Educate: Jurnal Teknologi Pendidikan is a scientific journal published by the Technology Education Study Programme, Faculty of Teacher Training and Education, Ibn Khaldun Bogor University, Indonesia. This journal invites scientists and educators throughout the world to exchange and disseminate theoretical and practice-oriented knowledge across the whole spectrum of educational technology. This journal has been accredited with a Sinta 4 grade by the Ministry of Research, Technology, and Higher Education (RistekDikti) of the Republic of Indonesia. For new article submission, please click here Issue published in: January and July p-ISSN: 2527-7677 e-ISSN: 2614-8331 Sinta: Grade 4
Program Studi Teknologi Pendidikan FKIP Universitas Ibn Khaldun, Bogor
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EVALUATION OF THE USABILITY OF SMART APPS CREATOR 3.0 AS AN AUTHORING TOOL FOR THE DEVELOPMENT OF DIGITAL LEARNING MEDIA FOR TEACHERS
Smart Apps Creator (SAC) 3.0 is an authoring tool widely used by teachers to develop digital learning media. Despite its increasing adoption, empirical evaluations of its usability remain limited. This study aimed to evaluate the usability of Smart Apps Creator 3.0 as an authoring tool for developing digital learning media by teachers. A quantitative approach with a descriptive research design was employed. The usability evaluation was conducted using the System Usability Scale (SUS) involving 30 teachers as respondents. The data were analyzed by calculating SUS scores and interpreting the results based on the established SUS interpretation framework. The findings indicate that Smart Apps Creator 3.0 achieved a SUS score of 67.91, which falls within the Marginal High category, indicating that the system demonstrates a level of usability close to the acceptable threshold, although several aspects still require improvement. Item-level analysis revealed that ease of use and user confidence were perceived positively, whereas learnability and the need for technical support remain the primary challenges. These findings demonstrate that Smart Apps Creator 3.0 provides an adequate level of usability while offering an empirical baseline for future system improvement and related research
Copyright (c) 2026 Dito Ferdiansyah http://creativecommons.org/licenses/by/4.0
INTEGRATING AI-DRIVEN TOOLS INTO FASHION DESIGN EDUCATION: PEDAGOGICAL CHALLENGES AND OPPORTUNITIES
Despite the growing integration of AI-driven platforms across educational disciplines, limited present studies specifically examines the pedagogical challenges and opportunities these technologies present within creative fashion design education. Understanding this intersection is critically important as fashion institutions increasingly demand technologically proficient educators capable of navigating AI-driven learning environments. This study aimed to investigate the pedagogical challenges and opportunities of integrating AI-driven tools among pre-service fashion design teachers in university. Employing a sequential mixed-methods design, data were collected through a validated Likert-scale questionnaire administered to 30 pre-service teachers, supplemented by in-depth interviews with 15 participants, analyzed through Braun and Clarke's (2021) thematic framework. Results revealed an overall mean of 4.20 (High), with challenges yielding a collective mean of 4.15 (Very High), dominated by difficulty mastering tools within course timeframes (M=4.65), platform costs (M=4.47), and academic integrity concerns (M=4.29). Opportunity dimensions marginally surpassed challenges with a collective mean of 4.26 (Very High), led by AI as creative support (M=4.47) and enhanced industry readiness (M=4.29). These findings indicate that while there are some barriers significantly impede AI integration in the classroom. However, pre-service teachers maintain strongly positive orientations toward AI transformative pedagogical potential in fashion design pedagogy.
