cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kab. sleman,
Daerah istimewa yogyakarta
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
 1 
Search results for , issue "Vol. 13 No. 1 (2026): March" : 10 Documents clear
Development of interactive media based on Google Sites for independent learning of extracurricular computer-aided design and drafting students Efendi, Gus Farid Arya; Widiyanti; Tuwoso
Jurnal Inovasi Teknologi Pendidikan Vol. 13 No. 1 (2026): March
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v13i1.85559

Abstract

The implementation of Computer-Aided Design and Drafting (CADD) extracurricular training at Vocational High School Turen still relies on printed books and teacher demonstrations, which limit students' independence in learning and restrict the duration of practice. This development was carried out to help students learn independently, without time constraints, and to make it accessible from anywhere. This research is a development study using the ADDIE development model, which consists of five stages: 1.) Analyse; 2.) Design; 3.) Develop; 4.) Implement; 5.) Evaluate. The research and development process began with analysing student characteristics and needs, designing the concept, creating the product, validating it with subject matter experts and media experts, and testing the product using simple random sampling on three trial subjects participating in the CADD extracurricular activity at Vocational High School Turen, followed by evaluation based on improvement suggestions. The research instruments were based on media development theory, BNSP eligibility standards, and assessment standards set by the head of the standards, curriculum, and education assessment body. Based on expert media validation, the percentage was 88%, and expert material validation was 92%. The trial results yielded a 93% response rate from students regarding the developed product. The results of this research and development indicate that the interactive training media developed in Google Sites meet the criteria for suitability as training media. For future research, it is necessary to enhance the presentation and completeness of the material, as well as provide more complex exercises that keep pace with industry developments.
An OBE-based e-module integrated with prophetic values: Enhancing statistical understanding, engagement, and character development Vahlia, Ira; Sholiha, Sangidatus; Suprihatin, Siti; Utami Dewi, Wardhani
Jurnal Inovasi Teknologi Pendidikan Vol. 13 No. 1 (2026): March
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v13i1.90807

Abstract

Many students struggle to understand abstract concepts in Statistics because of limited contextual and interactive learning resources that connect theory to practice. Moreover, there is a lack of e-modules integrating prophetic values to support the vision of Universitas Muhammadiyah Metro. However, existing studies have not sufficiently integrated OBE with prophetic values in digital learning media for statistics, indicating a clear research gap. This study aims to develop an OBE-based e-module integrated with prophetic values for Statistics courses. The research employed an R&D method using the ADDIE model (analysis, design, development, implementation, and evaluation). The subjects were students of the Economic Education Study Program. Data were collected through interviews, expert validation and student response questionnaires, and analysed using descriptive quantitative and qualitative techniques. The results show that the e-module is highly valid (91.6%) and very practical (mean score = 4.3/5). Learning outcomes improved from an average of 62.5 to 83.7 (p < 0.05), indicating positive learning gains. This study provides contextual and methodological contributions by integrating OBE principles with prophetic values in digital learning design, and theoretical contributions in linking cognitive and character development in statistics learning. Future research should involve larger samples and longer implementation periods to assess affective outcomes better.
Toraja local wisdom e-comics with a STEM approach to improve mathematical concept understanding and problem-solving skills Lolang, Enos; Putra Pratama, Muh.
Jurnal Inovasi Teknologi Pendidikan Vol. 13 No. 1 (2026): March
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v13i1.91355

