Edcomtech: Jurnal Kajian Teknologi Pendidikan

Do Flashcards Improve Biology Learning? A Systematic Review of Cognitive Learning Outcomes

Ponasari Baron Mutiara Kenya, Made Duananda Kartika Degeng, Fikri Aulia — Thu, 30 Apr 2026 00:00:00 +0000

Biology learning is often considered challenging due to its complex concepts, abstract processes, and numerous terms, which often result in low cognitive learning outcomes among students. Many students rely on passive learning strategies that are insufficient to support meaningful understanding and long-term retention. Consequently, there is a need for effective, evidence-based instructional media that can actively engage students and improve cognitive achievement in biology learning. This systematic literature review aims to examine the effectiveness of flash cards in improving students' cognitive learning outcomes in biology and to identify how they are used in classroom instruction. This study employs a systematic literature review to analyze empirical research articles published between 2021 and 2025 that investigate the use of flashcards in biology learning. The selected studies include experimental, quasi-experimental, and developmental research designs, mostly conducted at the secondary education level. Data were analyzed through qualitative descriptive methods by comparing the implementation of learning, learning outcomes, and cognitive impacts reported between the experimental and control groups. The results showed that flash cards consistently improved students' cognitive learning outcomes, particularly in remembering, understanding, and applying biology concepts. The experimental group that used flashcards achieved higher posttest scores and greater learning gains than the control group that used conventional learning methods. Flashcards were most effective when integrated into active learning activities, supported by visual representations, and used to facilitate repeated retrieval of biological knowledge

Innovation in Virtual Learning Based on Teaching Factory on Robotic Welding in Vocational Education: A Systematic Literature Review

Herianto, Aditia Gustiana Gunawan, R. Machmud Sugandi — Thu, 30 Apr 2026 00:00:00 +0000

The rapid adoption of automation and robotics in manufacturing has intensified the need for vocational graduates with integrated digital, systems-thinking, and advanced welding competencies. Despite growing interest in virtual learning and Teaching Factory (TeFa) models, research on their application in robotic welding education remains fragmented. This study synthesizes existing evidence on virtual Teaching Factory innovations for robotic welding in vocational education through a Systematic Literature Review conducted in accordance with PRISMA 2020 guidelines. Peer-reviewed journal articles and conference proceedings published between 2013 and 2024 were retrieved from Scopus, Web of Science, IEEE Xplore, ScienceDirect, and ERIC. Following rigorous inclusion and exclusion criteria, twenty studies were analyzed using thematic synthesis. The findings reveal that immersive technologies, particularly virtual reality, welding simulation, and augmented training environments, have demonstrated positive effects on practice-based learning outcomes. Influence learners’ cognitive and psychomotor skill development, motivation, and operational safety. However, virtual learning is predominantly implemented as a supplementary tool rather than as an integrated Teaching Factory system. Hybrid learning configurations that combine virtual and physical environments demonstrate the strongest potential for enhancing industrial relevance and systems-level understanding. This review contributes a reminder conceptual synthesis of virtual Teaching Factory applications in robotic welding and identifies critical gaps for future research, emphasizing the need for longitudinal, pedagogy-driven, and industry-validated studies to advance vocational education in Industry 4.0 contexts.

Academic Quality Culture: Influence on Student Learning Concentration through Learning Management System-Based Classroom Management

