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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 32 Documents
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The Impact of Watching Foreign Movies Using English Subtitles on ESP Vocabulary Comprehension and Composition of Words in English Nelia Fariani Siregar; Sandi Nasrudin Wibowo; Bren Noah
Journal of Educational Technology and Instruction Vol. 2 No. 2 (2023): Journal of Educational Technology and Instruction
Publisher : Tauladan Fathimah Azzahra

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Abstract

English is one of the few international languages, therefore almost all countries have English lessons. Using English language movies to develop their vocabulary comprehension is the main goal of the study as English language movies possess the benefit of authentic input. Motivating students and more opportunities to develop their vocabulary and their comprehension also the composition of words in English. This research was conducted so that we can find out the benefits we get if we use English subtitles when watching foreign series or movies. This is one way to increase the amount of vocabulary that can be mastered and make it easier for us to memorize English vocabulary. With existing subtitles, we can also understand the conversation by itself. This research will be assisted by collecting information in the form of online questionnaires through Google Forms. The conclusion obtained from this study is that by watching English films we can develop our English skills in the aspect of Listening. Second, English subtitles can have a positive impact, especially if we are trained in aspects of Reading and Writing, because by paying attention to subtitles we can understand the composition - the order of words that exist. Third, it can facilitate the enrichment of our vocabulary or vocabulary so that we have more vocabulary that we know.
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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Abstract

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.
Challenges and Limitations of Moodle LMS in Handling Large-Scale Projects: West-African Universities Lecturers’ Perspective Damola Olugbade; Olayinka Anthony Ojo; Adebayo Emmanuel Tolorunleke
Journal of Educational Technology and Instruction Vol. 2 No. 2 (2023): Journal of Educational Technology and Instruction
Publisher : Tauladan Fathimah Azzahra

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Abstract

This study investigates the perceptions of lecturers from 11 West African universities about the effectiveness of the Moodle Learning Management System (LMS) in managing large-scale projects. Employing a cross-sectional survey design, data was collected through an online questionnaire encompassing demographic information and evaluations of Moodle LMS. A convenience sampling approach yielded responses from 51 lecturers, and data analysis involved descriptive statistics, t-tests, and ANOVA. The findings indicate that lecturers generally view Moodle LMS positively, citing its user-friendly interface and capacity for fostering collaboration and student engagement. However, areas for enhancement, particularly resource adequacy, were identified. Gender-based disparities were observed, with male lecturers exhibiting a more positive perception of Moodle’s capabilities. Satisfaction levels varied across features, with communication tools, assignment management, and gradebook/assessment tools receiving higher ratings. Overall, lecturers expressed high satisfaction levels, a willingness to recommend Moodle LMS to peers, and contentment with available technical support and training opportunities. Notably, no significant variations in perception emerged among lecturers from different universities using Moodle LMS. These findings offer valuable insights for optimizing the use of Moodle LMS in managing large-scale projects within West African universities, affirming its consistent impact across diverse institutional settings.
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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Abstract

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.
Teachers’ Attitudes Towards Desirable Intercultural Competences Necessary for Working in Multicultural Classrooms Bujar Adili; Makfirete Ameti; Arbresha Zenki-Dalipi
Journal of Educational Technology and Instruction Vol. 2 No. 2 (2023): Journal of Educational Technology and Instruction
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Abstract

Teachers’ intercultural competence is a key factor in the consistent implementation of intercultural principles in teaching practice. The study conducted among primary school teachers in North Macedonia aimed to examine the effect of sociocultural factors on the perception of desirable intercultural competencies for working in multicultural classrooms. 217 primary school teachers from multiethnic regions in North Macedonia participated in the study. The Scale for Assessing Desirable Intercultural Competences (SADIC) was used to collect data. Descriptive statistical procedures were employed in data processing to determine descriptive characteristics, and the comparison of respondents’ attitudes was conducted using the t-test and ANOVA. Additionally, a post hoc test (Scheffe’s test) was performed to determine the significance of the differences. The results showed a significant effect of sociocultural factors on the perception of desirable intercultural competencies. These perceptions range from teamwork skills to motivation for continuous learning and education, non-violent conflict resolution skills, a critical approach to societal events, openness to different cultures, and the ability to see problems from the perspective of culturally different students. This research forms a potential basis for considering the approach to designing a school that is open to diversity. 
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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Abstract

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.
Science Education Scholars’ Views and Approaches to Qualitative Research Adepeju Prince
Journal of Educational Technology and Instruction Vol. 2 No. 2 (2023): Journal of Educational Technology and Instruction
Publisher : Tauladan Fathimah Azzahra

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Abstract

The guidelines for qualitative research have been established in previous studies. However, it is subjected to the interpretation of individual researchers due to its nature in explaining complex phenomena about human interactions. Many areas of social science research utilize qualitative research as a primary research method or in addition to quantitative research. However, the approach of science education scholars has minimal documentation. This qualitative study uses a phenomenological approach to explore the views of four science education scholars and their approach to how they use qualitative research in their published works. The finding revealed that science educators ventured into qualitative research due to the influence of professors and courses they took in graduate school. Additionally, they established the strength of qualitative data in explaining the numbers.
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
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Abstract

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.
Promoting Awareness about Pedagogical Content Knowledge Meissa Ouerghi; Chiraz Kilani
Journal of Educational Technology and Instruction Vol. 2 No. 2 (2023): Journal of Educational Technology and Instruction
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Abstract

The purpose of this research is to evaluate the impact of the feedback gained from targeted self-confrontation on a teacher’s knowledge about his own practice. To do so, we opted for a case study within a qualitative approach. Through a sequence of self-confrontations, we employed content representation (CoRe) as a tool to advance a teacher’s pedagogical content awareness. We investigated the evolution of content representation during three self-confrontations assisted by CoRe. And we used the outcomes to draw up a CoRe design for each self-confrontation. The topic of teaching was air components and combustion. The results show an important increase of content aspects considered by the teacher during self-confrontation. We concluded that CoRe is an efficient tool that can contribute to elicit teacher’s awareness about the significant aspects of content pedagogical knowledge.

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