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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 9 Documents
 1 
Search results for , issue "Vol. 12 No. 4 (2025): December (On Progress)" : 9 Documents clear
The role of STEM-based learning media in improving students' science literacy: A systematic review Tina Oktasari; Siahaan, Sardianto Markos; Leni Marlina
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 4 (2025): December (On Progress)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i4.85336

Abstract

In the 21st century, scientific literacy is an essential skill for students, but many challenges remain in learning it. To address these challenges, integrating STEM-based learning media offers an innovative solution by promoting contextual, interactive, and project-based learning that enhances students’ engagement, critical thinking, and understanding of scientific concepts. This study aims to systematically review the role of STEM-based learning media in improving students' science literacy, identify the characteristics of effective media, and the factors that influence their successful implementation. This study used a systematic review method following PRISMA guidelines, analysing 21 selected articles from Google Scholar, Web of Science, DOAJ, and ERIC databases, with a publication range of 2019-2025. The analysis shows that STEM-based media effectively improve students' understanding of science concepts, critical thinking skills, and digital literacy. Interactive, project-based and contextualised media proved most effective. The main supporting factors for successful implementation include teacher competence, valid and practical media design, and support for the learning environment. This study emphasises the importance of integrating STEM-based learning media to improve overall science literacy. Future research is recommended to explore the long-term impact of STEM-based learning media on students' science literacy across diverse educational levels and cultural contexts, and to develop adaptive digital tools that support personalised learning and teacher facilitation.
Analysis of the mental readiness of technology and engineering students before industrial work practice Muliadi; Eddy Sutadji; Isnandar Isnandar; Widiyanti Widiyanti
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 4 (2025): December (On Progress)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i4.85420

Abstract

Industrial Work Practice is an important stage for Vocational High School students in applying the technical skills acquired during the learning process to the world of work. Internal readiness is a determining factor for students' success in facing industry challenges. This study aims to analyse the internal readiness of students at Lingsar State Vocational High School 1, majoring in technology and engineering, before participating in pre-school, and to identify factors that affect this readiness. The method used is a quantitative descriptive method; data are collected through interviews. Moreover, questionnaires showed that 84 students had high self-confidence, while 50 felt anxious due to a lack of technical skills, and 38 admitted they lacked sufficient industry experience. A total of 95 students assessed that practitioners' roles are critical in shaping their internal readiness, indicating that educators' mentoring has a significant influence on their readiness. Statistical analysis shows that perseverance and environmental support factors contribute to students' internal readiness. Soft skill training programs, work culture simulations and strengthening psychosocial support, to ensure students have optimal internal readiness before entering the workforce.
Articulate Storyline chemistry learning with socio-scientific issues to enhance students' critical thinking Khadijah, Siti; Sholahuddin, Arif; Nora’in, Miranda; Humaira, Norsifa; Rosita, Febry; Rezani, Muhammad Ismi
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 4 (2025): December (On Progress)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i4.88558

Abstract

Critical thinking is essential for students’ academic and life success, yet many students perform poorly because instructional approaches often fail to promote higher-order thinking. This study developed an interactive learning medium that integrates Socio-Scientific Issues (SSI) using Articulate Storyline and evaluated its validity, practicality, and effectiveness in improving students’ critical thinking about chemical bonding. The research employed a Research and Development (R&D) design based on the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). Participants were 67 eleventh-grade students (34 from XI-1 and 33 from XI-4), aged 15–16 years. Data were collected using validation sheets, questionnaires, observation sheets, and pretest–posttest critical thinking tests. Results showed the media was valid (content validity index = 0.97), highly practical (mean practicality score = 4.33), and effective (mean N-gain = 0.77), indicating substantial improvement in students’ critical thinking. The study concludes that SSI-based interactive materials developed with Articulate Storyline are feasible and effective for teaching chemical bonding; theoretically, the findings support the role of SSI and digital interactive media in fostering higher-order thinking, and practically, teachers are recommended to adopt these materials to enhance critical-thinking instruction.
Growth mindset and innovative ideas: The critical role of beliefs about intelligence among higher education students Amien, Moh. Sulthon; Hidayatullah, Achmad; Deviyanti, Rafista; Lestari, Sri
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 4 (2025): December (On Progress)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i4.88707

Abstract

The purpose of this study is to explore the levels of innovative thinking, growth, and a fixed mindset among higher education students in Indonesia. This study also examined the association between mindset and innovative ideas. This cross-sectional study involved 294 students from 2 higher education institutions. Descriptive statistics, t-test, and regression analysis were employed to analyse the data. The results of this study suggest that most students tend to generate new ideas frequently. Students in the health program have lower growth beliefs, growth practices, and effort, and firmer fixed beliefs than students in another program. A growth mindset significantly predicts the generation of innovative ideas. This study contributes to the literature review and teaching practice.
Student perceptions of the use of VR to introduce Malang local tourism and culture Muzaki, Helmi; Gatut Susanto; Kusubakti Andajani; Afiyahtun Isnaeni; Ilham Akhsani; Thilip Kumar Moorthy
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 4 (2025): December (On Progress)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i4.88958

Abstract

This study investigates students’ perceptions of the use of Virtual Reality (VR) as a learning medium for introducing tourism and local culture in Malang. This research employed a quantitative descriptive design involving 23 first-semester students selected through purposive sampling. Data were collected using a Likert-scale questionnaire (1–5) consisting of 17 statements that measured learning effectiveness, educational value, tourism introduction, cultural understanding, and the development of knowledge and skills. The results indicate that students demonstrated highly positive perceptions of VR implementation, with an overall mean score of 4.34. The highest score was obtained in the aspect of local tourism introduction (M = 4.46), followed by local cultural understanding (M = 4.41) and learning effectiveness (M = 4.37). These findings show that VR provides an immersive and engaging learning experience that enhances students’ understanding of tourism and local culture. Therefore, it is recommended that educators and institutions further integrate and develop VR as an innovative technology-based learning strategy to enrich educational practices.
Understanding educators’ approaches to teaching mechanical systems and control in grade 8 Msimango, Esie Zandile; Mtshali, Thokozani Isaac
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 4 (2025): December (On Progress)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i4.89065

