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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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Strategy for Utilizing Duolingo as an Interactive Learning Media to Improve Vocational High School Students' Oral Communication Skills Kurniati, Erisa; Kumalasari, Ade; Mukhoiyaroh, Siti Enik; Waldo, Kevin; Akbar, Risky; Suhardi, Suhardi
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.v15i2.48542

Abstract

This study investigates the strategic use of Duolingo as an interactive learning medium to enhance oral communication skills among vocational high school students. Employing a mixed-methods convergent parallel design, data were collected from 30 students and two English teachers through pre- and post-speaking tests, motivation and engagement questionnaires, classroom observations, and semi-structured interviews. The data were analyzed using complementary quantitative and qualitative techniques. The quantitative results demonstrated significant improvements across all speaking dimensions, with the most tremendous gains in communicative competence (M gain = +1.6). The questionnaire findings revealed high levels of motivation and engagement, driven by Duolingo's gamification features, although self-regulation remained a challenge. Qualitative data confirmed that students developed greater confidence and improved vocabulary retention, while teachers emphasized the benefits of integrating Duolingo with communicative tasks, such as role-playing and group discussions. Classroom observations further indicated progressive increases in participation, vocabulary use, and enthusiasm throughout the intervention. These findings suggest that Duolingo is most effective when strategically embedded within interactive classroom practices, aligning with the Merdeka Belajar curriculum by fostering learner autonomy, motivation, and communicative competence. This research offers a novel contribution by demonstrating that, despite these challenges, the effectiveness of technology-enhanced learning ultimately hinges on the overlooked yet critical roles of teacher mediation and institutional support.
Educators’ Perceptions of AI and ChatGPT: Comfort, Ethics, and Readiness in Teaching Khoirawati; Zaimuddin; Aidah; Sukainah; Muhammad Fairuz Fakhri; Suriati; Redi Pirmansyah
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.v15i2.48756

Abstract

This study examines educators’ perceptions of AI, particularly ChatGPT, focusing on comfort, ethical considerations, and teaching readiness within teacher education. The study responds to the rapid integration of AI in education and the need for its responsible and pedagogically meaningful use. An explanatory sequential mixed-methods design was employed. Quantitative data were collected through an online survey of 120 in-service educators from various educational levels in Indonesia, measuring technology comfort, perceived benefits and risks of AI, personal readiness, and institutional support. To deepen the findings, qualitative data were gathered through semi-structured interviews with 20 purposively selected participants. Quantitative data were analysed using descriptive statistics, exploratory factor analysis, reliability testing, and correlation analysis, while qualitative data were analysed thematically with support from LDA topic modelling. The results show that most educators hold positive attitudes toward AI and perceive ChatGPT as useful for instructional planning, writing assistance, and feedback provision. Nevertheless, ethical concerns, particularly related to plagiarism, fairness, and student dependency, remain significant. Although educators report moderate to high personal readiness to adopt AI, institutional support in terms of clear policies, ethical guidelines, and professional development is still limited. This study underscores the importance of strengthening AI literacy, developing ethical frameworks, and enhancing institutional support to ensure the sustainable and responsible integration of AI in teacher education.
The Role of Family Influence, Digital Competence, and Attitudes in Shaping Student Engagement in Digital Learning Environments Desmarianti, Rika; Wulandari, Bunga Ayu; Kurniati, Erisa
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.v15i2.49340

