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Journal of Educational Technology and Instruction
Published by Tauladan Fathimah Azzahra
ISSN : -     EISSN : 2963458X     DOI : -
Core Subject : Education,
Education
Journal of Educational Technology and Instruction (JETI; e-ISSN: 2963-458X) is a peer-reviewed, international academic open-access journal, and published twice a year (in March and September). JETI publishes original scientific research articles in the field of educational technology and instruction and related areas in primary education, secondary education, and higher education. It also publishes research using a variety of qualitative, quantitative, and mixed methods approaches. The audience includes researchers, academicians, professionals, and practitioners from all over the world. The papers should be submitted and will be published in English. All submissions go through a strictly double-blind review process. The focus of JETI is to publish articles related to educational technology and instruction at all levels of education. The range of topics covered by the journal includes: Educational Technology: Computer Technologies and Teaching Multimedia in Digital Learning E-learning Distance Education and MOOCs Virtual Learning Environments Open Education ICT and Education Learning Management Systems Flipped Classrooms Mobile Education Gamification Instruction: Assessment and Evaluation Curriculum and Instruction Classroom Teaching Innovative Methodologies in Learning Collaborative Learning Inquiry-based Learning
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
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Search results for , issue "Vol. 3 No. 1 (2024): Journal of Educational Technology and Instruction" : 7 Documents clear
The Effectiveness of Integrated Chemistry Teaching Materials Islamic Values and Local Wisdom Sasak Towards Science Process Skills and Social Concern on the Chemical Bonding Material Hendy Aldian; Dwi Wahyudiati
Journal of Educational Technology and Instruction Vol. 3 No. 1 (2024): Journal of Educational Technology and Instruction
Publisher : Tauladan Fathimah Azzahra

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Abstract

This research aims to: (1) know the effectiveness of integrated chemical teaching materials of Islamic values and Sasak local wisdom on science process skills and social concern in chemical bonding materials; and (2) understand the differences in science process skills and students’ social care through the application of integrated chemistry teaching materials Islamic values and Sasak local wisdom to chemical bond materials. The research method used is experimental research with a quantitative approach. The experimental class was given treatment with integrated chemistry teaching materials of Islamic values and Sasak local wisdom, and the control class was given treatment with conventional chemistry teaching materials. Data analysis techniques using Hotelling’s T2 hypothesis test through the Manova test. Based on data analysis using the Manova test, obtaining integrated chemistry teaching materials for Islamic values and local wisdom Sasak is effective on science process skills and social care with a significance value of 0.000 < 0.05 based on the results of the Manova test Test of Between-Subject Effect and Hotteling’s T2 test. In addition, it refers to the Partial Eta Squared value where the score for science process skills is 0.414 and social care is 0.688. It can be seen that the value of Partial Eta Squared for social care is greater than that of science process skills, so the bound variable that is most influenced by the integrated chemical teaching materials of Sasak Islamic values and local wisdom is the variable of social concern.
Comic Strip Media as An Innovative Media for Adab Learning Sigit Dwi Laksana Sigit; Zainal Arif; Ayok Ariyanto; Anip Dwi Saputro
Journal of Educational Technology and Instruction Vol. 3 No. 1 (2024): Journal of Educational Technology and Instruction
Publisher : Tauladan Fathimah Azzahra

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Abstract

One picture is worth a thousand words (one picture is worth a thousand words). This sentence is very well addressed in comic media. The existence of comics which is increasing rapidly must be the center of attention for educators, especially educators at the elementary school level, in this case, tertiary institutions. Scenes shown in comic books often display behavior that students should not emulate and sometimes parents and lecturers don't pay much attention. Problems like this if left unchecked can make the next generation of the nation have dishonorable behavior. Looking at these problems, the world of education began to look at the comic media. Comic media began to be developed in the world of education, actually comics in the world of education is not a new thing, a psychologist who is well-known for behavioristic theory Edward Lee Thorndike has conducted research on comics that students who read more comics for example in a month at least one comic book, then it's the same as reading textbooks every year, this has an impact on students' reading abilities and vocabulary mastery far more than students who don't like comics. Comic strip media is different from existing comics in that the storylines in comics are made as attractive as possible by raising themes or subject matter in elementary schools. The existence of Media Comic Strip media is expected to be an innovative media that can be used as an alternative media to overcome students who have learning difficulties, especially in terms of interest and understanding of the material
One Size Does Not Fit All: Lessons from a Case Study during COVID-19 Junpyo Park
Journal of Educational Technology and Instruction Vol. 3 No. 1 (2024): Journal of Educational Technology and Instruction
Publisher : Tauladan Fathimah Azzahra

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This research illustrates effective teaching approaches and modalities in higher education that were developed during the COVID-19 pandemic. Anonymous survey questionnaires, collected from 9 sections of college economics courses, reveal how students perceive their learning experiences. Survey responses from the students show that they enjoy different types of instructional strategies as well as the use of educational software like Flipped Classroom and HyFlex. Students also greatly appreciate a flexible and safe learning environment with clear organization, open communication, easy accessibility, and learning support. Finally, this paper discusses the students’ own opinions on future improvements for higher education as well as suggestions on education policy.
An Instrumental Exploratory Case Study on Educators’ Perceptions of Professional Development for 1:1 Technology Use Chad LeDune; Barry Chametzky
Journal of Educational Technology and Instruction Vol. 3 No. 1 (2024): Journal of Educational Technology and Instruction
Publisher : Tauladan Fathimah Azzahra

