Multidimensional Integration of EdTech in Indonesian Language Instruction: Forms, Implications, and Challenges in Secondary Schools

Abstract

The development of Educational Technology (EdTech) has shifted the paradigm of Indonesian language learning from conventional methods toward an interactive digital ecosystem. However, previous research has tended to evaluate the use of digital media in isolation. This qualitative case study aims to comprehensively analyze the forms of multidimensional EdTech integration—including self-directed learning applications, digital-based collaborative projects, and immersive media—as well as their implications for Indonesian language learning. Data were collected through in-depth interviews with 15 randomly selected Indonesian language teachers, Focus Group Discussions (FGDs) with students, and classroom observations at several high schools in Banyuwangi, Bondowoso, and Jember Regencies. Data analysis utilized the interactive model developed by Miles, Huberman, and Saldana. The research findings revealed three primary forms of EdTech implementation: (1) self-directed learning apps (Duolingo, Babbel, Rosetta Stone) that facilitate the flipped classroom model and enhance vocabulary and grammar retention; (2) digital collaborative platforms (Google Docs, Microsoft Teams) that promote social constructivism and facilitate real-time formative assessment by teachers; and (3) immersive media (Augmented Reality and Virtual Reality) that have the potential to provide contextual learning. The practical implications of this research underscore the importance of shifting the teacher’s role to that of a network facilitator, as well as the need for equitable access to digital infrastructure and digital pedagogy training in rural areas.