Abstract

Mathematics learning is often perceived as difficult due to its abstract nature and the lack of contextual media that connect concepts to students’ real-life experiences. However, Toraja culture contains various elements embedded with mathematical principles, such as symmetrical carving patterns, the geometric structure of Tongkonan, and traditional calculations in social practices. These cultural aspects can serve as meaningful visual and narrative contexts to support conceptual understanding. This study aims to develop a Toraja Local Wisdom E-Comic based on the STEM approach to enhance students’ conceptual understanding and problem-solving skills in mathematics. The research employs the ADDIE model, consisting of analysis, design, and development stages. The e-comic is presented as an interactive digital medium integrating Toraja cultural stories with mathematical concepts and STEM-based explanations. Validation was conducted by material and media experts, while practicality testing involved students as users. Data were analysed using descriptive, quantitative, and qualitative methods. The results indicate high validity, with average scores of 4.72 for material aspects and 4.65 for media aspects. The practicality test yielded an average score of 4.66, indicating that the e-comic is easy to use, engaging, and effective in facilitating understanding through cultural context. Therefore, the e-comic is considered valid and practical, with strong potential to improve mathematics learning outcomes. Further research will examine its effectiveness in classroom implementation.
Enhancing student academic services through AI-driven virtual assistants using the RAG method at Universitas Terbuka Susilo, Adhi; Fauziyyah, Athiefah; Hartari, Ariyanti; Nurdiana, Dian; Sulistyawati, Eko Yuliastuti Endah; Adompo, Abdul Rizal; Isfarudi, Isfarudi; Abdelkader, Alaa Abdelkader Abdelmonem
Jurnal Inovasi Teknologi Pendidikan Vol. 13 No. 1 (2026): March
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v13i1.83632

Abstract

The Indonesian Open University currently operates an information service called Hallo UT, which mainly provides academic and administrative information. To improve this service, this study develops a virtual assistant chatbot capable of delivering autonomous 24-hour customer support using a Retrieval-Augmented Generation (RAG) approach. RAG combines information retrieval techniques with large language model capabilities to generate accurate and contextually relevant responses. Data were collected from academic manuals containing frequently asked questions and questionnaires distributed to 76 students. The chatbot was evaluated based on accuracy, response time, and user satisfaction. Results show that the system achieved an average accuracy rate of 92% with an average response time of 5 seconds. In addition, 62% of students responded positively to the chatbot’s functionality. These findings demonstrate the chatbot’s potential to improve student engagement, reduce administrative workload, and enhance the overall learning experience. Future research should involve larger samples, multilingual support, and broader system integration.
Articulate Storyline-based interactive media: An ADDIE-model development for algebraic operation learning Arifin, Sujinal; Efriani, Arvin; Umayah, Sarifatul
Jurnal Inovasi Teknologi Pendidikan Vol. 13 No. 1 (2026): March
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v13i1.88167

Abstract

Students' difficulties in understanding algebraic operations, particularly in translating contextual problems into symbolic expressions, highlight the need for instructional media that support visualisation, structured scaffolding, and active engagement. This study aimed to develop and evaluate Articulate Storyline-based interactive media for learning algebraic operations using the ADDIE model (analysis, design, development, implementation, and evaluation). Data were collected through expert validation sheets, student practicality questionnaires, and post-test assessments, and analysed using descriptive statistical techniques (mean scores and percentage distributions). The product was implemented in three stages: one-to-one testing (3 students), small-group testing (8 students), and a field trial involving 18 seventh-grade students. Expert validation indicated that the media was highly valid across content accuracy, contextual suitability, presentation quality, and instructional design. Practical results showed positive student responses regarding usability and engagement.  The post-test mean score was 82, and all students achieved medium to very high performance, indicating potential improvement in conceptual understanding.  This study contributes to mathematics education by providing an empirically validated multimedia design that integrates contextual animation, step-by-step symbolic visualisation, and interactive feedback to address abstraction challenges in algebra learning.
Development of a comic interactive-based problem-based learning model to improve the critical thinking skills of elementary students Amrin, Amrin; Mochammad Noeryoko; Muh. Ma’ruf; Khaerunnisa, Khaerunnisa; M. Ibnusaputra; Ibrahim Pandu Ame
Jurnal Inovasi Teknologi Pendidikan Vol. 13 No. 1 (2026): March
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v13i1.89880

