Keywords
hybrid learning
learning environment
technology integration
How to Cite
Abstract
This study aims to identify the most used technologies in face-to-face or hybrid learning environments in Indonesia and identify how these technologies are used. The collected data is processed using PRISMA Statement. The sorting process is conducted by three researchers collaboratively. The articles are then processed to know how the technology is used, what the brand is, what subjects, and the level of acceptance. From 121 selected articles, the following findings were obtained. Technology is most widely used for learning media (65). Most articles do not mention the brand(33). Most did not mention subjects (25). The acceptance of technology is positive (111). It can be concluded that technology tends to be used for learning and less to build a learning environment, professional development, or school administration. Technology is widely used for STEM lessons, Indonesian Language, and Islamic Religious Education and less for arts and social science subjects.
Abstrak
Penelitian ini bertujuan untuk mengidentifikasi teknologi yang paling sering digunakan di lingkungan belajar tatap muka atau hybrid di Indonesia dan mengidentifikasi bagaimana teknologi tersebut digunakan. Data yang terkumpul diproses menggunakan PRISMA Statement. Proses penyortiran dilakukan tiga peneliti secara kolaboratif. Artikel lalu diproses untuk memperoleh informasi bagaimana teknologi digunakan, apa mereknya, mata pelajaran apa, dan tingkat penerimaannya. Dari 121 artikel terpilih, diperoleh temuan sebagai berikut. Teknologi paling banyak digunakan untuk media pembelajaran (65). Sebagian besar artikel tidak menyebutkan merek teknologi yang digunakan (33). Sebagian besar tidak menyebutkan mata pelajaran (25). Sebagian besar penerimaan terhadap teknologi adalah positif (111). Dapat disimpulkan bahwa teknologi cenderung digunakan untuk pembelajaran dan kurang dimanfaatkan untuk membangun lingkungan belajar, pengembangan profesi, atau administrasi sekolah. Teknologi banyak digunakan untuk pelajaran STEM, Bahasa Indonesia, dan Pendidikan Agama Islam serta kurang dimanfaatkan untuk mata pelajaran seni dan ilmu pengetahuan sosial.
References
.2022 Deloitte back-to-school survey: New priorities emerge in a season of replenishment. (2022). Deloitte Insight. https://www2.deloitte.com/us/en/insights/industry/retail-distribution/back-to-school-survey.html#get-connected
Aisyah, N. (2022, November 1). Kemendikbudristek Akan Gelontorkan Peralatan TIK untuk SMP, Ini Rinciannya. detikedu. https://www.detik.com/edu/sekolah/d-6381042/kemendikbudristek-akan-gelontorkan-peralatan-tik-untuk-smp-ini-rinciannya
Alhadad, M., Omar, R., & Dashti, M. (2022). Dynamics of Contextual Factors, Technology Paradox, and Job Performance in Smartphone Usage. International Journal of Technology and Human Interaction, 18(1), 1–23. https://doi.org/10.4018/ijthi.293192
Arii, J., Takeshima, K., Maruzuru, Y., Koyanagi, N., Nakayama, Y., Kato, A., Mori, Y., & Kawaguchi, Y. (2022). Role of the Arginine Cluster in the Disordered Domain of Herpes Simplex Virus 1 UL34 for the Recruitment of ESCRT-III for Viral Primary Envelopment. Journal of Virology, 96(2). https://doi.org/10.1128/jvi.01704-21
Arrohman, D. A., Wahyuni, A. L. E., Wilujeng, I., & Suyanta, S. (2022). Implementasi Penggunaan LKPD Pencemaran Air Berbasis STEM dan Model Learning Cycle 6E Terhadap Kemampuan Literasi Sains. Jurnal Pendidikan Sains Indonesia, 10(2), 279–293. https://doi.org/10.24815/jpsi.v10i2.23584
Azhari, B., & Fajri, I. (2022). Distance learning during the COVID-19 pandemic: School closure in Indonesia. International Journal of Mathematical Education in Science and Technology, 53(7), 1934–1954. https://doi.org/10.1080/0020739X.2021.1875072
Bauwens, R., Muylaert, J., Clarysse, E., Audenaert, M., & Decramer, A. (2020). Teachers’ acceptance and use of digital learning environments after hours: Implications for work-life balance and the role of integration preference. Computers in Human Behavior, 112, 106479. https://doi.org/10.1016/j.chb.2020.106479
