JTP - Jurnal Teknologi Pendidikan
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The Development of Classroom Action Research Teaching Materials Through the Integration of Interactive E-Books with Flipped Learning
Get PDFDigital learning materials for Classroom Action Research (CAR) in higher education are generally still presented as passive PDF e-books that provide limited support for self-directed learning. This condition highlights the need to develop more interactive and open-access instructional materials. The purpose of this study is to develop interactive CAR materials that are valid and feasible to support flipped learning. The development process adapted the Hannafin & Peck model, which consists of the stages of needs analysis, design, development, and systematic evaluation and revision. The needs analysis, design, and development phases primarily employed qualitative data, while the product evaluation phase used expert-validated questionnaires to ensure the relevance and validity of each item. The expert evaluation results show that the average score given by material and instructional experts, media experts, and language experts reached 97.45%, which is categorized as “excellent” and feasible for implementation. Based on these key findings, the interactive e-book developed for CAR learning materials through a flipped learning approach received an overall rating of “excellent and highly feasible,” indicating that it can be directly implemented in CAR instruction as either a primary or supplementary learning resource. As this study was limited to expert validation, further research is recommended in the form of field testing to examine the product’s effectiveness on learning outcomes, motivation, or student competence
Development of Gamification-based Microlearning Media for Learning Integers
Get PDFLearning integers at the junior high school level often faces obstacles in the form of low student understanding and engagement, mainly due to the abstract nature of the material and the learning approaches that are still dominated by conventional methods. Therefore, it is necessary to develop learning media that can present material concisely, interestingly, and relevant to the characteristics of students. This study aims to develop gamification-based microlearning media on a Learning Management System (LMS) platform specifically designed for integer material at the junior high school level, and to examine its feasibility for classroom use. The novelty of this study lies in the integration of microlearning and gamification in a media development design for the context of integer learning, which is still rarely studied in previous studies. This study uses the Research and Development method with the Web-Based Instructional Design (WBID) model as the development framework. The research subjects consisted of 32 students at a junior high school selected using a purposive sampling technique. Data were collected through expert validation, student response questionnaires, LMS analytics, and were analyzed using descriptive quantitative and qualitative techniques. The results of the validation by material and media experts obtained an average score of 87.5% and 90%, respectively, with the category of very valid. The limited trial and full implementation showed excellent results with percentages of 86.05% and 87%, respectively. Summative evaluations showed that 27 of 32 students completed the learning on time, 30 of 32 students earned engagement badges, and the majority accessed the LMS consistently every week. These findings provide empirical evidence that the developed gamification-based microlearning media is effective in increasing engagement and supporting integer learning. However, this study is limited by the sample size and has not yet measured the direct impact on academic learning outcomes
Implementation of the “Merdeka Belajar–Kampus Merdeka” Policy at Sunan Gunung Djati State Islamic University Bandung
Get PDFThis study seeks to identify how the Independent Learning–Independent Campus (MBKM) policy is implemented at Sunan Gunung Djati State Islamic University Bandung. The research employs a descriptive qualitative method, with data collection techniques consisting of observation, interviews, and documentation. Data analysis follows the steps of data reduction, data presentation, and drawing conclusions. This study is divided into six stages, namely: pre-research, formulation of research focus and questions, development of instruments, data collection and interviews, data analysis, and presentation of research results in the form of a research report. Through this study, it is expected that the MBKM policy at Sunan Gunung Djati State Islamic University Bandung will enhance students’ innovation, creativity, capacity, motivation, and independence in seeking and generating knowledge based on real-world conditions and environmental dynamics. In addition, this research is expected to provide added value for partner institutions—particularly Sunan Gunung Djati State Islamic University Bandung—by presenting an in-depth analysis of the best ways to integrate national policies with local and religious needs within the institutio
Needs Analysis in Developing PjBL-Based Interactive Media to Improve Student’s Critical Thinking Skills
Get PDFThis study aims to provide a description related to the analysis of teacher and student needs in the development of PjBL-based interactive media to improve the critical thinking skills of elementary school students. The research method uses descriptive qualitative research. The results of the teacher needs analysis showed that out of 130 elementary school teachers in the Klaten district, 86.92% of teachers responded that it was necessary to develop interactive media based on project-based learning, and 13.08% of teachers stated that it was not necessary to develop interactive media. Thus, it can be concluded that the development of interactive media based on project-based learning still really needs to be developed. Then, 65 students who were given the question sheet gave answers that 44.62% of students gave answers that teachers only use textbooks in the learning process, 24.62% of students gave answers that they use interactive media in learning, and 75.38% gave responses that students in learning at class do not use interactive media
Integrating Technology into Teaching to Foster Student Engagement and Interaction
Get PDFRapid advances in educational technology have renewed calls for evidence-based models that translate digital tools into genuine gains in classroom engagement and peer interaction. This study investigates the impact of a purpose-built technology-integration framework in junior high school science lessons, combining a learning management system, live polling, and collaborative white-boarding. Employing a quasi-experimental, mixed-methods design, 102 students from two comparable schools were assigned to either an intervention class (n = 52) or a business-as-usual control (n = 50) for one semester. Pre- and post-test data were gathered with a validated Engagement in Learning Scale and an observation rubric tracking verbal and non-verbal interaction events. At the same time, click-stream analytics and semi-structured interviews triangulated the quantitative findings. ANCOVA results indicated a significant treatment effect on overall engagement (F(1, 98) = 15.27, p < .001, Hedges g = 0.63) and student-initiated interaction frequency (ΔM = 14.6 events per class, p = .002). Thematic analysis of 1,274 coded reflections revealed that instant feedback, visual progress cues, and low-stakes collaborative tasks were perceived as the chief motivators of participation. Collectively, the data suggest that strategically layered technologies can shift classroom dynamics from teacher-centered recitation toward student-driven discourse without extending instructional time. Limitations include single-subject focus and reliance on self-report for some measures. Future work should examine long-term retention effects and scalability across diverse curricular areas
