Edcomtech: Jurnal Kajian Teknologi Pendidikan

Students' Responses to the Use of Educaplay in Integrated Science and Social Studies (IPAS) Learning among Fifth-Grade Elementary School Students

Salwa Az Zahrah — 2026-08-14

Students' responses are an essential aspect of the learning process because they reflect how students perceive, understand, and engage with the learning experiences provided by teachers. However, limited variation in instructional methods often reduces students' participation and enthusiasm during classroom instruction. This study aimed to describe elementary school students' cognitive, affective, and conative responses to the use of Educaplay in Integrated Science and Social Studies (IPAS) instruction on the topic of the Earth's Layers. A descriptive qualitative approach was employed. Data were collected through classroom observations and semi-structured interviews involving six fifth-grade students, one classroom teacher, and one curriculum teacher. The data were analyzed using the Miles et al. interactive model, including data reduction, data display, and conclusion drawing. The findings revealed that students demonstrated positive responses across the cognitive, affective, and conative dimensions. Cognitively, Educaplay supported students' conceptual understanding through visual representations and interactive quiz activities. Affectively, students showed greater enthusiasm, interest, and emotional engagement during classroom instruction. Conatively, students demonstrated active participation through collaborative discussions, interactive quizzes, and continuous interaction with the teacher and instructional media. These findings indicate that the instructional design implemented through Educaplay, which integrates visual representations, interactive quizzes, immediate feedback, and teacher facilitation, effectively fosters positive student responses during IPAS instruction.

Students' Needs Analysis for Designing H5P-Based Interactive Videos Supporting Conceptual Understanding and Learning Motivation

Amiirah Aniisah — 2026-08-14

This study aimed to analyze students' needs as the empirical basis for developing instructional design specifications for H5P-based interactive videos to support conceptual understanding and learning motivation in economics education. A descriptive quantitative approach was employed through a needs analysis involving 31 Grade XI social science students at SMA Negeri 107 Jakarta. Data were collected using an expert-validated questionnaire and analyzed using descriptive statistics, including mean scores, standard deviations, and ranking analysis. The findings indicate that students require learning experiences characterized by systematic content organization, conceptual visualization, contextual examples, interactive learning activities with immediate feedback, and flexible access to learning materials according to their learning needs. These findings were translated into instructional design specifications comprising sequential content organization, integrated interactive activities, conceptual visualizations, immediate feedback, and support for self-paced learning. The study demonstrates that needs analysis serves not only as a preliminary stage of media development but also as an evidence-based process that supports instructional design decisions in the field of Educational Technology.

Designing an SKKNI-Aligned Learning Ecosystem for Employability: A Competency-Clustering Framework for MICE Certification

Feryani Dwi Permana — 2026-08-21

MICE certification requires a learning ecosystem that connects training providers, professional certification bodies, assessors, industry, professional communities, digital technology, and project experience. The initial proposal treated learning ecosystems, employability, and competency clustering as equivalent causal variables, creating a conceptual inconsistency because clustering is an analytical technique rather than a latent construct. This conceptual article develops a more coherent framework in which the learning ecosystem predicts employability directly and indirectly through MICE competency attainment, while clustering is used to map competency profiles. The study combines theory synthesis with directed analysis of 114 competency units in Indonesian Minister of Manpower Decision No. 123/2024, publicly available BNSP certification schemes, and literature on work-based learning, employability, scale development, PLS-SEM, and cluster validation. The resulting framework specifies five learning-ecosystem dimensions, seven function-based competency macro-domains, four testable hypotheses, and a four-stage validation protocol. Empirical validation is planned with at least 400 active MICE certification participants or graduates using content validation, psychometric assessment, PLS-SEM, and domain-score clustering. The framework contributes by distinguishing learning processes, competency attainment, employability, and clustering outputs, thereby providing a basis for testing, replication, and targeted learning pathways. No empirical effects are claimed before participant-level data are collected.

