JTP - Jurnal Teknologi Pendidikan
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Application of Multisensory Strategies in Differentiated Classroom Learning to Overcome Reading Delay in Elementary School Students
Get PDFReading is a fundamental skill essential for elementary school students' success. However, many students experience reading delays due to learning methods that are not suited to their learning styles. These delays impact letter recognition, academic achievement, and reading comprehension. This study aims to assess the effectiveness of implementing multisensory learning strategies in Indonesian language subjects in differentiated classrooms to address reading barriers in elementary school students. Multisensory strategies engage various senses such as sight, hearing, kinesthetics, and touch, through activities such as reading with pictures, writing using textured media, and listening to audio. Differentiated learning is carried out by grouping students based on reading ability and learning style. This study used a quantitative method with a quasi-experimental one-group pretest-posttest design without a control group. The subjects were 84 third-grade students from three elementary schools in Cirebon, with a focus on 16 students with reading delays. Data were analyzed using a paired t-test. The results showed significant improvements in students' reading skills after the intervention, including letter recognition, spelling, and sentence comprehension. The novelty of this study lies in the integration of multisensory strategies with a differentiated classroom approach, a practice rarely studied in Indonesian elementary education. This research contributes to the development of adaptive and inclusive learning approaches, particularly in the development of learning strategies that are responsive to the needs of students with reading delays
Reflective Pedagogy with Narrative and Visual Media for Enhancing Body Safety Awareness in Socioeconomically Marginalized Preschools
Get PDFChild sexual abuse continues to disproportionately affect children from socioeconomically marginalized communities, where access to body safety education remains limited. This study aims to evaluate the effectiveness of narrative and visual media animated videos, educational posters, picture storybooks, and illustrated flashcards within a reflective pedagogical framework to enhance preschoolers’ understanding of body safety. Employing a sequential mixed-methods design, the research was conducted in three under-resourced early childhood education centers, involving 116 children and six classroom teachers. Quantitative data were collected through pre- and post-tests, while qualitative insights were gathered via observations, interviews, and document analysis. Findings reveal that all four media significantly improved children’s conceptual understanding, with animated videos showing the greatest score gains and posters yielding the highest post-test averages. Qualitative analysis identified distinct pedagogical mechanisms: animated videos supported dual coding processes and emotional resonance; storybooks fostered narrative engagement but required guided mediation; posters encouraged peer interaction and contextual understanding; and flashcards, while accessible, relied heavily on teacher scaffolding and offered limited sustained engagement. Teachers played a critical role in adapting media to classroom realities, particularly in resource-limited contexts. This study underscores the pedagogical value of integrating multimodal media in early childhood body safety education, especially when mediated through reflective teaching. It highlights the need for structured curriculum inclusion, targeted teacher training, and future innovations in multimodal learning. The findings contribute to a growing call for inclusive, developmentally appropriate, and context-sensitive approaches to protective education in marginalized settings
Optimizing Children’s Creativity through Drawing Activities and Its Implications for Cognitive Development
Get PDFThis study explores the effects of drawing-based media stimulation on the creativity and cognitive development of early childhood learners. Using a descriptive qualitative approach, the research was structured in two phases: the first conducted prior to any form of intervention, and the second carried out after the introduction of stimulus-based images aligned with thematic learning materials. The analysis revealed a significant enhancement in various creative and cognitive indicators. Children demonstrated a broader diversity of ideas, greater spontaneity in expressing visual concepts, and a more confident use of varied colors to represent emotions, forms, and imaginative scenes. Additionally, their visual accuracy and coherence improved noticeably, especially in depicting objects or themes previously presented by the teacher. Beyond technical improvements, the findings indicate that drawing activities function as multidimensional learning tools. They encourage children to engage in reflective thinking, strengthen memory recall, and support the development of early symbolic understanding. Drawing also provides a low-pressure environment where children can construct meaning, externalize thoughts, and exercise problem-solving skills through experimentation with shapes, lines, and compositions. Overall, this study affirms that drawing-based stimulation is not merely an artistic activity but a pedagogical medium that nurtures cognitive growth, emotional expression, and foundational intellectual development during early childhood
The Impact of Project-Based Blended Learning on User Interface Wireframe Learning Outcomes
