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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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Planetaria: Augmented reality-based learning media on solar system lessons for elementary school students Alief Ya Nur Latifah; Dinn Wahyudin; Effy Mulyasari
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/um031v13i12026p024

Abstract

This study aimed to develop Augmented Reality (AR)-based learning media that can assist students in understanding the material on the solar system, specifically the characteristics of the planets within it. This learning media is developed in the form of cards that can be scanned using a smartphone device, with each card displaying a three-dimensional (3D) planet object along with an audio explanation. The research method was Design and Development (D&D) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The results of the study show that the development of the PlanetARia media was validated by system and content experts, with average percentages of 96% and 98%, respectively. The implementation of the PlanetARia media showed positive responses from students regarding visualisation, content, and ease of use. As many as 87% of the students gave very good responses to the media’s visualisation, 73% rated the content aspect as very good, and 83% of the students stated that PlanetARia was easy to use. These results indicate that PlanetARia is visually appealing, content-relevant, and provides ease for students in understanding solar system material.
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.
Analysis of the utilization of the SIDIGS platform in enhancing the quality of academic services Nur Ratih; Tijanun Baroroh Addakhil; Muhamad iqbal Wibisono; Zainal Arifin Ahmad; Muhammad Andre Priatama
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/um031v13i12026p001

Abstract

The development of information technology has encouraged schools to transform toward digital-based management. SMP Muhammadiyah 3 Depok (Mugadeta) faces challenges in improving the quality of academic services and has implemented SIDIGS (School Integrated Digital System) as an innovative solution. This study aims to analyze the utilization of SIDIGS in academic activities, its impact on service efficiency, and the challenges encountered in implementation. A qualitative approach with a single case study was employed, collecting data through in-depth interviews, observation, and documentation, then analyzed using Miles and Huberman’s interactive model with source and technique triangulation. The results indicate that SIDIGS supports learning management via the Learning Management System (LMS), digital attendance, school–parent communication, and financial administration. The system improves efficiency, accelerates access to information, strengthens digital work culture, and establishes a paperless school management ecosystem. Challenges include system disruptions, limited internet access, and varying digital literacy among users, addressed through regular training and evaluations. The study implies that effective digital transformation in schools depends on human resource readiness, adaptive leadership, and a responsive digital work culture.
Analysis of mobile learning philosophy based on ontological, epistemological, and axiological aspects Darlin Darlin; Moch. Nursalim; Ruqoyyah Fitri; Hermanu Irawan; M. Saleh Laha; Nurlin Nurlin
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/um031v13i12026p026

Abstract

This study aims to analysis the philosophical foundation of Mobile Learning (M-Learning) through ontological, epistemological, and axiological perspectives using the Narrative Literature Review method on 11 indexed scientific articles. The data showed that the focus of the study was dominated by the axiological aspect with the frequency of occurrence of 7 articles (45.5%), followed by the epistemological aspect as many as 6 articles (36.4%), and the ontological aspect as many as 4 articles (18.2%). The results of the ontological analysis show that M-Learning is understood as a flexible, transformative, and ubiquitous learning reality, opening up the possibility of learning across space and time. Epistemologically, the findings confirm that M-Learning reinforces contextual, collaborative, and experiential knowledge constructions, although most implementations are still at the substitution stage and have not yet reached a full epistemic transformation. The axiological aspect appears as the biggest contribution, highlighting the value of inclusivity, equal access, learning motivation, and character formation as the main impact of M-Learning. The discussion shows that the three aspects interact with each other hierarchically, where ontological reality becomes the basis for epistemological processes, while axiological values function to direct and evaluate the ethical application of M-Learning. The conclusion M-Learning has a strong philosophical dimension, particularly in its axiological aspects, which emphasise value, access, and inclusivity, supported by epistemological and ontological aspects that demonstrate active and flexible learning. However, because it is based on only 11 studies, these findings cannot be generalised globally.
Experiential psychological mechanisms in immersive learning: Presence, embodiment, and engagement as mediator in learning outcomes Dona Mustika; Dedi Kustandi; Ika Andrini Farida; Iden Rainal Ihsan
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/um031v13i12026p048

Abstract

Emerging immersive technologies such as Virtual Reality (VR) and Augmented Reality (AR) have driven a transformation in experience-based learning. However, the psychological mechanisms that bridge immersive experiences to learning outcomes have not yet been systematically defined. This study aims to examine and synthesise the roles of presence, embodiment, and engagement as psychological mediators in immersive learning from the perspective of experiential psychology. The method used in this study is a systematic conceptual review, with articles identified using Google Scholar as the data source. The results of the theoretical mapping indicate that direct sensory experience serves as a sensorimotor foundation for evoking a sense of presence. That sense of presence, in turn, supports cognitive and affective engagement. Together, these three components form a mutually reinforcing psychological construct with learning outcomes. Therefore, this study makes a significant conceptual contribution by presenting a more structured and evidence-based framework for designing and evaluating immersive technology-based learning environments.
Contextual problem-based project-based learning as an effective strategy to improve science process skills and science achievement Nyoman Maesha Bramanda; I Gusti Ngurah Pujawan; I Dewa Ayu Made Budhyani
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/um031v13i12026p014

Abstract

This study examines the effect of a contextual problem-based Project Based Learning (PjBL) model assisted by E-LKPD on science process skills and science learning achievement of fifth-grade elementary school students. This research employed a quasi-experimental method with a posttest-only control group design involving two intact classes in the Diponegoro Cluster, West Denpasar. Data were collected using a science achievement test and an observation sheet of science process skills and analyzed using MANOVA. The results indicate that students taught through contextual problem-based PjBL assisted by E-LKPD achieved significantly higher science process skills and science learning achievement than those taught using conventional instruction, both partially and simultaneously. Practically, this learning model supports the implementation of the current competency-based curriculum by promoting student-centered learning, strengthening scientific inquiry skills, and facilitating meaningful science learning through contextual project activities in elementary schools.
Trends, collaboration, and thematic mapping of flipbooks in learning: A systematic review Muhammad Syafrani Permadi; Irma Soraya; Moch. Chafiid Dhuha; Abdurrazaq Murtaja
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/um031v13i22026p074

Abstract

Over the past two decades, flipbook-based learning has emerged as an innovative approach in instructional design, designed to accommodate the diverse needs of students. The present study employed the Systematic Literature Review (SLR) method, based on the PRISMA protocol, to identify, review, and evaluate relevant articles to address the research questions. The objective of this study was to analyse publication trends, collaboration patterns, and thematic mapping in studies on flipbook-based learning. The findings revealed that, of the 390 articles identified from the Scopus and DOAJ databases, 31 met the predefined inclusion and exclusion criteria. The findings indicate that research on flipbooks experienced a significant surge in 2024, followed by a decline in 2025 and 2026, likely influenced by the ongoing indexing process. However, during the 2023–2024 period, publication trends showed a substantial increase, corresponding to the post-pandemic recovery period when most learning activities were conducted online. In terms of collaboration, the research was predominantly conducted by Indonesian authors, with very limited international research networks. Meanwhile, the thematic mapping revealed that flipbook research focuses on the development of digital learning media aimed at improving the quality of student learning, particularly in terms of critical thinking and learning outcomes. In addition, most studies employed the Research and Development (R&D) approach.

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