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 322 Documents
 29   30   31   32   33 
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.
Integrating augmented reality in mathematics: A mixed-methods systematic review of spatial and geometric learning Aulia Al Tsani Izzati; Cholis Sa'dijah; Slamet Arifin; Radeni Sukma Indra Dewi; Ratna Ekawati
Jurnal Inovasi Teknologi Pendidikan Vol. 13 No. 2 (2026): June
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v13i2.85197

Abstract

This mixed-methods systematic review examined the effectiveness of Augmented Reality (AR) in enhancing spatial skills and geometric understanding among primary school students, while identifying key factors for successful implementation in mathematics education. A comprehensive search of Scopus up to 21 March 2021 identified 817 records, of which 26 peer-reviewed articles met the inclusion criteria following PRISMA guidelines. Quantitative data from experimental and quasi-experimental studies were synthesised using meta-analytic methods, while qualitative findings were coded and thematically analysed. Results showed that AR interventions produced moderate to very large positive effects on spatial visualisation, mental rotation, and spatial reasoning, with an average effect size of 0.65 SD in geometry test scores compared with traditional methods. However, limited infrastructure, inadequate teacher preparedness, curriculum misalignment, and unequal student access hinder AR adoption, particularly in resource-constrained contexts. The synthesis highlights structured teacher professional development, curriculum integration, affordable AR tools, and supportive institutional policies as essential strategies for addressing these challenges. Overall, AR can substantially improve primary students’ spatial and geometric learning outcomes when implemented with appropriate pedagogical and systemic support. Future studies should prioritise longitudinal research, comparative evaluations, and policy design to sustain and scale AR’s benefits across diverse educational contexts and settings.
Gamified simulation to improve student comprehension and motivation in transportation systems Abduh Sayid Albana; Desita Nur Rachmaniar; Granita Hajar
Jurnal Inovasi Teknologi Pendidikan Vol. 13 No. 2 (2026): June
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v13i2.90346

Abstract

This study investigates the effectiveness of a gamified transportation simulation game in improving student comprehension and motivation within a Logistics Engineering course. Employing a pre-experimental pre-test/post-test design, the study involved a sample of 24 undergraduate students. The study collected data using performance penalty scores to measure comprehension and adapted questionnaires to assess motivation. To address methodological rigors, the instrument's reliability was validated (Cronbach's Alpha = 0.881), and the data were analyzed using the robust non-parametric Wilcoxon Signed-Rank Test. The results indicate that the gamified intervention significantly enhanced both students' problem-solving accuracy and their intrinsic motivation to learn complex logistics concepts (p < 0.001). The study's primary contribution lies in its methodological novelty: a dynamic penalty scoring system based on the deviation between students' manual calculations and optimal algorithmic solutions, integrated within a scaffolded learning environment. Theoretically, this research reinforces constructivist learning by bridging abstract mathematical formulations with interactive gamification. Practically, it provides an easily deployable educational tool for engineering curricula. However, the study's limitations include a small sample size, the absence of a control group, and potential testing effects. Future implementations should address these gaps further to validate the tool's scalability and long-term impact.
Addressing visual fatigue for student engagement: Needs analysis and animation-based muhadatsah design in boarding schools Muhammad Fatih Budiman Putra; Idrus Afandi Akbar; Octa Syakila Salsabila; Ba’iq Kurnia Buana; Qussiyatur Rohmania
Jurnal Inovasi Teknologi Pendidikan Vol. 13 No. 2 (2026): June
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v13i2.94481

Abstract

Visual fatigue in learning environments is commonly associated with monotonous, text-heavy printed materials that provide limited visual stimulation. This study aims to identify students’ visual learning needs and develop a contextual, modeling-based animated video prototype as an instructional intervention. Employing a Research and Development (R&D) approach based on the ADDIE model, the study was limited to the Analysis and Design phases and involved 28 seventh-grade students and one Arabic language teacher at Al-Hamra Islamic Boarding School Junior High School. Data were collected through participant observation, in-depth interviews, and expert validation. The findings indicate that: (1) students demonstrated behavioral resistance toward conventional textbooks, evidenced by physical damage to approximately 70% of the books, largely due to their text-heavy design; (2) the proposed prototype features animated characters representing Islamic boarding school students (santri) and dormitory-based settings to enhance emotional relevance and contextual authenticity; and (3) expert validation produced high feasibility scores from the subject-matter expert (93.3%), media expert (91.4%), and language expert (91.7%), with an overall average of 92.1%, categorized as “Highly Feasible.” The study concludes that the contextual animated video prototype has strong theoretical validity as a potential solution for mitigating students’ visual fatigue before production. Future research should continue through the Development, Implementation, and Evaluation phases and experimentally examine its effectiveness in improving students’ speaking proficiency.
Development of student worksheets with digital literacy content to increase students' learning interest Hetty Purnamasari; Ninik Mardiana; Nuril Huda; Iwan Sugianto; Siti Nabila
Jurnal Inovasi Teknologi Pendidikan Vol. 13 No. 2 (2026): June
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v13i2.96063