Copyright (c) 2026 Ria Maisalinia, Movi Riana Rahmawanti, Enni Erawati Saragih, Amany Fauzie Ridwan http://creativecommons.org/licenses/by/4.0
DEVELOPMENT OF AN INTERACTIVE E-COMIC BASED ON LOCAL WISDOM FROM BLITAR, FEATURING PLANTS AS A SOURCE OF ENERGY, TO SUPPORT DIGITAL LITERACY AMONG FOURTH-GRADE STUDENTS AT UPT SDN MINGGIRSARI
A recurring difficulty in primary-level Science and Social Studies (IPAS) teaching is that the media commonly relied upon lacks appeal, leaving learners struggling to absorb the content and hindering steady progress in their digital literacy. In response, an interactive e-comic medium rooted in Blitar's local wisdom was built around the topic of Plants as an Energy Source. This research set out to deliver a medium proven valid and effective at lifting learning outcomes and digital literacy among students. The study followed a Research and Development (R&D) design, anchored in the ADDIE approach spanning five sequential phases, namely analysis, design, development, implementation, and evaluation. Participants consisted of fifteen fourth-graders enrolled at UPT SD Negeri Minggirsari. Data were gathered through observation, interviews, validation questionnaires, plus pre-test and post-test scores. The outcomes confirmed that the resulting medium satisfied the validity criteria established by expert reviewers. Reliability was likewise confirmed, reflected in a Cronbach's Alpha coefficient of 0.911. Average student scores climbed from 49.33 to 91.93, and the paired-sample t-test yielded a significance value of 0.000.
Copyright (c) 2026 Nala Sofia Bariroh, Widyarnes Niwangtika, Mohamad Fatih http://creativecommons.org/licenses/by/4.0
LITERATURE REVIEW ON THE DEVELOPMENT OF AN OBE-BASED HIGHER EDUCATION CURRICULUM FRAMEWORKAND MICRO-CREDENTIALS TO ENHANCE GRADUATE COMPETITIVENESS
The transformation of the global labor market driven by digital disruption demands higher education institutions to produce graduates who are adaptive, competent, and relevant to industry needs. The Outcome-Based Education (OBE) approach and the integration of micro-credentials have emerged as innovative strategies in higher education curriculum development. This study aims to examine and develop an OBE-based higher education curriculum framework integrated with micro-credentials to enhance graduate competitiveness through a systematic literature review. The method employed is a Systematic Literature Review (SLR) using the PRISMA protocol, encompassing articles published in the 2019–2024 period from Scopus, ERIC, and Google Scholar databases. The findings indicate that the integration of OBE and micro-credentials strengthens the attainment of Graduate Learning Outcomes (GLO), enhances learning flexibility, and broadens the recognition of graduate competencies in the labor market. The developed curriculum framework consists of four components: competency-based GLO formulation, curriculum mapping, micro-credential integration as flexible learning units, and authentic assessment systems. Conceptual validation confirms that the framework is feasible for implementation and is aligned with the Merdeka Belajar–Kampus Merdeka (MBKM) policy.
Copyright (c) 2026 Syarifuddin, Qurban Hajar, Muhammad Furqan, Arin Khairunnisa, Afif Ahmad Wiranata, Nadya Nurfirmansyah, Jeany Aulia Putri http://creativecommons.org/licenses/by/4.0
GAME-BASED LEARNING FOR SUPPLY CHAIN MANAGEMENT: DESIGN AND IMPLEMENTATION OF PRODUCTION AND DISTRIBUTION GAME
Supply chain management is one of the most complex systems, requiring deep understanding of interconnected processes, decision-making, and dynamic in-teractions. This study presents the design and evaluation of game-based learning to enhance higher education students’ comprehension of supply chain management. The proposed game is named production and distribution game which represent interactive simulation that represents key supply chain element including material and information flows, costing, and coordination among users. The study involves 40 undergraduate Industrial Engineering students enrolled in a logistics and supply chain management course between 2025-2026. Following the session, a survey that based on six points Likert-scale was given to evaluate the engagement and effectiveness of the game. The results revealed a high mean-scores ranging from 4.025 to 4.975 indicating positive student perception towards the learning activity. The findings demonstrate that game-based learning can improve student engagement, motivation, and conceptual comprehension. In additional, the game-based learning approach also provides a more interactive and experiential learning environment for logistics and supply chain education.
