JTP - Jurnal Teknologi Pendidikan
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Teachers' Communication Skills in Technology-Based Learning and its Impact on Students' Affective Responses
Full text linkThis study aims to explore teachers' communication skills in interactive multimedia-based learning and its impact on students' affective responses on Islamic Religious Education (PAI) materials, particularly the Story of the Hijrah of Prophet Muhammad S.A.W. This research was conducted at SDN 05 Merjosari Malang City and SDN Cawang 09 Jakarta, which have started using technology, especially Lectora interactive multimedia software. Using a mixed approach with qualitative dominance, the study combined observations, interviews and questionnaires to measure students' perceptions of teacher credibility and their affective responses. The results showed that the use of Lectora improved teachers' communication from one-way with printed media to more interactive and multimodal. This improvement strengthens teacher credibility, especially in terms of expertise and concern for students. Students' affective responses, such as interest, motivation and emotional engagement, improved significantly, with a 23.4% increase compared to print media. Students' cognitive completion also improved, with 75% of students achieving the Minimum Completion Criteria (MCC), compared to 14.3% in the pre-cycle. This research shows that technology-based learning, particularly interactive media such as Lectora, can improve the quality of learning communication and students' emotional engagement, which supports better understanding of the material. These results provide practical guidance for teachers and educational institutions in designing more effective and meaningful learning
Teachers' Readiness to Implement the Deep Learning Approach in Merdeka Curriculum: An Analysis Based on Psychopedagogical Characteristics
Full text linkThis study aims to analyze the readiness of vocational high school (SMK) teachers to implement the deep learning approach within the Merdeka Curriculum, based on psychopedagogical characteristics, particularly self-efficacy and perceptions of the learning environment. Employing a quantitative correlational approach, data were collected through a closed-ended questionnaire administered to 285 teachers across three administrative regions in Central Java: Boyolali, Klaten, and Salatiga. The results reveal a significant positive correlation between self-efficacy and teacher readiness (r = 0.319; p < 0.01), as well as between the learning environment and teacher readiness (r = 0.381; p < 0.01). These findings highlight the critical role of teachers’ confidence in using technology and the supportive digital learning environment in facilitating the successful adoption of deep learning pedagogy. Therefore, enhancing individual teacher capacity and fostering a conducive learning environment are key strategies to support effective pedagogical transformation in the era of the Merdeka Curriculum
The Silent Catalysts: How Engagement in Blended Learning Shapes Science Students’ Critical Thinking
Full text linkBlended learning becomes a central post-pandemic instructional model and understanding how learners engage within these environments is important for enhancing higher-order thinking skill. This study examines the extent to which students’ blended learning engagement predicts the critical thinking skills of high school science students, and whether socioeconomic status (SES) moderates this relationship. A quantitative correlational design was employed, involving 469 science students from Indonesian high schools that have consistently implemented blended learning. Data were collected through a 4-point Likert-scale questionnaire and analyzed using Spearman’s rank-order correlation and bootstrap regression. The results indicated that cognitive engagement was the strongest predictor of critical thinking (ρ = .793, p < .001; β = .751, p < .001), while emotional engagement had a positive but smaller effect (ρ = .291, p < .001; β = .066, p = .029), and behavioral engagement was insignificant (ρ ≈ .000, p = .998; β = –.028, p = .326). Simultaneously, the three dimensions of engagement explained 59.9% of the variability in critical thinking, with no significant moderating effect of SES. However, split-group correlations indicated that the correlation between blended learning engagement and critical thinking was stronger among students from low- (ρ = .512) and high- (ρ = .481) SES groups compared to those from the middle group (ρ = .386), indicating variation in effect magnitude but not direction, thereby clarifying the apparent contradiction with the non-significant moderation test. These findings confirmed cognitive engagement as the core component of reflective learning in blended learning, as well as highlighted the need for instructional designs that strengthen metacognitive regulation and epistemic autonomy for diverse learners
The Effectivenes of E-Comic as A Learning Tool on Short Story Writing Among Elementary School Students
Full text linkThe results of the analysis show a comparison between two means of two paired samples with the assumption of normal distribution. Decision-making in the t-test focuses on the significance value (2-tailed). If the significance value (sig) is less than 0.05, in which case H0 is accepted and H1 is rejected, so there is a relevant difference between the initial and final variables, this also indicates a relevant effect of the different treatment of each variable. Conversely, if the sig (2-tailed) is greater than 0.05, where H0 is accepted and H1 is rejected, then there is no relevant difference between the baseline and endline variables, which also indicates that there is no relevant effect of the different treatments of each variable. There is an analysis result of the pre and post-test with a relevant value (2-tailed) of 0.00, which is smaller than 0.05, proving that there is a relevant difference between the two variables and there is an impact of the application of E-Comic media as a learning medium on the ability to write short storie
Web-Based Educational Games for Teaching Basic Football Techniques in Secondary School Physical Education
Full text linkThe development of a web-based educational game for the teaching of Physical Education, Sports, and Health (Penjasorkes) represents an innovative approach aimed at enhancing student engagement and comprehension of fundamental soccer techniques, including passing, dribbling, and shooting. However, traditional methods in Physical Education classes often rely heavily on verbal instructions and textbooks, leading to low student motivation and limited mastery of basic techniques. This research employs a Research and Development (R&D) methodology based on the Alessi & Trollip model, which encompasses stages of planning, design, and development. The research subjects include media experts, content specialists, Penjasorkes teachers from high schools and vocational schools, and students as end users. The research involved two media experts, two content experts, three Penjasorkes teachers, and 93 students from high schools and vocational schools in the Boyolali region of Central Java. Data collection was conducted through observations and questionnaires, followed by qualitative and quantitative analysis. The alpha test results indicated a "very good" validation from experts and practitioners, with an average score of 89%, while the beta test conducted with students yielded an average score of 90%, demonstrating the feasibility and appeal of this media. These findings affirm that the web-based educational game can significantly boost student motivation and engagement, serving as a practical solution to the limitations of conventional learning media. Consequently, this educational game is not only pertinent to Penjasorkes instruction in high schools and vocational schools but also has the potential to serve as a model for the development of similar media in other educational contexts
