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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 204 Documents
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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.
Tapping Into Creativity: Crafting Engaging Math Lessons for Middle Schoolers with Macromedia Flash Sukamdi, Sukamdi; Lepik, Aira; Denkovski, Viktor
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 13 No. 1 (2023): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v13i1.36396

Abstract

The aim of the research is to design media based on Realistic Mathematics Education (RME) spatial material; producing RME media with Macromedia Flash for class IX educators and students building materials; knowing the responses of educators and students after using the media; find out the results of learning about curved sided space figures. RME media development refers to the model of William W. Lee and Diana L. Owens by going through four stages out of five existing stages, namely: analysis; product design; development; implementation; and evaluation. In this research, the evaluation stage was not carried out. The results of expert validation obtained an average score of 88.8%, individual trials an average of 81.33%, small group trials an average of 80.89%, educators' responses to the media an average of 87.33%, and responses students average 83.73%. The use of RME media in learning has an impact on learning outcomes, where the average learning outcome for the experimental class is 81.65 while the average learning outcome for the control class is 78.39. The differences in learning outcomes show that RME media is effective when used in classroom learning.Explore a dynamic approach to math education as students delve into real-world scenarios, navigating building spaces with interactive Macromedia Flash tools. This innovative learning media sparks curiosity and deepens understanding, fostering a practical grasp of mathematics concepts for middle school learners.
IS COOPERATIVE LEARNING BETTER THAN INDIVIDUAL LEARNING IN READING COMPREHENSION WORKSHOP? Harjono, Hary Soedarto; Wachyunni, Sri -
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 1 No. 1 (2011): Tekno-Pedagogi Vol 1 No. 1 Maret 2011
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v1i1.666

Abstract

The present study investigates effect of cooperative method on students’ achievements in reading comprehension in the context of English as a Foreign Language (EFL). An adaptation of the HAVO test was used to measure reading comprehension of 75 undergraduate students of the English Department at Jambi University. Participants were selected randomly assigned to three groups: two experimental groups and one control group. The experimental groups had been taught by means of the cooperative and an individual learning method in reading comprehension by means of workshops, whereas the control group had been taught by means of individual learning method with no workshops. A pre-test and post-test were administered, and the results were analyzed through a one-way ANOVA and post hoc Kruskal-Wallis Test followed by the Mann-Whitney Test. The results revealed that there was no significant effect in reading comprehension achievement in the cooperative group with workshops and in both of the individual groups. Keywords: cooperative and individual learning, reading comprehension
PENGARUH PROBLEM BASED LEARNING DAN KEMAMPUAN BERPIKIR KRITIS TERHADAP HASIL BELAJAR MAHASISWA Wulandari, Nadiah; -, Sjarkawi; M, Damris
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 1 No. 1 (2011): Tekno-Pedagogi Vol 1 No. 1 Maret 2011
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v1i1.667

Abstract

The present study investigates the effect of problem-based learning (PBL) and critical thinking skill variables on students’ achievements. The independent variables are PBL design instructional and the expository and discussion learning design instructional. The moderator variable is the level of critical thinking skills which was measured by the adaptation test from Cornell Test, California Critical Thinking Test, and Ennis Weir Essay Test. The experiment uses 2 x 2 factorial design with pretest and posttest. Participants are the students majoring in Industrial Engineering. The study was done in two groups: the PBL group and the Conventional group with 30 students of each of the group. Two Way ANOVA and Tukey Test are applied in the data analysis. The study revealed that there was a significant difference between the experiment and the control group on students’ achievements. The similar results also found on students with high critical thinking skills. There was also an interaction between teaching approach and critical thinking skills in effecting students’ achievement. Keywords: problem based learning, critical thinking skills, cognitive result of learning, and affective assessment
PROBLEM-BASED LEARNING, STRATEGI METAKOGNISI, DAN KETERAMPILAN BERPIKIR TINGKAT TINGGI SISWA Sastrawati, Eka -; Rusdi, Muhammad -; -, Syamsurizal -
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 1 No. 2 (2011): Tekno-Pedagogi Vol 1 No. 2 September 2011
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v1i2.668

