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INDONESIA
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
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Search results for , issue "Vol. 12 No. 2 (2025): June" : 10 Documents clear
Development of digital science literacy based on Articulate Storyline based on objects’ material for class VIII junior high school Setiawan, Agung Mulyo; Rahman, Fardian Novandi
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 2 (2025): June
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i2.75435

Abstract

One solution to overcome the low quality of Indonesian education is to innovate education by developing digital tools for learning. Based on a literature review, digital tools in the form of Articulate Storyline software have many advantages in science learning, especially physics. Therefore, the development of students' digital science literacy based on an Articulate Storyline material on force on objects for grade VIII junior high school students is important. The purpose of this study was to determine the level of validity and feasibility of Articulate Storyline as a learning medium to develop students' digital science literacy. The method used to develop this media uses 4D (Define, Design, Develop, and Disseminate). Data collection techniques for media validity use media, material, and readability validation instruments, while for students' digital science literacy skills, use practice questions and questionnaires. As supporting data, we also conducted interviews, which were then analyzed descriptively. Respondents in this study were expert validators (Lecturers), Teachers, and Students. The results we obtained showed that (a) the results of the validity of the media, materials, and readability were declared 'very valid' with values ​​of 89.4%, 100%, and 75.8%; and (b) the students' digital science literacy skills was declared 'very good' with a value of 80.0. These results indicate that the development of digital science literacy based on Articulate Storyline is worthy of being developed as an innovative learning medium. We recommend that digital science literacy be developed in other science materials, such as biology and chemistry.
Digitalization of learning media: A comparative study on metacognitive ability, learning interest, and activeness in Islamic High School 2 Banyumas Excellent Class Zulfa, Zulfa; Perwita, Dyah
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 2 (2025): June
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i2.77455

Abstract

The growing use of digital learning media calls for a deeper investigation into its effects on students' psychological aspects, particularly metacognitive ability, learning interest, and activeness. It aims to compare students’ metacognitive ability, learning interest, and activeness before and after implementing digital learning media. This study focuses on 80 10th-grade students in the Excellent Class at Islamic High School (MAN) 2 Banyumas during the 2023/2024 academic year. Using a descriptive comparative quantitative approach with a survey method, data were collected through non-probability sampling with a saturation (census) technique. The results show significant differences in all three aspects after the implementation. Specifically, students' metacognitive ability improved by 19%, learning interest by 37%, and learning activeness by 31%. These findings confirm that digital learning media have a positive impact on students’ learning experiences. It enhances their ability to monitor their learning, increases their engagement, and encourages more active class participation. The results highlight the value of digital tools in supporting modern education. However, further research is needed to identify specific causal factors contributing to these improvements, such as interface usability and the integration of interactive learning features. Additionally, long-term studies are recommended to examine the sustainability of these benefits over time and how digital media can be continually optimized to support student development.
Learning independence: The influence of parental social support and self-regulation Yulianingsih, Tri; Fathiyah, Kartika Nur
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 2 (2025): June
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i2.83713

Abstract

Low parental support and learning attitudes can hinder students' learning processes. This study was conducted to determine the effect of parental social support and self-regulation on the learning independence of fifth-grade students at Fostered Area (Dabin) Elementary School 1, Prambanan District. This study uses a quantitative research type of ex post facto design without providing special treatment to students based on the research instruments created. The population in this study amounted to 122 students, with a research sample of 92 students selected randomly. The research instruments used were in the form of a questionnaire on parental social support, a questionnaire on self-regulation, and a questionnaire on learning independence, which have been proven valid by expert judgment, a validity test, and a reliability test. The tabulated data were subjected to assumption tests in the form of a one-sample Kolmogorov-Smirnov normality test, linearity test, multicollinearity test, and heteroscedasticity test with the help of SPSS 29. Furthermore, the data were analyzed using multiple regression techniques with the help of SPSS version 29 to test the research hypothesis. The results of the study prove that: 1) Parental social support and self-regulation together influence students' learning independence. 2) Parental social support partially influences students' learning independence. 3) Self-regulation partially influences students' learning independence in class V of Fostered Area (Dabin) Elementary School, Prambanan District. So, it can be concluded that parental social support and self-regulation have implications for learning independence. It is hoped that this study can contribute to increasing the role of parents in providing social support to their children. It is recommended that future studies examine interventions or programs designed to enhance self-regulation and learning independence while taking into account the role of social support, particularly from parents.
Enhancing creative thinking skills on biotechnology materials: Development of an e-module using Google Sites Setiani, Indra; Sajidan, Sajidan; Fatmawati, Umi
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 2 (2025): June
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i2.83829