Integrating Science, Technology, Engineering, and Mathematics in Digital Learning: The Effectiveness of an E-Module on Ecosystem Material in Secondary Schools

Mona Kristina Simatupang — 2026-08-15

This study aimed to analyze the effectiveness and practicality of a Science, Technology, Engineering, and Mathematics (STEM)-integrated e-module for Biology learning on ecosystem material in secondary schools. The study employed a quasi-experimental method using a nonequivalent control group design involving 88 tenth-grade students at SMAN 2 Pekanbaru. The sample consisted of an experimental class that used the STEM-integrated e-module through Project-Based Learning (PjBL) and a control class that used a conventional module through the same learning model. Data were collected using a learning outcomes test and teacher and student response questionnaires. Data analysis included descriptive statistics, normality and homogeneity tests, the Mann-Whitney U test, N-Gain analysis, and effect size analysis. The results showed no statistically significant difference in pretest scores between the experimental and control classes (p = 0.216), whereas a statistically significant difference was found in posttest scores (p < 0.001). The experimental class obtained a higher N-Gain value (0.564) than the control class (0.334), although both were categorized as moderate. The effect size (r = 0.39) indicated a moderate magnitude of difference in learning outcomes between the two groups. Regarding practicality, the e-module obtained average scores of 86% based on teacher responses and 88% based on student responses, both of which were categorized as very practical. These findings suggest that the STEM-integrated e-module can serve as an alternative digital teaching material for ecosystem learning when implemented through PjBL.

Project-Based Learning with a Deep Learning Approach through an Eco-Enzyme Project: Students' Critical Thinking in Ecology Learning

Septina Anggraini — 2026-08-16

This study aimed to examine students' critical thinking performance following project-based science learning using an eco-enzyme production project with a Deep Learning approach in ecology learning. The study employed a quantitative approach with a quasi-experimental method using a Nonequivalent Control Group design. The participants were 78 seventh-grade students at SMP Negeri 25 Pekanbaru, divided into experimental and control classes. The experimental class participated in project-based learning with a Deep Learning approach through an eco-enzyme production project, while the control class received the learning approach used in the control group. Data were collected through critical thinking tests administered before and after the learning process. Data analysis included descriptive statistics, normality and homogeneity tests, the Mann-Whitney U Test, N-Gain, and effect size analysis. The results showed that the experimental class obtained a higher mean posttest score (86.52) than the control class (76.08). The Mann-Whitney U Test indicated a statistically significant difference between the two groups (Asymp. Sig. = 0.000). The experimental class obtained a mean N-Gain of 0.5964, while the control class obtained 0.5177, with both categorized as moderate. The effect size was 0.602, categorized as large. These findings indicate a difference in students' critical thinking performance between the two instructional groups, although the experimental class had a higher mean pretest score than the control class.

From Capability Development to Well-Being: A Moderated Mediation Model for Event Workers in Indonesia

Hanang Purnomo — 2026-08-21

Project-based employment in the event industry presents a paradox: workers continually learn through training, mentoring, professional communities, and project experience, yet capability development does not necessarily translate into well-being. This conceptual article and research protocol develops a theoretical model examining how work capability development may be associated with worker well-being among event workers in Indonesia through work competence, with decent work positioned as a conversion condition and moderator. The model integrates Human Capital Theory, experiential adult learning, the Capability Approach, Psychology of Working Theory, Indonesian Event and MICE competency standards, and validated psychometric measures. Eight hypotheses are proposed covering direct associations, mediation, moderation, and moderated mediation. Empirical validation is planned through a cross-sectional survey of at least 385 paid event workers in Indonesia, supported by cross-cultural instrument adaptation and PLS-SEM analysis to assess the measurement model, HTMT, structural paths, effect sizes, predictive power, and mediation and moderation effects. The contribution of the article lies in distinguishing capability development, work competence, decent work, and worker well-being as analytically distinct constructs and in proposing a model that explains how learning may be converted into competence and well-being under decent working conditions. No empirical findings are claimed before data collection and analysis.