Thu, 30 Apr 2026 00:00:00 +0000

This research is aimed at investigating the effect of academic quality culture on student learning concentration with LMS-based classroom management as an intervening variable in higher education. There is a signficant amount of research on academic quality and digital learning environments. However little empirical evidence exists to cliffhanger how the institutional culture of quality manifests through technology-mediated pedagogical practices in shaping attentional engagement. Based on a quantitative survey design using Structural Equation Modeling (SEM) with SmartPLS, the study obtained data collected from 391 undergraduate students of Faculty of Teacher Training and Education, Universitas Pakuan Bogor, Indonesia through proportionate stratified random sampling represented by six study programs. Academic quality culture (30 items, α = 0.91), LMS-based classroom management (28 items, α = 0.89), and learning concentration (30 items, α = 0.93) were measured with validated instruments. The results demonstrate that the effect of academic quality culture on learning concentration (β = 0.34, p < 0.01) and LMS-based classroom management (β = 0.52, p < 0.01) is direct for both types of effects in this model LMS-based classroom management has a positive impact on learning concentration (β = 0.41, p < 0.01), which partially mediates the relationship between academic quality culture and learning concentration (indirect effect = 0.213, p < 0.01). The variance explained in learning concentration is 58.6% by the model. The results indicate that developing a high-quality academic culture promotes student attention directly and indirectly as well, by enhancing pedagogical management via LMS. Implication of this study contributes an innovative integrative framework connecting institutional quality culture, classroom management, cognitif learning outcomes, and student learning concentration at higher education in Indonesia.

Analyzing the Readiness of Javanese Language Teachers Toward the Implementation of Mobile Learning in Gresik Regency

Thu, 30 Apr 2026 00:00:00 +0000

This study analyzes the readiness of Javanese language teachers in Gresik Regency to adopt mobile learning by integrating the Technology Acceptance Model (TAM) and the Mobile Learning Readiness (MLR) framework as a multidimensional conceptual approach. This study provides theoretical and practical contributions by strengthening the literature on teacher readiness for mobile learning in Javanese language education and offering empirical evidence to support targeted digital literacy programs and innovative mobile-based learning for improving instructional quality and preserving local culture. The study employed an exploratory quantitative design involving 26 junior high school teachers using a standardized instrument measuring Perceived Ease of Use (PEOU), Perceived Usefulness (PU), and dimensions of technological, pedagogical, and psychological readiness. Data were analyzed using descriptive statistics and trend pattern analysis. The findings reveal an asymmetry between perceived ease of use and perceived pedagogical usefulness, significantly influenced by age and teaching experience. This study extends empirical evidence within the context of local language education and proposes data-driven intervention frameworks to strengthen teacher capacity in sustainable technology integration.

Audiovisual Media Effects on Poetic Imagery and Symbolic Depth in Bullying-Themed Poetry Writing: A Systematic Literature Review

Rozanna Ismarika, Hasan Busri, Dyah Werdiningsih — Thu, 30 Apr 2026 00:00:00 +0000

This systematic literature review aims to examine the effects of audiovisual media on poetic imagery and symbolic depth in bullying-themed poetry writing. Bullying remains a significant issue in educational settings, while poetry writing has emerged as a creative pedagogical tool that enables students to express their emotional experiences. However, the integration of audiovisual stimuli in poetry instruction remains underexplored, particularly regarding its impact on the quality of imagery and symbolism. This review analyzed 45 peer-reviewed articles published between 2015 and 2025, indexed in Scopus, Web of Science, and ERIC, following the PRISMA protocol. The findings identify three main thematic clusters. First, audiovisual media significantly enhance sensory imagery and figurative language in students’ poetry. Second, exposure to bullying-themed audiovisual content contributes to deeper symbolic meaning and greater metaphorical complexity. Third, multimodal pedagogical approaches promote emotional engagement and empathic perspective-taking, which in turn improve the overall literary quality of students’ poems. In addition, this review highlights several methodological gaps, particularly the limited number of longitudinal studies and the insufficient consideration of diverse cultural contexts. Based on these findings, a Multimodal Affective Symbolic (MAS) framework is proposed, integrating cognitive, affective, and semiotic dimensions. The implications for creative writing pedagogy and anti-bullying education are also discussed.