The Application of Collaboration System-Based Learning in Overcoming Syntactic Interference in the Abstracts of Teacher Professional Program Students
Get PDFThis study aims to explore the application of collaborative learning techniques as a strategy to overcome syntactic interference of Indonesian into English in the abstract writing of Teacher Professional Program (PPG) students at FKIP UMSU. Collaborative learning is learning that encourages learners to interact with each other, cooperate, and work together. The approach used was descriptive qualitative research method, involving collaboration techniques between students in focus discussion groups to improve the syntactic structure of the abstract. The research data were taken from 25 student abstracts, before and after the collaborative learning intervention. The analysis showed that collaborative learning significantly reduced syntactic interference such as the absence of to be, the use of inverted phrase patterns, and passive sentence structure errors. In addition, it was found that this approach increased students' linguistic awareness of the fundamental differences between Indonesian and English syntax. This research makes a real contribution to the development of more effective English teaching techniques for professional teacher education, as well as offering practical strategies for improving the academic quality of students in higher education. The implications of this research open up opportunities to expand the application of collaborative learning in other language teaching contexts
Developing Flipbook-Based Digital Learning Module for University Learners
Get PDFThe development of digital learning tools has progressed educational practices even though there is a need for engaging and validated resources tailored for university-level instruction. There are many digital modules lack rigorous development and validation, potentially limiting their effectiveness in enhancing learning experiences. This Research and Development (R&D) study aimed to develop a digital learning module in a flipbook format specifically designed for university learners. Utilizing the instructional development model procedure, the research employed both qualitative and quantitative methodologies where qualitative data were gathered through expert validation feedback, while quantitative data were collected via expert validation through questionnaires. This research employed data collection instruments included questionnaires, observation, and interviews. The participants of the study included students from educational study program. The developed digital flipbook module underwent rigorous validation by subject matter, media, and language experts, achieving high validity scores of 100%, 89.13%, and 97.22%, respectively. Furthermore, the module was tested with university learners through individual trials (96.875% validity), small group trials (91.67% validity), and field trials (90.21% validity), all indicating a "very valid" rating for all matters. The consistently high validation scores across expert review and learner trials provide valid evidence that the developed digital flipbook module is a suitable and effective media for enhancing the university learners’ learning experience. In conclusion, the findings support the idea that digital flipbook module offer both engaging and validated learning resources for university- level education
Student Participation in Conducting Environmental Impact Analysis Using Artificial Intelligence: A Conceptual Review
Get PDFabout major changes in the fields of education and architectural practice. This article aims to conceptually examine student participation in conducting environmental impact assessments (EIA) through the use of AI technology in the Architecture Study Program at Manado State University. A literature review was conducted on various recent studies and publications discussing the integration of AI in architectural education, environmental sustainability, and digital-based environmental analysis systems. The study employs a systematic literature review (SLR) approach, filtering academic databases from 2019 to 2025 to synthesize current pedagogical frameworks. The results of the study show that AI technology can increase student engagement in project-based environmental learning, accelerate EIA data processing, and facilitate digital simulation-based decision making. AI also has the potential to strengthen environmental education through reflective, collaborative, and interactive approaches. However, challenges remain, such as digital literacy, infrastructure readiness, and the need for curriculum adaptation. This article concludes that student participation can be significantly increased through the application of AI that is pedagogically and contextually designed in the architecture curriculum
Research Trends on Digital Literacy in Quality Education: Bibliometric Analysis Form 2000 to 2024
Get PDFDigital Literacy Although many researchers discuss digital literacy, the contribution of digital literacy research to the quality of education is often fragmented, with diverse and unsystematic topics, approaches, and geographical areas. Therefore, this study aims to analyze global research patterns, trends, and focuses over time, thereby providing a foundation for more effective educational development policies and practices. The research method uses bibliometric analysis. The database used is Dimension.ai with the keywords "digital literacy" AND "quality education" in the period 2000-2024. This search results produced 19,498 publications and a total of 5,783 publications were analyzed. The results of the study show that the trend of digital literacy research in the field of quality education has increased every year. The results of this study in the field of Sustainable Development Goals (SDGs), the most publications are in the field of education with 4,159 publications. Meanwhile, the journal that published the most articles was the Journal of Education and Information Technology. The author with the most publications is Lukasz Tomczyk with 11 publications. The conclusion is that emerging themes in this field are digital literacy levels, digital literacy scales, variables, significant differences, equity, governance, and initiatives that demonstrate the research focus on measurement and policy formulation. The author group with the strongest collaboration is C.R. Safrudin Bachtiar, Abadi Moko Dwi, and Akbar Rasnoha Sunara
The Role of Technology in Redesigning the Modern Education System
Get PDFTechnological advancements have played a vital role in redesigning the modern education system to be more adaptive, effective, and inclusive. However, despite rapid development, many educational institutions are still struggling to align with 21st-century competencies due to outdated pedagogical models. This study aims to explore the strategic role of educational technology in transforming modern educational systems, especially within the Indonesian context. Using a qualitative-descriptive method, the research is based on literature analysis of scholarly journals, policy documents, and expert opinions from the last decade. The sample consists of national and international literature relevant to educational technology integration. Findings reveal that the integration of technology in curriculum development, pedagogy, and institutional frameworks has contributed significantly to fostering critical thinking, independent learning, and mastery learning. The study also identifies key educational trends such as personalized learning, system-based approaches, and digital pedagogy. These findings underscore the significance of educational technology as a transformative force in enhancing the relevance and quality of education in the digital era