Branch, R. M. (2009). Develop. In R. M. Branch (Ed.), Instructional Design: The ADDIE Approach (pp. 82–131). Springer US. https://doi.org/10.1007/978-0-387-09506-6_4
Brož, J., Tichý, T., Angelakis, V., & Bělinová, Z. (2022). Usage of V2X Applications in Road Tunnels. Applied Sciences, 12(9), 4624–4624. https://doi.org/10.3390/app12094624
Chiyaka, E. T., Kibirige, J., Sithole, A., McCarthy, P., & Mupinga, D. M. (2017). Comparative Analysis of Participation of Teachers of STEM and Non-STEM Subjects in Professional Development. Journal of Education and Training Studies, 5(9), 18–26. https://eric.ed.gov/?id=EJ1150547
Darifah, U. H., & Erihadiana, M. (2022). Pengelolaan (Managing) Teknologi Pendidikan dan Penerapannya pada Pendidikan Agama Islam. J-KIP (Jurnal Keguruan Dan Ilmu Pendidikan), 3(1), 295–295. https://doi.org/10.25157/j-kip.v3i1.7164
Davies, R. S., & West, R. E. (2014). Technology integration in schools. In Handbook of Research on Educational Communications and Technology: Fourth Edition. https://doi.org/10.1007/978-1-4614-3185-5_68
Day, C., Gu, Q., & Sammons, P. (2016). The Impact of Leadership on Student Outcomes: How Successful School Leaders Use Transformational and Instructional Strategies to Make a Difference. Educational Administration Quarterly, 52(2), 221–258. https://doi.org/10.1177/0013161X15616863
Dokainish, H. M., Re, S., Mori, T., Kobayashi, C., Jung, J., & Sugita, Y. (2022). The inherent flexibility of receptor binding domains in SARS-CoV-2 spike protein. ELife, 11(Query date: 2022-08-05 12:46:18). https://doi.org/10.7554/elife.75720
Donlon, E., Costello, E., & Brown, M. (2020). Collaboration, collation, and competition: Crowdsourcing a directory of educational technology tools for teaching and learning. Australasian Journal of Educational Technology, 36(3), Article 3. https://doi.org/10.14742/ajet.5712
Edan, N. M., & Mahmood, B. (2022). Usage one of Reverse Engineering Application (Node.js Web) to Construct Software Engineering Documents. Technium: Romanian Journal of Applied Sciences and Technology, 4(4), 1–10. https://doi.org/10.47577/technium.v4i4.6381
Fortune Business Insight. (2022). EdTech and Smart Classroom Market Size | Global Report [2029] (No. FBI104662; p. English). https://www.fortunebusinessinsights.com/edtech-and-smart-classroom-market-104662
Francom, G. M. (2020). Barriers to technology integration: A time-series survey study. Journal of Research on Technology in Education, 52(1), 1–16. https://doi.org/10.1080/15391523.2019.1679055
González, C., López, D., Calle-Arango, L., Montenegro, H., & Clasing, P. (2022). Chilean University Students’ Digital Learning Technology Usage Patterns and Approaches to Learning. ECNU Review of Education, 5(1), 37–64. https://doi.org/10.1177/20965311211073538
Halmuniati, H., Ute, N., & Saudi, N. (2022). Analysis of Parents’ Education Level on Motivation for Learning Physics of Middle School Students in Kontukowuna District. Jurnal Pendidikan Fisika Dan Teknologi, 8(1), 10–15. https://doi.org/10.29303/jpft.v8i1.3386
Harzing, A. W. (2007). Harzing.com Research in International Management. https://harzing.com/resources/publish-or-perish
Hassan, J., & Nika, F. A. (2022). Emerging Market & Mobile Technology Usage: Evaluating intention to use Mobile Banking in India. Gurukul Business Review, 18(1). https://doi.org/10.48205/gbr.v18.6
Herlina, H. (2022). Penerapan Teknik Ice Breaking untuk Meningkatkan Motivasi Belajar Ekonomi di Kelas XII IPS SMAN 3 Kayuagung. Jurnal Teknologi Pendidikan : Jurnal Penelitian Dan Pengembangan Pembelajaran, 7(1), 36–36. https://doi.org/10.33394/jtp.v7i1.5006
Hermanto, Y. B., & Srimulyani, V. A. (2021). The Challenges of Online Learning During the Covid-19 Pandemic. Jurnal Pendidikan dan Pengajaran, 54(1), Article 1. https://doi.org/10.23887/jpp.v54i1.29703
HolonIQ. (2022). EdTech in 10 Charts. https://www.holoniq.com/edtech-in-10-charts
Januszewski, A., & Molenda, M. (Eds.). (2008). Educational Technology: A Definition with Commentary (2nd ed.). Routledge.