Abstract

The era of the Industrial Revolution 5.0 requires the education sector to adapt to rapid technological developments, particularly through the adoption of innovative learning models. This study aims to develop a feasible, practical, and effective comic-based interactive Problem-Based Learning (PBL) model to improve elementary school students' critical thinking skills. The method used is research and development (R&D) with the ADDIE model, involving a qualitative approach to assess the product's feasibility and practicality, and a quantitative approach to measure its effectiveness through a pretest-posttest design. The research subjects were 30 fifth-grade students at Elementary School 9 Sila, Bima Regency. The instruments used included a feasibility questionnaire, a practicality questionnaire, and a critical thinking skills test. The results showed that the products developed for the PBL model (90.8%), interactive comics (96.5%), and critical thinking skills tests (95.7%) were feasible for use. The practicality level of interactive comics (93.25%) and critical thinking skills tests (97.75%) was very practical for use in elementary school learning. The n-Gain test results showed an increase in critical thinking skills with an average score of 0.74 (high category). This was supported by a significant paired-samples t-test (p < 0.05), which showed a difference between the students' pretest and posttest scores. In general, these results indicate that the application of the comic interactive-based PBL model is effective in improving students' critical thinking skills.
Evaluating the GET electrical technology syllabus for transition into FET specialisations in Gauteng Technical Schools Dayi, Nzaliseko; Mtshali, Thokozani Isaac; Sephokgole, Ramongwane Daniel
Jurnal Inovasi Teknologi Pendidikan Vol. 13 No. 1 (2026): March
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v13i1.90695

Abstract

This study examined the General Education and Training (GET) syllabus of Electrical Technology to determine its effectiveness in preparing learners for progression into Further Education and Training (FET) specialisations in Gauteng technical schools. The problem this research addresses is the persistent misalignment between the foundational competencies developed in the GET phase and the advanced technical expectations of the FET phase, leaving learners underprepared for specialisation. The purpose of the study was to explore how the GET curriculum supports or fails to support smooth curriculum transition in Electrical Technology. A qualitative case study design was employed, using document analysis and semi-structured interviews with eleven experienced teachers in Gauteng Province, South Africa. The findings revealed that the GET curriculum is mostly theoretical, with limited practical scaffolding and weak sequencing of advanced topics such as Three-phase motors and Transformers. Teachers noted repeatedly re-teaching basic concepts at the FET level, which created time pressures and contributed to learner frustration. The study concludes that improving vertical curriculum alignment through stronger practical integration and clearer teacher support mechanisms can enhance learner readiness, curriculum coherence and the overall quality of Vocational Education (VOC) in South Africa.
Integration of 3D objects in an augmented reality flashcard game as an innovation in cognitive learning media at Salafiyah Comal Kindergarten Khusnul Alfiana Azizah; Dicky Anggriawan Nugroho; Mohammad Irsyad; Lulu Nisaul Wakhidah
Jurnal Inovasi Teknologi Pendidikan Vol. 13 No. 1 (2026): March
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v13i1.93231

Abstract

Learning at Salafiyah Comal Kindergarten is still dominated by conventional media, which provide limited visual stimulation and direct interaction, resulting in suboptimal child engagement. Although augmented reality has the potential to enhance interactivity, the development of AR flashcard media integrated with 3D objects and interactive quizzes for early childhood remains limited. Therefore, this study aims to develop an AR-based flashcard game media with a “transportation” theme and to test its feasibility among children aged 4–5 years. The method used is Research and Development (R&D) following the ADDIE model, involving 16 children. The media was developed using Assembler Edu with the integration of flashcards, 3D objects, and interactive quizzes. Validation results showed the media had an 80% feasibility rating in the “Good” category, and the content received a 95.5% rating in the “Very Good” category. Additionally, the media implementation received a 92.75% response rate in the “Very Good” category. These three assessments indicate that the media possesses a sufficiently high level of feasibility and is suitable for practical use as an interactive learning tool to support children’s engagement in the learning process. The application of AR showed that children were more active, interested, and engaged in the learning process. Therefore, the developed media is suitable for use as an interactive learning medium to support engagement and cognitive stimulation. Further research is recommended to test the media’s effectiveness in enhancing cognitive development using a broader experimental design and a larger sample size.
Exploring the impact of YouTube and instructional videos on learning outcomes: A comparative study Yuliansah, Yuliansah; Sutirman, Sutirman; Dwihartanti, Muslikhah; Sholikhah, Maratus
Jurnal Inovasi Teknologi Pendidikan Vol. 13 No. 1 (2026): March
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v13i1.94033

