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Jurnal Inovasi Teknologi Pendidikan
Published by Universitas Negeri Yogyakarta
ISSN : 24070963     EISSN : 24607177     DOI : -
Core Subject : Education,
Education
Jurnal Inovasi Teknologi Pendidikan is a scientific journal which publishes and disseminates the results of researches, deep studies, innovative thinking or work in educational technology. The focus of the journal is innovative works on the development of educational multimedia and e-learning which are effective in giving positive contributions to schools and educational institutions.
Arjuna Subject : -
Articles 10 Documents
 1 
Search results for , issue "Vol. 11 No. 4 (2024): December" : 10 Documents clear
Development of "Tikrar Space" multimedia based on drill and practice for Arabic vocabulary learning Nurhidayah, Siti; Fadhli, Muhibuddin; Ulfa, Saida
Jurnal Inovasi Teknologi Pendidikan Vol. 11 No. 4 (2024): December
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v11i4.77834

Abstract

Multimedia drill and practice is a learning method that teaches skills through structured exercises to students by integrating various types of media, such as text, images, sound, and video. It can be applied in learning Arabic, especially to increase interest in learning and understanding or also called mufrodat on the subject matter of "اعضاء الجسم" (Members of the Body) Class V which is located at SD Islamic Global School. This study involved 20 students as the subject of this development research is to produce products and determine the validity of a multimedia drill and practice named "Tikrar Space". This research was conducted through the stages of analysis (needs analysis, task analysis, and learning analysis), design (objectives and assessments, learning strategies, and selection of delivery systems), development (material drafts, media production, and formative evaluation), implementation, and summative evaluation according to the Seels and Glasgow development model. The validation test results showed that the material expert validation resulted in a percentage of 95% and the media expert validation resulted in a percentage of 98%. Then, the results of student trials using multimedia amounted to 93%. Based on these results, it is concluded that this product is valid and can be used to interact in learning.  Future research is suggested to integrate the latest technology with approaches such as gamification, adaptive learning, and collaborative learning, as well as the utilization of Augmented Reality and Virtual Reality to increase the effectiveness and interactivity of learning.
Development of e-modules of basic laws of chemistry based on problem-based learning to improve critical thinking skills Leny, Leny; Wahidah, Wahidah; Mahdian, Mahdian; Kusasi, Muhammad
Jurnal Inovasi Teknologi Pendidikan Vol. 11 No. 4 (2024): December
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v11i4.72576

Abstract

Critical thinking is an important aspect of the skills expected in 21st-century learning, especially in chemistry learning. Based on preliminary studies that have been carried out, critical thinking skills are still not practiced in the learning process, and the teaching materials used are still only a few that relate daily life problems to the material. This study aimed to evaluate the validity, practicality, and effectiveness. The ADDIE model was used as the method of this research, 36 students of class X-E of Senior High School 5 Banjarmasin were the subjects of the development research. Data were collected with test and non-test instruments. Analysis of validity, practicality, and effectiveness were the analysis techniques used in this study. The findings of this study are that the e-module has a very high level of validity which is 94.93, very practical with a practicality score of 84.46, and effective with an N-Gain of 81.15. Suggestions for future researchers are that the developed e-modules can be accessed without using the internet and the testing of the developed products can be more than one school.
Redesign of the science interpretation laboratory application (Labtafsin 2.0) using 3 languages as supporting media for science learning based on Al-Qur'an interpretation Rifaannudin, Mahmud; Sylvia Puspitasari, Niken; Muryatmoko, Dihin; Bagir Alfahmi, Haidar; Al-Faritzi, Muhammad Redho
Jurnal Inovasi Teknologi Pendidikan Vol. 11 No. 4 (2024): December
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v11i4.72836

Abstract

The application of the Science Interpretation Laboratory, as a learning media for the development of science interpretation science that leads to an Islamic worldview, faces practical obstacles by often experiencing errors (force close) in its use. This study aims to evaluate and redesign the Science Interpretation Laboratory Application to overcome these obstacles. With the stages of research (Waterfall System Development Life Cycle) SDLC has five stages: Requirements analysis, System and software design, Integration and system testing, and operation and maintenance. Then the application was tested with 2 material and media experts and 38 students.  The results show that the redesign of the Labtafsin 2.0 application was successful, adding 3 language features (Arabic, English, and Indonesian). The functionality test (black box) results show that the application runs smoothly and can be used optimally on Android version 10. Ratings from material experts give an average of 94%, indicating that this app is suitable as a learning resource. Ratings from media experts give an average of 90%, the application is rated as very satisfactory. Then the assessment from students showed a score of 93%, and this application can be used very well. Further, it is necessary to develop, by adding video and quiz features according to the material to support learning.
Digital skills assessment in blended learning settings in mathematics and physics education programs Maulidiya, Della; Putri, Desy Hanisa; Lestary, Ratnah
Jurnal Inovasi Teknologi Pendidikan Vol. 11 No. 4 (2024): December
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v11i4.70998