Abstract

The quality of instruction in Mechanical Systems and Control significantly impacts learners’ grasp of technology concepts in Grade 8. The objectives of the research were: (1) to determine how Grade 8 educators applied pedagogical strategies to teach Mechanical Systems and Control, and (2) to assess the specific practices used in the classroom. Using a qualitative approach, data were collected through non-participant observations, semi-structured interviews and open-ended questionnaires conducted with seven (7) Technology educators across Madibeng schools. Data was transcribed and analysed using the 6 steps of thematic analysis. The findings revealed that while educators used a variety of teaching approaches such as demonstrations, practical tasks and learner-centred discussions, there was a lack of consistency between theory and practical application due to resource constraints and limited professional development. Educators expressed a preference for interactive and hands-on strategies; challenges such as large class sizes and time limitations were reported. The study recommended targeted training workshops and curriculum alignment to enhance teaching effectiveness. These findings contributed to a deeper understanding of pedagogical practices in Technology education. For further research, a mixed-method approach could provide a more comprehensive understanding by using learner performance data to evaluate the effectiveness of various teaching strategies.  
Interactive mobile learning to improve computational thinking and achievement in digital systems courses Anak Agung Gde Ekayana; Desak Made Dwi Utami Putra; I Gde Wawan Sudatha
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 4 (2025): December (On Progress)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i4.89321

Abstract

The digital era has fundamentally transformed classroom instructional approaches, shifting the focus from completing subject matter to meaningful student engagement and active knowledge construction. Grounded in constructivist learning theory and principles of computational thinking, this study aims to examine the effectiveness of interactive mobile learning as a technology-enhanced instructional innovation in digital systems education. The innovation integrates multimedia, interactivity, and problem-based activities to support students’ analytical and algorithmic reasoning. A quasi-experimental method was employed, involving 112 students enrolled in a digital systems course, with a nonequivalent control group pretest–posttest design. Data were analysed through multivariate analysis of covariance, independent T-tests, and N-gain analysis to evaluate learning effectiveness. The results revealed significant effects, both partial and simultaneous, with the experimental group consistently outperforming the control group. T-test findings indicated statistically significant differences between students using interactive mobile learning and those receiving conventional instruction. Furthermore, N-gain analysis showed improvements of 0.65 in computational thinking skills and 0.70 in learning achievement, categorised as medium to high gains. These findings confirm that interactive mobile learning effectively enhances learning outcomes. Therefore, it is recommended that educators integrate interactive mobile learning into digital systems instruction to foster students’ computational thinking and academic achievement.
Enhancing learning activity and learning outcomes in the electrical installation course using augmented reality Bakri, Hasrul; Mukhlisin, Mukhlisin; Sukma, Indra; Dzar Faraby, Muhira
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 4 (2025): December (On Progress)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i4.89327

Abstract

Student engagement and learning outcomes are two interrelated aspects that determine the effectiveness of the teaching and learning process. This study aimed to analyse the impact of Augmented Reality (AR)-based learning on student engagement and academic achievement compared to conventional instruction. The research employed a quasi-experimental design with an experimental and a control class. Student engagement was assessed through cognitive, affective, and psychomotor dimensions, while learning outcomes were measured using a post-test. The findings revealed that AR-based learning significantly improved student engagement across all domains, with average scores of 91.35% in the cognitive domain, 87.54% in the affective domain, and 90.04% in the psychomotor domain, all surpassing the success threshold of >75%. Conversely, the control class achieved only 79.67% in the cognitive domain, while the affective (66.62%) and psychomotor (69.34%) domains fell short of the expected standard. Similarly, the experimental group demonstrated higher academic performance, with a mean post-test score of 91.21, compared to 66.46 in the control group. These results indicate that AR-based learning not only fosters active student participation but also enhances academic achievement. The study implies that integrating innovative, technology-enhanced strategies in higher education is essential for promoting holistic learning that prepares graduates for professional and digital-era challenges.
AI-based interactive digital game development in social studies learning to enhance students’ computational thinking Anggraini, Diana Noor; Kokom Komalasari; Sopianingsih, Pitria; Insani, Nisrina Nurul; Sudrajat, Fajar Agustian
Jurnal Inovasi Teknologi Pendidikan Vol. 12 No. 4 (2025): December (On Progress)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v12i4.89738

Abstract

Students’ computational thinking skills in higher education remain relatively low, particularly in learning contexts that require problem decomposition, abstraction, and systematic problem solving. This condition highlights the need for innovative learning approaches that actively engage students through digital technology. This study aims to develop an Artificial Intelligence (AI)-based interactive digital game project in Social Studies learning to enhance students’ computational thinking skills. The study employed a Research and Development (R&D) design involving a preliminary study, conceptual model development, validation, revision, and implementation. The research population consisted of undergraduate students enrolled in Social Studies Education courses at an Indonesian university, from whom 60 were selected using purposive sampling based on their participation in project-based learning activities. Data were collected through questionnaires, observations, and field notes. Qualitative data were analysed using interactive analysis techniques, while quantitative data were examined using Pearson correlation and simple linear regression. The findings reveal that student involvement in AI-based interactive digital game development projects positively influences computational thinking skills, including decomposition, pattern recognition, abstraction, and algorithmic thinking. These results indicate that integrating AI into project-based learning effectively supports the development of essential 21st-century skills.

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