Jurnal Pendidikan Terapan

From Technology Users to Sustainability-Oriented Learning Designers: Developing Science Teachers' STEM–IoT Competencies through Professional Development

Diana Rochintaniawati — 2026-10-16

Purpose: This study examined whether an integrated STEM–Internet of Things (IoT)–Education for Sustainable Development (ESD) professional-development program was associated with differences in junior secondary science teachers’ competencies at the group level.

Methods: A quantitative, pre-experimental repeated cross-sectional pretest–posttest design analyzed 29 valid pretest and 33 valid posttest responses from the MGMP IPA teacher community in Sumedang, Indonesia. A researcher-developed assessment comprised 10 multiple-choice items and five constructed-response items (maximum total score = 100). Descriptive statistics, normalized gain based on group means, Welch’s independent-samples t-test, Mann–Whitney U, and Hedges’ g were reported.

Findings: The mean total score was higher at posttest (83.24, SD = 11.07) than at pretest (59.34, SD = 16.22); the descriptive normalized gain was 0.588. Welch’s t(48.49) = 6.682 (p < .001), and Hedges’ g = 1.72 indicated a large group-level separation. The largest multiple-choice differences concerned the Blynk platform and ESP8266/Wi-Fi modules, whereas constructed responses showed higher scores for sensor-data interpretation and IoT–ESD project design.

Implications: Integrated technical practice, data interpretation, and pedagogical design may provide a useful structure for science-teacher professional development. These cross-sectional comparisons cannot establish within-teacher growth, program causality, or transfer to classroom practice.

Originality: The study examines factual, interpretive, and design-oriented competencies within a combined STEM–IoT–ESD teacher-learning program.

School Management in Integrating Data, Policies, and Administrative Services through the Role of School Operators in Pulau Maya District

Achmad Rivaie — 2026-10-18

Purpose: This study examines how three schools in Pulau Maya District, Indonesia, manage the integration of educational data, policy-related administrative requirements, and administrative services through school operators, using the planning, organizing, actuating, and controlling (POAC) framework.

Methods: A qualitative multi-site case study involved 15 purposively selected school principals, vice principals, operators, teachers, and administrative personnel from elementary, junior secondary, and senior secondary/vocational settings. The study drew on interviews, observations, and document analysis; findings were organized through open and axial coding and compared across sources and sites.

Findings: School C documented administrative plans, distributed responsibilities through a formal decree, and conducted scheduled data checks. At Schools A and B, planning was more responsive to reporting deadlines and responsibilities were more concentrated on individual operators. Unreliable connectivity affected data entry and synchronization, while uneven staff training and limited contingency resources constrained routine operations. Implications. The cases point to the value of written role allocations, documented review procedures, shared technical competence, and connectivity-sensitive work arrangements.

Originality: By examining POAC functions across three differently situated school levels within the same island district, the study shows how operators’ adaptive work interacts with organizational support and the local infrastructure rather than treating administrative digitalization as application use alone.

Development of a Podcast-Based Instructional Design for Indonesian Language Negotiation Texts in Vocational Education: An ADDIE and Project-Based Learning Approach

Marnilawati — 2026-10-21

Purpose: This study developed a podcast-based instructional design for Indonesian-language negotiation texts in vocational secondary education and examined the evidence available for its content, media, and linguistic suitability.

Methods: Research and development was organized using the ADDIE framework and Project-Based Learning (PjBL). The school context was SMK Negeri 1 Simpang Hilir. A preliminary needs analysis reported achievement of 77% in listening, 76% in reading, 75% in writing, and 70% in speaking. Six experts, comprising two subject-matter, two media, and two language specialists, assessed the prototype. A limited trial was described for 15 Grade X Visual Communication Design students; a larger implementation was planned for 35 Grade X Food Crop and Horticultural Agribusiness students. Results: The reported expert assessments were 97.33% for content, 96.67% for media, and 95.71% for language, with 96.60% reported overall. The resulting instructional design comprised four meetings (eight lesson periods), vocational negotiation scenarios, podcast production, teacher scaffolding, and performance assessment. Student-practicality percentages and pretest–posttest statistics in the source manuscript were explicitly generated from simulated data; they are therefore not presented as observed outcomes.

Conclusion: The development work documents a contextually aligned instructional prototype and favorable reported expert ratings. It does not establish empirical practicality, improvements in speaking proficiency, or the effectiveness of the intervention. Further implementation with observed performance and process evidence is needed before claims about educational impact can be made..

