JKTP: Jurnal Kajian Teknologi Pendidikan

Interactive Multimedia On The Water Cycle For Fifth-Grade Elementary School Students

Sumiyati — 2026-05-11

This study aims to develop interactive multimedia on the water cycle that is feasible and practical for science learning in fifth-grade elementary schools. The multimedia development process was based on the instructional design model proposed by Alessi and Trollip, which consists of three main stages: planning, design, and development. Data were collected through interviews, product evaluation instruments, observation sheets, student response questionnaires, and teacher response questionnaires. The collected data were analyzed using both quantitative and qualitative approaches. The results indicate that the developed interactive multimedia was categorized as valid based on evaluations conducted by subject matter experts and highly valid according to media expert assessments. In terms of practicality, the multimedia received positive responses from both students and teachers, suggesting that it can be effectively implemented in classroom learning. Therefore, the interactive multimedia meets the feasibility and practicality criteria as an instructional medium for elementary school science learning. The use of this multimedia is expected to create a more engaging and effective learning environment and to enhance students’ participation and understanding of the water cycle concept.

The Role Of Digital Learning Platforms In Facilitating Inquiry-Based Learning: A Systematic Literature Review

Riza Hanizah — 2026-05-11

This study aims to systematically examine the role of digital learning platforms in facilitating inquiry-based learning in various educational contexts. Inquiry-based learning is learning that stimulates students to actively explore, formulate questions, investigate, and reflect in the process of building knowledge. As technology advances, digital learning platforms have become a potential tool in supporting the implementation of inquiry learning at various levels of education. The Systematic Literature Review (SLR) method, PRISMA model, was used to identify, analyze, and synthesize findings from scientific articles published in the last five years. Data were collected using Harzing's Publish or Perish (PoP) application through searches of Google Scholar and Crossref databases. The results of the study indicate that digital learning platforms play a significant role in supporting the implementation of inquiry learning by providing access to open resources, collaborative facilities, automated feedback, and digitally structured learning activities. Several features such as Learning Management Systems (LMS), interactive simulations, and online collaborative tools have proven effective in increasing student engagement and learning independence.

Investigating Pre-Service Teachers’ Pedagogical Purposes Behind The Use Of Gamified Learning In Efl Classrooms

Rindi Ayu Febrianti Putri — 2026-05-11

This study aims to investigate the pedagogical reasons of pre-service teachers in applying gamification in English as a foreign language learning and the learning objectives to be achieved through its use. This study uses a quantitative approach with a survey method. Data were collected using Likert-scale questionnaire that had been validated by experts to ensure validity and minimize potential research bias. Respondents in this study were pre-service teachers who had experience or knowledge of the use of gamification in English language learning. The data obtained were then analyzed using descriptive statistics to identify trends in respondents' perceptions of the pedagogical reasons and objectives for using gamification. The results of the study show that pre-service teachers have a very positive perception of the use of gamification, especially in creating a fun learning atmosphere, increasing student motivation and engagement, and supporting more meaningful and reflective learning. These findings indicate that gamification has the potential to be an effective and innovative learning strategy in improving the quality of English language learning.

Designing Student-Centered Economics Instruction: A Flipped Problem-Based Learning Approach To Enhancing Critical Thinking And Self-Regulated Learning

Himami Hanabila — 2026-05-11

This study aims to analyze the effect of the Flipped Classroom model integrated with Problem-Based Learning on the independence and critical thinking skills of high school students in the Economics subject. This study employs a quantitative approach using a quasi-experimental design with a non-equivalent control group. The research sample consisted of tenth-grade students divided into an experimental class and a control class. The research instruments included a learning independence questionnaire and an essay test to measure critical thinking skills. Data analysis was conducted using a mean difference test after meeting the prerequisites of normality and homogeneity. The results indicate a significant difference between the experimental and control groups in both learning autonomy and critical thinking skills. The experimental group demonstrated better results compared to the control group. These findings suggest that the implementation of the Flipped Classroom model integrated with Problem-Based Learning is more effective than conventional instruction. The study’s conclusion affirms that the integration of self-directed learning and contextual problem-solving can strengthen self-regulation and enhance students’ critical thinking skills. Consequently, this model can serve as a strategic alternative in the development of student-centered economics education and support the strengthening of 21st-century competencies.