Johns Hopkins University, World Bank, & UNICEF. (2021, April 19). School status / education modality—COVID-19 Global Education Recovery Tracker. https://www.covideducationrecovery.global//maps/education-status/
Jumlah Sekolah, Guru, dan Murid Sekolah Dasar (SD) di Bawah Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Menurut Provinsi, 2021/2022. (2021a). Badan Pusat Statistik. https://www.bps.go.id/indikator/indikator/view_data_pub/0000/api_pub/UkJNaEl6ZHRVYXNaMzZhZG9BbS9ZZz09/da_04/1
Jumlah Sekolah, Guru, dan Murid Sekolah Menengah Atas (SMA) di Bawah Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Menurut Provinsi, 2021/2022. (2021c). Badan Pusat Statistik. https://www.bps.go.id/indikator/indikator/view_data_pub/0000/api_pub/a1lFcnlHNXNYMFlueG8xL0ZOZnU0Zz09/da_04/1
Jumlah Sekolah, Guru, dan Murid Sekolah Menengah Pertama (SMP) di Bawah Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Menurut Provinsi, 2021/2022. (2021b). Badan Pusat Statistik. https://www.bps.go.id/indikator/indikator/view_data_pub/0000/api_pub/dzdoVmp3YWdGNU0yWEgraVIwbmRqZz09/da_04/1
Kemendikbud Salurkan Bantuan Kuota Data Internet bagi 27,3 Juta Pendidik dan Peserta Didik di Bulan September. (2020c, September 29). Direktorat Sekolah Dasar. http://ditpsd.kemdikbud.go.id/public/artikel/detail/kemendikbud-salurkan-bantuan-kuota-data-internet-bagi-273-juta-pendidik-dan-peserta-didik-di-bulan-september
Kementerian Pendidikan dan Kebudayaan. (2020). Peraturan Pemerintah Republik Indonesia No. 21 tahun 2020 tentang Pembatasan Sosial Berskala Besar. Kementerian Pendidikan dan Kebudayaan.