Copyright (c) 2026 Ivan Kurniawan, Jeho, Aditya Tirta Pratama http://creativecommons.org/licenses/by/4.0
DEVELOPMENT OF A DIGITAL COGNITIVE DIAGNOSTIC ASSESSMENT FOR DIFFERENTIATED LEARNING IN VOCATIONAL HIGH SCHOOLS
Digital transformation in education requires the implementation of assessments that can quickly and accurately identify students’ learning needs and support differentiated instruction. However, diagnostic assessments in vocational high schools are still not being optimally utilized as a basis for instructional decision-making. This study aims to develop a Slido-based digital cognitive diagnostic assessment model for Pancasila Education and to test its validity, practicality, and applicability. The study employed a Research and Development (R&D) approach using the ADDIE development model. Data were collected through observations, interviews, questionnaires, expert validation, and the digital diagnostic assessment instrument, and were then analyzed using both quantitative and qualitative descriptive methods. The results showed that the model achieved an average expert validation score of 90.63%, a practicality score of 90.17%, a feasibility score of 92.23%, and a student response rate of 91.95%, all of which were categorized as “very good.” These findings indicate that the Slido-based digital cognitive diagnostic assessment model is valid, practical, and suitable for identifying students’ prior knowledge and misconceptions in real time, enhancing learning engagement, and supporting differentiated instruction in Pancasila Education courses at vocational high schools.
Copyright (c) 2026 Ilham Maulana, Yulius Rustan Effendi, Luluk Masruroh Zuhri http://creativecommons.org/licenses/by/4.0
AI-BASED CLAY ANIMATION AS DIGITAL LITERACY IN SRIWIJAYA HISTORY AND CULTURE LEARNING
This study aims to develop and test the feasibility of AI-based Clay Animation media as a digital literacy media for learning Sriwijaya history and culture using the Hannafin and Peck Development Model which includes three main stages, namely: needs assessment, design, and development and implementation accompanied by a continuous evaluation and revision process at each stage. The resulting product is an AI-based Clay Animation media that integrates historical narratives, cinematic visuals, cultural values, and digital literacy elements so that it is able to present an authentic and meaningful learning experience. Data collection instruments are in the form of Literature Studies, Observations, Interviews and Documentation which are then processed using Quantitative and Qualitative analysis techniques. The product validation carried out obtained Very feasible results with a score of 94% from Material Experts, 92% from Media Experts, 90% from Language Experts and 93% from Learning Design Experts. Meanwhile, the trial involved audiences to assess feasibility, resulting in a score of 92.25%, practicality of 93%, and media effectiveness, as seen from the average posttest score of 86.9, compared to the average pretest score of 63.8. The N-Gain result was 0.64, categorized as Medium-High. The research output was a valid, practical, and effective digital learning animation that improved historical understanding, digital literacy skills, and student awareness of the preservation of Sriwijaya's cultural heritage.
Copyright (c) 2026 Yeni Raini, Ika Suartika, Apik Nurudin Fadillah http://creativecommons.org/licenses/by/4.0
ANALYSIS OF STUDENT PERCEPTIONS OF USING YOUTUBE VIDEO TUTORIALS IN COMPUTER SYSTEMS AND NETWORKS PRACTICUM LEARNING
The Computer Systems and Networks course demands a deep visual and procedural understanding, such as the use of the Command Line Interface (CLI), as well as troubleshooting installation and configuration on web servers and database servers. This study aims to analyze student perceptions of using YouTube video tutorials as a supporting learning medium for the Computer Systems and Networks course. Employing a descriptive quantitative approach based on the Technology Acceptance Model (TAM) framework, this research measures two main dimensions: Perceived Ease of Use and Perceived Usefulness. Data were collected using a 1–5 Likert scale questionnaire distributed to 50 students enrolled in the computer network practicum course. The results indicated that student perceptions fell into the "High" category, with an average score of 3.81 (76.8%) for Perceived Ease of Use and 3.72 (74.32%) for Perceived Usefulness. Cross-device access flexibility (smartphones/laptops) and overall utility as a primary supporting medium were identified as key factors enhancing students' practical independence and self-efficacy. The implications of this study suggest the integration of structured video playlists as official complementary media within vocational and engineering practicum modules.
