Journal of Education Technology and Inovation

Integrating Cultural Responsiveness into School Counseling Practices to Promote Self-Reliance in Indonesian Primary Education

Werdining Wulan — 2025-12-30

The Role of Digitalization of Learning Media in Shaping the Learning Discipline of Muhammadiyah Bogor High School Students

Ibadurrahman Al-Khatib — 2025-12-30

The goal of education nationally is to improve the quality of the Indonesian population, namely people who believe and devour God Almighty, have noble character, are disciplined, work hard, are tough, responsible, independent, intelligent, capable, physically and spiritually healthy. In the last two decades, the learning process has undergone significant transformation through the Digitalization of learning media. This study analyzes the role of digitalization of learning media in shaping the learning discipline of Muhammadiyah High School students in Bogor city. The research methodology used is a descriptive qualitative approach. The research subjects include religious teachers, students of classes X and XI of SMA Muhammadiyah in Bogor. The results of the study show that the Digitalization of learning media has a positive role in the formation of student learning discipline at SMA Muhammadiyah Bogor. This learning Digitalization process is effective with the synergy between school policies, the role of teachers, and the implementation of innovative digital media, so that the strengthening of learning discipline aspects in Muhammadiyah High School students in Bogor city is formed.

Enhancing 21st Century Skills through Role-Playing in Economics Classrooms: A Quasi-Experimental Study

Mandasari Dwi Gustin — 2025-12-30

The integration of 21st-century skills into economics education is essential to prepare students for complex global challenges. This quasi-experimental study examined the effectiveness of role-playing pedagogy in enhancing critical thinking, collaboration, and communication skills among senior high school students in Jember, Indonesia. A total of 160 eleventh-grade students participated, divided into an experimental group (n = 80) receiving role-playing instruction and a control group (n = 80) taught through traditional lectures. Data were collected using validated rubrics and analyzed with SPSS 26.0, employing independent samples t-tests and ANCOVA with pretest scores as covariates. Results revealed that the experimental group significantly outperformed the control group across all measured domains, with large effect sizes (Cohen’s d > 1.0). Specifically, role-playing was found to foster deeper cognitive engagement, collaborative interactions, and effective communication within simulated economic contexts. These findings confirm the pedagogical potential of role-playing as a transformative instructional strategy that aligns with experiential and constructivist learning theories. The study contributes to the growing evidence base advocating for active learning approaches in secondary education and highlights the importance of embedding authentic, simulation-based activities into economics curricula. Implications for practice suggest that integrating role-playing can enhance both academic outcomes and transversal competencies, equipping students with critical skills necessary for future academic and professional success

Implementation of Multi-Strategy Blended Learning Approach to Enhance Elementary Students' Communication Skills and Academic Achievement

darsan darsan — 2025-12-30

Integrating Digital Literacy into Biology Learning to Improve High School Students' Critical Thinking Skills

Ahmad Robith Firdausi — 2025-12-30

This study aims to analyze the effectiveness of integrating digital literacy into Biology learning to enhance senior high school students’ critical thinking skills. Digital literacy, as a 21st-century competence, encompasses the ability to access, evaluate, and process information through technology in an ethical manner. In Biology learning, the integration of digital literacy is expected to foster students’ critical thinking through the exploration of interactive resources, data analysis, and the formulation of scientific arguments. The method used in this research was a quasi-experimental design with a Non-Equivalent Control Group. The research subjects consisted of two grade XI science classes selected purposively: the experimental group received Biology instruction based on digital literacy (interactive simulations, online journal analysis, infographic creation), while the control group was taught using conventional methods (lectures, discussions, manual experiments). Data were collected through critical thinking skill tests administered during the pre-test and post-test stages. The results showed that the average pre-test scores of both groups were nearly the same (62.5 and 63.1). After the treatment, the experimental group’s average score significantly increased to 82.7 (gain score 20.2), while the control group reached only 70.3 (gain score 7.2). The t-test revealed a significant difference between the two groups (t=6.45; p=0.000). In conclusion, the integration of digital literacy in Biology learning proved to be more effective than conventional methods in improving students’ critical thinking skills. This study highlights the importance of teachers systematically integrating digital literacy with adequate digital infrastructure support in schools

Student Science Literacy At SMA Negeri 1 Kambera

Rosalia Ndapa Huda Marleni — 2025-12-30

This study aims to measure the level of science literacy skills among students of SMA Negeri 1 Kambera. Science literacy is the ability to understand, use, and apply science knowledge to explain natural phenomena and make informed decisions based on concrete evidence. This ability is crucial to assist students in their science development. This study used a descriptive quantitative-quantitative (mixed method) method with data collection through literacy tests, interviews, and observations. A total of 70 students participated in the testing process, and interviews were conducted with three biology teachers. The results showed that the average science literacy skills of students were in the high category, namely 80.3%. The first indicator scored 78%, the second indicator scored 91%, and the third indicator scored 72%. Interviews with teachers revealed that although learning media such as PowerPoint and student worksheets were used, science literacy skills were not taught or assessed in detail. These findings highlight the importance of developing more innovative teaching methods and using technology, multimedia, and practical exercises to improve students' science literacy skills

Developing Creative Thinking Skills through Digital Storytelling: Evidence from Indonesian Early Childhood Classrooms

Sumartiningsih Indah — 2025-12-30

Enhancing Young Learners' Creative Thinking through Problem-Based Learning: An Indonesian Early Childhood Education Context

wiwik sulistyawati — 2025-12-30

ABSTRAK

Background: Creative thinking has emerged as a critical 21st-century competency, yet Indonesian early childhood education continues to employ predominantly teacher-centered approaches that may constrain children's natural creative capacities during critical developmental periods.

Purpose: This study examined the effectiveness of Problem-Based Learning (PBL) in enhancing creative thinking abilities among young learners in Indonesian early childhood education contexts, specifically investigating its impact on fluency, flexibility, originality, and elaboration dimensions.

Method: A quasi-experimental design with non-equivalent control groups was employed involving 120 children aged 4-5 years from six early childhood centers in Jember Regency, East Java. Participants were allocated into experimental (n=60) and control (n=60) groups through cluster random sampling. The PBL intervention spanned twelve weeks with three 60-minute sessions weekly. Creative thinking was assessed using an adapted Torrance Tests of Creative Thinking-Figural Form (TTCT), complemented by classroom observations and portfolio assessments at pre-test, post-test, and eight-week follow-up.

Results: ANCOVA results revealed significant main effects of PBL on post-test creative thinking scores after controlling for baseline performance (F(1,117) = 51.00, p < .001). The experimental group demonstrated substantially superior performance (M = 56.17, SD = 6.24) compared to controls (M = 51.34, SD = 7.05), with mean gains more than double (M = 8.15 vs. M = 3.59). Effects persisted at follow-up assessment (M = 54.85 vs. M = 50.05), indicating sustained retention. Dimensional analysis showed particularly pronounced impacts on originality and flexibility.

Conclusion: Problem-Based Learning constitutes an efficacious pedagogical approach for enhancing creative thinking in Indonesian early childhood contexts when implemented with cultural responsiveness and appropriate scaffolding. The findings support PBL adoption as a mechanism for cultivating twenty-first-century competencies while demonstrating effectiveness across socioeconomic strata

Advancing Economic Literacy through Role-Playing: An Experimental Approach in Senior High School Education

Nur'aeni Nunung — 2025-12-30