JTP - Jurnal Teknologi Pendidikan
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Development of a Google Workspace-Based Learning Style Detection Application to Enhance Student Engagement in Differentiated High School Learning
Full text linkFacts in the field show that low student engagement often stems from teaching strategies that do not align with students' diverse learning styles. This challenge is particularly pronounced in differentiated learning settings, where effectively identifying individual learner preferences (visual, auditory, kinesthetic) is crucial yet difficult to achieve efficiently on a large scale. At SMAN 1 Bantaran, for instance, the lack of a systematic and scalable diagnostic tool has resulted in prolonged periods of low engagement and ineffective personalization. This study addresses this gap by developing a scalable, technology-based solution. The primary aim is to develop and implement a Google Workspace-based learning style detection application to increase student engagement in differentiated learning for high school students. The research method uses Research and Development (R&D) with the ADDIE model. The analysis includes: Needs analysis through observation and interviews to identify problems related to student engagement; Application design using Google Workspace; Questionnaire development, validation by media and content experts, and trial testing on five students; Implementation on Grade XI Package A students; and Evaluation of effectiveness using quantitative analysis (Aiken's V, N-Gain) and qualitative methods (questionnaires, interviews, observations). The collection of pretest, posttest, and effectiveness questionnaire data was then analyzed to assess validity, effectiveness, and increased engagement. The results showed that the application was highly valid (V = 0.95) and effective (87.86%) based on expert assessment and user satisfaction. Student engagement increased by 10.95% with a moderate category (N-Gain = 0.39). The distribution of learning styles showed a balance (4 kinesthetic, 5 auditory, 5 visual). In conclusion, this application has the potential to improve differentiated learning, although further development is needed for optimal results
Preliminary Study on The Development of An Early Childhood Educational Website for Teaching Materials to Enhance Teaching Skills for Preschool Teachers
Full text linkThe teaching skills of preschool teachers in Mogadishu require significant improvement, particularly in adapting to modern educational methodologies. Despite the growing importance of digital resources, many preschool teachers do not integrate or utilize technology during teaching practices. This preliminary study aims to conduct a needs analysis for developing an educational website focused enhancing the teaching skills of preschool teachers. Data collection was conducted through structured and unstructured interviews with 20 preschool teachers from four preschools in Mogadishu, Somalia. Participants were selected using a stratified purposeful sample and categorized by experience: 10 with < 3 years and 10 with > 3 years. This study used the ADDIE model, which includes Analysis, Design, Development, Implementation, and Evaluation. However, this study is limited to analyze stage to identify challenges in teaching materials, technology integration gaps, and the role of educational websites in addressing these needs. The study reveals that preschool teachers in Mogadishu predominantly rely on traditional teaching materials, facing significant gaps in resources, while the integration of educational technology remains limited due to insufficient training, digital skills, and technical support. Teachers expressed a strong need for accessible technology-integrated resources. More than 50% of the interviewed teachers preferred educational website for ready-made materials, though some favored offline e-books due to unreliable internet access. Thus, this study underscores the critical need to develop an educational website to enhance preschool teachers' skills in Mogadishu, addressing gaps in technology integration and access to modern teaching resources
Error Analysis in Fraction Arithmetic Operations Among Fourth Grade Students
Full text linkThis study was motivated by the low learning results of mathematics fraction material for grade IV students of SDN-13 Palangka in Palangka Raya city in fraction calculation operations, the problems that arise are what are the types and factors that cause student errors in completing fraction calculation operations. The purpose of this study is to identify the types of errors and factors that cause student errors in solving problems related to fractional calculation operations, The procedure for analyzing student errors used is the Newman procedure. This type of research is a quantitative research with a case study design. Data collection was carried out by test techniques and analysis of student answers on test answer sheets, with 32 research subjects. The data analysis technique uses quantitative descriptive analysis. The questions used for data collection were first tested to determine the distinguishing power and difficulty level of the questions. The results showed that all 32 research subjects made mistakes in each question item with various types of errors, namely concept errors of 45.93%, principles errors of 16.25%, operational errors of 1.87% and errors due to lack of thoroughness of 5%. There are 3 factors that cause students to make mistakes, namely: 1) difficulty understanding concepts; 2) not understanding the principle of fraction operation; 3) and because of forgetting and not being thorough. The factors that cause student errors in solving problems are related to instrumental factors, one of which is the teacher who is incomplete in providing an understanding of mathematical concepts, especially the concept of fractions and their operations
Automated Framework for Communication Development in Autism Spectrum Disorder Using Whisper ASR and GPT-4o LLM