Developing Augmented Reality Flashcards Featuring Rumah Lontiok of Kampar to Support Cultural Literacy in Early Childhood

Tatiana Tatiana — 2026-09-13

Cultural literacy in early childhood develops through opportunities to recognize, understand, appreciate, and communicate the meaning of local culture. In kindergartens, cultural learning may still rely on pictures, books, and verbal explanations, providing limited opportunities for children to interact with cultural objects. This study aimed to develop Augmented Reality (AR) marker-based flashcards featuring the Rumah Lontiok of Kampar Regency and to examine their validity, practicality, and preliminary evidence of improving children's cultural literacy. The study employed a Research and Development (R&D) approach using the ADDIE model. Participants included three expert validators, six teachers, four children in a small-group trial, and 12 children in a large-group trial. Data were collected through observations, interviews, validation and practicality questionnaires, as well as cultural literacy pretests and posttests. The large-group data were analyzed using the Wilcoxon Signed-Rank test because the data were not normally distributed. The results showed validity scores of 87.5% from media experts, 96.8% from language experts, and 95.0% from cultural literacy experts, while practicality based on teacher responses reached 86.2%. In the large-group trial, the mean score increased from 16.33 to 28.50, with p = 0.002 and an average individual normalized gain of 0.8154 (81.54%), categorized as high. These findings indicate that the developed AR flashcards are highly valid and practical and provide preliminary evidence of improved children's cultural literacy.

Career-Ready Hub: Developing an AI-Based Recruitment Simulation Bootcamp to Enhance Vocational Students' Work Readiness

Muhammad Riza Rifqi — 2026-10-07

This study aims to develop the Career-Ready Hub bootcamp model based on an integrated recruitment simulation platform to accelerate work readiness of grade XII students at SMK PGRI 2 Pasuruan. The open unemployment rate of SMK graduates at 8.62% (BPS, 2024) and low field-relevant employment absorption (41.3%) constitute the research background. Research and Development (R&D) using the ADDIE-DBR model was employed. Needs analysis was conducted on 80 grade XII students and 8 industry HRD managers. Product validation involved 5 expert validators (mean 87.3%; Very Valid). Effectiveness testing applied a quasi-experimental Nonequivalent Control Group design with 124 students (n=62 experimental; n=62 control). The Career Readiness Assessment Tool (CRAT) comprising 60 items across 6 dimensions (alpha=.889) served as the measurement instrument. Results indicate a highly significant difference between experimental (M_gain=23.73) and control (M_gain=8.06) groups (t(122)=22.46; p<.001; d=5.72). MANOVA confirms effectiveness across all six work readiness dimensions (F(6,117)=89.43; p<.001; eta2=.815). Career-Ready Hub is proven effective and practical as an innovative work readiness bootcamp model for vocational education.

Developing a Machine Learning Platform-Enhanced Deep Learning Model (MLP-DLM): Effects on Conceptual Understanding, Digital Literacy, and Higher-Order Cognitive Engagement in Islamic Boarding Schools

Muchammad Ibnu Muzakir — 2026-10-07

Many pesantren (Islamic boarding schools) still rely on teacher-centered instruction, and available digital technology is rarely designed to support deep learning. This study developed and evaluated the Machine Learning Platform-Enhanced Deep Learning Model (MLP-DLM), which combines deep learning pedagogy (6C), machine learning platform features, and core pesantren values. Following the ADDIE model, the product was validated by three experts, field-tested with 30 students, and evaluated in a quasi-experimental pretest-posttest control group design involving 60 students in two intact classes. Analyses used t-tests, N-gain, ANCOVA, and Cohen's d. The model scored 4.72 out of 5.00 in expert validation and 87.5% in usability, with response scores of 89.5% from students and 92.8% from teachers. With equivalent pretest scores, the experimental group improved significantly more than the control group in conceptual understanding (d = 1.83), digital literacy (d = 1.86), and higher-order cognitive engagement (d = 1.85). N-gain was moderate in the experimental group and low in the control group. ANCOVA supported these differences, although for digital literacy and higher-order cognitive engagement it counts only as supporting evidence. MLP-DLM is valid and practical and shows promise in this context. It should be replicated in more pesantren with longer interventions before wider adoption.

