2 (2026): Vol 13, No 2, (2026): Issue in Progress
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v13i22026p102

Abstract

Establishing pre-intervention baseline equivalence is essential for strengthening the internal validity of quasi-experimental studies. However, baseline comparability is often underreported in educational technology research, particularly in evaluations of emerging AI-supported instructional innovations. This study addresses this methodological gap by examining baseline comparability before implementing a newly developed AI-supported gamified Project-Based Learning (PjBL) model in entrepreneurship education. The novelty of the study lies in explicitly positioning baseline assessment as a methodological foundation for strengthening the interpretation of intervention effects in AI-enhanced learning research. A quasi-experimental design was employed involving an experimental group (n = 30) and a control group (n = 26). Pre-test data were analysed using descriptive statistics and the Mann-Whitney U test because the data were not normally distributed. The experimental and control groups recorded comparable mean pre-test scores of 85.33 and 85.19, respectively. No statistically significant baseline difference was found between the groups (U = 303.00, Z = −1.467, p = .142, r = .20). These findings support the baseline comparability of the two groups and provide a stronger methodological basis for interpreting subsequent differences in learning outcomes as being associated with the intervention rather than substantial pre-existing group differences.

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