Get PDFThe 2022 PISA (Programme for International Student Assessment) scores show that Indonesia's achievements in reading literacy, mathematics (numeracy), and science have declined compared to PISA 2018. In general, mathematics scores fell from 379 (2018) to 366 (2022), reading scores fell from 371 (2018) to 359 (2022), and science scores fell from 396 (2018) to 383 (2022). These scores are below the OECD average (around 480 for each subject), meaning that Indonesian students' abilities are still far behind global standards. This study aims to determine the effect of implementing Project Based Blended Learning (PjB2L) on learning outcomes for wireframe material in the User Interface (UI) subject for 11th grade students at SMK IPIEMS Surabaya. A quantitative method with a posttest-only control design was applied. The sample was divided into control and experimental groups. SPSS was used to test the validity and reliability of the instruments, where all items were proven to be valid and reliable (Cronbach's Alpha > 0.60). The Shapiro-Wilk test showed that the data were normally distributed (Sig. 0.200 > 0.05), while homogeneity was indicated by a significance value of 0.237 > 0.05. A t-value of -6.914, df 54, and Sig. (two tails) 0.000 < 0.05 were obtained from the independent sample t-test, confirming a significant difference between the control group and the experimental group. The effectiveness of PjB2L in improving wireframe learning outcomes was higher than that of conventional methods. It is recommended that educators implement Project Based Blended Learning (PjB2L) as a learning strategy because it has been proven to be more effective than conventional methods. Schools need to provide support in the form of technological facilities and teacher training, while students are expected to be more active, independent, and collaborative. Further research can expand the subjects and sample size to strengthen these findings
Development of DILETA: A Digital-Based Ethical Dilemma Simulation Application for Interactive Character Education Learning for Children
Get PDFThis study aims to develop and test the feasibility, practicality, and effectiveness of the DILETA (Ethical Dilemma) application as a digital-based interactive learning media for early childhood character education. The study used the Research and Development (R&D) method with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model. The research subjects included five teachers in the needs analysis stage, six expert validators (media, language, materials), 20 early childhood education teachers in Focus Group Discussions (FGD), and 15 early childhood education in limited trials. The research instruments consisted of validation forms, FGD guides, and observation sheets based on the Child Development Achievement Level Standards (STPPA) according to Permendikbud No. 137 of 2014. Expert validation results showed an average score of 88.5%, categorized as very adequate. Teacher responses through FGDs obtained an average of 81.6%, categorized as very good, with the highest scores for aspects of narratives that are easy for children to understand (92.5%) and media utilization for class discussions (92.5%). Effectiveness testing through observations of 15 children resulted in an average score of 77.7%, categorized as positive. Children were more consistent in understanding religious and nationalistic values, while integrity values still require reinforcement through habituation and teacher guidance. Overall, the research concluded that the DILETA app is feasible, practical, and effective as a character education tool for early childhood. This tool has the potential to become a digital innovation in supporting the strengthening of character education in accordance with early childhood development standards
Correlation Between Automatic Short Answer Scoring and Manual Scoring by Teacher on Indonesian Assessments
Get PDFAssessment is one tool evaluation in the learning teaching process to determine quality of learning. One of method being assessed Enough complicated in the assessment process is essay test. The essay test requires more time lots in the proofreading process as well as low validity and reliability because possible essay assessment influenced element subjective. Therefore, needed application used for correct essay answers expected automatically can help teachers to correct answer with fast and more results objective namely Automated Short Answer Scoring (ASAS). This research use sentence embedding method for measure similarity meaning between answer key and students answer. Data sets used consists of two data. One data consists of 1200 pairs of answer keys and students answer used for train the model. Two data totaling 250 words is used for evaluate models. Before enter the sentence embedding process, answering will through the pre-processing stage is remove stop words, remove empty, case folding, delete number, delete punctuation. Testing this system will done with method compare assessment carried out system with assessment carried out by teachers conventional use coefficient correlation. The result of test coefficient correlation Pearson of 0.81 and concluded reached 81 % similar with human rater assessment. This study can help teachers to be more efficient in the assessment
The Effectiveness of Anti-Bullying Teaching Material Through a Deep Learning Approach Based on Project-Based Learning