Abstract

Worksheets are necessary as part of learning tools. This study aims to develop a digital literacy-based Student Worksheet for Indonesian language learning at the junior high school level and to test its validity, practicality, and effectiveness. The study uses a Research and Development (R&D) model with the ADDIE approach (analysis, design, development, implementation, and evaluation). The research subjects consisted of material experts, media experts, linguists, Indonesian language teachers, and 15 seventh-grade students. The object of this study was a digital-based worksheet product using a flipbook application. Data were collected through interviews for worksheet validation, student perception questionnaires, and observations of student activities and enthusiasm. The results showed that the developed worksheet was in the valid category based on the assessment of three validators, covering aspects of material suitability (point 4.4 valid category), media display, and language quality. The worksheet's attractiveness test through a student response questionnaire showed that the worksheet was easy to use, interesting, and relevant to the needs of digital-based students. Observations of student engagement also showed increased enthusiasm and sincerity in completing assignments.  This worksheet also fills the gap in learning listening skills, so it can be used for classroom learning.
Designing ecobalance: A web-based learning product for enhancing climate change literacy and environmental awareness Nofita Ikayanti; Ratna Komala; Diana Vivanti Sigit
Jurnal Inovasi Teknologi Pendidikan Vol. 13 No. 2 (2026): June
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v13i2.94066

Abstract

Climate change is one of the most pressing global challenges affecting human life. Therefore, students need climate change literacy and environmental awareness to support environmental sustainability. This study aimed to develop the Ecobalance website as a learning medium to enhance both competencies. The research employed the Educational Design Research (EDR) approach using the ADDIE model, consisting of the Analysis, Design, Development, Implementation, and Evaluation stages. The participants were 60 tenth-grade students, including 30 students in the experimental class and 30 in the control class, selected through purposive sampling. Data were collected using questionnaires and tests. The Ecobalance website achieved feasibility scores of 90.1%, 90.63%, and 86.67% from material experts, media experts, and students, respectively, indicating that it was “Very Feasible.” The implementation produced N-gain scores of 70.95% for climate change literacy and 62.54% for environmental awareness, demonstrating its effectiveness compared with conventional learning. These findings indicate that the Ecobalance website is an effective digital learning medium for environmental education. Future research should examine its long-term impact on students’ environmental behavior and evaluate its implementation across different educational levels and learning contexts to assess its broader effectiveness and scalability.
Analysis of ChatGPT user acceptance among schools in South Tondano District Indra Rianto; Tesalonika Inryanti Tampi
Jurnal Inovasi Teknologi Pendidikan Vol. 13 No. 2 (2026): June
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v13i2.87595

Abstract

This study analyzes the relationships among Perceived Ease of Use (PEOU), Perceived Usefulness (PU), and Behavioral Intention to Use (BI) in the context of educational technology acceptance. The study involved 100 respondents, comprising 80 students and 20 teachers, whose responses were analyzed as a single dataset because both groups evaluated the same technology and research constructs. The proposed model was tested using Partial Least Squares–Structural Equation Modeling (PLS-SEM) to evaluate the measurement model and structural relationships among variables. The measurement model was assessed using factor loadings, the Fornell–Larcker criterion, cross-loadings, Cronbach’s Alpha, Composite Reliability, and Average Variance Extracted (AVE). The structural model and hypotheses were evaluated using bootstrapping in SmartPLS. The findings show that Perceived Ease of Use has a significant positive effect on both Behavioral Intention to Use and Perceived Usefulness, while Perceived Usefulness does not significantly influence Behavioral Intention to Use. These results indicate that ease of use is the primary factor driving technology acceptance among students and teachers. Overall, improving system usability is more effective in promoting technology acceptance than focusing solely on functional benefits. The findings provide practical implications for developers and educational institutions in designing user-friendly educational technologies that meet the needs of both students and teachers.
Development of a validation system (SVeR) based on the open journal system for testing the validity of learning tools Safrizal Safrizal; Syamsul Bahri; Desri Jumiarti; Musawer Hakimi
Jurnal Inovasi Teknologi Pendidikan Vol. 13 No. 2 (2026): June
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v13i2.95262

