Journal of Hypermedia & Technology-Enhanced Learning

Empowering Vocational Learners: Development and Validation of Android-Based Interactive Media for Electronics Education

Jefri Wahyudianto — 2025-10-14

This study developed an Android-based interactive learning media to support teaching Fundamentals of Electronics Engineering in vocational high schools. Grounded in principles of technology-enhanced learning and systematic instructional design, the development process followed the Waterfall model, encompassing analysis, design, implementation, testing, and refinement stages. Expert validation and student field testing assessed the media’s feasibility and practicality. Results demonstrated that the application met high standards of pedagogical effectiveness, usability, and content relevance. Integrating multimedia elements and aligning the curriculum improved learner engagement and instructional clarity. These findings highlight the potential of mobile learning technologies to enhance subject mastery in technical and vocational education, providing scalable and contextually relevant solutions for developing 21st-century skills.

BankCare: A Mobile Complaint Management System for the Banking Sector Using TOPSIS-Based Prioritization

Kayla Nahda Muadzah — 2025-10-16

Efficient complaint management is critical for maintaining service quality in the banking sector. This study presents BankCare, a cross-platform mobile application developed using the Flutter framework, designed to streamline the handling of customer complaints. The application enables users to submit, edit, and monitor complaints, while administrators can manage, respond to, and prioritize them through a dedicated dashboard. A key feature of BankCare is the integration of the TOPSIS (Technique for Order Preference by Similarity to Ideal Solution) method, which allows complaints to be automatically prioritized based on urgency level and submission time, supporting objective and data-driven decision-making. Additional features include real-time notifications, user-friendly interfaces, and role-based access control for both users and administrators. Comprehensive testing confirmed the effectiveness, reliability, and usability of core functionalities, including complaint submission, admin responses, and priority-based sorting. User feedback further indicated high levels of satisfaction and ease of interaction. By combining mobile technology with a decision-support algorithm, BankCare offers an intelligent, responsive, and structured solution for optimizing complaint handling in the banking sector.

Innovating Videography Instruction in Vocational Schools: A DBR-Based Multimedia Approach

Dita Luthfillah — 2025-10-14

This study aims to develop and validate an interactive learning medium for the Vocational Videography course at SMK Negeri 2 Padang Panjang using a Design-Based Research (DBR) approach. The media, developed with Adobe Captivate, integrates multimedia elements such as visuals, audio, video tutorials, and interactive quizzes to enhance student engagement and comprehension. The development process followed iterative DBR phases, including problem analysis, prototype design, expert validation, implementation, and reflection. Validation by six experts in educational technology and subject matter resulted in ratings of "valid" to "highly valid" in terms of content quality and instructional design. Practicality testing involving 15 students yielded a score of 85.97%, indicating high usability and acceptance. The findings suggest that the interactive media significantly boosts student motivation and supports competency-based learning in videography education. This research contributes to the advancement of instructional innovation in vocational education by effectively integrating multimedia and offers practical implications for educators aiming to enhance digital learning environments.

A Mobile Vocabulary Learning App for Engineering Contexts: Gamification, Self-Directed Learning, and User Progress Tracking

Anita Nursi — 2025-10-14

Engineering students frequently face challenges in mastering technical English vocabulary due to its context-dependent and specialized nature. To address this issue, this study developed a mobile application that facilitates self-directed learning of domain-specific vocabulary through gamified activities. The application was designed using the Flutter framework and integrated with Firebase for real-time data management and user tracking. It features two interactive games—Word Guess and Word Match—as well as text-to-speech functionality, a limited hint system, and visual progress tracking through mastery counts and progress bars. Vocabulary items are organized into three thematic categories: General Terms, Tools, and Instructions, each structured through JSON-based data management for scalability and ease of maintenance. Empirical evaluations involving expert review yielded a high validity score (M = 4.6/5), confirming the application’s pedagogical soundness and technical stability. The integration of gamification and progress visualization significantly enhanced learner motivation, autonomy, and engagement. This study contributes a replicable model for combining Flutter–Firebase development with instructional design principles to advance technology-enhanced language learning in engineering education.

A Dual-Validation Mobile Attendance Application for Discipline-Oriented Vocational Schools: Development and Evaluation Using the Waterfall

Hasbi Kurnia — 2025-10-16

Manual attendance systems in educational institutions, particularly in highly disciplined environments such as vocational schools with cadet programs, present significant challenges, including inaccuracy, administrative burden, and susceptibility to fraud. This study addresses these issues by designing and developing a secure mobile attendance application for the Android platform. The development process followed the Waterfall software development model, providing a structured framework from requirements analysis through testing. The proposed solution incorporates a dual-validation mechanism combining Quick Response (QR) Codes for session-specific identification with Geolocation technology to verify users’ physical presence within the designated school area. The application supports multiple user roles, including students, teachers, administrators, and parents, and offers automated attendance tracking for daily roll calls and extracurricular activities. It enables teachers to input attendance for in-class sessions manually. Empirical evaluation confirmed that the application effectively mitigates vulnerabilities inherent in the manual system. The dual-validation approach substantially enhances both the integrity and efficiency of the attendance process, offering a reliable and secure tool for monitoring student discipline. This study provides a practical model for integrating accessible digital technologies to strengthen administrative processes in secondary education contexts.