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Jurnal Teknologi Pendidikan dan Desain Media Pembelajaran
Published by Lembaga Kajian Ilmu Pengetahuan dan Publikasi Indonesia
ISSN : -     EISSN : 31091539     DOI : https://doi.org/10.36312/Jtpdmp
Core Subject :
Jurnal Teknologi Pendidikan dan Desain Media Pembelajaran (JTPDMP) is a peer-reviewed academic journal focusing on educational technology and instructional media design to improve learning quality and effectiveness. It highlights how technological advances create interactive, flexible, and engaging learning environments. Instructional media helps teachers present complex materials clearly and effectively while encouraging students to participate actively. Overall, TPDMP emphasizes the importance of integrating technology and well-designed media into education.
Arjuna Subject : -
Articles 10 Documents
 1 
Kompensasi dan Kepemimpinan Terhadap Kinerja Guru Melalui Motivasi Kerja Sebagai Variabel Intervening Antyanadea Maharani
Jurnal Teknologi Pendidikan dan Desain Media Pembelajaran Vol. 1 No. 1 (2025): Jurnal Teknologi Pendidikan dan Desain Media Pembelajaran
Publisher : Lembaga Kajian Ilmu Pengetahuan dan Publikasi Indonesia

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Abstract

This study aims to analyze and define the concepts of leadership, compensation, work motivation, and teacher performance, as well as to examine the direct and indirect effects of compensation and leadership on teacher performance through work motivation as an intervening variable. The research was conducted at the Baitul Maal Malang Foundation, involving all 70 teachers as the research population. A saturated sampling technique was applied, in which the entire population was used as the sample. This study employed an explanatory research design to test the proposed hypotheses and explain the causal relationships among variables. Data analysis was carried out using path analysis with the assistance of IBM SPSS Statistics version 26.The results of the study indicate that compensation has a significant effect on work motivation, while leadership does not have a significant effect on work motivation. Furthermore, work motivation does not have a significant direct effect on teacher performance. However, compensation indirectly affects teacher performance through work motivation. In contrast, leadership does not show a significant indirect effect on teacher performance through work motivation. These findings suggest that compensation plays a more dominant role than leadership in influencing teacher performance, particularly through the mechanism of work motivation. Therefore, educational institutions should pay greater attention to compensation systems in order to enhance teacher performance effectively
Pengembangan Pembelajaran Matematika Anak Usia Dini (AUD) Torang Siregar
Jurnal Teknologi Pendidikan dan Desain Media Pembelajaran Vol. 1 No. 1 (2025): Jurnal Teknologi Pendidikan dan Desain Media Pembelajaran
Publisher : Lembaga Kajian Ilmu Pengetahuan dan Publikasi Indonesia

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Abstract

Mathematics learning in early childhood (ECD) plays an important role in developing children's logical and cognitive thinking skills as a foundation for readiness to learn mathematics at the next stage. Although mathematics learning is often misunderstood as merely counting and formulas, for children, mathematics is more directed as a tool to satisfy their curiosity and solve everyday problems they encounter. The mathematics learning process in early childhood education institutions should be carried out gradually and systematically to optimally stimulate children's thinking abilities. Thus, children not only master basic mathematical concepts but are also able to apply them in daily life. This study emphasizes the importance of introducing mathematics from an early age as a foundation for sustainable development of logical-mathematical intelligence.
Character Education as the Central Purpose of Schooling in the Twenty-First Century Martha Matashu; Jan Meyer
Jurnal Teknologi Pendidikan dan Desain Media Pembelajaran Vol. 1 No. 1 (2025): Jurnal Teknologi Pendidikan dan Desain Media Pembelajaran
Publisher : Lembaga Kajian Ilmu Pengetahuan dan Publikasi Indonesia

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Abstract

In the era of rapid globalization and unprecedented socio-technological change, educational systems worldwide are increasingly challenged to prepare students not only for academic success but also for ethical and civic life. Traditional schooling paradigms that emphasize cognitive outcomes and standardized performance metrics risk marginalizing the moral and character development of learners, leading to concerns about ethical disengagement, social fragmentation, and declining civic participation. Character education — the intentional cultivation of virtues such as integrity, empathy, responsibility, and respect — has emerged in international scholarship as a foundational element of comprehensive schooling. This study synthesizes evidence from 35 peer-reviewed international journals to examine the theoretical, empirical, and practical dimensions of character education as a central purpose of schooling in the twenty-first century. The literature demonstrates that character education enhances moral reasoning, prosocial behavior, school climate, emotional well-being, academic engagement, and civic responsibility. Furthermore, effective character education is associated with whole-school approaches that integrate ethical reflection into curriculum, pedagogy, and school culture. This article also identifies persistent challenges, including definitional ambiguity, cultural diversity, and assessment complexities, and discusses implications for policy and practice. In conclusion, character education should be repositioned from a supplementary program to a core mission of schooling, pivotal for nurturing morally grounded and socially engaged individuals capable of contributing constructively to democratic societies. Recommendations are offered for future research, teacher preparation, and educational policy frameworks aimed at sustaining character development within contemporary educational ecosystems
Perspektif Sosiologi tentang Kurikulum Berbasis Cinta di Kementerian Agama Suharni; Adisel
Jurnal Teknologi Pendidikan dan Desain Media Pembelajaran Vol. 1 No. 1 (2025): Jurnal Teknologi Pendidikan dan Desain Media Pembelajaran
Publisher : Lembaga Kajian Ilmu Pengetahuan dan Publikasi Indonesia