Development Of A Problem-Based Learning-Based Multi-Configuration Solar Power Generation Trainer With Integrated Jobsheet

Mohammad Bachrul Ullum — 2026-05-11

This study aims to develop instructional media in the form of a Multi-Configuration Solar Power Plant (PLTS) Trainer integrated with Problem-Based Learning (PBL) jobsheets to address students' cognitive barriers in visualizing solar power systems. The research method employed is Research and Development (R&D) utilizing the Design and Development Research (DDR) model through the Planning, Production, and Evaluation (PPE) workflow. The research subjects involved expert validators and Industrial Electronics Engineering students at State vocational high school in Kepanjen. Validation results from both media and material experts indicate that the product falls within the highly valid category. Field trials demonstrated an exceptionally high level of practicality, where the plug-and-play features proved effective in streamlining practical preparation time. The study concludes that the media effectively supports students' critical reasoning and troubleshooting skills across various solar power system configurations. The implications of this research offer a significant contribution to the provision of adaptive and innovative laboratory equipment to enhance the quality of technical instruction in vocational schools.

The Development Of Dianda: Android-Based Educational Game For Sundanese Script Learning In Junior High School Level

Rian Aryandani — 2026-05-11

Students' low Sundanese literacy skills due to conventional learning methods and the lack of interactive digital media have an impact on students' suboptimal understanding. This study aims to develop and analyze the feasibility of an Android-based educational game called DIANDA from the results of expert assessments that state that the media is valid and practical to be used in the learning process. This type of research is research and development which consists of four stages, namely definition, design, development, and dissemination. The validity of educational games is carried out by media experts and material experts. The research subjects used to see the practicality of this educational game were teachers and eighth grade students of Junior High School. The results of the study show that first, the level of media feasibility based on the assessment of material experts and media experts is classified as a very feasible category. Second, the practicality of media based on teacher and student responses is classified as very practical. Based on the results of the research, it can be concluded that the educational games developed have good quality and meet feasibility standards so that they can improve students' understanding of Sundanese script. The implications of research regarding the development of educational games using the Unity engine have significant potential as an innovative solution to preserve regional scripts for the digital generation.

Transformational Leadership Based On Tri Hita Karana: Literature Synthesis On Principal Performance And Teacher Motivation

Ni Made Novia Dewiyani — 2026-05-11

Strengthening the quality of school leadership has become an important focus in improving principals’ performance and teachers’ motivation. This study aims to analyze the role of transformational leadership based on Tri Hita Karana in the educational context through a Systematic Literature Review approach. The study is motivated by the need to integrate local wisdom values in order to create a harmonious school climate and support the development of teacher professionalism. The research process was carried out by identifying, screening, and evaluating articles from national and international journals published in recent years. After that, articles that met the inclusion criteria were analyzed in depth. The findings show that leadership based on Tri Hita Karana is able to enhance principals’ effectiveness, strengthen social interactions, and encourage teachers’ motivation. The implications of this study emphasize the importance of applying local cultural values in school leadership as a strategy to improve the quality of education and foster the sustainable character development of students.

The Effect Of Motion Simulation-Based Learning Media On Spatial Understanding And Retention In Traditional Sports Learning Of Elementary School Students

Martiani — 2026-05-11

Physical education learning in elementary schools faces challenges in integrating spatial cognitive abilities with students' motor skills. This condition often causes students to experience difficulties in understanding the concept of movement as a whole, both in terms of position, direction, and body coordination. This study aims to analyze the effect of motion simulation-based learning media on spatial understanding and learning retention in the context of traditional sports. The method used is quantitative with a quasi-experimental pretest-posttest control group design involving elementary school students divided into experimental and control groups. Learning with motion simulation media provides a more concrete visual experience so that students can observe, imitate, and evaluate movements more effectively. In addition, the use of this media also increases student engagement in the learning process. Motion simulation media has been proven superior in developing spatial understanding and maintaining medium-term memory through dynamic visual representations and direct feedback mechanisms that facilitate memory consolidation. These findings provide empirical evidence that the integration of simulation technology with local cultural content effectively transforms physical education learning into a more interactive and meaningful one, as well as supporting the improvement of the quality of student learning outcomes.