Abstract

The present study investigates effect of Problem-Based Learning (PBL) model and metacognition strategies on higher-order thinking skill of students in Mathematics Lesson. The independent variables are PBL design instructional and the expository and discussion learning design. The moderator variable is metacognition strategies measured by the adaptation OLRc News 2004. Questionnaires and structured-essay tests are used as research instruments. The dependent variable is higher-order thinking skills of Secondary school students. The experiment uses 2 x 2 factorial design with pretest and posttest. The samples are splitted into two groups: the PBL group and the conventional group of 32 students of each group. The study reveals that there are (1) the influence of the PBL model on higher-order thinking skills, (2) the influence of metacognition strategies on higher-order thinking skills, (3) the influence of PBL model on higher-order thinking skills of a group of students with high metacognition strategies, (5) there is an interaction between the PBL models and metacognition strategies against students’ high-level thinking skills. Keywords: problem based learning, metacognition strategy, higher-order thinking skills
PENGARUH INTERAKSI MEDIA DAN GAYA KOGNITIF TERHADAP PENGUASAAN KONSEP BANGUN DATAR DAN BANGUN RUANG Effendi, Aguseri -; -, Sjarkawi -; -, Asrial -
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 1 No. 2 (2011): Tekno-Pedagogi Vol 1 No. 2 September 2011
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v1i2.669

Abstract

This study is aimed to know the influence of media interaction and cognitive style toward concept mastery of Mathematics. The independent variable is the usage of media, the moderator variable is cognitive style as measured by the Children’s Embedded Figures Test (CEFT), and the dependent variable is the mastery of concepts.By using quasi-experimental design, sample of the research is divided into two groups as experiment and control group.  The experiment and control groups are students of grade 5-th SDN 16 / X Nipah Panjang who taught with different methods. The experiment group is taught by teacher using interactive media and the control group is not. By using Two-way ANOVA analysis and Tukey analysis it can be shown that interactive-media usage and cognitive style give significant effect on students’ mastery in Mathematics concept. Keywords: interactive CD media, PowerPoint media, cognitive styles
PENDEKATAN KONTEKSTUAL, PENGETAHUAN AWAL SISWA, DAN HASIL BELAJAR IPA DI SMP -, Sudiah -; -, Sjarkawi -; -, Emosda -
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 1 No. 2 (2011): Tekno-Pedagogi Vol 1 No. 2 September 2011
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v1i2.670

Abstract

The purpose of this study is to investigate effect of contextual approach and students’ prior-knowledge on students’ achievement in natural science. The contextual approach and students’ prior-knowledge are the independent variables, and the dependent variable is students’ achievement. Samples of the research are 68 grade 8-th students of SMP 10 Muara Jambi which are divided into two groups. The first group is experimental group taught by using contextual approach and the second is  control group. Based on Two-way ANOVA analysis and Tukey analysis it can be shown that there is significant effect of contextual approach and students’ prior-knowledge on their achievement in natural science. Keywords: contextual approach, prior-knowledge, students’ achievement , natural science
DESAIN PEMBELAJARAN KOOPERATIF BERBASIS MACROMEDIA FLASH UNTUK MATA PELAJARAN TEKNOLOGI INFORMASI & KOMUNIKASI Aminah, Sitti -; -, Syamsurizal -; Harjono, Hary Soedarto
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 1 No. 2 (2011): Tekno-Pedagogi Vol 1 No. 2 September 2011
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v1i2.671

Abstract

This research is aimed at developing a cooperative learning design using Macromedia Flash for Senior High School Level. The design is developed by applying Borg & Gall’s model of Research and Development, which consists of some stages: 1)research information collecting, 2) planning, 3) develop preliminary product, 4) preliminary field testing, 5) main product revision, 6) main field testing, 7) operational product revision, 8) operational field testing, 9) final product revision, 10) dissemination and implementation. The result shows that the cooperative learning design mediated by Macromedia Flash is apparently effective to be implemented at the Information and Communcation Technology lesson. Kata kunci: pembelajaran kooperatif, teknologi informasi dan komunikasi

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