Abstract

Updates are not yet available for media learning based on electronic learning, which loads creative learning on biotechnology material and has an impact on boring lessons. Therefore, this study aims to: 1) Determine the validity of e-modules on biotechnology material to improve students' creative thinking skills; 2) determine the effectiveness of e-modules on the material to improve students' creative thinking skills; 3) determine the practicality of e-modules on the material to improve students' creative thinking skills. Development research e-modul with using google site on this biotechnology material using model procedures development of ADDIE (Analysis, Design, Development, Implementation and Evaluation) with a sample size of 95 students to test its effectiveness. The research results show that: 1) Products E- Module Biotechnology use google sites are very valid for improving students' creative thinking skills semester 3 Program Studies Education Biology with proven mark validity as big as 86.36% from media expert, 93.75% from the expert material, And 81.94% from the test try group scale small. 2) Product E- Module Biotechnology use google very sites effective For increase skills think creative student semester 3 Program Studies Biology Education is proven by the significance value of the Wilcoxon test of 0,000 in lower 0.05; 3) Products E- Module Biotechnology use google very sites practical For increase skills think creative student semester 3 Program Studies Biology Education with proven mark its practicality as big as 88.18% of the questionnaires were filled out by students in the group scale large. So, in general, the Google Site-based e-module product on biotechnology material is worthy of use and dissemination. Further research recommendations to be able to research Google Sites based E-Modules using different materials and variables.
Bridging the gap: Student perceptions of blended learning's promise and reality in higher education Rahman, Abdul; Syamsuardi, Syamsuardi; Syamsurijal Basri
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 2 (2025): June
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i2.86101

Abstract

This study investigates students’ perceptions of their learning experiences in a blended learning environment. It seeks to describe: 1) students’ perceived learning effectiveness in blended learning, 2) key aspects of blended learning contributing to learning effectiveness, and 3) problems and constraints in blended learning. A cross-sectional survey design was employed, targeting undergraduate students from six departments and three different semester cohorts who had experienced blended learning. With a population of approximately 6.000 students, a sample of 509 students was selected using stratified random sampling to ensure proportional representation across departments and cohorts. Data were collected through a structured questionnaire and analyzed using descriptive statistics. Results indicate that while 60% of students strongly valued the flexibility to access materials anytime/anywhere, fewer than 40% reported effective self-paced learning or study planning. Interaction and collaboration were limited (25–38% agreement), and perceived impacts on motivation (27–35%) and material understanding (26–27%) were modest. Technical ability varied, with only 24% feeling highly competent in platform feature usage. Overall satisfaction was low (29%), aligning with suboptimal active engagement, interaction/collaboration, and perceived impacts. Findings suggest that blended learning implementation at this institution did not fully realize its potential for autonomy, collaboration, or enriched outcomes, highlighting the need for improved pedagogical design, user-friendly technology, and strategies to foster critical dialogue and self-regulation.
Students and lecturers' perspectives of MOOCs as an educational innovation for sustainable learning Almaknunah, Luluk; Muali, Chusnul
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 2 (2025): June
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i2.83081

Abstract

The integration of Massive Open Online Courses (MOOCs) into higher education in Indonesia continues to face significant challenges, particularly regarding their effectiveness in supporting sustainable learning. Most prior studies have predominantly focused on technical aspects such as platform usage and user participation rates. At the same time, limited attention has been given to the impact of MOOCs on long-term skill development, learner autonomy, and their formal integration into academic curricula. This study offers a novel contribution by deeply exploring the perspectives of both students and lecturers on MOOCs as an educational innovation for sustainable learning in higher education. Employing a mixed-methods approach, the research utilized the MOOC Integration Perception Scale (MIPS) for quantitative data and the MOOC Sustainability Interview Protocol (MSIP) for qualitative inquiry. A total of 120 students and 20 lecturers from diverse Indonesian universities participated as respondents. Quantitative data were analyzed using descriptive statistics and independent samples t-tests, while qualitative data were examined through thematic analysis. Findings reveal that both students and lecturers highly value the flexibility and accessibility of MOOCs, especially in overcoming geographic and temporal barriers. However, concerns remain about the lack of direct interaction and the limited provision of personalized feedback, which hinders the pedagogical depth of these platforms. This study recommends the development of blended learning models and improvements in digital infrastructure, especially in underdeveloped regions, as strategic efforts to enhance MOOC integration in higher education. Future research should adopt longitudinal approaches to assess the long-term effects of MOOCs on learning outcomes, skill development, and learner autonomy.
Strategic development of Islamic religious educators in enhancing the pedagogical excellence of junior high school teachers Mappanyompa, Mappanyompa; Rukimin, Rukimin; Saprun, Saprun; Sahwan, Sahwan
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 2 (2025): June
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i2.84284

