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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,
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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 232 Documents
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AI Readiness in 21st-Century Islamic Education: Teachers Behavioral Intentions and Perceived Control Febrianto, Agung; Habibi, Akhmad; Sofyan, Sofyan
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 15 No. 2 (2025): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v15i2.42852

Abstract

This study investigates the determinants of AI adoption among Islamic Religious Education teachers within the 21st-century learning paradigm. Grounded in the TPB, it examines how attitudes, subjective norms, and perceived behavioral control shape teachers’ intentions and actual behaviors regarding AI integration. A quantitative survey was conducted via online questionnaires distributed to 150 islamic religious education teachers in Tanjung Jabung Barat Regency, Jambi. Data were analyzed using SmartPLS 3 for PLS-SEM. Results indicate that perceived behavioral control was the most significant predictor, strongly influencing intention with coefficient = 0.586, p <0.001 and behavior with coefficient = 0.300, p = 0.021. Subjective norms also significantly affected intention with coefficient = 0.278, p = 0.001. Conversely, attitudes had no direct impact on intention (p = 0.681) but significantly predicted behavior with coefficient = 0.432, p <0.001. The model demonstrated strong explanatory power. Accounting for 65.8% of intention variance and 78.9% of behavior variance, affirming TPB’s efficacy in understanding technology adoption among Islamic religious education teachers. These findings underscore the critical role of teachers’ self-efficacy and social influence in AI adoption. Practical interventions, such as hands-on training and fostering supportive environments, are essential for successful integration. Future research could explore mediating variables or qualitative approaches to deepen understanding of barriers and facilitators.
The Influence of Loose Parts PjBL vs PBL and Learning Motivation on Students' Creative Thinking Chotimah, Chusnul; Sabariah, Sabariah; Zaman, Akhmad Qomaru
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 15 No. 2 (2025): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v15i2.47324

Abstract

This study aims to analyze the influence of learning models and learning motivation on the creative thinking abilities of first-grade elementary school students at Insan Cendekia Elementary School. The method used is an experiment with a 2x2 factorial design, involving 110 students from four randomly selected classes (A, B, C, and D). This study is included in the quasi-experimental category because it uses existing classes as research subjects. Data analysis was carried out using ANOVA with the help of SPSS version 27. Data collection instruments include a creative thinking test and a learning motivation questionnaire. The results showed that the PjBL model using loose parts and the PBL model had a significant influence on students' creative thinking abilities with an F value of 140.523 and a significance level of 0.000 (p <0.05). In addition, learning motivation also had a significant influence on students' creative thinking abilities (F = 11.151, p = 0.001). The interaction test between learning model and learning motivation showed an F-value of 11.072 with a significance level of 0.001, indicating a significant interaction effect. The conclusion of this study confirms the importance of both factors, specifically learning model and student learning motivation, in encouraging the development of creative thinking skills in early grade students. This finding underscores the need for adjustments to learning strategies by teachers, educational policies, and the development of learning theories that take both into account from the early stages of education.
The Impact of Digital Stress on Journalists: Challenges and Facing Them in the Digital Media Era Bakar, Bakar; Harjono, Hary Soedarto; Sofyan, Sofyan
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 15 No. 2 (2025): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v15i2.42973

Abstract

The rapid advancement of information and communication technologies in the Society 5.0 era has significantly transformed the operations of journalists, introducing both opportunities and challenges. One major challenge is digital stress, which arises from constant connectivity and excessive use of digital tools. This study examines the impact of organizational innovation, work climate, journalist ability, and performance on digital stress experienced by journalists. A quantitative research approach was employed, using a structured questionnaire to collect data from journalists in Jambi, Indonesia. The survey measured variables such as digital stress, work climate, organizational innovation, journalist skills, and performance, with the data analysed using SPSS software. The findings indicate that organizational innovation and work climate significantly influence digital stress, with a supportive organizational environment and a positive work climate acting as mitigating factors. However, journalist ability and performance were found to have no significant effect on digital stress. The regression model explained 54.3% of the variance in digital stress, emphasizing the importance of organizational factors in reducing stress. The study underscores the need for media organizations to foster an adaptive, balanced digital work environment by implementing mental health strategies, promoting digital resilience training, and setting clear work-life boundaries. These actions are crucial for improving the well-being and performance of journalists in an increasingly digitalized media landscape.
The Influence of Digitalization, Digital Competency, Self-Efficacy on Teacher Educational Performance Afrizal, Afrizal; Indryani, Indryani; Aina, Mia
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 15 No. 2 (2025): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v15i2.42998