Evaluation of the Coaching Training Programme for Improving Employee Performance at PT Pama Persada Nusantara

Warsono Hadi Mulyono, Sujarwo, Yudan Hermawan — Thu, 30 Apr 2026 00:00:00 +0000

This study evaluates the effectiveness of a coaching training program implemented at PT Pama Persada Nusantara using the CIPPO (Context, Input, Process, Product, Outcome) framework. Adopting an evaluative qualitative approach, data were collected over four months through observations, in-depth interviews with 18 purposively selected participants, questionnaires, and document analysis. The findings reveal that the program is well aligned with organizational needs and supported by adequate resources and interactive learning processes. Measurable improvements were identified in participants’ coaching competencies, with average scores increasing from 2.6 to 4.1, alongside high satisfaction levels (4.3/5). Early indications of behavioral change were also observed, as approximately 70% of participants reported applying coaching practices in the workplace, accompanied by modest improvements in team performance indicators. However, the study identifies several limitations, including limited practice duration, reliance on self-reported measures, and the absence of longitudinal evaluation to assess sustained impact. The findings suggest that while the program is effective as a short-term learning intervention, its long-term effectiveness depends on stronger organizational integration and the adoption of technology-enhanced learning approaches. This study contributes by extending the CIPPO model through the incorporation of measurable indicators and highlighting the role of digital tools in supporting continuous professional learning within organizational contexts.

From Conventional Practice to Immersive Simulation: A Systematic Literature Review on Virtual Professional Makeup as Transformative Learning Media

Iut Nuraini, Ria Andriani Mukti, Fitria Hansyah Fatmasari, Quienera Putra Joshua — Thu, 30 Apr 2026 00:00:00 +0000

Innovative technologies have expanded across various fields of vocational education, including the use of immersive technologies in legal education for soft skills development and virtual clinical simulations in nursing education. However, the application of immersive technologies in creative professions, including cosmetology education, remains relatively limited. This study aims to explore the pedagogical benefits of immersive virtual simulations in supporting the development of professional skills in makeup and beauty education. This research employs a systematic literature review based on PRISMA 2020 criteria, analyzing a total of 32 peer-reviewed articles published between 2016 and 2026. The findings indicate that immersive simulations, such as virtual reality (VR), augmented reality (AR), and interactive 3D environments, can enhance psychomotor skills, learner engagement, intrinsic motivation, and professional confidence. These improvements are particularly evident in structured vocational fields such as nursing, engineering, and technical education, where measurable gains in procedural accuracy and cognitive engagement have been observed. However, the literature also shows that the mere presence of technology does not guarantee learning effectiveness. Pedagogical factors such as interactivity, sense of presence, quality of feedback, simulation fidelity, and cognitive load management play a crucial role in determining learning success. Furthermore, studies specifically addressing professional cosmetology education remain very limited. Overall, immersive learning has significant potential to transform vocational education systems into more flexible and learner-centered environments.

The Role of Generative AI in Advancing Educational Technology Research: A Systematic Review of Qualitative Data Analysis

Dedi Aco, Ming-Chou Liu, Harmita Sari — Thu, 30 Apr 2026 00:00:00 +0000

Large language models (LLMs) are increasingly used for qualitative data analysis; however, questions remain regarding their reliability compared to human coders. Following PRISMA 2020 guidelines, this systematic review synthesizes empirical evidence on the use of generative artificial intelligence for coding interview and focus group data. Of the 1,085 records retrieved from six academic databases between 2020 and 2026, 30 studies met the inclusion criteria. The findings indicate that LLMs, predominantly GPT-4, achieve moderate to substantial thematic agreement with human coders, with Cohen’s kappa values ranging from 0.40 to 0.91 (median 0.72) and accuracy rates between 77% and 96%. Reliability significantly improves with optimized prompting strategies and multi-run ensemble methods. Although LLMs demonstrate exceptional efficiency, reducing analysis time by 80% to 95%, they still face limitations in capturing cultural nuance, interpretive depth, and context-dependent coding. Therefore, current evidence supports the use of LLMs as an augmentation tool rather than a replacement for human researchers. Hybrid human-AI workflows, combining computational efficiency with human interpretive rigor, represent the most promising approach for robust qualitative analysis. For educational researchers, these findings highlight the potential of LLMs to advance qualitative learning analytics by enabling rapid processing of large-scale student data. Ultimately, this hybrid approach allows for deeper insights into technology-enhanced learning environments without sacrificing pedagogical nuance.