Kurikulum Merdeka: Keleluasaan Pendidik dan Pembelajaran Berkualitas. (2022). Kurikulum Merdeka. https://kurikulum.kemdikbud.go.id/kurikulum-merdeka/
Lasut, M. S., Sumampouw, Z. F., Mangangantung, J. M., & Pangkey, R. D. H. (2022). Pengaruh Penggunaan Media Powerpoint dan Media Video dalam Pembelajaran Daring Terhadap Prestasi Belajar Siswa Sekolah Dasar. , 4(4), 5001–5009. https://doi.org/10.31004/edukatif.v4i4.2915
Lin, X., Suanpong, K., Ruangkanjanases, A., Lim, Y.-T., & Chen, S.-C. (2022). Improving the Sustainable Usage Intention of Mobile Payments: Extended Unified Theory of Acceptance and Use of Technology Model Combined With the Information System Success Model and Initial Trust Model. Frontiers in Psychology, 12(Query date: 2022-08-05 12:46:18). https://doi.org/10.3389/fpsyg.2021.634911
Mareta, I. (2022). Kepemimpinan Inovatif dalam Pendidikan: Peningkatan Mutu Pendidikan Lewat Kepemimpinan Inovatif. Eduscope: Jurnal Pendidikan, Pembelajaran, dan Teknologi, 7(2), 1–10. https://doi.org/10.32764/eduscope.v7i2.2096
Mari Bersama Memajukan Pendidikan Indonesia Kembali. (2021). Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. https://sekolah.penggerak.kemdikbud.go.id/
Musdalifah, M. (2022). Penggunaan Modul Matriks untuk Meningkatkan Hasil Belajar Matematika Peserta Didik Kelas XI SMK. Vocational: Jurnal Inovasi Pendidikan Kejuruan, 2(1), 1–8. https://doi.org/10.51878/vocational.v2i1.833
Navaridas-Nalda, F., Clavel-San Emeterio, M., Fernández-Ortiz, R., & Arias-Oliva, M. (2020). The strategic influence of school principal leadership in the digital transformation of schools. Computers in Human Behavior, 112, 106481. https://doi.org/10.1016/j.chb.2020.106481
Ngabiyanto, Nurkhin, A., Mukhibad, H., & Harsono. (2021). E-Learning Evaluation Using General Extended Technology Acceptance Model Approach at Schools in COVID-19 Pandemic. European Journal of Educational Research, 10(3), 1171–1180. https://eric.ed.gov/?id=EJ1307678
Nimer, R., Khabour, O., Swedan, S., & Kofahi, H. (2022). The impact of vitamin and mineral supplements usage prior to COVID-19 infection on disease severity and hospitalization. Bosnian Journal of Basic Medical Sciences, Query date: 2022-08-05 12:46:18. https://doi.org/10.17305/bjbms.2021.7009
Nopitasari, E., Fadhilah, D. L., Khaerunnisa, V., & Aeni, A. N. (2022). Pemanfaatan Animasi Tono dan Tini Sebagai Media Penyampaian Akhlak Mulia Bagi Siswa Kelas 1 SD. Al-Fikri: Jurnal Studi Dan Penelitian Pendidikan Islam, 5(1), 10–10. https://doi.org/10.30659/jspi.v5i1.21131
Novela, G. T., Asrowi, A., & Widyastono, H. (2022). Student’s Reading Literacy: Opportunities and Characteristic for Instructional Media Development. Journal of Education Technology, 6(1), 140–140. https://doi.org/10.23887/jet.v6i1.42843
Nugraha, C. A., Kuswandi, D., & Praherdhiono, H. (2021). Meningkatkan Integrasi Teknologi dengan School Mentoring/Coaching. In Seminar Nasional Teknologi Pembelajaran (No. 1; Vol. 1, pp. 538–551). Fakultas Ilmu Pendidikan Universitas Negeri Malang. https://www.snastep.com/proceeding/index.php/snastep/article/view/6
Nurkhaeroni, U. & Ripaiyah. (2022). Sosialisasi Penggunaan Media Pembelajaran E-Learning Berbasis Model Problem Based Learning Dalam Meningkatkan Motivasi Belajar Dan Hasil Belajar Peserta Didik Di MA Putra Al-Islahuddiny Kediri Kabupaten Lombok Barat. Jurnal Pengabdian Magister Pendidikan IPA, 5(2), 190–196. https://doi.org/10.29303/jpmpi.v5i2.1598
Nurtanti, N. (2022). Upaya Meningkatkan Hasil Belajar Sejarah Melalui Pemanfaatan Zoom Meeting Masa Pandemi Covid -19. Social: Jurnal Inovasi Pendidikan IPS, 2(1), 12–23. https://doi.org/10.51878/social.v2i1.991
Nuzli, M., Ismiah, P., & Wahyuni, S. (2022). Upaya Pemanfaatan Fasilitas Teknologi Pendidikan dalam Meningkatkan Kinerja Guru Pendidikan Agama Islam. Jurnal Pendidikan Dan Teknologi Indonesia, 2(3), 101–108. https://doi.org/10.52436/1.jpti.140
Page, M. J., McKenzie, J. E., Bossuyt, P. M. et al. (2021). The PRISMA 2020 statement: an updated guideline for reporting systematic reviews. Systematic Reviews 10, 89, 1-11. https://doi.org/10.1186/s13643-021-01626-4
Pemerintah Repubik Indonesia. (2020). Peraturan Pemerintah No. 21 tahun 2020 tentang Pembatasan Sosial Berskala Besar. Sekretariat Negara Republik Indonesia.