Abstract

The YouTube platform has become a key learning tool, providing free video content. Meanwhile, with a vast video database and a platform focused on entertainment, many question whether YouTube video content aligns with pedagogical objectives. Therefore, this study aims to compare the learning outcomes of students who use YouTube videos and instructor-developed videos (IDVs) in archival management learning. Using a quantitative approach based on a quasi-non-equivalent control group design with a post-test-only design, this research focuses on test instruments to measure cognitive and psychomotor learning outcomes involving 79 students enrolled in the Records Management course at the Faculty of Vocational Studies, Universitas Negeri Yogyakarta. Data analysis consisted of normality and homogeneity tests. To determine differences between the two groups, the Mann-Whitney U test was conducted in RStudio. The results showed that 1) there was no significant difference in cognitive achievement between students who learned using YouTube videos and instructional videos, and 2) there was a significant difference in psychomotor achievement between students who learned using YouTube videos and instructional videos. This finding indicates that YouTube videos can support students’ cognitive thinking; however, they have not achieved greater skill gains than videos developed with practical learning characteristics.  Future studies may identify factors influencing learning outcomes in both groups to examine the extent to which instructional media use supports learning achievement, particularly in the psychomotor domain.
Development of microlearning media science concepts in senior high school: Emphasis on technology literacy Marlina, Reni; Hamdani, Hamdani; Pamungkas, Rahmania
Jurnal Inovasi Teknologi Pendidikan Vol. 13 No. 1 (2026): March
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v13i1.94536

Abstract

Science learning in secondary schools often struggles to explain abstract concepts such as biological mechanisms and cellular processes, which are difficult for students to visualise using conventional teaching methods. This condition contributes to low conceptual understanding and limited technological literacy among students. To address this issue, this study developed science microlearning media designed in short, interactive, and focused learning units. This study aimed to identify the characteristics of science learning in secondary schools, determine the validity of the developed microlearning media, and examine their effectiveness in improving students’ conceptual understanding and technological literacy. The study employed a research-and-development method that included needs analysis, product development, expert validation, and feasibility testing. The validation results showed that the developed media achieved a very high validity score, with a content score of 4.52. Feasibility assessments also demonstrated high acceptance with average scores of 4.47 and 4.51, respectively. These findings indicate that the developed microlearning media are feasible and have strong potential to support science learning, particularly in facilitating students’ understanding of abstract concepts. Future studies are recommended to conduct broader experimental investigations and integrate advanced technologies to enhance the scalability and effectiveness of microlearning media.

Page 1 of 1 | Total Record : 10

 1 

Filter by Year

2026 2026


Reset
Filter By Issues
All Issue Vol. 13 No. 1 (2026): March Vol. 12 No. 4 (2025): December (On Progress) Vol. 12 No. 3 (2025): September Vol. 12 No. 2 (2025): June Vol. 12 No. 1 (2025): March Vol. 11 No. 4 (2024): December Vol. 11 No. 3 (2024): September Vol. 11 No. 2 (2024): June Vol. 11 No. 1 (2024): March Vol. 10 No. 4 (2023): December Vol 10, No 4 (2023): December Vol 10, No 3 (2023): September Vol 10, No 2 (2023): June Vol. 10 No. 1 (2023): March Vol 10, No 1 (2023): March Vol. 9 No. 3 (2022): Desember Vol 9, No 3 (2022): Desember Vol 9, No 2 (2022): Agustus Vol 9, No 1 (2022): April Vol 8, No 2 (2021): Oktober Vol 8, No 1 (2021): April Vol. 7 No. 2 (2020): Oktober Vol 7, No 2 (2020): Oktober Vol 7, No 1 (2020): April Vol 6, No 2 (2019): Oktober Vol 6, No 1 (2019): April Vol 5, No 2 (2018): October Vol 5, No 1 (2018): April Vol 4, No 2 (2017): October Vol 4, No 1 (2017): April Vol 3, No 2 (2016): Oktober Vol 3, No 1 (2016): April Vol 2, No 2 (2015): Oktober Vol 2, No 1 (2015): April Vol 1, No 2 (2014): Oktober Vol 1, No 1 (2014): April More Issue