Indonesian Technology and Education Journal

Students’ Errors in Solving Integer Multiplication and Division Word Problems

2026-07-18T12:57:32+00:00

This study aims to describe the types of errors and the factors causing such errors made by Grade VII students at SMPN 19 Palu in solving word problems involving multiplication and division of integers. Mathematics education plays a vital role in developing students’ reasoning abilities; however, many students still encounter difficulties in operations with integers, particularly in solving contextual problems. Although Newman’s Error Analysis has been widely applied, research that thoroughly examines the errors of junior high school students in word problems on integer multiplication and division remains limited, especially in the context of Indonesian students using the Newman’s Error Analysis framework. This research employs a qualitative descriptive approach, involving two Grade VII students as research subjects. Data were collected through written tests and interviews, then analyzed using the Miles and Huberman model with reference to the procedures of Newman’s Error Analysis: reading errors, comprehension errors, transformation errors, process skill errors, and encoding errors. The findings identified four types of errors: comprehension, transformation, process skill, and encoding errors, while no reading errors were found. Comprehension errors occurred because students failed to identify all relevant information presented in the problems, while transformation errors stemmed from an inability to convert verbal information into mathematical models. Process skill errors resulted from careless calculations, which in turn led to errors in writing the final answers. No reading errors were found among any of the subjects. This study enhances understanding of the characteristics of student errors in the context of word problems on integer operations at the junior high school level. The findings highlight the importance of instruction that emphasizes understanding word problems, constructing mathematical models, and developing the habit of rechecking calculations, so that errors at every stage of problem solving can be minimized.

Students' Perception of the Implementation of Ki Hajar Dewantara Values in Strengthening Character Education at an Indonesian Senior High School

2026-06-05T03:50:01+00:00

This research is motivated by the limited study that focuses on students' perception directly of the implementation of Ki Hajar Dewantara's values in strengthening character education, especially at the high school level. This study is anchored in Ki Hajar Dewantara's educational trilogy as its theoretical foundation. This study aims to describe students' perceptions of the implementation of Ki Hajar Dewantara's values in strengthening character education at SMA Negeri 10 Berau. A convergent mixed-methods design, combining a Likert-scale questionnaire with semi-structured interviews, was used in this study. Data were collected through questionnaires of all 26 students of class X-B and semi-structured interviews with seven selected students. The results of the study showed that student perception was in the good category with an average overall score of 81.2%. The highest indicator was the role of teachers as motivators (Ing Madya Mangun Karso) at 82.5%, while the lowest indicator was the teacher's role model (Ing Ngarso Sung Tulodo) at 79.8%. This gap indicates that the exemplary aspect needs to be strengthened through a more structured teacher professional development program. Interview data confirmed that students felt motivated, valued as unique individuals, and experienced positive character development, especially in discipline, responsibility, and cooperation. This study recommends that school leaders and teacher professional development units design structured exemplary-modeling programs for teachers and strengthen the synergy of the Tri Education Center (family, school, and community) to support more holistic student character formation.

Local Wisdom in Indonesian Language Instruction and Students’ Cultural Literacy: A Qualitative Case Study

2026-07-26T12:21:17+00:00

Indonesian language instruction has the potential to connect literacy development with students’ cultural identities. However, the integration of local wisdom into classroom instruction is often constrained by limited learning resources and insufficient instructional planning. This study examined how local wisdom was represented in Indonesian language instruction, how teachers and students perceived the value of culturally relevant materials for cultural literacy, and what institutional conditions supported or constrained their integration. A qualitative case study was conducted at SMPN 2 Kolaka, Southeast Sulawesi. The participants comprised one principal, two Indonesian language teachers, and 64 Grade VIII students involved in six observed lessons. Five students were purposively selected for individual interviews. Data were collected through classroom observations, semi-structured interviews, and document analysis. The data were coded and organized into themes, and the interpretations were strengthened through source and method triangulation. The findings showed that local wisdom had not been systematically integrated into instructional planning or classroom practice. Learning materials were dominated by nationally published textbooks, while locally relevant folklore, traditions, cultural inquiry activities, and community cultural resource persons were used only to a limited extent. The interviewed students were generally more familiar with visible cultural forms than with their underlying meanings, values, and social functions. Teachers considered culturally relevant materials useful for connecting instruction with students’ experiences, but they reported constraints related to preparation time, references, instructional resources, and the absence of structured teaching modules. These findings suggest that strengthening culturally contextualized Indonesian language instruction requires systematic planning, locally relevant materials, collaborative module development, cultural inquiry activities, and sustained institutional support.

