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Tekno - Pedagogi : Jurnal Teknologi Pendidikan
Published by Universitas Jambi
ISSN : 2088205X     EISSN : 27157415     DOI : 10.22437/teknopedagogi.v14i1.32501
Core Subject : Education,
Other
Tekno Pedagogi Jurnal Teknologi Pendidikan is dedicated to advancing knowledge and research in the field of Pedagogy and Technology Education. The journal focuses on a range of key areas, including Pedagogy education, technology as a scientific discipline, broader pedagogy education, technology education, technology educational evaluation and measurement, and technology integration in learning both in Indonesia and global contexts. Tekno Pedagogi Jurnal Teknologi Pendidikan encourages the submission of research articles, reviews, and other scholarly contributions that advance our understanding of pedagogy and technology education and its various dimensions.
Arjuna Subject : Umum - Umum
Articles 5 Documents
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Search results for , issue "Vol. 7 No. 2 (2017): Tekno-Pedagogi" : 5 Documents clear
Teacher Strategies for Achieving Goals in Mathematics Learning in Elementary Schools Intan, Deyana Nuru
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 7 No. 2 (2017): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v7i2.32812

Abstract

This research aims to describe the strategies teachers apply in achieving mathematics learning goals in elementary schools and the things teachers need to pay attention to in determining these learning strategies. The approach used in this research is a qualitative approach with a case study type of research. Research data was obtained through observation and strengthened by interviews conducted with class V A teachers. Data analysis techniques were carried out by data reduction, data presentation and data verification. The results of this research show that the strategy used by teachers in achieving mathematics learning objectives in class V A is starting with planning to carry out the learning process, in planning activities carried out by designing a Learning Implementation Plan that is adapted to the curriculum and syllabus, as well as preparing media that will be used in learning activities. In conclusion, all mathematics learning activities that have been carried out are very oriented towards the activities and characteristics of students, so that the goals of mathematics learning that are targeted can be achieved well.
Elementary School Teachers' Perceptions of Science Practicum During the Limited Face-to-Face Learning Period Efrina, Noviana
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 7 No. 2 (2017): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v7i2.32813

Abstract

This research aims to describe elementary school teachers' perceptions of science practicum during the limited face-to-face learning period at State Elementary School 182/I Protected Forest in understanding teachers' perceptions of science practicum during the limited face-to-face learning period. This research was conducted at State Elementary School 182/I Protected Forest. Research data was obtained by conducting interviews with class teachers who implemented science practicum (as main data) carrying out documentation (as supporting data). After conducting interviews and documentation, the data was analyzed qualitatively using Miles and Huberman data analysis. The results of this research indicate that primary school teachers' perceptions of science practicum during the face-to-face learning period are limited, first of all, absorption of stimuli or objects from outside the individual. Science practicum teachers gain knowledge or information from several sources such as teacher books, student books, practice books, the internet and YouTube. Second, for understanding science practicum, the teacher understands science practicum using existing sources, from these sources he can understand the meaning of science practicum, the science practicum tools and materials used, and the steps for science practicum. The third is assessment or evaluation of science practicum. From the teacher's responses there was a positive assessment of the science practicum. The conclusion obtained from this research is that the teacher's perception of science practicum during limited face-to-face learning can be seen from the teacher's response, from absorption of stimuli or objects from outside the individual, understanding or understanding and assessment or evaluation.
Teacher's Strategy to Realize Students' Collaboration Ability in Class VI in Limited Face-to-Face Learning in Elementary Schools Rezki, Nur Ariani Sri
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 7 No. 2 (2017): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v7i2.32817

Abstract

This research aims to describe the results of the analysis of teachers' strategies for realizing students' collaborative abilities in class VI in limited face-to-face learning in elementary schools. At the time of research, learning implementation was currently carried out using a limited face-to-face learning system. This research was conducted at State Elementary School 111/I Muara Bulian. This type of research is qualitative research. The techniques used are observation, interviews and documentation. This research describes all forms of actions and phenomena carried out by the subjects studied. By making direct and indirect observations in the field. The results of this research indicate that the sixth grade teacher has implemented limited face-to-face learning activities using strategies to realize students' cooperation abilities. The form of strategy used is an interactive learning strategy through cultivating indicators of cooperative ability, namely: 1) collaborative, implementing small group learning methods. 2) contribute, encourage and give students opportunities to express their opinions in discussions. 3) communication, being an example and training students so that their self-confidence emerges. 4) caring, instilling that the task is an obligation even if the student is unable to attend. 5) responsive, giving questions that guide students to respond to other people's opinions, and 6) participation, providing understanding through assessment.
Teacher Strategies for Creating Fun Learning in Elementary Schools Putri, Rini Syahdiana
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 7 No. 2 (2017): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v7i2.32823

Abstract

This research aims to describe teachers' strategies for creating fun learning in elementary schools. This research uses a qualitative approach with a critical research type. The data source in this research is the VA class teacher at State Elementary School 55/I Sridadi. Research data was obtained using observation, interview and documentation techniques. The data obtained was analyzed by reducing the data, presenting the data, verifying the data and interpreting the data. The results of research regarding teachers' strategies for creating fun learning in elementary schools can be concluded that the methods used by teachers in creating fun learning in elementary schools include firstly greeting students in a friendly and enthusiastic manner, namely by asking about students' news or health, taking attendance at students, giving directions. to always maintain health, and keep up the news. Second, create a relaxed atmosphere by changing seating positions, turning on and listening to music in a low voice while doing tasks. Third, motivating students is by providing encouragement in the form of applause, giving rewards in the form of points, snacks or other snacks. Fourth, use ice breaking, namely by inviting students to clap or sing chants at the beginning, middle or end of learning. Fifth, they use varied learning methods, namely the teacher uses lecture methods, games (learning while playing), group discussions. Apart from that, teachers also use various interesting learning media such as toy animals, objects around the class, cellphones or objects in the natural surroundings.
Implementation of Discipline and Responsibility Character Cultivation in Limited Face-to-Face Learning Systems in Elementary Schools Chalid, Rio Idam
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 7 No. 2 (2017): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v7i2.32825

Abstract

This research aims to describe the implementation of discipline and responsibility character education at SDN 99/X Sidomukti. This research is qualitative research with a phenomenological type. The research subjects were class IV teachers and class IV students at SDN 99/X Sidomukti. The object of this research is the implementation of discipline and responsibility character education. This research uses data collection techniques in the form of observation, interviews and documentation. Data analysis uses Miles and Huberman analysis techniques (data reduction, data display, and drawing conclusions). Test the validity of the data using triangulation of techniques and sources. The research results show that the implementation of discipline and responsibility character education at SDN 99/X Sidomukti includes three aspects, namely planning, implementation and evaluation. Planning is carried out by incorporating character education into the school curriculum and regulations. Implementation by integrating the character of discipline and responsibility in self-development activities, subjects and school culture. Evaluation is carried out by assessing student attitudes and conducting evaluations with the school principal, teachers and student guardians.

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