Copyright (c) 2026 Bambang Karyadi, Abiyan Abdul Raihan, Dieo Sigit Suseno http://creativecommons.org/licenses/by/4.0
AN ANALYSIS OF TRADITIONAL GAMES AS EDUCATIONAL MEDIA FOR LOCAL CULTURAL PRESERVATION IN BANYUWANGI
The shift in children's play patterns from traditional games to modern games (online games) in Banyuwangi Regency jeopardizes the sustainability of the Osing Tribe's local wisdom values. This study aims to analyze and reconstruct five types of Osing traditional games—namely bamboo stilts (egrang bambu), jump rope (karetan/pelencatan), selodoran, krupuk-krupukan, and hopscotch (engklek)—as effective interactive educational media for local cultural preservation and children's character building. This qualitative research with a descriptive-analytical approach was conducted in Kemiren Indigenous Village, Glagah District, Banyuwangi Regency. The selection of 16 informants was carried out using a purposive sampling technique, consisting of custom/cultural leaders, elementary school teachers, parents, and elementary-aged children. Data collection utilized passive participant observation, in-depth interviews, and documentation. Data were analyzed using the interactive model of Miles, Huberman, and Saldana (data condensation, data display, and conclusion drawing/verification) and validated through source and technique triangulation. The results indicate that all five Osing traditional games possess a holistic pedagogical function aligned with Vygotsky's Theory of Cognitive and Social Development, Lickona's Character Development Theory (moral knowing, feeling, action), and Piaget's Theory. These games are proven to internalize 18 national character-building values, such as honesty, cooperation, discipline, independence, and environmental care. Unlike passive performing arts, traditional games offer a high level of active participation for children. As educational media, these games successfully enhance cognitive cultural understanding, foster positive affective attitudes, and cultivate active (conative) participation that significantly reduces the dominance of gadget usage. This study introduces a new conceptual framework, the Community-Based Edu-Cultural Play Model, which emphasizes the importance of subliminal and participatory internalization of local wisdom. The implications of this study recommend integrating Osing traditional games into the elementary school Local Content (Muatan Lokal) curriculum and providing sustainable open play spaces at the village level.
Copyright (c) 2026 Roudhotul Jannah, Vava Ardila Raharjo, Rizka Aulia Putri, Wahyui Yuha, Kukuh Deka Faren Oka Yasa https://creativecommons.org/licenses/by-sa/4.0/legalcode.id
LEARNING INNOVATION OF ISLAMIC RELIGIOUS EDUCATION TECHNOLOGICAL APPROACH: IMPLICATIONS FOR ISLAMIC EDUCATION IN GORONTALO
This study aims to map the trend of technology-based learning innovations in Islamic Religious Education learning and examine its implications for Islamic education in Gorontalo. The Systematic Literature Review research method is applied by following the PRISMA protocol, through Google Scholar, Garuda, SINTA, and DOAJ for the period 2020-2026. The search yielded 34 articles, consisting of 21 articles from reputable national sources (SINTA 2-5) and 13 national articles. The results of the study show that the innovation trend on the topic of Islamic Cultural History dominates literature (29%), the subject of Al-Qur'an Hadith is the least researched topic (9%). In terms of the innovation component, the tendency is towards gamification-based learning media through Kahoot, Quizizz, and Blooket and others, while innovation at the policy and curriculum level is still very limited. By implication, innovation in Islamic education in Gorontalo already has a digital foundation through the Madrasah Digital Report and the Pusaka application, but its use for pedagogical innovation in PAI subjects, especially the Qur'an Hadith, is still lacking and can be further developed. This study concludes that future development needs to go beyond media-centered classroom practices towards the integration of structured policies and curricula
Copyright (c) 2026 Anugrah Lestari, Mohammad Fahri Yasin, Gesika Avelina https://creativecommons.org/licenses/by-sa/4.0/legalcode.id