Google Forms-Based Adaptive Assessment As A Digital Assessment Strategy To Examine Senior High School Students’ Engagement And Cognitive Load

Dwika jaya Fitrohyati — 2026-05-11

This study aims to analyze the implementation of adaptive assessment using Google Forms and its relationship with students’ cognitive load and student engagement at the senior high school level. A mixed methods approach with a descriptive design was employed. The participants consisted off thirty-five eleventh-grade students at SMAN selected through purposive sampling. The research instruments included multiple-choice tests analyzed using Classical Test Theory (CTT) and Likert-scale questionnaires to measure the three variables. Quantitative data were analyzed descriptively, while qualitative data were obtained through observation and interviews. The results indicate that adaptive assessment, cognitive load, and student engagement are at a moderate level. The branching mechanism in Google Forms allows gradual adjustment of question difficulty, preventing excessive cognitive load while maintaining student engagement during the assessment process. Student engagement is influenced by curiosity and the challenge arising from varying levels of difficulty. These findings suggest that adaptive assessment using Google Forms can serve as a practical digital assessment strategy, although further development is needed to enhance its adaptivity and improve students’ learning experiences.

Development Of An Interactive E-Module Based On Problem-Based Learning To Improve Problem-Solving Skills In Class VII Informatics

Putri Eodytha Aisya Purnomo — 2026-05-11

One of the important skills in computer science education is problem-solving ability. However, computer science education usually focuses on the teacher and the use of conventional teaching materials that are less interactive. As a result, student engagement and understanding of abstract material are not yet optimal. The aim of this research is to create and test an Interactive E-Module based on Problem-Based Learning that will help students in solving problems. This study uses the ADDIE model, which consists of the stages of analysis, design, development, implementation, and evaluation. This study was conducted at SMP Negeri 2 Singaraja,. The research results show that the Interactive E-Module can assist various stages of the problem-based learning syntax, such as problem orientation thru the presentation of contextual cases, learning organization through investigation activity guides, independent investigation with material support and interactive simulations, development and presentation of results thru problem-based exercises, and evaluation thru automatic feedback

The Effect Of Visual Studio Code Usability Based On Nielsen’s Attributes On The Programming Productivity Of Informatics Students

Nadya Nada Pradista — 2026-05-11

Programming productivity among informatics students in completing final projects often encounters various challenges, including code complexity, technical errors, and limited ability to fully utilize programming tools. These conditions indicate that the usability quality of code editors plays a crucial role in influencing students’ effectiveness, efficiency, and consistency in programming activities. Visual Studio Code, as a widely used code editor, provides various features that potentially support productivity, yet its effectiveness depends on users’ experience and perception. This study employs a quantitative approach with a survey method to examine the effect of usability based on Nielsen’s Attributes of Usability on programming productivity. Data were collected using a structured questionnaire measuring learnability, efficiency, memorability, errors, and satisfaction. The analysis was conducted using multiple linear regression. The findings reveal that all usability dimensions have a positive and significant effect on programming productivity, with efficiency identified as the most dominant dimension. These results indicate that the usability quality of programming tools plays an important role in improving students’ performance.

Effect Of The Problem-Based Learning Flipped Classroom Model On Junior High School Students’ Digital Literacy And Critical Thinking Skills

I Komang Juni Antara — 2026-05-11

The low level of digital literacy and critical thinking skills among students in mathematics learning has become a major concern in the implementation of digital-era education. Mathematics instruction that does not integrate digital technology hinders the development of these competencies. This study aims to analyze the differences in critical thinking skills and mathematical digital literacy among students taught using the Problem Based Learning Flipped Classroom (PBLFC) model, the Problem Based Learning (PBL) model, and the Direct Instruction (DI) model, while controlling for students' initial abilities. This study employed a quasi-experimental design with MANCOVA as the data analysis technique. The sample consisted of 144 eighth-grade students from SMP Negeri 1 Blahbatuh, divided into three groups of 48 students each. The instruments, comprising a digital literacy questionnaire and a mathematical critical thinking test, were proven to be valid and reliable. The results showed that, simultaneously, there were significant differences in both variables. In terms of digital literacy, the PBLFC group differed significantly from the PBL and DI groups, while no significant difference was found between the PBL and DI groups. In terms of critical thinking ability, all pairs of groups showed significant differences. This study confirms that developing digital literacy and critical thinking skills requires a learning design that integrates problem-solving with technology-based independent learning. Future research should examine the effectiveness of the PBLFC model across different educational levels and contexts.