Innovating Reading Instruction: Interactive Multimedia Rooted in Jambi Local Wisdom to Enhance Elementary Students’ Reading Comprehension

2026-06-12T15:50:18+00:00

The impetus for this research stems from the limited availability of website based interactive multimedia that integrates Jambi local wisdom, reading comprehension exercises and teacher-managed content features within elementary reading instruction. Although digital media and local wisdom-based resources have been developed in prior studies, few have explicitly connected local cultural texts with interactive inferential and evaluative reading activities tailored for fifth-grade students. This study aims to develop and examine the feasibility and effectiveness of interactive multimedia grounded in Jambi local wisdom to enhance the reading comprehension of elementary school students. The research employed a Research and Development (R&D) approach utilizing the ADDIE model (Analysis, Design, Development, Implementation and Evaluation). The product was developed as a website featuring Jambi-localized reading texts, visual, audio support, interactive quizzes and a teacher content-management feature. The subjects comprised 15 fifth-grade students at SDN 93/I Lopak Aur. Data were collected through observations, interviews, expert validation sheets and reading comprehension pretests and posttests, then analyzed using expert validation percentages, paired sample t-tests and N-gain analysis. Expert validation demonstrated high feasibility, with scores of 97% from media experts, 91% from material experts and 89% from language experts. Students’ mean reading comprehension score increased from 74.00 on the pretest to 88.67 on the posttest. The paired sample t-test confirmed a statistically significant difference (p < 0.001) and the N-gain score of 0.5777 fell into the moderate category, indicating the multimedia’s effectiveness. This study contributes both scientific and practical novelty by offering a culturally responsive, website-based multimedia model that strengthens reading comprehension while empowering teachers to adapt local texts and quizzes to their students’ specific cultural contexts and learning needs.

Beyond Usability: Uncovering the Paradox of Website Quality and User Satisfaction in Indonesian Higher Education

2026-06-02T16:05:46+00:00

This study aims to examine the effects of usability quality, information quality, and service interaction quality on user satisfaction with the official website of Muhammadiyah University of Purworejo using the WebQual 4.0 framework, supported by Importance-Performance Analysis (IPA). A descriptive quantitative approach was employed, with data collected through an online questionnaire distributed to 130 active students selected using non-probability convenience sampling; 30 responses were used for validity and reliability testing, while 100 responses were analyzed in the main study. The data were processed using IBM SPSS Statistics 26 through Pearson correlation, Cronbach’s Alpha, multiple linear regression, partial t-tests, coefficient of determination, and IPA. The findings reveal that usability quality has a negative and significant effect on user satisfaction (β = −0.168; p = 0.037), whereas information quality (β = 0.284; p = 0.001) and service interaction quality (β = 0.533; p = 0.000) have positive and significant effects, with service interaction quality emerging as the strongest predictor. The model explains 67.6% of the variance in user satisfaction. The originality of this study lies in its explanation of the negative usability effect through expectation-disconfirmation theory and the Technology Acceptance Model, as well as its integration of WebQual 4.0 regression with IPA to generate prioritized improvement strategies. The findings imply that UMPWR website managers should urgently improve interface usability, maintain strong service interaction quality, and sustain accurate and timely information provision to enhance user satisfaction.

Integrating Traditional Games into Literacy Instruction: The Development of 'Cak Ingkling' Media for Early Reading Skills

2026-05-24T15:51:29+00:00

Early literacy skills form the cornerstone of academic success, yet many first-grade students in primary schools struggle with foundational reading competencies due to limited access to contextual learning media. This research aimed to develop a non-digital, game-based learning medium called “Cak Ingkling” and evaluate its validity, practicality, and pedagogical potential for lower-grade primary school classrooms. The study employed a Research and Development (R&D) methodology using the ADDIE model integrated with Tessmer’s formative evaluation framework, spanning expert review, one-to-one, small group, and field testing phases. Data were gathered through validation sheets, user questionnaires, and structured observations. Evaluation results confirmed high feasibility: content validation reached 87.2% (Excellent), instructional design scored 84.2% (Good), and media expert validation achieved 87.3% (Excellent). Classroom field trials with first-grade students produced an overall practical and positive user response score of 87.2% (Excellent). The study concludes that the “Cak Ingkling” learning medium, as a culturally responsive innovation, shows strong potential as a valid and practical instructional tool for fostering student participation and supporting early reading engagement in resource-constrained primary school settings, although measurable reading achievement gains remain to be empirically tested through future longitudinal experimental designs.

Development of Genially Based Interactive Learning Multimedia for Social Studies (IPS) in Grade VII at SMP Negeri 32 OKU

2026-05-09T07:01:43+00:00

This research is motivated by the limited use of technology-based learning media in Social Science subjects at SMP Negeri 32 OKU, where instruction still relies on conventional textbooks. The abstract nature of Social Science topics, specifically "Life in the Pre-literacy Era," often leads to low student motivation and difficulty in conceptualizing historical events. The primary objective of this study is to develop a website-based interactive learning multimedia using Genially and Canva platforms to create a more engaging and flexible learning environment. The research follows the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation) combined with Tessmer’s formative evaluation stages, including expert review, one-to-one, small group, and field testing. Results from expert validation show high feasibility scores: 92.4% from material experts, 86.1% from learning design experts, and 87.5% from media experts. In practical application, the field test involving 32 students yielded an average score of 89.8%, placing the product in the "Very Good" category. The conclusion of this research is that the developed website-based interactive multimedia is valid, practical, and effective for use in Social Science instruction. This product contributes a modern technological solution to enhance independent learning and student engagement in the digital era.