Abstract

The rapid integration of digital tools into the learning environment has made it essential to understand the factors that support sustained student engagement. This study investigates how family digital experience, perceived digital competence, and attitudes toward technology contribute to student engagement at Sinar Bijaksana Guang Ming Secondary and Senior High School in Jambi. A quantitative method was employed using an online questionnaire distributed to 248 students, with 205 valid responses analyzed through Partial Least Squares Structural Equation Modelling (PLS-SEM). The results indicate that family digital experience significantly influences students’ attitudes toward technology (p = 0.000) and perceived digital competence (p = 0.012). Perceived digital competence (p = 0.000) and attitudes toward technology (p = 0.025) positively predict student engagement. However, the direct effect of family influence on student engagement was not significant (p = 0.111), suggesting that its contribution operates indirectly through attitudes and competence rather than as a direct determinant. These findings highlight that students’ attitudes toward technology are the strongest predictor of engagement, underscoring the importance of fostering positive perceptions of digital learning environments. The study emphasizes the combined role of family support, digital confidence, and attitudinal readiness in enhancing sustained engagement and suggests further exploration of school- and peer-related factors in future research.
Teachers’ Strategies in Instilling Religious Character in Adolescents in the 5.0 Era at SMK ICB Semarang Husna, Najwa Nailal; Aang Kunaepi
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.v15i2.49352

Abstract

The Society 5.0 era presents challenges for Islamic education, particularly in maintaining adolescents’ religious character amid rapid digitalization. This study aims to analyze teachers’ strategies in instilling religious character at SMK Islamic Centre Baiturrahman Semarang by integrating spiritual practices with technology-based approaches. Using an intrinsic case study design, data were collected through interviews, observations, and documentation involving four teachers and twenty Year 11 students, and analyzed thematically. The findings reveal a Four-Dimensional Religious Character Formation Model, consisting of: (1) role modelling, in which teachers demonstrate consistent Islamic behavior and worship practices; (2) worship habituation, through structured religious routines and extracurricular activities; (3) technology-integrated character learning, involving digital religious media, Islamic applications, and project-based digital content; and (4) religion-based school culture reinforced through teacher, student, parent collaboration. These dimensions collectively strengthen students’ spiritual awareness, digital responsibility, and ethical behavior in daily life. This study contributes a contextual and adaptive framework for Islamic character education relevant to the Society 5.0 era, with implications for the development of technology-supported religious pedagogy and institutional character-building policies. Limitations regarding school context, technological facilities, and variations in student religiosity indicate the need for broader and comparative research.
The Influence of Digital Competency and Teacher Leadership on Innovative Behaviour and Teaching Performance in Jambi Province Joni, Muhammad; Susanti, Nova; Hendra, Robi
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.v15i2.47480

Abstract

This study aims to analyse the influence of digital competency and teacher leadership on innovative behaviour and teaching performance among teachers in Jambi Province, reflecting the growing demands of modern education that require teachers to adapt to technological advancements and demonstrate strong leadership within instructional settings. Using a quantitative approach, data were collected through a validated Likert-scale questionnaire distributed online to 218 teachers selected through quota sampling. The data were analysed using PLS-SEM to examine the strength and significance of the relationships among the variables. The results indicate that both digital competency and teacher leadership have a significant positive effect on innovative behaviour, suggesting that teachers who possess stronger digital skills and leadership abilities are more likely to initiate and adopt innovative practices in the classroom. However, the study also reveals that digital competency and innovative behaviour do not have a direct significant impact on teaching performance, implying that improvements in teaching performance may depend on other factors such as organizational support, school culture, workload, or policy frameworks that were not examined in this research. These findings highlight the importance of adopting a more comprehensive approach when seeking to enhance teaching performance, as digital proficiency and innovation alone may not be sufficient without supportive institutional conditions. The study contributes to the existing literature on digital competence, teacher leadership, and innovation in the Indonesian educational context and provides valuable insights for stakeholders in designing more effective professional development and instructional improvement programs.
Determinants of Learning Satisfaction in Technology-Integrated Higher Education: The Role of Digital Competence and Self-Regulated Learning Sari, Liza Puspita; Habibi, Akhmad; Hendra, Robi
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.v15i2.47792