Development of Google Sites Learning Media to Improve Learning Outcomes of Class III Elementary School
Full text linkThis study aims to develop web-based google sites learning media in improving student learning outcomes in the content of Natural and Social Sciences (IPAS). This research uses research and development (RnD) method with ADDIE model. This model consists of five steps, namely (1) analyze, (2) design, (3) development, (4) implementation, (5) evaluation. The tools of this research are validation sheets, student test results sheets, data collected through various methods and analysis using validity and reliability tests of material and media experts. The results of the study indicate that Google Sites-based learning media is highly feasible in terms of content and presentation, and effective in improving student learning outcomes. A significant increase in student learning outcomes was observed after the implementation of this media, with the N-Gain test results categorizing the improvement as moderate. The average pre-test score was 62.37, while the post-test score was 85.05, reflecting an increase of 22.68 points. This research can serve as a foundation for developing more complex and interactive learning media
Local Wisdom, Environmental Sensitivity and Disaster Anticipation in Improving Social Balance of Students in Junior High Schools
Full text linkThis study aims to analyze the influence of local wisdom, environmental sensitivity, and disaster anticipation on social balance in Jember Regency. This study uses a social theory that underlies that local wisdom, environmental sensitivity, and disaster anticipation can affect social balance. The research method used is a survey with cluster and stratified random sampling techniques on 50 respondents in Panti District, Jember Regency. The collected data were analyzed using SEM PLS by calculating the multiple linear regression values of three independent variables (local wisdom, environmental sensitivity, and disaster anticipation) and one dependent variable (social balance). The results of the analysis show that local wisdom, environmental sensitivity, and disaster anticipation have a significant positive effect on social balance in Panti District, Jember Regency. The novelty in this study is that it can integrate three important elements of local wisdom, environmental sensitivity and disaster anticipation in one complete framework to improve the social balance of junior high school students in disaster-prone areas. The findings of this study enrich the theory of contextual learning based on local culture and broaden the understanding of disaster mitigation education at the junior high school level. The theoretical implications of this study are to provide a positive contribution to the development of social theory on the influence of local wisdom, environmental sensitivity, and disaster anticipation on social balance. While the practical implications are recommendations to improve local wisdom, environmental sensitivity, and disaster anticipation in order to improve social balance in Panti District, Jember Regency, East Java Province, Indonesia
Disciplined Behaviour And Students’ Responsibility Through The Role Of The Classroom Environment: A Qualitative Study
Full text linkThe classroom environment plays a central role in shaping the disciplined behaviour and responsibility of primary school students. Discipline reflects students' adherence to classroom rules, while responsibility relates to their awareness in completing tasks and accepting the consequences of their actions. This study aims to analyse how the classroom environment, both physical and social aspects, contributes to the development of disciplined behaviour and responsibility among Year 5 students at Wonolopo 03 Elementary School. The research employs a qualitative approach using interviews, observations, and documentation techniques. The findings indicate that a well-organised classroom environment, supported by mutually agreed-upon rules and positive social interactions, can enhance students' discipline and sense of responsibility. However, several challenges exist, such as differences in students' characters, external environmental influences, and difficulties in enforcing rules. Teachers implement strategies such as habituation, clear consequences, and effective communication to address these challenges
Self-Reflection Model Based on Fact, Feeling, Finding, Future, Framework to Produce Reflective Teachers in Elementary Schools
Full text linkThis study aims to explore the application of the 5F-based Self-Reflection model (Fact, Feeling, Finding, Future, Framework) in improving the reflective ability of pre-service teachers in elementary schools. This model is designed to assist pre-service teachers in evaluating and improving their teaching practices through structured reflection. This study uses the Collaborative Nested Action Research (C-NAR) approach by involving 20 pre-service teacher students during teaching practice at partner schools. Data were collected through questionnaires, observations, and documentation to assess the impact of these models on the development of their reflective abilities. The results show that the 5F-based Self-reflection model significantly helps pre-service teachers in improving the quality of teaching and classroom dynamics. Through reflection, teachers can identify learning challenges, design more innovative teaching strategies, and plan improvements for the future. This model has proven to be effective in improving student engagement, better time management, and a deeper understanding of the material. This research contributes to the development of a structured reflection model for teacher education. These findings show that the application of this model can significantly improve the competence of pre-service teachers. Further research is needed to explore the long-term impact of this model and its application to other educational contexts
Impacts of Problem-Based Online Learning and Online Self-Efficacy on Students’ Ability in Writing Problem Solution Essays
Full text linkThis research aims to determine the impact of applying problem-based online learning strategy and online self-efficacy on the EFL students’ ability in writing a problem-solution essay. This research used quasi-experimental design. It was conducted at a reputable university in Kediri City of East Java, Indonesia, involving 81 first semester students of Pharmacy study program of Health Sciences Faculty. The students were divided into 2 groups: experimental group consisting of 41 students and control group consisting of 40 students. This research showed that the experimental group can improve their ability in writing a problem-solution essay better than the control group who did not gain online self-efficacy. Thus, having been taught how to apply a problem-based online strategy and applied online self-efficacy, students can improve their ability in writing a problem-solution essay