Perluas Akses Belajar di Masa Covid-19, Mendikbud Luncurkan Program Belajar dari Rumah. (2020a, April 9). Kementerian Pendidikan dan Kebudayaan. https://www.kemdikbud.go.id/main/blog/2020/04/perluas-akses-belajar-di-masa-covid19-mendikbud-luncurkan-program-belajar-dari-rumah
Pratama, A. (2021). Modification of the Technology Acceptance Model in the Use of Google Classroom in the COVID-19 Era: A Case Studies in Junior High Schools. Cypriot Journal of Educational Sciences, 16(5), 2598–2608. https://eric.ed.gov/?id=EJ1320834
Rasheed, R. A., Kamsin, A., & Abdullah, N. A. (2020). Students and teachers’ challenges of using technology in blended learning environments. Proceedings of the 2020 the 3rd International Conference on Computers in Management and Business, 195–200. https://doi.org/10.1145/3383845.3383875
Rohmah, M. (2022). Penggunaan Media Google Classroom Berbantu Liveworksheets untuk Meningkatkan Hasil Belajar IPA Materi Kemagnetan Siswa SMP. Edutech: Jurnal Inovasi Pendidikan Berbantuan Teknologi, 2(1), 16–26. https://doi.org/10.51878/edutech.v2i1.951
Rutherford, J. (2004). Technology in the schools. Technology in Society, 26(2), 149–160. https://doi.org/10.1016/j.techsoc.2004.01.021
Scott, D. (2017). Learning Environments. In D. Scott (Ed.), Education Systems and Learners: Knowledge and Knowing (pp. 55–89). Palgrave Macmillan UK. https://doi.org/10.1057/978-1-137-59884-4_4
Sexcio, E. B., & Dafit, F. (2022). Card Macth Circle: Innovative Learning Media on Social Science Learning in Grade IV Elementary School. Journal of Education Technology, 6(1), 156–156. https://doi.org/10.23887/jet.v6i1.41820
SKB 4 Menteri Terbaru Atur Pembelajaran Tatap Muka Seratus Persen. (2022, May 11). Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi. https://www.kemdikbud.go.id/main/blog/2022/05/skb-4-menteri-terbaru-atur-pembelajaran-tatap-muka-seratus-persen
Sumandya, I. W., & Widana, I. W. (2022). Reconstruction of Vocational-Based Mathematics Teaching Materials using a Smartphone. Journal of Education Technology, 6(1), 133–133. https://doi.org/10.23887/jet.v6i1.42833
Sun, L., Tang, Y., & Zuo, W. (2020). Coronavirus pushes education online. Nature Materials, 19(6), Article 6. https://doi.org/10.1038/s41563-020-0678-8
Sunaengsih, C., Anggarani, M., Amalia, M., Nurfatmala, S., & Naelin, S. D. (2019). Principal Leadership in the Implementation of Effective School Management. Elementary School Forum (Mimbar Sekolah Dasar), 6(1), 79–91. https://eric.ed.gov/?id=EJ1265672
Sunuyeko, N., Argarini, D. F., Patricia, F. A., Wafa, M. A., & S, V. N. L. (2022). Pemanfaatan Pojok Literasi Sekolah dalam Gerakan Literasi Sekolah Dasar Negeri 3 Bandungrejo. ABDIKAN: Jurnal Pengabdian Masyarakat Bidang Sains Dan Teknologi, 1(2), 160–164. https://doi.org/10.55123/abdikan.v1i2.274
Tafesse, W. (2022). Social networking sites use and college students’ academic performance: Testing for an inverted U-shaped relationship using automated mobile app usage data. International Journal of Educational Technology in Higher Education, 19(1). https://doi.org/10.1186/s41239-022-00322-0