Abstract

The rapid advancement of digital technology has transformed educational practices and increased the demand for teachers’ digital competence and self-efficacy in delivering effective instruction. This study aims to examine the relationships among digitalization, digital competence, self-efficacy, and teachers’ teaching performance. A quantitative survey design was employed, involving 200 elementary school teachers in Indonesia. Data were collected through structured questionnaires and analysed using Partial Least Squares–Structural Equation Modelling (PLS-SEM) with SmartPLS to test the proposed relationships. The findings reveal that digitalization has a positive and significant effect on teachers’ digital competence. Digital competence, in turn, significantly enhances teachers’ self-efficacy, which contributes positively to teaching performance in technology-supported learning contexts. These results indicate that self-efficacy plays a mediating role in linking digital competence to teaching performance. The study underscores the importance of strengthening teachers’ digital competence and confidence through targeted professional development, adequate technological infrastructure, and institutional support. Such efforts are essential to improve instructional quality and support teachers in responding effectively to the challenges of digital transformation in education.
Student Satisfaction with Online Learning in Vocational Education: An Extended Technology Acceptance Model Approach Keswanto, Heru; Kurniati, Erisa; Sofwan , Muhammad
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 15 No. 2 (2025): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v15i2.44144

Abstract

This study aims to analyse student satisfaction with the quality of online learning services in vocational education, employing the TAM as the theoretical framework. It examines the relationships between perceived ease of use, perceived usefulness, and institutional support on student satisfaction, considering complexities such as digital literacy, platform quality, and the need for practical learning. Using a quantitative survey approach, data were collected from 53 purposively selected students via questionnaires and analyzed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The findings reveal that perceived ease of use (β = 0.634, p < 0.001) and institutional support (β = 0.450, p < 0.001) significantly influence student satisfaction, with perceived usefulness also contributing positively (β = 0.348, p < 0.001). However, limited teacher-student interaction highlights challenges in platform design and online pedagogical training. The study recommends enhancing interaction through digital platforms, diversifying learning resources, and improving technological infrastructure, such as internet connectivity, to support effective vocational education.
The Influence of Institutional Support and Digital Self Efficacy on Teacher Motivation and Work Engagement at SMKN 1 Muaro Jambi Maswana, Maswana; Kurniati, Erisa; Wulandari, Bunga Ayu
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 15 No. 2 (2025): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v15i2.45445

Abstract

This study examines how institutional support and digital self-efficacy influence teachers’ motivation and work engagement, using SMKN 1 Muaro Jambi as the research site. Amid the rapid integration of digital technologies into education, it is essential to understand how both organizational factors and individual capabilities affect teaching dynamics. Adopting a quantitative approach, data were gathered from 53 teachers using structured questionnaires and analysed through the Partial Least Squares Structural Equation Modelling (PLS-SEM) technique. The findings reveal that both institutional support and digital self-efficacy significantly enhance teacher motivation. Additionally, teacher motivation is found to be a strong predictor of work engagement, while institutional support also shows a direct positive relationship with engagement levels. Interestingly, digital self-efficacy does not directly influence engagement, suggesting its role is mediated through motivation. The originality of this research lies in its comprehensive model that integrates both institutional and personal resources to explain teacher engagement in a vocational education context during ongoing digital transformation. The insights from this study offer valuable input for educational stakeholders in developing strategies to strengthen teacher support systems and digital competencies.
A Structured ADDIE Approach to Multimedia Learning Development with Lectora Inspire Bestari, Nyami; Hendra, Robi; Habibi, Akhmad
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 15 No. 2 (2025): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v15i2.45957

Abstract

This study aimed to develop and evaluate multimedia learning based on the Lectora Inspire application using the ADDIE instructional design model. The research employed a Research and Development (R&D) approach encompassing the stages of analysis, design, development, implementation, and evaluation. The developed multimedia integrated text, images, audio, animations, and interactive quizzes to support secondary school learning. Data were collected through expert validation sheets, teacher practicality questionnaires, student response questionnaires, and a criterion-referenced learning outcomes test administered during a small-group trial. Quantitative data were analyzed using descriptive statistics in the form of percentages and mean scores, while qualitative feedback was used for product refinement. The results show that the multimedia achieved a very high level of validity, with average scores of 92% from media experts, 90% from subject-matter experts, and 88% from teachers. Student responses indicated a high level of engagement, with 89% of students providing positive feedback. Learning outcomes evaluation revealed that most students achieved the predefined mastery criteria after using the multimedia. These findings indicate that Lectora Inspire–based multimedia developed through the ADDIE model is valid, practical, and supportive of learning outcomes achievement. The study contributes to digital pedagogy by presenting a structured and replicable multimedia development framework applicable across subject areas.
Teacher Professionalism in the Perspective of Philosophy of Education: A Systematic Literature Network Analysis Septi, Elni; Kristiawan, Muhammad
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 15 No. 2 (2025): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v15i2.48973