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Professional development is necessary for the effective use of technology in the constructivist learning environment. Indiana’s fifth through eighth-grade public educators were not provided adequate professional development on how to use 1:1 technology in a constructivist learning environment. The purpose of this study was to investigate the role professional development plays with 1:1 technology use in the constructivist learning environments of Indiana’s fifth through eighth-grade public classrooms. There was a gap in research related to perceptions of Indiana’s fifth through eighth-grade educators on the role of training for technology implementation in a constructivist learning environment. The technology acceptance model (TAM) and constructivist learning theory (CLT) served as the basis for the theoretical framework. The study’s qualitative data was analyzed through inductive, thematic analysis. Research questions focused on the role of technology in Indiana’s fifth through eighth-grade classrooms and the benefits of professional development for using technology in constructivism. Participants taught core subjects in Indiana’s fifth through eighth-grade classrooms and had three years of teaching experience at a school implementing 1:1 technology. Data collection from 15 educators occurred on Zoom using semi-structured interviews and a focus group. Analysis revealed a lack of district-provided technology training, the advantages and prominent role of technology, its contributions to constructivism, and the prominence of constructivism in the classroom. Future studies could investigate educators beyond Indiana in grades K through 12 and use an alternate theoretical framework such as TPACK.
Social Media Versus Students’ Learning Outcomes: Insights from a South-West Nigeria University Olayinka Ojo; Bolanle Amudat Opeloye; Damola Olugbade
Journal of Educational Technology and Instruction Vol. 3 No. 1 (2024): Journal of Educational Technology and Instruction
Publisher : Tauladan Fathimah Azzahra

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This study investigates the influence of social media on the learning outcomes of undergraduate students at the University of Ibadan, Ilesa campus, South-West Nigeria. Employing a descriptive survey research design, a total of 290 randomly selected undergraduate participants from 200 to 400 levels were included. The research instrument, a self-developed questionnaire titled “Social Media and Students’ Learning Outcomes,” demonstrated good reliability with a Cronbach’s Alpha coefficient of 0.739. Data analysis was conducted using percentage, mean, and ANOVA. The findings indicate that a majority of the participants regarded themselves as moderate to proficient users of social media platforms. Notably, WhatsApp, Facebook, and Instagram emerged as the most favored platforms among university students. Additionally, the study highlights the discernible effects of social media on students’ attitudes, academic performance, and academic interactions. Notably, 99.3% of undergraduates were identified as active social media users. The study concludes that while social media may not inherently enhance students’ attitudes towards learning, its unique features could be strategically leveraged to augment overall learning outcomes. The findings underscore the importance of judiciously incorporating social media as a potential educational tool in the university context. Recommendations are extended to stakeholders for thoughtful consideration when integrating social media into teaching and learning practices.
Analysis of the Studies Examining the Effect of Argumentation-Based Learning Implementation in Science Education Cengiz Tüysüz; Halil Somuncu
Journal of Educational Technology and Instruction Vol. 3 No. 1 (2024): Journal of Educational Technology and Instruction
Publisher : Tauladan Fathimah Azzahra

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The aim of this study is to analyze the studies investigating the effect of argumentation-based learning methods on students’ academic achievement in science education in Turkey and present them in a unity. For this purpose, the document analysis method, which is one of the qualitative research methods, was used. The study included 68 master’s theses, 22 doctoral dissertations and 36 articles from the studies conducted on the subject in Turkey between 2007 and 2022. As a result of the analysis, it was determined that the most studies were conducted in 2019, the studies were mostly in the field of science, quasi-experimental designs were mostly used in these studies, achievement tests and attitude scales were mostly used to collect data, and the studies were mostly conducted at the secondary school level.
Software-based Attention Bias Modification Intervention for Adult EFL Learners’ Foreign Language Anxiety Mohammad R. Hashemi; Parastoo Alizadeh Oghyanous; Morteza Bakhtiarvand
Journal of Educational Technology and Instruction Vol. 3 No. 1 (2024): Journal of Educational Technology and Instruction
Publisher : Tauladan Fathimah Azzahra

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Abstract

Foreign language anxiety has long been considered detrimental to second language acquisition to the extent that some teaching methods were based on anxiety reduction in language classrooms. Cognitive bias modification is an almost new procedure for reducing anxiety and depression. The current mixed methods study aimed at investigating the effect of software-based attentional CBM on adult Iranian EFL learners’ language anxiety. Participants of the study were 79 English language learners (M = 23.73, SD = 1.42), selected based on convenience sampling from three foreign language institutes in Tehran. The distribution of gender was almost equal. Data were collected through Foreign Language Classroom Anxiety Scale before and after applying the software-based attentional bias modification intervention. Furthermore, semi-structured interviews were run to explore how this treatment would affect the anxiety level of language learners. Analysis of Covariance results revealed that the software-based attentional bias modification significantly reduced foreign language anxiety of the learners. Furthermore, analysis of the qualitative data showed that attentional bias modification mainly affects the communication apprehension and test anxiety components of foreign language anxiety.

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