Abstract

Digitally savvy human resources are becoming more necessary. Through a survey, this research assesses students' digital skills after implementing blended learning. A total of 143 mathematics and physics teacher students provided their self-assessments of 25 indicators of digital skills. The findings show that around 50% of students can adapt to technology, and 61% rate it well for their creative ability in dealing with ideas. However, there is potential for improvement in problem-solving skills. In cultural awareness, more than 90% of students demonstrated respect for other cultures, although around 23% rated it sufficient for cultural understanding. Student ethics in using technology were high, with more than 85% stating they had good abilities. Assessments of core and contextual digital skills show a tendency for students to give higher ratings to core skills, but assessment variations are pretty significant. The mean scores and standard deviations for both skill categories indicate a level of variation that is noteworthy. This study provides in-depth insight into students' digital skills assessment, identifies potential areas for further development, and highlights the need for increased cultural awareness among students. This research recommends further investigation to determine the types of digital skills students gain from the wider use of the Internet and how well these skills fit the needs of the digital age.
Case study: Impact analysis of educational Chatbot use in supporting students in the online learning process Afriani, Febi; Suyato, Suyato; Devi, Indra; Syafitri, Aisyah; Harahap, Nur Indri Yani; Simbolon, Ali Mustopa Yakub
Jurnal Inovasi Teknologi Pendidikan Vol. 11 No. 4 (2024): December
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v11i4.69941

Abstract

This research aims to analyze the impact of using educational chatbots in supporting students in online learning processes. The research methodology adopts a qualitative approach with a case study design to examine the effects of chatbot usage on students in online learning. Data collection techniques involve conducting in-depth interviews with students, teachers, and school administrators, engaging in participatory observation during online learning sessions, and analyzing official documents and chatbot interaction logs. The research findings indicate that the use of chatbots significantly enhances student engagement, facilitates quick access to information, and provides personalized support in understanding the material. Furthermore, chatbots successfully create an interactive and responsive learning environment, boosting students' learning motivation and problem-solving abilities. The primary conclusion drawn from this research is that educational chatbots have a positive impact on improving the effectiveness of online learning by strengthening the interaction between students and the learning platform. The implementation of chatbots can be an effective solution to enhance the efficiency and quality of student's learning experiences in virtual environments. These findings offer valuable insights for further development in integrating chatbot technology into the context of online education, with the potential to improve accessibility, effectiveness, and holistic student experiences in distance learning.
Effect of VR simulations on MPA level & breath control of voice major students Haris, Thio Felicia Yasinta; Purbojo, Rijanto
Jurnal Inovasi Teknologi Pendidikan Vol. 11 No. 4 (2024): December
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v11i4.71412

Abstract

A form of art that is created through a performance by one or an ensemble of performers, shown in front of an audience is called the performing arts. Despite having its appeal, performing in front of many people can lead to "performance anxiety". Performance anxiety is especially very concerning for singers and voice students. This can lead to diminished performance quality and impair the control of their vocal technique, with the most affected one being their breath control, which is considered one of the most crucial techniques in singing. A survey conducted on voice students of Pelita Harapan University Conservatory of Music has found this as a phenomenon that's been experienced by students, noticed by the voice lecturers, but yet to be effectively addressed. Previously, the use of VR simulations has been found effective in helping treat and decrease the symptoms and occurrence of social anxiety, which includes performance anxiety. However, a very limited amount of research has been done on the impact of VR on music-related performance anxiety (MPA), and even less specifically on singing performances. Through a mixed-method approach and by adopting the within-subject research design, this study aims to study the effects of VR simulation implementation on nineteen voice major students of Pelita Harapan University Conservatory of Music's MPA level and breath control. Results found that the method was effective in treating the MPA symptoms and did improve the students' breath control but was not conducted long or frequently enough to take a long-term or permanent result.
Evaluation of the practicality of project-based learning implementation plan in light vehicle engine maintenance using ADDIE approach Muslim, Muslim; Kuo, Hsu-Chan; Setiawan, Dedi; Fernandez, Donny; Putra, Rido; Derisman, Aken; Zikri, Zikri
Jurnal Inovasi Teknologi Pendidikan Vol. 11 No. 4 (2024): December
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v11i4.71122

Abstract

Light vehicle engine maintenance is an important subject in automotive vocational education. However, several problems need to be overcome, such as the lack of student involvement in learning, which creates a gap between theoretical and practical learning. To overcome this problem, a project-based learning implementation plan (LIP) was developed which has been proposed as an approach capable of integrating theory and practice, as well as increasing student involvement in learning. This research aims to evaluate the practicality of product development in the form of a project-based LIP on light vehicle engine maintenance. This study uses an R&D approach as well as the ADDIE model procedure. The subjects in this study were 5 experts who came from productive teachers. The instruments used are interview sheets for observation activities and instruments in the form of response questionnaires to obtain product practicality data. The analysis technique at the practicality criteria level uses a practicality value formula in percentage form. The research results have found that the practicality of the product implementation plan for project-based learning in light vehicle engine maintenance learning is based on teacher responses which have been analyzed so that it is stated in the convenient category. This study concludes that the project-based lesson plan developed has high practicality in learning light vehicle engine maintenance. Further research can test the effectiveness of project-based learning implementation plans on a larger scale by involving more students and educational institutions and integrating modern technologies such as augmented reality or virtual reality into the learning implementation plans.
Transforming music learning: Keroncong guitar VSTi prototype as a catalyst for educational innovation Kusuma, Adel Sulaiman; Sukmayadi, Yudi; Riyadi, Lanang
Jurnal Inovasi Teknologi Pendidikan Vol. 11 No. 4 (2024): December
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v11i4.71223