Full text linkAutism Spectrum Disorder (ASD) is a developmental condition impacting communication, social interaction, and behavior. Communication assessments for children with ASD are often conducted manually, making the process time-consuming, which can lead to delays in developing educational programs and a lack of standardization due to subjective evaluations. This study introduces an automated framework using Whisper and GPT-4o to enhance the efficiency and accuracy of evaluating communication abilities and language patterns in children with ASD. The research adopts a Research and Development (RnD) approach with the ASET model (Analyze, System Design, Execution, Testing), engaging children with mild and moderate verbal ASD and teachers from four autism schools in Daerah Istimewa Yogyakarta, Indonesia. Data were collected through interviews, classroom observations, audio recordings, and a matrix-based evaluation. Whisper was employed for automated transcription, integrated with GPT-4o for speaker diarization and communication analysis. Results showed an 89.1% reduction in analysis time compared to manual methods. Whisper achieved a low Word Error Rate (WER) for mild autism (average 5%) and a higher rate for moderate autism (average 23%). GPT-4o contributed to the process with high speaker diarization accuracy (93.9% for mild autism and 89.2% for moderate autism). The framework identified detailed communication improvements through the matrix-based evaluation, including verbal, pragmatic, semantic, sentence structure, and echolalia aspects. It provided insights previously undetected by teachers, such as specific developmental patterns in each aspect. The future research should integrate intonation and emotional analysis, refine diarization accuracy, and validate the approach across diverse populations
Redesigning School-Family Partnerships in The Digital Era: A Study of Parental Preferences in Primary Education in Indonesia
Full text linkThis study examines the transformation of school-family partnerships amid digitization and the changing role of parents, especially millennial parents, in education. This study investigates the preferences of parents of primary school pupils in Yogyakarta, Indonesia, about effective methods of school-family collaboration in the digital age. Data were collected from 334 parents across five districts/cities in Yogyakarta utilizing a quantitatively descriptive survey approach, employing a structured questionnaire evaluated by experts and based on Epstein’s framework and parental involvement theory. The test identified five primary dimensions of parental preferences: participation, communication, digital engagement, parenting demands, and relationship quality. The results indicate that 98.8% of parents encountered rigid school timetables, whereas 94.3% favored asynchronous digital communication methods, including message platforms and learning management systems. Furthermore, 87.5% appreciated polite, reciprocal engagement with educators, while 89.1% endorsed the incorporation of digital tools to enhance accessibility and facilitate real-time cooperation. Despite a robust desire to engage in their children's education, parents faced considerable obstacles, especially concerning professional obligations and inflexible school policies. This research advances the field by introducing a responsive, participatory blended approach designed for millennial parents' specific traits. The concept prioritizes adaptability, inclusiveness, and the strategic utilization of existing ICT infrastructure to facilitate significant engagement. The findings provide essential insights for policymakers and school leaders in formulating adaptive family involvement strategies that align with the contemporary reality and digital proficiency of today's families
Technology-Enhanced Disaster Education for Early Childhood: Interactive Media to Build Safety and Resilience
Full text linkEarly childhood is one of the most vulnerable groups during disasters, yet disaster education at this level is often overlooked. This lack of early preparedness can increase risks when emergencies such as earthquakes occur. To address this problem, this study developed a disaster learning model for early childhood that integrates disaster risk reduction into a contextual and enjoyable learning process. Using a Research and Development (R&D) approach with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the research was conducted at TK Putra Kaili Permata Bangsa in Palu, involving 27 children aged 5–6 years. The model was designed through a play-based approach using child-friendly media such as videos, songs, storytelling, and a modified snakes-and-ladders game, structured in three stages: pre-play, during play, and post-play. Expert validation of instructional design, content, media, and language indicated high feasibility, with most aspects scoring above 80%. Effectiveness testing revealed significant improvements in children’s disaster preparedness across six key aspects, with N-Gain scores ranging from 0.59 to 0.74. These findings highlight the importance of introducing disaster education in early childhood, as the model not only strengthens safety and resilience but also offers a participatory and enjoyable strategy for disaster mitigation learning
Title Regulatory Strategy for Utilizing Augmented Reality as a Visual Aid in Science Learning in Rural Elementary Schools
Full text linkThis study examines the integration of Augmented Reality (AR) as a visual aid in science learning at rural elementary schools in Indonesia. Rural schools face limited access to digital media and weak infrastructure, creating barriers for students in understanding abstract scientific concepts. The aim of this research is to formulate a regulatory strategy that supports sustainable AR adoption in rural education. A mixed methods sequential exploratory design was used. The quantitative phase involved a survey of 90 respondents (45 teachers and 45 students) to identify readiness and barriers. The qualitative phase included interviews with teachers, principals, and education officials, as well as analysis of local and national education policy documents. Findings reveal that the main obstacles include poor internet access (78%), lack of teacher training (72%), and limited AR devices (68%). A small-scale trial in two schools showed a significant improvement in student learning outcomes, with average test scores increasing from 65.2 to 78.5 (t(54)=6.72, p<0.001). The study concludes that a four-pillar regulatory framework—comprising infrastructure and access, teacher capacity building, curriculum alignment, and monitoring & evaluation—is essential to enable equitable and sustainable AR integration. This framework provides practical recommendations for policymakers and contributes to advancing digital inclusion in rural education
