Technology-based learning effect on the learning outcomes of Indonesian students: a meta-analysis

Ahmad, Iqbal Faza; Setiawati, Farida Agus; Prihatin, Rani Putri; Fitriyah, Qonitah Faizatul; Thontowi, Zulkifli Syauqi

doi:10.11591/ijere.v13i2.25383

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Technology-based learning effect on the learning outcomes of Indonesian students: a meta-analysis

International Journal of Evaluation and Research in Education (IJERE) · Vol. 13 No. 2 (2024) · hlm. 892–902

DOI: 10.11591/ijere.v13i2.25383
ISSN: 2620-5440, 2252-8822
Terbit: 2024-04-01
Penerbit: Institute of Advanced Engineering and Science
Bahasa: eng
Lisensi: creativecommons.org/licenses/by-nc/4.0

Abstrak

The utilization of information technology in education offers learners access to a variety of learning resources that are not restricted. It is expected that this use will enhance the success of the learning process and the attainment of educational goals. The purpose of this study is to examine the impact of information technology-based learning on the academic performance of students in Indonesia. This research adopts a meta-analysis design and utilizes a selection process based on established criteria to gather studies from the Google Scholar and Scopus databases. The study adheres to the PRISMA protocol. There were 51 studies included, comprising 44 academic journals and seven proceedings. The analysis technique applied is a meta-analysis using the random effect size model. The results of this study indicate that the utilization of information technology in education has a significant impact on the learning achievement of Indonesian students. The analysis of 51 studies, including 44 scientific journals and seven proceedings, showed that the effect sizes of the studies varied from -0.80 to 5.85, indicating heterogeneity in the studies analyzed. The effect size model used in this meta-analysis was a random effect size model, with the summary effect value showing a large effect size with a value of 1.285, a p-value<0.001, and a confidence interval ranging from 1.012 to 1.559. Subgroup analysis also revealed a significant difference in the average effect size across different levels of education, including elementary, secondary, and tertiary education. The results of the study showed no evidence of publication bias.

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Yogyakarta State University
Sunan Kalijaga State Islamic University Yogyakarta
State University of Makassar
Universitas Hasyim Asy'ari
Delhi Technological University
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Rekan penulis	Organisasi	Artikel bersama
Edi Purwanta	Afiliasi tidak diketahui	2
Yulia Ayriza	Afiliasi tidak diketahui	2
Susilahudin Putrawangsa	Afiliasi tidak diketahui	1
Uswatun Hasanah	Afiliasi tidak diketahui	1
Sari Saraswati	Universitas Hasyim Asy'ari	1
Andi Harpeni Dewantara	State University of Makassar	1
Rahman Pranovri Putra	Yogyakarta State University	1
Auliya Ramadhanti	Yogyakarta State University	1
Hanna Jessica Al Azizah	Yogyakarta State University	1
Prakash Puhka	Delhi Technological University	1
Siti Rohmah Nurhayati	Afiliasi tidak diketahui	1
Sasanty Ratna Gumelar	Afiliasi tidak diketahui	1
Eka Putri Desy Rahmawati Sholeha	Afiliasi tidak diketahui	1
Yoga Setyo Wibowo	Afiliasi tidak diketahui	1
Siti Rahmi Qodriah	Afiliasi tidak diketahui	1
Gilang Tri Prayogo Yusuf	Afiliasi tidak diketahui	1
Ahmet Salih Şimşek	Afiliasi tidak diketahui	1
Gyanesh Kumar Tiwari	Afiliasi tidak diketahui	1
Amir Sam Kianimoghadam	Afiliasi tidak diketahui	1

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Sumber metadata: OAI-PMH (metadata jurnal) http://ijere.iaescore.com/index.php/IJERE/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.

Metadata asli (oai_dc)

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	<dc:title xml:lang="en-US">Technology-based learning effect on the learning outcomes of Indonesian students: a meta-analysis</dc:title>
	<dc:creator>Ahmad, Iqbal Faza</dc:creator>
	<dc:creator>Setiawati, Farida Agus</dc:creator>
	<dc:creator>Prihatin, Rani Putri</dc:creator>
	<dc:creator>Fitriyah, Qonitah Faizatul</dc:creator>
	<dc:creator>Thontowi, Zulkifli Syauqi</dc:creator>
	<dc:subject xml:lang="en-US">Indonesian students; Information technology; Learning effect; Learning outcomes; Technology-based learning</dc:subject>
	<dc:description xml:lang="en-US">The utilization of information technology in education offers learners access to a variety of learning resources that are not restricted. It is expected that this use will enhance the success of the learning process and the attainment of educational goals. The purpose of this study is to examine the impact of information technology-based learning on the academic performance of students in Indonesia. This research adopts a meta-analysis design and utilizes a selection process based on established criteria to gather studies from the Google Scholar and Scopus databases. The study adheres to the PRISMA protocol. There were 51 studies included, comprising 44 academic journals and seven proceedings. The analysis technique applied is a meta-analysis using the random effect size model. The results of this study indicate that the utilization of information technology in education has a significant impact on the learning achievement of Indonesian students. The analysis of 51 studies, including 44 scientific journals and seven proceedings, showed that the effect sizes of the studies varied from -0.80 to 5.85, indicating heterogeneity in the studies analyzed. The effect size model used in this meta-analysis was a random effect size model, with the summary effect value showing a large effect size with a value of 1.285, a p-value&amp;lt;0.001, and a confidence interval ranging from 1.012 to 1.559. Subgroup analysis also revealed a significant difference in the average effect size across different levels of education, including elementary, secondary, and tertiary education. The results of the study showed no evidence of publication bias.</dc:description>
	<dc:publisher xml:lang="en-US">Institute of Advanced Engineering and Science</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2024-04-01</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
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	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://ijere.iaescore.com/index.php/IJERE/article/view/25383</dc:identifier>
	<dc:identifier>10.11591/ijere.v13i2.25383</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Evaluation and Research in Education (IJERE); Vol 13, No 2: April 2024; 892-902</dc:source>
	<dc:source>2620-5440</dc:source>
	<dc:source>2252-8822</dc:source>
	<dc:source>10.11591/ijere.v13i2</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>https://ijere.iaescore.com/index.php/IJERE/article/view/25383/13849</dc:relation>
	<dc:rights xml:lang="en-US">Copyright (c) 2024 Institute of Advanced Engineering and Science</dc:rights>
	<dc:rights xml:lang="en-US">http://creativecommons.org/licenses/by-nc/4.0</dc:rights>
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