Abstract

The rapid development of technology in music education requires music educators to be creative and critical in developing technology-based learning tools. This ensures that learning aligns with current trends and is implemented more effectively. In addition to enhancing learning, technology also addresses challenges faced by music composers. This study focuses on creating a Virtual Studio Technology Instrument (VSTi) for the keroncong guitar as a teaching aid. In keroncong music, the guitar plays a key role in improvising chord progressions, demanding specialized skills from musicians and composers. Using a practice-oriented approach, this study covers the pre-production, production, and post-production stages of developing a VSTi for the Keroncong guitar. The results show that the VSTi operates effectively in a Digital Audio Workstation (DAW), serving as a valuable learning tool and reference for keroncong guitar patterns. The assessment demonstrated significant improvements in sound quality and user satisfaction, with 90% of users approving. Integration with other instruments showed a 25% average improvement, while flexibility and ease of improvisation received positive feedback from 80% and 75% of users. To conclude, the prototype of the Keroncong Guitar VSTi can catalyze educational innovation.
Dinggo Sedaya website: Innovation in digital learning resources for early children's education Salehuddin, Shafira Nurulita; Putra, Yudithia Dian; Anisa, Nur; Pramono, Pramono; Arifin, Imron
Jurnal Inovasi Teknologi Pendidikan Vol. 11 No. 4 (2024): December
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v11i4.76097

Abstract

Digital learning resources aim to be a container or reference that can be used as a support to develop existing learning tools. In addition, current technological advances make learning resources one of the containers that can improve digital literacy competencies for its users. Technology mastery skills are key in utilizing digital technology. However, it is unfortunate that digital learning resources are not utilized properly due to limited technology usage skills, especially in learning. In addition, the lack of digital learning resources for early childhood education is one of the limitations in adjusting digital learning resources for Early Childhood Education teachers. This study itself aims to create an efficient, effective, and attractive website product to be used as a digital learning resource for in-depth early childhood education. Data collection methods used include interviews, observations, and filling out questionnaires. This study uses the Research and Development (R&D) method by implementing the ADDIE design. The sample in this study was thirty Early Childhood Education teachers. The results of the study showed that the Dinggo Sedaya website is suitable to be used as a digital learning resource for in-depth early childhood education. Based on the results of validity and feasibility, the Dinggo Sedaya website is valid and suitable for use. This study implies that the Dinggo Sedaya website can be accessed by teachers as a digital learning resource for developing learning tools and improving the digital literacy competencies of Early Childhood Education teachers. Further research is expected to be able to examine the development of digital learning resources more broadly to provide a comprehensive picture and become the basis that digital learning resources need to be developed to support more meaningful learning in early childhood.
Factor analysis of algebraic thinking skills: A case study on developing area model algebra worksheet based on PhET Interactive Simulation Giyanti, Giyanti; Artasari, Adika; Oktaviyanthi, Rina; Husain, Sharifah Kartini Said
Jurnal Inovasi Teknologi Pendidikan Vol. 11 No. 4 (2024): December
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v11i4.79362

Abstract

Algebraic thinking is a vital skill in mathematics education, enabling students to generalize patterns, decompose expressions, and apply mathematical models in real-world contexts. However, students often struggle to connect abstract algebraic concepts to practical, real-world problems, which limits their ability to apply these skills effectively. This study aims to uncover the latent structures underlying students' algebraic thinking skills through Exploratory Factor Analysis (EFA). Data were collected from 60 junior high school students in Serang, Banten, who completed worksheets assessing five indicators of algebraic thinking: X1 (Generalization – Decomposing an expression), X2 (Generalization – Using area model), X3 (Transformational – Representing multiplication problem), X4 (Transformational – Strategies for multi-digit numbers), and X5 (Meta-global level – Using area model in real-world contexts), alongside algebraic thinking ability scores (Y). Using varimax rotation, the analysis identified two significant factors. The first, "Generalization and Area Model Application Capability," explained 31.118% of the variance, with high loadings for X2 (0.701) and X3 (0.724). The second, "Transformational Strategies in Multi-digit Numbers," accounted for 20.543% of the variance, with strong loadings for X1 (0.923) and X4 (0.631). Together, these factors explained 51.661% of the total variance. These findings underscore the importance of enhancing generalization skills through area models, including their application to real-world problems and strengthening transformational strategies for multi-digit operations. Incorporating interactive tools like PhET simulations may further support these cognitive processes. Future research should explore classroom implementation and its impact on students' long-term outcomes.

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