Abstract

The prevalence of unvalidated learning tools highlights a critical issue stemming from inefficient manual validation processes. This research addresses this by developing a valid, practical, and effective validation system (SVeR) for learning tools, integrated with an open journal system. Employing the Waterfall development model, the study involved 2 expert validators and 16 lecturers to assess the system's practicality and effectiveness. Data analysis utilized Aiken's V for validity, percentage techniques for practicality, and the kappa moment test for effectiveness. Results indicate SVeR possesses very high validity, with a content validity coefficient of 0.804. Practicality was also very high at 94.31% (convenient category), and effectiveness reached a kappa moment of 0.939, categorized as very high. These findings confirm that SVeR offers excellent validity, practicality, and effectiveness for assessing learning device suitability. Future research should test SVeR across institutions, compare systems, evaluate integration, and expand its applications.
The Effect of Formative Feedback Delivery Strategies on Learning Outcome in a Gamified Project-Based Learning Environment Rengga Prakoso Nugroho; Yerry Soepriyanto; Agus Wedi
Jurnal Inovasi Teknologi Pendidikan Vol. 13 No. 3 (2026): September (On Process)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v13i3.95385

Abstract

This study examines the effectiveness of various media for delivering formative feedback in a gamified project-based learning (PjBL) environment, with a primary focus on proving that the quality of the message is more important than the medium through which it is delivered. Based on the hypothesis that standardized feedback content will eliminate differences in media influence, this study aims to empirically test whether there are significant differences in learning outcomes between groups of students who receive feedback through face-to-face meetings, virtual meetings via Google Meet, voice messages, and text messages. Using a quasi-experimental design with covariate analysis (ANCOVA), this study involved 130 undergraduate students majoring in Educational Technology at Malang State University, divided into five groups. Learning outcomes were measured through final product quality scores, while academic stress and student engagement were measured through standardized questionnaires and activity data from the Learning Management System (LMS). The ANCOVA test results showed the main finding: there was no statistically significant difference in learning outcomes (product quality) among the five treatment groups (F(4, 120) = 0.407, p = 0.803). Furthermore, neither academic stress (p = 0.713) nor student engagement (p = 0.840) proved to be significant predictors of learning outcomes in this model. These findings indicate that in a holistically designed learning ecosystem that combines structured PjBL with clear task specifications, standardized quality of feedback content, and motivating gamification elements, the choice of communication media becomes a secondary factor that is not significant. The implication is that educators and learning designers are advised to prioritize the development of robust instructional design and the quality of feedback substance rather than focusing solely on the selection of technology or communication channels.
Development of a website-based biology learning resource on environmental change for 10th-grade students Saprudin Saprudin; Noviani Noviani; Mahbengi Niate; Sarah Rapma Kristina Sitanggang
Jurnal Inovasi Teknologi Pendidikan Vol. 13 No. 2 (2026): June
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jitp.v13i2.95804

Abstract

This study aims to develop a web-based biology learning resource on environmental change for 10th-grade high school students and determine its feasibility, practicality, and classroom implementability. The development addressed limitations of existing learning media in visualizing abstract and contextual environmental change concepts. The resource was developed using the Research and Development method based on the ADDIE model, consisting of analysis, design, development, implementation, and evaluation. Designed using Google Sites and Canva, the resource integrates content, images, videos, learning objectives, and assessments aligned with learning needs and the Merdeka Curriculum. A limited pilot test involved 18 10th-grade students at South Konawe State High School 10. Evaluation included validation by subject matter and media experts, assessments by biology teachers, and student feedback through questionnaires. Data were analyzed using quantitative descriptive methods. Results showed average validation scores of 4.00 from subject matter experts (“very good”), 3.18 from media experts (“good”), 3.05 from biology teachers (“good”), and 3.23 from students (“good”). Learning implementation reached 91% in the first session and 100% in the second. Limited device access and compatibility were obstacles, overcome through shared or parental devices. Thus, the resource is suitable and practical as supplementary learning material, although accessibility depends on device conditions. Further research should involve larger samples and examine learning outcomes.

Page 32 of 33 | Total Record : 322

 29   30   31   32   33 

Filter by Year

2014 2026


Reset
Filter By Issues
All Issue Vol. 13 No. 3 (2026): September (On Process) Vol. 13 No. 2 (2026): June 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