Teaching Strategies to Improve Students' Critical Thinking Skills Through the Integration of Islamic Educational Philosophy Values
Full text linkThis study aims to analyze the integrated Islamic educational philosophy value learning strategy to improve students' critical thinking skills at Indonesian Islamic Universities, Islamic religious education study program. Islamic philosophical values include adab (civility), morals, and akhlak (ethics). A qualitative approach was used with 12 informants, consisting of lecturers and heads of study programs. The informants were selected purposively. Data were collected through in-depth interviews and analyzed inductively using thematic analysis. The results show that lecturers' empirical experiences in teaching practice confirm the effectiveness of case study-based strategies, reflective discussions, academic debates, and problem-based learning in fostering critical thinking in students. The success of these strategies is reflected in students' ability to construct logical arguments, conduct in-depth analyses, and integrate morals, adab (civility), and akhlak (ethics) into learning. The main obstacles were variations in student participation and time constraints, but these can be minimized through lecturers' creativity in designing learning. This research contributes to the development of applicable learning strategies based on morals, adab, and akhlak through the application of participatory methods and ongoing institutional support. The integration of Islamic educational philosophy values strengthens students' moral and spiritual dimensions
The Role of Stakeholders in The Development of Educational Technology-Based Agricultural Tourism
Full text linkCiherang Village, located in Nagreg District, Bandung Regency, West Java, has strong potential for the development of sustainable agricultural educational tourism, supported by its natural, cultural, and socio-economic resources. However, this potential has not been optimally developed due to limited coordination among stakeholders and uneven readiness in adopting educational technology. This study aims to analyze the roles and positions of stakeholders in developing agricultural educational tourism in Ciherang Village by integrating an educational technology perspective through the pentahelix approach. This research employs a qualitative descriptive method. Data were collected through observations, in-depth interviews, and documentation involving key stakeholders, including local government officials, tourism awareness groups (Pokdarwis), community members, business actors, academics, and media. The data were analyzed narratively and organized into matrices to examine stakeholder involvement, roles, responsibilities, and readiness in utilizing educational technology, including infrastructure and digital literacy. The findings indicate that effective collaboration among stakeholders is essential for strengthening agricultural educational tourism development. The use of educational technologies, such as digital applications, QR codes, social media, and AR/VR-based content, enhances visitors’ learning experiences and improves the competitiveness of the tourism village. Nevertheless, challenges remain, particularly related to infrastructure limitations and disparities in technological capacity. This study provides insights for developing innovative and sustainable agricultural educational tourism through multi-stakeholder collaboration
Implementation of Deep Learning Strategies to Increase Historical Awareness of Senior High School Students
Full text linkThis study analyzes the application of deep learning strategies in Indonesian History classes at three senior high schools of Labschool UHAMKA Jakarta and their contribution to fostering students’ historical consciousness. History education in Indonesia is still predominantly focused on memorization of historical facts such as dates, figures, and event chronologies, which often leads to a superficial and less reflective understanding of history. Therefore, this study aims to explore how deep learning strategies can enhance students' historical consciousness. Using a mixed-methods explanatory sequential design, data were gathered from 50 eleventh-grade social science students through questionnaires, supported by interviews with 12 students and 3 history teachers, and classroom observations. Indicators measured included reflective activities, primary source analysis, real-life relevance, and collaboration, while dimensions of historical consciousness covered chronological understanding, interpretation, continuity, and present relevance. Regression analysis showed a strong, positive, and significant relationship between deep learning strategies and historical consciousness (β = 0.62, p < 0.01). Qualitative findings reinforced these results, highlighting that primary source integration, collaborative projects, reflective discussions, and the use of digital tools such as Padlet and Google Classroom enhanced engagement, comprehension, and connections between the past and present. Teachers reported higher participation and critical dialogue in the classroom. Overall, deep learning strategies proved effective in combining cognitive, affective, and reflective dimensions, enriching history education, and cultivating students as critical, contextual, and socially responsible citizens