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Abstract

This study aims to analyze the love-based curriculum developed by the Kementerian Agama Republik Indonesia from a sociology of education perspective. The study is motivated by the growing need for an educational approach that not only emphasizes cognitive achievement but also strengthens humanistic character, social empathy, and religious moderation within Indonesia’s plural society. This research employs a qualitative approach using a library research design. Data were collected from official policy documents, reputable national and international journal articles with active DOIs, and relevant scholarly books. The data were analyzed using qualitative content analysis and critical discourse analysis framed by functionalism, conflict theory, symbolic interactionism, and the ethics of care.The findings indicate that the love-based curriculum has significant potential to enhance social cohesion, foster tolerance, and humanize the learning process. Conceptually, the policy aligns with the agenda of religious moderation and the transformation of 21st-century education. However, its implementation still faces several challenges, including teacher readiness, institutional capacity, and the risk of becoming merely symbolic policy. Therefore, strengthening practical implementation, providing continuous professional development for teachers, and conducting systematic evaluation are necessary to ensure that the love-based curriculum functions effectively as an instrument of social transformation in Indonesia’s religious education system
Pengaruh pembelajaran berbasis artificial intelligence terhadap hasil belajar siswa pada era pendidikan 5.0 Tri Haryatmo; Hastuti Diah Ikawati
Jurnal Teknologi Pendidikan dan Desain Media Pembelajaran Vol. 2 No. 1 (2026): Jurnal Teknologi Pendidikan dan Desain Media Pembelajaran
Publisher : Lembaga Kajian Ilmu Pengetahuan dan Publikasi Indonesia

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Abstract

This study aims to analyze the effect of Artificial Intelligence (AI)-based learning on students’ learning outcomes in the Education 5.0 era. The rapid development of digital technology has encouraged the integration of AI into educational practices, offering personalized, adaptive, and data-driven learning experiences. However, empirical evidence regarding its effectiveness on student achievement remains varied. This research employed a quantitative associative approach involving junior high school students as research subjects. Data were collected using learning outcome tests and questionnaires measuring students’ perceptions of AI-based learning implementation. Statistical analysis was conducted using regression techniques.The results indicate that AI-based learning has a positive and significant effect on students’ learning outcomes. Students who experienced AI-supported instruction demonstrated higher engagement, improved conceptual understanding, and better academic performance compared to conventional learning methods. The findings suggest that AI can function as an effective instructional support tool when integrated pedagogically.This study concludes that AI-based learning contributes meaningfully to improving student achievement in the Education 5.0 era. Therefore, educators are encouraged to adopt AI strategically while maintaining pedagogical balance and ethical considerations
Role education character in form profile students Pancasila in the digital era Sumarno
Jurnal Teknologi Pendidikan dan Desain Media Pembelajaran Vol. 1 No. 1 (2025): Jurnal Teknologi Pendidikan dan Desain Media Pembelajaran
Publisher : Lembaga Kajian Ilmu Pengetahuan dan Publikasi Indonesia

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Abstract

The rapid development of digital technology has significantly transformed the educational landscape, including students' behavior and character. While technology provides easy access to information and innovative learning opportunities, it also poses risks such as moral degradation, individualism, and the erosion of national values. Therefore, character education plays a crucial role in shaping the Pancasila Student Profile, which serves as the foundation for Indonesia's future generation. This study aims to analyze the role of character education in shaping the Pancasila Student Profile in the digital era. The research employs a descriptive qualitative method through a literature review of relevant national and international journals. The findings indicate that character education integrated into curriculum implementation, classroom instruction, and school culture can strengthen the six dimensions of the Pancasila Student Profile: faith and noble character, global diversity, mutual cooperation, independence, critical thinking, and creativity. Furthermore, the responsible use of digital technology can serve as an effective medium for character development when supported by teachers and families. The study concludes that character education remains the key factor in developing a generation that is not only intellectually competent but also morally grounded and aligned with Pancasila values amid global digital transformation.
Peran Evaluasi Supervisi Pengajaran dalam Peningkatan Profesionalisme Guru Yughi Syifa Linafusil Alilah
Jurnal Teknologi Pendidikan dan Desain Media Pembelajaran Vol. 2 No. 1 (2026): Jurnal Teknologi Pendidikan dan Desain Media Pembelajaran
Publisher : Lembaga Kajian Ilmu Pengetahuan dan Publikasi Indonesia