Educational and Empowerment Processes in Community-Based Peer Facilitation for Supporting Antiretroviral Therapy Adherence among People Living with HIV

Karminah Karminah — 2026-10-07

Community-based peer facilitation can support antiretroviral therapy (ART) engagement among people living with HIV (PLHIV), yet its educational and empowerment mechanisms remain insufficiently understood. This study examined peer facilitation within the Saburai Support Group (SSG), Indonesia. Using a qualitative intrinsic case study, eight participants were purposively selected, comprising two peer facilitators, two PLHIV, two organization managers, and two healthcare workers. Data were collected through semi-structured interviews, participant observation, field notes, and document analysis and analyzed using the interactive framework of Miles, Huberman, and Saldaña. The findings identified five interconnected processes: trust building, needs assessment and educational support, psychosocial support, collaboration and advocacy, and monitoring and strengthening independence. Peer facilitators functioned not only as treatment supporters but also as educators, learning facilitators, knowledge mediators, advocates, connectors, and community empowerment agents. These findings informed an empirically derived Community-Based Peer Facilitation Model organized around a trust–capacity–connection–independence pathway. The study highlights peer facilitation as a form of community-based and nonformal learning integrating health education, psychosocial support, and empowerment to support treatment engagement and self-management. Further research is required to examine the model’s transferability across different contexts.

Development of Digital-Based STAD-PjBL Blended Learning Model for Indonesian Language Persuasion Text Learning Class VI Elementary School

Eva Latifah — 2026-10-07

Indonesian language instruction at SDN 2 Sukaratu faces unequal technology access among sixth-grade students, while a student survey indicated a continued need for face-to-face guidance. This study develops a blended learning model combining offline instruction using the STAD cooperative model with online instruction using a digital-based Project Based Learning (PjBL) model for the Persuasive Text unit in Grade VI, and examines its feasibility through expert validation. The study used a Research and Development approach following the ADDIE model adapted into five procedural stages: needs analysis, design, development, implementation, and evaluation/revision. The products were a learning website/Learning Management System (LMS) and an e-module (e-module). Feasibility was examined through validation by three experts (instructional design, content, multimedia) using scaled questionnaires, followed by a one-to-one trial with 20 students. Expert validation showed feasibility scores of 84.2% (design), 86.5% (content), and 83.8% (multimedia), all in the very feasible category based on established percentage-interpretation criteria. The one-to-one trial showed a mean N-Gain of 0.61 (medium category). The digital-based STAD-PjBL blended learning model is feasible as an alternative Indonesian language teaching strategy for elementary schools with limited technology access, while its effectiveness on learning outcomes requires further study based on field-trial data.

Development of an Authentic Assessment Instrument for Higher-Order Thinking Skills in the Hybrid ProBL Model

Saida Ulfa — 2026-10-30

21st-century learning requires educators not only to master content knowledge but also to design learning processes that facilitate higher-order thinking skills (HOTS). Conventional assessment methods, particularly those emphasizing multiple-choice questions and factual recall, are considered insufficient for measuring HOTS, highlighting the need for authentic assessment instruments aligned with project- and problem-based learning. This research and development (R&D) study aims to develop and validate an authentic HOTS assessment instrument based on the C4–C6 cognitive levels of Anderson & Krathwohl's taxonomy, integrated with the Hybrid ProBL (Project–Problem Based Learning) model using a design thinking approach, and to describe the results of its initial trial. Instrument development followed the 4-D model (Define, Design, Develop, and Disseminate), encompassing needs analysis, instrument design, expert validation, and limited field testing. The instrument was validated by three experts specializing in HOTS content, instructional design, and educational evaluation. A limited trial involving university students was conducted to evaluate the instrument's reliability and practicality. The results indicated that the instrument achieved an average content validity coefficient (Aiken's V) of 0.86, meeting the established content validity criterion, and a Cronbach's Alpha coefficient of 0.89, indicating high internal consistency. The developed instrument shows potential for assessing students' HOTS achievement in contextualized learning activities through project- and problem-based learning. However, this study did not statistically examine the instrument's effectiveness in improving students' HOTS. This study contributes an authentic HOTS assessment instrument that can serve as a reference for teacher education institutions in integrating innovative learning models and authentic assessment into teacher preparation programs.