Get PDFBullying remains one of the most serious challenges in Indonesian education, with far-reaching impacts on students' psychological, social, and academic development. Bullying that occurs in schools not only reduces learning motivation but also hinders character formation and the development of human values in line with Pancasila. This study aims to describe the effectiveness of "Anti-Bullying" teaching materials developed through a Project-Based Learning (PjBL)-based Deep Learning approach in Pancasila Education in Senior High Schools. This study was conducted in a Senior High School in Surabaya in the 2025/2026 academic year. The population of grade XII students was 300 people. The research subjects consisted of Pancasila Education teachers and students in grades XII-7, with a total of 36 students. Data collection was carried out through observation, in-depth interviews, and documentation, as well as data analysis consisting of data reduction, data presentation, and drawing conclusions. The research findings indicate that the implementation of "Anti-Bullying" teaching materials fosters students' reflective, collaborative, and empathetic awareness towards issues of violence in schools. Through their social campaign project, students not only cognitively understand the concept of anti-bullying but also affectively internalize moral and humanitarian values. Based on the survey results, the forms of bullying experienced by students were physical (10.6%), verbal (38%), social (29%), cyber/social media (9.9%), and others (46.9%). These results indicate that the "Anti-Bullying" teaching material has the potential to be an effective medium for character education, relevant to strengthening the Pancasila Student Profile in the context of the Independent Curriculum
The Influence of Participative Leadership and Digitalization of Learning on the Professional Competence
Get PDFProfessional competence means that teachers must be able to master teaching materials and scientific structures, compile learning tools, implement learning according to plans, carry out evaluations according to standards and carry out continuous self-development. The objectives of this study were to determine the extent of the influence of participative leadership and the digitalization of learning collectively on teachers’ professional competence. The research approach used was quantitative, and this study employed a correlational design. The study population consisted of 382 teachers, while the sample included 195 teachers. Data were collected using a questionnaire. The data analysis techniques used in this study included descriptive analysis and prerequisite tests, which consisted of normality, multicollinearity, heteroscedasticity, and linearity tests, as well as hypothesis testing through simple and multiple linear regressions. The results of the study indicated that (1) the correlation between participative leadership and teachers’ professional competence was 0.862. The influence of participative leadership had a significant effect on the variable of teachers’ professional competence by 74.3%. (2) The correlation between the digitalization of learning and teachers’ professional competence was 0.827. The influence of the digitalization of learning had a significant effect on the variable of teachers’ professional competence by 68.5%. (3) The combined influence of participative leadership and the digitalization of learning on teachers’ professional competence was expressed in the equation Ŷ = 8.916 + 0.862 X1 + 0.539 X2. The value of the correlation coefficient (r) was 0.891. The coefficient of determination for the influence of variables X1 and X2 on Y was 79.4%. The conclusion of this study was that there was a significant influence of participative leadership and the digitalization of learning on teachers’ professional competence by 79.4%
Quantitative Descriptive Analysis of the Potential for Implementing Open and Distance Learning in Senior and Vocational High Schools
Get PDFquality gaps despite a Gross Enrollment Rate (GER) of 98.10%. Geographic barriers, economic constraints, and unequal teacher distribution underscore the need for alternative delivery models. This study assessed the potential implementation of Open Schooling and Distance Learning for senior and vocational high schools in South Kalimantan. Using a quantitative descriptive design, data were collected from principal and teacher questionnaires, facility observations at 30 Learning Activity Centers, and document review of GER, Net Enrollment Rate (NER), and the national Education Data System (Dapodik). Descriptive statistics (mean, percentage, and frequency) showed that major barriers were limited digital infrastructure, substandard teacher–student ratios, and weak local regulations. Nevertheless, 77% of teachers supported the open/PJJ model, and most schools demonstrated adequate information and communication technology (ICT) readiness, indicating high feasibility. The novelty of this study lies in combining stakeholder perceptions, school ICT readiness, and learning activity centers conditions to map provincial-level implementation feasibility. The findings provide evidence for provincial policymaking, particularly in developing regulations, strengthening ICT infrastructure, and expanding learning activity centers in remote areas to improve equity, reduce dropout rates, and support high-quality 12-year compulsory education
The Role of Education and Challenges of the Implementation of the Rebozo Technique in Midwifery Practice: A Scoping Review
Get PDFThe Rebozo technique is a non-pharmacological method that is effective in supporting the delivery process. This research aims to explore the benefits, implementation challenges, and role of education in the application of this technique. The study was conducted through a scoping review of 19 selected articles and analyzed thematically based on certain inclusion criteria from various international databases.
The results showed that the Rebozo technique improved maternal comfort, reduced the need for medical intervention, and supported a positive childbirth experience. The main obstacles include a lack of training and limited facilities. Structured education and training for health workers, as well as couple education to support mothers during childbirth, are important elements in the optimization of this technique.
Research recommendations include practice-based training for health workers and strengthening the role of couples through educational programs to support the implementation of the Rebozo technique in physiological childbirth services