This study aims to develop a Digital Learning Resource Blog for Disaster Mitigation Based on Educational Technology through the Sedekah Gunung Merapi Ritual as a learning medium that integrates educational technology with local wisdom. The background of this study is the limited contextual disaster mitigation learning resources that are able to connect disaster knowledge with local culture. The study uses the Research and Development (R&D) method with the ADDIE model which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The product developed is an educational blog that contains disaster mitigation materials, documentation of the Sedekah Gunung Merapi ritual, learning videos, infographics, and interactive activities to improve students' understanding of disaster preparedness. Product validation was carried out by material experts, educational technology experts, and local cultural experts using a Likert scale instrument. The results showed that the product obtained a feasibility percentage of 93.00% from material experts, 94.40% from educational technology experts, and 96.00% from local cultural experts, with an overall average of 94.47% which is included in the very feasible category. These results indicate that the developed blog meets the content, media, and cultural requirements and is suitable for use as a learning resource for disaster mitigation. This research contributes to the development of local wisdom-based educational technology to improve disaster literacy while preserving the culture of the communities on the slopes of Mount Merapi.
This study aims to analyze the effect of using simulation-based learning media on students’ critical thinking skills in digital electronics learning, with basic information and communication technology (ICT) skills as a moderator variable. This study employs a quantitative approach using a quasi-experimental nonequivalent control group design. The research subjects were 11th-grade students in the Industrial Electronics Vocational Program at SMK Negeri 2 Kupang, comprising an experimental group and a control group. Data analysis was conducted using a Two-Way Analysis of Variance (ANOVA). The results indicated a significant difference in critical thinking skills between students who participated in simulation-based learning and those who participated in conventional learning (p < 0.05). However, basic ICT proficiency did not show a significant effect on students’ critical thinking skills. Furthermore, no interaction was found between learning strategies and basic ICT proficiency regarding critical thinking skills. These findings indicate that the use of simulation-based learning media can be an effective strategy for enhancing students’ critical thinking skills in digital electronics courses at vocational high schools, regardless of their basic ICT proficiency.
This Research and Development (R&D) research aims to produce valid, reliable, and practical monitoring and evaluation instruments for mentoring of target schools by school supervisors in Jember Regency. The development procedure adapts the 10-step Borg & Gall model, including needs analysis, grid planning, development of an initial draft containing 36 items, expert validity tests, to a series of field trials, namely limited, main, and operational. The research data was collected through interviews, documentation studies, and user response questionnaires, which were then analyzed using Aiken's V coefficient, interrater reliability, and descriptive percentages. The results of the study show that the monitoring and evaluation instruments for assisted schools in Jember Regency are effectively used because they are able to improve the quality of monitoring implementation, simplify the evaluation process, clarify the follow-up of coaching, and support the improvement of the quality of supervision of target schools. It can be concluded that the monitoring and evaluation instrument of development results is empirically feasible and effective in minimizing subjectivity bias, thereby making a significant contribution to transforming the conventional supervision supervision system into a data-based one for the sake of ensuring sustainable quality of education.
This study aims to develop a conceptual framework for integrating ChatGPT into the informatics curriculum to support AI-augmented learning in secondary education. Although ChatGPT offers significant potential, its use in classrooms is often unstructured and not fully aligned with curriculum goals. This study adopts a conceptual research approach based on a systematic review of literature published between 2019 and 2025. Relevant sources, including journal articles and conference proceedings, were analyzed using content analysis to identify key themes and patterns. These findings were then synthesized to construct a coherent framework grounded in both technological and pedagogical perspectives. The results show that the proposed framework consists of five interconnected components: input, process, AI role, learning strategies, and output. Within this framework, ChatGPT serves as a tutor, assistant, and evaluator, supporting more interactive and student-centered learning experiences. The integration of ChatGPT also contributes to the development of higher-order thinking skills, computational thinking, and learner autonomy. Overall, this study offers a practical and structured guideline for educators to integrate ChatGPT into informatics learning while maintaining alignment with educational objectives and pedagogical principles.
This study aimed to analyze instructors’ perceptions of the use of Multimodal Hypercontent E-Modules in teaching firearms knowledge and shooting skills at military schools. The study employed a quantitative approach with a descriptive survey design. The participants consisted of five firearms knowledge and shooting skills instructors at the Indonesian Air Force Officer Formation School (Setukpa TNI AU), who were selected using total sampling. Data were collected through a structured questionnaire developed based on the Technology Acceptance Model (TAM), consisting of the dimensions of perceived usefulness, perceived ease of use, and perceptions of multimodal-hypercontent features. The data were analyzed using descriptive statistics, including mean scores, standard deviations, and percentages. The results showed that instructors had a very high perception of the use of Multimodal Hypercontent E-Modules, with an overall mean score of 3.60 (90.00%). The multimodal-hypercontent dimension obtained the highest score (M = 3.75), followed by perceived usefulness (M = 3.55) and perceived ease of use (M = 3.50). These findings indicated that instructors perceived E-modules as useful, easy to use, and potentially supportive of procedural skills learning through the integration of various information representations. The multimodal and hypercontent features were perceived as capable of connecting theoretical materials with procedural visualizations that approximated real-world practice conditions. Overall, Multimodal Hypercontent E-Modules were perceived as having the potential to support digital learning innovations in military education contexts, particularly for high-risk procedural skills training.
