DISCIPLINE-BASED PERCEPTION GAPS REVEAL STUDENT DEMAND FOR PjBL WIZER.ME MEDIA TOWARD SDG 4
DOI:
https://doi.org/10.22437/jiituj.v10i4.59145Keywords:
Interactive Learning Media, Project-Based Learning, SDG 4, Student Perception, Wizer.meAbstract
Interactive learning media remain unevenly adopted in the compulsory Indonesian language course at the tertiary level, and existing Wizer.me research is confined to school settings and small development samples. This study quantifies the gap between students' perceptions of the media currently used and their perceptions of a proposed Project-Based Learning (PjBL) medium built on Wizer.me, and examines whether that gap varies by disciplinary cluster. A descriptive quantitative cross-sectional survey was administered to 384 first-semester students from six faculties, drawn from a population of approximately 9,600 through eligibility-based screening with proportional allocation by faculty. The instrument comprised 20 four-point Likert-scale items across two constructs, was validated by three experts (Content Validity Index 0.83), and was pilot tested (Cronbach's Alpha 0.89 and 0.92). Data were analyzed in SPSS 26.0 using means, standard deviations, class-interval categorization, a pooled-variance effect size, and thematic coding of open responses. Current media scored 2.15 (low) and the proposed medium 3.35 (very high), a gap of 1.20 with a very large effect size (d = 1.60). The gap widened to 1.56 among Engineering students and narrowed to 1.08 among Social and Political Sciences students. Five prioritized needs emerged: interactivity, multimedia integration, flexible access, collaboration, and real-time feedback. The novelty lies in showing that demand for interactive media is discipline-differentiated rather than uniform. The implication is that platform rollouts supporting SDG 4 targets 4.3, 4.4, and 4.7 should be sequenced by disciplinary cluster rather than deployed identically across faculties.
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