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Abstract

Teacher professionalism is a key factor in the success of teaching and learning processes in schools, directly affecting the quality of education. Teachers are responsible not only for delivering materials and guiding students but also for understanding pedagogical knowledge, motivating students, and maximizing their potential. School principals play a crucial role through academic supervision, including classroom observations and visits, in guiding and enhancing teacher professionalism. This study employs a literature review design to explore insights, theories, and research findings related to the role of instructional supervision evaluation in improving teacher professionalism. Data were systematically collected through identification, selection, and analysis of relevant literature and analyzed qualitatively using descriptive and thematic approaches, validated through literature triangulation. The findings indicate that instructional supervision evaluation significantly contributes to improving pedagogical competence, professional responsibility, and teachers’ commitment to learning and students. Effective supervision helps teachers assess strengths, overcome limitations, utilize opportunities, and face educational challenges, supporting the development of adaptive, inclusive, and high-quality learning.
Implementasi Pendekatan Artistik untuk Peningkatan Praktik Mengajar Guru Lintang Zhafirah Dwi Ardifa
Jurnal Teknologi Pendidikan dan Desain Media Pembelajaran Vol. 2 No. 1 (2026): Jurnal Teknologi Pendidikan dan Desain Media Pembelajaran
Publisher : Lembaga Kajian Ilmu Pengetahuan dan Publikasi Indonesia

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The era of education 4.0 requires teachers to have professional skills that are not only technical but also humanistic and creative in carrying out their roles as educators. This article discusses the application of an artistic approach in improving teachers' teaching methods, by reviewing various recent studies and theories from 2020 to 2025. An artistic approach to teaching supervision is defined as the art of guiding teachers by paying attention to aspects of humanity, awareness, reflection, and cooperation. The results of the literature review show that art-based supervision can create a dialogical, reflective, and meaningful learning atmosphere, thereby encouraging teachers to become creative “learning artists” who are adaptable and focused on developing students' character and potential. In addition, this approach also strengthens the cooperative relationship between supervisors and teachers in the academic coaching process. However, the application of this approach still faces several challenges, such as the dominance of administrative supervision, lack of training for supervisors, and low creativity and resource support. Therefore, increasing the capacity of principals and supervisors, as well as developing a culture of cooperation in schools, are important for successfully implementing an artistic approach in teaching supervision
Kunjungan Antar Kelas Untuk Meningkatkan Kualitas Mengajar Guru Melalui Teknik Supervisi Nofita Hardianti
Jurnal Teknologi Pendidikan dan Desain Media Pembelajaran Vol. 2 No. 1 (2026): Jurnal Teknologi Pendidikan dan Desain Media Pembelajaran
Publisher : Lembaga Kajian Ilmu Pengetahuan dan Publikasi Indonesia

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This study aims to describe the role of instructional supervision, particularly the classroom visitation technique, in enhancing teacher professionalism and the overall quality of learning. Using a qualitative method with a literature study approach, this research analyzes various theoretical sources on academic supervision and its implementation by school principals. The findings indicate that classroom visitation effectively assists teachers in identifying and overcoming learning obstacles, improving teaching methods, and strengthening the quality of classroom interactions. Supervision conducted in a collaborative and human-centered manner encourages teachers to grow without pressure, thereby positively influencing the quality of education in schools.
Pendekatan Kotekstual Model Inquiry Terbimbing Untuk Meningkatkan Sikap Hormat Terhadap Orang Tua Dan Guru Khairul Fahmi; Joni Setiawan
Jurnal Teknologi Pendidikan dan Desain Media Pembelajaran Vol. 2 No. 1 (2026): Jurnal Teknologi Pendidikan dan Desain Media Pembelajaran
Publisher : Lembaga Kajian Ilmu Pengetahuan dan Publikasi Indonesia

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This classroom action research examined the application of a contextual learning approach integrated with a guided inquiry model to improve the learning outcomes and classroom engagement of eighth-grade students in Islamic Religious Education (PAI) on the topic of respect for parents and teachers at SMP Negeri 2 Suela. The study was motivated by the initial condition in which students tended to be passive, relied on listening and note-taking, and perceived PAI material as difficult and less meaningful. The research employed a Classroom Action Research design involving planning, action, observation, and reflection. The participants were 30 students of class VIII C. Data were collected through learning-outcome tests, observation of student activities, and student feedback. Descriptive analysis was used to compare students’ achievement before and after the intervention, while qualitative information from observations and feedback was used to interpret changes in participation. The mean pretest score was 60, with 5 students (16.67%) achieving the minimum mastery criterion of 75. After the implementation of contextual learning and guided inquiry, the mean posttest score increased to 80, and 20 students (66.67%) achieved the criterion. The manuscript also reports a statistically significant difference between pretest and posttest scores (p < .05). The findings indicate that contextual and inquiry-oriented learning can make PAI more meaningful, encourage active participation, and improve learning outcomes.

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