The Application of Knowledge Management in Realising a Learning Organization in Training Institutions

Manshur Riadli, Tina Rahmawati — Thu, 30 Apr 2026 00:00:00 +0000

This study aims to analyse the implementation of knowledge management and its role in fostering learning organisations within training institutions. A mixed-methods approach with a concurrent embedded design was employed, in which qualitative data served as the primary source and quantitative data as supporting evidence. Data were collected from institutional leaders, knowledge management administrators, and staff through interviews, observations, document analysis, and questionnaires. The findings indicate that knowledge management is implemented through systematic stages, including the identification, acquisition, storage, utilisation, and evaluation of knowledge. The effectiveness of its implementation is influenced by key factors such as human resources, organisational culture, and information systems. In addition, the presence of structured learning forums, integrated learning systems, and the use of digital technologies reflect the characteristics of a learning organisation within the institutions. Quantitative analysis further reveals that knowledge management has a positive and significant effect on the development of a learning organisation. This study contributes to the field of educational technology by demonstrating how knowledge management practices can support organisational learning through technology-enabled systems. The findings provide practical implications for training institutions in designing more effective knowledge management strategies to enhance organisational performance and sustainability.

Developing Ethnopedagogical Interactive Media to Improve Fifth-Grade Students’ Social Studies Concept Understanding

Sriati, Ismira, Hafiz Hidayat — Thu, 30 Apr 2026 00:00:00 +0000

This study aimed to develop ethnopedagogical-based interactive learning media to improve fifth-grade elementary school students’ conceptual understanding in Social Studies learning. The study employed a Research and Development (R&D) approach using the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The effectiveness of the developed media was examined using a quasi-experimental pretest–posttest control group design involving 50 fifth-grade students from two elementary schools in Kerinci Regency, Indonesia. Data were collected through expert validation sheets, conceptual understanding tests, and student response questionnaires. The developed media integrated Kerinci local cultural values into interactive digital learning materials through multimedia features such as images, videos, animations, and quizzes. The validation results showed that the media achieved an average score of 93.7%, indicating a highly valid category. The practicality test results showed a percentage score of 88.13%, categorized as highly practical. The effectiveness analysis revealed a significant improvement in students’ conceptual understanding, indicated by an increase in the average score from 55.275 in the pretest to 80.335 in the posttest. The N-Gain result of 0.561 was categorized as moderate improvement, while the Independent Sample t-test showed a significant difference between the experimental and control groups (p < 0.05). These findings indicate that ethnopedagogical-based interactive learning media is valid, practical, and effective in improving students’ conceptual understanding in Social Studies learning. The integration of local cultural values into digital learning media also contributes to more contextual and meaningful learning experiences in elementary schools.

Development of a Neuro-Linguistic Programming-Based Debriefing Guide for Supervisory Skills Training in a Garment Factory

Kartiko Adi Pramono, Iis Prasetyo, Yudan Hermawan — Thu, 30 Apr 2026 00:00:00 +0000

This study aims to develop a debriefing guide to enhance the effectiveness of Supervisory Skill Training for internal trainers in garment-based work environments. The primary challenges in developing the guide include an instructional work culture and the persistence of negative leadership myths that hinder workplace comfort. Additionally, limited understanding of experiential learning and neuro-linguistic programming (NLP) among internal trainers contributes to the suboptimal quality of debriefing during training sessions. This research employs a qualitative approach using the 4D model. Data were collected through focus group discussions (FGDs) and analyzed using source and theoretical triangulation techniques. The findings indicate that the developed debriefing guide successfully integrates experiential learning principles with NLP techniques into a competency-based structure. The validity of the guide was confirmed through expert input from academics, practitioners, and users. The guide is deemed feasible as a reflective tool to improve the quality of facilitation in supervisory-level leadership training.