Abstract

Teacher professionalism has long been understood not merely as technical skills but as ethical, epistemological, and ontological practice rooted in philosophy of education. However, previous studies tend to be fragmented between empirical investigations and philosophical reflections. This study employs SLNA, integrating systematic review and bibliometric analysis, to map the research landscape on teacher professionalism and examine its philosophical foundations. Literature searches were conducted through Scopus using a structured strategy, yielding 249 articles, of which 138 met inclusion criteria. Bibliometric analysis using VOS viewer identified four major thematic clusters: pedagogical competence, professional integrity, continuous development, and social responsibility. Temporally, research themes evolved from early focus on technical skills toward ethics, professional epistemology, and existential meaning of teaching. Systematic review findings indicate that teacher professional development interventions are positively associated with conceptual understanding, scientific process skills, and student engagement, with aggregated standardized effect estimates (Hedges’ g ≈ 0.67), indicating moderate-to-large positive impact. Philosophical analysis reinforces these findings by highlighting teachers' roles as moral agents, epistemic subjects, and ontological entities within educational praxis. SLNA integration demonstrates that teacher professionalism cannot be fully understood from empirical dimensions alone but requires strong philosophical foundations to address 21st-century educational challenges. This study provides comprehensive landscape of teacher professionalism while underscoring necessity of synthesizing empirical evidence and philosophical reflection as basis for advancing educational theory, policy, and practice.
Digital Leadership, Teacher Stress, Engagement, and Innovation Effects on Xaverius Foundation Performance in Sumatra Yovinda, A. Noven; Hendra, Robi; Habibi, Akhmad
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 15 No. 2 (2025): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v15i2.48039

Abstract

The purpose of this research is to examine the relationship between digital leadership, educational innovation, and stress in the workplace as they pertain to teachers' performance, with employment engagement serving as a mediator. A total of 301 instructors from around the Sumatra region participated in this study, which was funded by the Xaverius Foundation.  The data collection technique was carried out through a survey using a closed questionnaire based on a Likert scale of 1–5, with instruments that had been validated and translated into Indonesian using the back-translation method. The methodology employed is a quantitative approach that employs the SEM-PLS analysis tool. Educational innovation and teacher performance are both impacted by digital leadership, according to the research. In the model of linkages between factors, work engagement is the key mediating variable and has the strongest influence on teacher performance. In fact, research has shown that stress in the workplace has no discernible effect on educators' productivity in the classroom. According to these results, innovation and leadership are not the only factors that contribute to better teacher performance; the level of engagement that teachers feel in their job also plays a major role. Hence, effective measures to improve teacher performance and assist relevant educational transformation in the digital era include generating planned educational innovations, boosting digital leadership, and promoting work engagement and stress management.
Transformational Leadership and Workload Driving Performance through Innovation and Job Satisfaction in Rural Education Partiwi, Marsa Hijro; Hendra, Robi; Muazza, Muazza; Yanto, Yanto
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 15 No. 2 (2025): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v15i2.48403

Abstract

This study examines how transformational leadership and workload drive teacher performance through innovative work behaviour and job satisfaction in a rural educational context. While previous studies have explored these variables separately, empirical evidence integrating leadership, workload, innovation, and satisfaction within rural education settings remains limited. Using a quantitative cross-sectional design, data were collected from 362 teachers in Kerinci District, Jambi Province, Indonesia, and analysed using Partial Least Squares Structural Equation Modelling (PLS-SEM). The results show that transformational leadership significantly influences innovative work behaviour (β = 0.386, p < 0.001) and job satisfaction (β = 0.120, p = 0.010). Workload emerges as the strongest predictor of innovative work behaviour (β = 0.578, p < 0.001) and job satisfaction (β = 0.648, p < 0.001). Furthermore, innovative work behaviour (β = 0.171, p = 0.015) and job satisfaction (β = 0.497, p < 0.001) positively affect teacher performance. These findings highlight that teacher performance in rural education is shaped not only by inspirational leadership but also by structured and manageable workloads that foster innovation and satisfaction. This study contributes to leadership and organizational behaviour literature by clarifying the mechanisms through which leadership and workload influence performance in developing-region educational contexts and offers practical implications for school leadership and educational policy.

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