Tarangul, L., & Romaniuk, S. (2022). The Usage of Augmented Reality Technology in the Educational Process of Higher Education Institutions. Problems of Education, 1, 187–204. https://doi.org/10.52256/2710-3986.1-96.2022.12
Tran, T. B., Luyen, Q. V., Hoang, V. H., Giap, V. C., Nguyen, T. Q. H., Bui, V. D., Hoang, T. H., & Chu, V. T. (2022). Study on the gas sensor at room temperature based on polypyrrole materials. Ministry of Science and Technology, Vietnam, 64(3), 50–54. https://doi.org/10.31276/vjst.64(3).50-54
Uno, W. A., Halim, I., & Syahriyanto, S. (2022). Pengembangan Media Pembelajaran Pop Up Book Berbasis Kearifan Lokal pada Pembelajaran Tematik Tema 5 Pengalamanku Sub Bab Pengalamanku di Tempat Wisata. Edsuaintek: Jurnal Pendidikan, Sains Dan Teknologi, 8(2), 268–284. https://doi.org/10.47668/edusaintek.v8i2.371
Utami, E. F., Nurramdiani, N., Driandra, Y. A., & Aeni, A. N. (2022). Pemanfaatan Podcast Animasi dalam Meningkatkan Perilaku Mandiri, Percaya Diri, dan Tanggung Jawab Siswa Kelas III SD. Al-Madrasah: Jurnal Pendidikan Madrasah Ibtidaiyah, 6(4), 1248–1248. https://doi.org/10.35931/am.v6i4.1151
Vargo, D., Zhu, L., Benwell, B., & Yan, Z. (2021). Digital technology use during Covid-19 pandemic: A rapid review. Human Behavior and Emerging Technologies, 3(1), 13–24. https://doi.org/10.1002/hbe2.242
Wade, T., McConomy, M. A., Heiniger, S., Root, J., & Hott, B. (2022). Using Technology to Assess Individualized Education Plan Goal Progress During Virtual Learning. Journal of Special Education Technology, Query date: 2022-08-05 12:46:18, 2147483647–2147483647. https://doi.org/10.1177/01626434221074054
Widyanuratikah, I. (2020, December 17). 136 Ribu Akun Sudah Aktif di Laman Belajar.id [News]. Republika Online. https://republika.co.id/berita/qlhpya463/136-ribu-akun-sudah-aktif-di-laman-embelajaridem
Yuniasih, Y. (2022). Pemanfaatan Media Pembelajaran Videoscribe Sebagai Alternatif Pembelajaran Daring Bahasa Indonesia Di SMKN 1 Cangkringan. Language: Jurnal Inovasi Pendidikan Bahasa Dan Sastra, 2(1), 1–11. https://doi.org/10.51878/language.v2i1.964
Zulherman, Zain, F. M., Napitupulu, D., Sailin, S. N., & Roza, L. (2021). Analyzing Indonesian Students’ Google Classroom Acceptance during Covid-19 Outbreak: Applying an Extended Unified Theory of Acceptance and Use of Technology Model. European Journal of Educational Research, 10(4), 1697–1710. https://eric.ed.gov/?id=EJ1318413
Zulkifli, M., Wahida, W. A., & Sendi. (2022). Dampak Teknologi Smartphone di Era Revolusi Industri 4.0 terhadap Perilaku Siswa. An-Nahdlah: Jurnal Pendidikan Islam, 1(3), 201–212. https://doi.org/10.51806/an-nahdlah.v1i3.29
Забайкин, Ю. В., Красавина, Е. В., Сологуб, В. А., & Хашева, И. А. (2022). Economic education in Russia in integration multi-level systems. Management of Education, 2, 186–192. https://doi.org/10.25726/d3082-4921-4797-x
Шитов, С. Б. (2022). Integration of science, education and philosophy as an important factor social development, production and dissemination of knowledge (socio-philosophical view). Higher Education Today, 1, 46–50. https://doi.org/10.18137/rnu.het.22.01-02.p.046