ChatGPT as a Macro-Level Cognitive Scaffold for First-Language Argumentative Writing: A Quasi-Experimental Study in a Madrasah Context

Jumaddil, Abdul Rani, Dyah Werdiningsih — Thu, 30 Apr 2026 00:00:00 +0000

Empirical evidence on the use of generative AI for first-language (L1) writing instruction in Indonesian secondary schools remains limited, and few studies have examined which specific writing competencies benefit most from such interventions. This study addresses this gap by positioning ChatGPT not merely as a text-generating tool, but as a dialogic scaffold that supports learners within their zone of proximal development. A quasi-experimental nonequivalent pretest-posttest control group design was conducted with sixty eleventh-grade students at Madrasah Aliyah Negeri (MAN) 2 Parigi, Central Sulawesi, Indonesia, taught by the same teacher across eight instructional meetings. Argumentative writing performance was assessed using an analytical rubric adapted and validated for L1 Indonesian contexts. The findings showed that ChatGPT-assisted instruction produced a large overall effect on argumentative writing achievement (Cohen’s d = 1.30). However, after Holm-Bonferroni correction for multiple comparisons, significant effects remained only in the macro-level dimensions of organisation and content, whereas vocabulary, language use, and mechanics did not retain statistical significance. The study contributes a dimensional-specificity perspective, suggesting that the pedagogical benefits of generative AI in writing instruction are not uniformly distributed across writing components but are concentrated at the level of argumentative macrostructure. These findings extend Vygotskian scaffolding theory into human-AI interaction and deepen current understanding of how generative AI supports L1 writing development in under-researched madrasah and geographically disadvantaged educational contexts.

AR-Based SISKOMA Interactive Multimedia for Improving Conceptual Understanding in Junior High School Science

Taufik Ilham S, Meldi Ade Kurnia Yusri; Mutiara Felicita Amsal, Khairul Alfahani — Thu, 30 Apr 2026 00:00:00 +0000

This study aimed to develop and evaluate SISKOMA, an Augmented Reality (AR)-based interactive multimedia platform designed to improve students’ conceptual understanding of the Human Coordination System in junior high school science learning. The study employed a Research and Development (R&D) approach using the ADDIE instructional design model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The research involved 29 Grade IX students at SMPN 32 Padang selected through purposive sampling. SISKOMA was developed by integrating text, narration audio, animations, instructional videos, interactive quizzes, and WebAR-based three-dimensional visualizations within a single instructional environment. The multimedia design was grounded in Mayer’s Cognitive Theory of Multimedia Learning and Sweller’s Cognitive Load Theory. Data collection instruments included expert validation sheets, teacher and student practicality questionnaires, interviews, and pretest-posttest assessments. The results indicated that SISKOMA achieved a very valid classification from media experts (87.88%) and material experts (87.5%). Practicality assessments showed highly positive responses from teachers (90.2%) and students. Effectiveness analysis using the normalized gain (N-Gain) formula produced a score of 0.54, categorized as moderate improvement. These findings indicate that SISKOMA is a pedagogically feasible and practically accessible AR-based multimedia platform capable of supporting students’ conceptual understanding of abstract biological concepts. The study further highlights the importance of pedagogical integration, cognitive load management, and technological accessibility in optimizing AR-supported science learning.

SDGs-Based Green Curriculum Design in Secondary Schools: Analysis of Assessment and Needs

Mutiara Felicita Amsal, Dony Darma Sagita — Thu, 30 Apr 2026 00:00:00 +0000

The integration of sustainability into education has become an urgent need in response to the global environmental crisis. This study aims to analyze teachers’ assessments, identify integration needs, and design a Sustainable Development Goals (SDGs)-based Green Curriculum model for senior high schools in West Sumatra. This study employed a mixed-methods approach with a sequential explanatory design. The research subjects comprised 10 public and private senior high schools, involving 102 teachers and 312 students. Data were collected through questionnaires, interviews, focus group discussions, observations, and document analysis. The findings revealed that teachers’ support for the Green Curriculum was categorized as high (82.1%), whereas students’ achievement was categorized as moderate (58.4%), with the main weakness found in their conceptual understanding of the SDGs, with an average score of 49.8%. The findings indicate a gap between structural support and the internalization of sustainability-oriented learning. The primary needs identified include strengthening authentic assessment, integrating the SDGs into school subjects, improving teachers’ competencies, and enhancing school policy support. This study produced a conceptual model of an SDGs-based Green Curriculum that is integrative, contextual, and transformative. The proposed model contributes to the achievement of SDG 4 and SDG 13 within the context of secondary education in Indonesia.