Visual Characteristics of Coloring-Pattern Works among Primary School Students Aged 7–10 Years in Wenang District, Indonesia: Implications for Applied Art Education

Meyer Worang Matey — 2026-10-31

Purpose: This study describes and interprets the visual characteristics of coloring works produced by primary school students aged 7–10 years in Wenang District, Manado City, Indonesia, and examines their implications for applied art education. Methods: A descriptive qualitative design was used. The primary data comprised 369 coloring works produced during a 2025 competition, supported by observation, open interviews, documentation, literature study, source triangulation, and interactive qualitative analysis. Findings: Students aged 7–8 years showed emerging hand control, directed lines, color-object awareness, initial spatial organization, and smooth visual texture, whereas students aged 9–10 years demonstrated greater detail, differentiated and occasionally symbolic color use, improved color placement, and clearer foreground-middle ground-background organization. Research Implications: Structured coloring tasks can function as formative assessment and as age-responsive applied learning for visuomotor practice, visual literacy, scaffolding, and differentiated creative instruction. Originality: The study integrates line, color, texture, form, and spatial organization in pre-drawn coloring works and translates these visual indicators into practical implications for primary applied art education in an Indonesian local context.

Learning Calligraphy Through Nusantara Visual Culture: A Comparative Study of Creative Processes and Visual Identity Formation in Visual Communication Design Students

Ayoeningsih Dyah Woelandhary — 2026-11-01

Purpose: This study examined how two Calligraphy Branding student projects translated contrasting Nusantara cultural references into contemporary calligraphic identity systems.

Methods: A qualitative comparative case study analyzed documented visual artifacts from Group 2, which used the Yogyakarta Monument, and Group 5, which used Betawi kembang goyang. Cultural reference boards, conceptual maps, sketches, digital alternatives, selected marks, and branding mock-ups were examined through descriptive visual, semiotic, and cross-case analysis.

Findings: Both projects moved from cultural selection to formal abstraction, calligraphic exploration, and branded application, but followed different compositional strategies. Group 2 fused Arabic lettering with a vertical architectural silhouette, whereas Group 5 incorporated Diwani-inspired curves into a six-petal radial emblem. The documented systems maintained recognizable formal and chromatic cues across their proposed media.

Implications: Artifact-based comparison clarifies how culturally anchored design assignments can organize visual experimentation and identity construction; it does not establish individual learning gains, consumer response, or commercial effectiveness.

Originality: The study identifies two contrasting translation strategies and offers an evidence-bounded analytical sequence linking cultural references to calligraphic branding outcomes.

Transformation of Academic Writing Practices in the Era of Generative Artificial Intelligence: A Case Study of Students in Higher Education

Abdul Haliq — 2026-11-01

Backround: While the use of GenAI in academic writing has become widespread, in-depth understanding of students' subjective experiences, usage strategies, and ethical negotiations remains limited, particularly within the Indonesian context. This research aims to identify GenAI usage patterns and strategies, explore students' perceptions regarding benefits and challenges, and understand the negotiation of AI literacy, academic integrity, and writer agency in student writing practices. Method: Data were collected through semi-structured interviews with 12 students, participant observation, and document analysis within the Indonesian Language and Literature Education Study Program at Universitas Negeri Makassar. Result: Thematic analysis revealed three main themes. First, GenAI usage patterns fall into three levels—technical support, text development, and writing transformation—involving varying applications of metacognitive strategies. Second, students perceive benefits such as writing efficiency, improved language quality, idea exploration, and increased confidence, while also identifying challenges including over-reliance, questionable information reliability, threats to originality, and ethical ambiguity. Third, students engage in complex negotiations involving AI literacy, academic integrity, and writer agency, influenced by six factors: AI literacy levels, writing experience, lecturer expectations and institutional policies, task difficulty, academic pressure, and resource availability. Conclusion: The findings indicate that students with higher AI literacy tend to use GenAI more strategically and critically while maintaining writer agency, whereas those with low AI literacy are more susceptible to dependency and risks regarding originality.

Three-Dimensional Augmented Reality for Electrical Installation Learning: A Quasi-Experimental Study in Vocational Education

Ardian Isma — 2026-11-03

Purpose: This study evaluates whether three-dimensional augmented reality (AR) is associated with better cognitive learning outcomes in vocational electrical installation instruction and describes learners’ responses to the technology.

Methods: A quasi-experimental pretest–posttest control-group study involved 44 Grade XI electrical installation students at SMK Negeri 10 Makassar, Indonesia (22 AR; 22 conventional instruction). Both classes completed 35-item achievement tests before and after four lessons. The AR group additionally completed a 20-item, five-dimension response questionnaire. Shapiro–Wilk, Levene, Mann–Whitney U, and normalized-gain analyses were reported.

Findings: Student-level calculations from the corrected workbook yielded mean posttest scores of 87.40 (AR) and 70.78 (control), with a two-sided Mann–Whitney comparison (U = 383.0, p = .001). Mean individual normalized gain was 0.593 versus 0.237 (U = 421.0, p < .001). The pretest comparison did not detect a difference (U = 257.0, p = .733). The AR group’s overall questionnaire response was 90.51%, with descriptive dimension scores ranging from 87.73% to 96.59%.

Research implications: Structured 3D visualization may complement explanations of components, wiring routes, and safe procedural sequences before workshop practice; practical skill gains were not tested.

Originality: The study links achievement comparisons with five dimensions of student-reported experience in a specific electrical-installation vocational context.