Lee and Owens Front-End Analysis for Designing Play-Based Gamified Augmented Reality to Support Arabic Vocabulary Retention in Early Childhood

Arie Rijanti — 2026-10-30

Arabic vocabulary instruction in Indonesian early childhood settings often appears successful during teaching but weak at delayed recall. This study reports the front-end analysis phase of a design and development research project that will produce a play-based gamified augmented reality (AR) media for children aged five to six years; the media has not yet been developed, validated, or tested. Data were gathered from thirty children, six teachers, and thirty parents in one kindergarten through a ten-item Arabic vocabulary task administered at three time points, a pronunciation rubric, an attention observation sheet, and two questionnaires, all reviewed by three experts. The ten Lee and Owens analytical lenses were operationalised through explicit data sources, indicators, and analysis procedures, and each indicator was expressed as the gap between the actual condition and a uniform expected condition of 75 per cent of children meeting the individual criterion. The largest observed gap appeared in delayed recall after seven days, where 30.0 per cent of children met the criterion, a gap of 45.0 percentage points. Readiness indicators exceeded the expected condition: 86.7 per cent of children engaged actively in play and 93.3 per cent responded to multimedia stimuli. No teacher reported access to AR media or to media containing a deliberate repetition cycle. Because the design is descriptive, these findings identify retention as the priority design target without establishing the cause of the decline, and the resulting framework is offered as a set of design hypotheses for subsequent prototype development and testing.

Pre-Service Teachers’ Ethical Concerns about Artificial Intelligence in Education: A Photovoice Study

Norhaina D. Bisalao — 2026-11-04

The increasing use of artificial intelligence (AI) in education has created opportunities for teaching and learning while raising ethical concerns for future educators. This study explored pre-service teachers’ ethical concerns regarding AI use in education and their recommendations for its responsible integration. A qualitative Photovoice approach was employed with ten purposively selected fourth-year Bachelor of Elementary Education students at Mindanao State University–General Santos City during the 2025–2026 academic year. Data were collected through participant-generated photographs, captions, narratives, and focus group discussions. The SHOWED framework guided participants’ reflections, while thematic analysis was used to identify recurring patterns. The findings revealed five ethical concerns: overreliance on AI, thought process displacement, sameness of data, digital risks and misinformation, and reduced originality in content. Participants also proposed four recommendations: AI output validation, safe and responsible use of AI, human-centred AI, and human agency and purposeful use of AI. These findings highlight the importance of developing AI literacy, critical evaluation skills, privacy awareness, and ethical responsibility among pre-service teachers. The study suggests that AI should function as a supportive educational tool while preserving human judgment, independent thinking, and pedagogical responsibility.

Construct Validation of the Indonesian Version of the Technology Acceptance Model (TAM) Instrument Using Confirmatory Factor Analysis (CFA)

Rina Agustin — 2026-11-07

Technology acceptance requires instruments that accurately represent the constructs being measured, yet differences in sources, language, and context can affect measurement quality during adaptation. This study develops and validates an Indonesian-language Technology Acceptance Model (TAM) instrument comprising five constructs: Perceived Usefulness, Perceived Ease of Use, Attitude Toward Using, Behavioral Intention to Use, and Actual Use. The instrument was evaluated using 1,062 responses from high school and vocational high school students in West Java, with the data divided into two equal subsamples for initial and replication CFA. From the initial 23 indicators, four negatively worded indicators (PEOU4, ATU3, PU5, and BI1) showed low factor loadings and were removed, resulting in a 19-indicator model with excellent fit (CFI = 0.997; TLI = 0.997; RMSEA = 0.042; SRMR = 0.035), adequate convergent validity, and reliability. The resulting model was then tested through replication CFA without specification changes and showed excellent fit (CFI = 0.999; TLI = 0.999; RMSEA = 0.031; SRMR = 0.028). The final instrument provides an Indonesian-language measure of TAM constructs, with evidence of construct validity and reliability in the study sample. It can serve as a basis for future research on relationships among TAM constructs in technology adoption studies in Indonesia.