Abstract

Improving the professional competence of educators is crucial in enhancing the quality of education. However, many educational institutions still face challenges in consistently implementing development strategies, especially in integrating pedagogical, technological, and managerial skills to meet global demands. This study aims to explore educator development strategies to improve professional competence at Bani Hasyim Islamic Junior High School, Singosari, Malang. Using a qualitative descriptive method, data were collected through interviews with the school principal, three vice principals, the head of the national exam committee, and teachers of Indonesian, English, Arabic, and Islamic Religious Education. Data were analyzed using Miles and Huberman’s interactive model, which includes data collection, condensation, display, and conclusion drawing. The findings reveal three key strategies: (1) Educational Strategy, offering free higher education for teachers; (2) Training Strategy, structured in three levels-Level I for new teachers, Level II for quality improvement, and Level III for prospective vice principals; and (3) Responsibility Internalization Strategy, aimed at building a professional attitude and commitment. These strategies are expected to enhance curriculum relevance, learning quality, and educator readiness in facing global educational challenges. Future research should expand the scope to other educational levels and examine the role of technology integration in educator development outcomes.
Strategic decision-making in TVET higher education: Applying the fuzzy delphi technique to foster inclusive digital pedagogy in Indonesia-Malaysia Harris Pinagaran Nasution; Mohd Ridhuan Mohd Jamil; Mohd Muslim bin Md Zalli; Vivianti Novita; Nursiah, Nursiah; Suri Purnami; Nurulrabihah Mat Noh; Nadzimah binti Idris
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 2 (2025): June
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i2.86318

Abstract

The rapid digitalization of education demands inclusive pedagogical strategies, especially within Technical and Vocational Education and Training (TVET), to ensure equitable learning opportunities. This study focuses on post-secondary students and aims to identify the competencies required by educators in implementing inclusive digital pedagogy. It also serves as a foundational reference for future in-depth research. The study examines the strength of consensus among expert groups from Indonesia and Malaysia regarding inclusive digital pedagogy using the Fuzzy Delphi Technique (FDT). A purposive sampling technique was employed to select 30 experts from Indonesia and Malaysia. The selection criteria included academic qualifications, professional experience in TVET and digital pedagogy, and prior involvement in educational research or policy-making, in identifying and prioritizing key components, including infrastructure and training, digital skills development, accessibility, student-centered approaches, employer engagement, and personalized learning. Data analysis utilizing triangular fuzzy numbers revealed a strong consensus, highlighting the foundational role of infrastructure and innovative pedagogical practices aligned with industry needs. The findings contribute a comprehensive framework for enhancing digital inclusivity in Southeast Asian TVET contexts and demonstrate the effectiveness of FDT in consensus-based educational research. Future research is recommended to empirically validate the proposed framework in real classroom settings and to investigate its adaptability across different cultural environments in the ASEAN region.
The effectiveness of augmented reality in enhancing learning outcomes in a microcontroller course Mukhlisin, Mukhlisin; Asrifan, Andi; Cardoso, Luís Miguel Oliveira de Barros
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 2 (2025): June
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i2.86903

Abstract

One significant challenge in technical and vocational education is students’ difficulty in achieving a deep conceptual understanding, particularly in complex subjects such as microcontrollers. Traditional methods often lack interactivity and real-world context, leading to low engagement and learning outcomes. Augmented Reality (AR) provides an immersive and interactive learning experience that enables students to visualize abstract concepts. This study examined the impact of AR-based instructional media on learning outcomes in a Microcontroller course, using a true experimental design (Solomon Four Group Design). Four student groups from four vocational higher education institutions in Makassar participated (total N = 143). Two groups received AR-based instruction, and two received conventional teaching; two of the groups also completed a pretest. Learning outcomes were assessed through essay-format pretests and posttests aligned with microcontroller learning indicators. Learning improvement was measured using normalized gain scores, and data were analyzed with normality tests, homogeneity tests, ANCOVA, independent t-tests, and N-Gain analysis. Results showed that AR significantly improved learning outcomes, with experimental groups achieving a mean gain score of 0.75 (in the high category), compared to 0.16 (in the low category) in control groups. Statistical tests confirmed significant differences between groups (p < 0.05), while comparisons among control groups indicated no substantial pretest effect. This confirms that the learning improvement resulted from the AR intervention. The findings suggest AR-based instructional media effectively enhance conceptual understanding, learning quality, and student engagement in technical education. The study concludes that AR is a viable instructional tool in vocational learning and recommends its broader use and further development in similar educational contexts.
Developing a Bogamon-Talk (board game of monopoly talking) to improve students' English speaking skills Aminah, Siti; Shofiyuddin, Muh
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 2 (2025): June
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i2.83475

Abstract

The rapid development of technology emphasizes the importance of effective learning media. Students often struggle with English speaking due to limited practice and monotonous learning methods. This study aims to develop BOGAMON-TALK (Board Game of Monopoly Talking) to enhance student motivation and speaking skills. Using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), this Research and Development (R&D) study involved 33 eighth-grade students from Darul Ulum Purwogondo Junior High School. Data collection used interviews and tests, and was analyzed quantitatively. Validation by material experts yielded a score of 4.6 (very feasible), while media experts rated it 4.0 (feasible). The product's effectiveness was shown by a significant increase in student performance: pretest (52.03) and posttest (88.03). These results suggest BOGAMON-TALK is both valid and effective in improving students’ English speaking skills. It is recommended that subsequent researchers consider the adaptation of this board-based educational game into non-print or electronic media to enhance its accessibility and facilitate the enhancement of English speaking skills.

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