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Penggunaan Media Sains Flipbook dalam Pembelajaran IPA di Sekolah Dasar
Published by Universitas Sebelas Maret
ISSN : 16939107     EISSN : 26566621     DOI : https://doi.org/10.20961/teknodika.v15i2.34749
Core Subject : Science, Education,
Computer Science & IT Education Languange, Linguistic, Communication & Media Other
Focus and Scope Teknodika (p-issn:1693-9107 & e-issn: 2656-6621) merupakan jurnal penelitian teknologi pendidikan yang menerbitkan kajian, analisis, dan penelitian tentang perancangan, pengembangan, pengelolaan, pemanfaatan, evaluasi dalam bidang Teknologi Pendidikan yang berkaitan dengan peningkatan kinerja dan memfasilitasi belajar di lembaga pendidikan formal, non-formal dan informal serta lembaga-lembaga pelatihan. Adapun topik yang masuk kategori ini meliputi: Media Pembelajaran Model Pembelajaran Sumber Belajar Pendidikan Jarak Jauh E-Learning & Online learning Analisis Kurikulum dan topik lain yang relevan
Arjuna Subject : Umum - Umum
Articles 143 Documents
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Technology Learning Integration in Kindergarten: From Play to Programming with ScratchJr Widya Dwi Hardiyanti; Prayitno Prayitno
Teknodika Vol 24, No 1 (2026): Teknodika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/teknodika.v24i1.110986

Abstract

The rapid advancement of 21st-century technology necessitates that young children become not only digital consumers but also develop 5C (Creative thinking, Critical thinking, Communication, Collaboration, and Computational thinking). One innovative approach to fostering these abilities is through early exposure to programming. However, in the context of Surakarta, Indonesia, programming learning has not yet been widely or systematically implemented in kindergarten. This study aims to explore the programming practices of children aged 5–6 using ScratchJr, a visual programming application designed specifically for young learners. A qualitative case study method was employed, involving 20 children from a Kindergarten in Surakarta. Data were gathered through direct observation and documentation of children's project outcomes during individual 30-45-minute sessions. Findings revealed that the majority of children were capable of exploring ScratchJr features and constructing basic programming sequences to create animated story projects. The children exhibited high levels of engagement, curiosity, and creativity throughout the activity. Many demonstrated an understanding of debugging and symbolic thinking. Moreover, ScratchJr served as an effective medium to support artistic expression, indicating the development of creativity and cognitive growth through interactive digital experiences. In conclusion, programming activities facilitated by ScratchJr offer a developmentally appropriate and engaging approach to enhancing computational thinking and creativity. The study recommends increased investment in digital infrastructure and professional development for educators to enable the broader implementation of programming in kindergarten for preparing young learners to thrive in an increasingly digital global world.
Instructional Video Media as a Solution for Teaching Wheel Alignment (Spooring) Practices in Vocational High Schools Aziz Cahya Pradana; Martubi Martubi
Teknodika Vol 24, No 1 (2026): Teknodika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/teknodika.v24i1.107043

Abstract

Vocational education prepares students with industry-relevant technical competencies through practice-based learning. In automotive vocational programs, wheel alignment is a critical skill involving the adjustment of camber, caster, and toe angles to ensure vehicle stability and safety. However, the implementation of wheel alignment practice in vocational high schools often faces constraints such as limited workshop facilities, restricted practice time, and an imbalance between the number of students and available equipment. These limitations frequently result in teacher-centered demonstrations with limited opportunities for students to observe and practice procedures, which may hinder the development of procedural understanding. This study aims to examine the effectiveness of instructional video media in improving students’ learning outcomes in wheel alignment competency. A quasi-experimental method with a one-group pretest–posttest design was employed involving 36 twelfth-grade students at SMKN 1 Jetis. Data were collected through observation, questionnaires, and practical performance tests. The paired sample t-test results showed a significant improvement in student learning outcomes, with the mean score increasing from 63.08 in the pretest to 84.62 in the posttest (p < 0.05). These findings indicate that instructional video media effectively enhance students’ procedural understanding and support their readiness for workshop practice in vocational education.
Designing a Project-Based Learning Model with Digital Technology Integration to Enhance Students’ Creativity in Craft Subject Khaerudin Khaerudin; Eveline Siregar; Karimulloh Karimulloh
Teknodika Vol 24, No 1 (2026): Teknodika
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/teknodika.v24i1.110789

Abstract

Project-Based Learning (PjBL) is increasingly recognized as a transformative approach in education, particularly for developing student creativity. Rather than focusing solely on conventional classroom routines, PjBL immerses learners in authentic, inquiry-driven, and collaborative projects that reflect real-world challenges. As digital technologies become increasingly central to daily life, educational models must innovate to meet the complex demands of the 21st century. This study set out to design and implement a technology-enhanced PjBL model for Grade VIII Craft (Prakarya) students at SMP Tahta Syajar, Bekasi, Indonesia. A quasi-experimental design was used, with 43 students divided into experimental and control groups. The intervention included digital brainstorming, visualization software, and collaborative platforms, all intended to scaffold the phases of project work. Student creativity was assessed using a validated, Torrance-based rubric measuring fluency, flexibility, originality, and elaboration. Results showed a significant improvement in all creativity domains for the experimental group (*p* < 0.05), with moderate to large effect sizes observed. Moreover, students reported greater enthusiasm, engagement, and creative confidence when digital technology was a core part of their learning.Overall, this study confirms that digital PjBL not only has a measurable positive impact on student creativity but also supports educational goals outlined by international frameworks such as OECD Education 2030 and UNESCO’s Futures of Education. The findings provide a foundation for future research in technology-supported creative learning.

Page 15 of 15 | Total Record : 143

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