Abstract

The integration of digital technologies into higher education has transformed instructional practices and reshaped determinants of student learning satisfaction. This study investigates the influence of self-efficacy, academic service quality, digital competence, and self-regulated learning on student satisfaction within a technology-integrated biology education context. A quantitative survey design was employed involving 155 undergraduate students selected from a population of 360 students at a public university in Indonesia. Data were collected using a five-point Likert-scale questionnaire and analysed through PLS-SEM. The measurement model demonstrated satisfactory reliability and validity, with all constructs meeting the required thresholds for factor loadings, composite reliability, and average variance extracted. The structural model revealed that academic service quality (β = 0.361, p < 0.05) and self-regulated learning (β = 0.516, p < 0.001) significantly and positively predicted student satisfaction. In contrast, self-efficacy and digital competence did not exhibit significant direct effects. The model explained 85.7% of the variance in learning satisfaction (R² = 0.857), indicating strong predictive capacity. These findings suggest that within technology-integrated higher education environments, students’ capacity to regulate their learning processes and the quality of institutional academic services play more decisive roles in shaping satisfaction than technical digital skills alone. The study contributes empirical evidence to the discourse on technology-enhanced pedagogy by emphasizing the strategic importance of self-regulation and institutional service systems in optimizing digitally mediated learning experiences.
Utilization of Video Tutorials in Learning Procedure Text for Grade X Students Office Management and Business Services Suhardi, Suhardi; Kurniati, Erisa; Indryani, Indryani
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.v15i2.48016

Abstract

This study aims to analyze the effectiveness of video tutorials as a learning medium for Procedure Text material in English subjects for grade X students of the Office Management and Business Services (MPLB) program at Vocational High Schools (SMK). Procedure Text, which contains systematic steps in completing a task, is closely aligned with the vocational competencies required in administrative and office environments. The research method used is descriptive qualitative supported by literature study and initial classroom observations, accompanied by quantitative descriptive data to strengthen the findings. Literature review was conducted to establish the theoretical basis of audiovisual learning, while classroom observations involved 32 students to identify learning needs and evaluate the use of video tutorials. The results show that 84% of students stated that video tutorials made the learning content easier to understand, 78% became more motivated to participate in classroom activities, and 81% demonstrated improvement in identifying steps and linguistic features of Procedure Text. In addition, classroom engagement increased from 56% to 87% after the use of video tutorials. These findings indicate that video tutorials significantly support contextual learning, strengthen students’ vocational English skills, and increase active participation. The study concludes that video tutorials are an effective and relevant learning medium to improve the quality and outcomes of Procedure Text learning in SMK, especially in the MPLB program.
Changes in Students’ Perceptions and Technology Acceptance in Science Education: Implementing Canva in the Context of the Digital Divide Syahriyanti, Mita; Susanti, Nova; Amanah, Siti; Sofyan, Sofyan; Afrizal, Afrizal
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.v15i2.48146

Abstract

This study examines changes in students’ perceptions and technology acceptance in science education following the implementation of Canva in a school characterized by limited digital access. Grounded in the TAM, the research positions perception as a mediating construct linking digital media use to learning experience quality within a digital divide context. A descriptive pre–post survey design was employed involving 41 seventh and eighth-grade students at a public junior secondary school. Data were collected using a Likert-scale questionnaire administered before and after the integration of Canva into science instruction. Descriptive statistical analysis was conducted to compare mean scores across the two measurement phases. The findings indicate a substantial positive shift in students’ perceptions after the implementation of Canva, particularly in perceived usefulness, perceived understanding of abstract concepts, and affective engagement. These results suggest that exposure to structured visual and multimodal learning materials may enhance students’ acceptance of educational technology, especially in contexts where prior access to digital tools is limited. The study contributes theoretically by extending discussions on perception and technology acceptance within underrepresented educational settings affected by the digital divide. Methodologically, it demonstrates the relevance of pre–post descriptive approaches for capturing perceptual shifts in small-scale contexts. However, the study is limited by its reliance on self-reported data and the absence of inferential statistical testing. Future research is recommended to employ longitudinal or quasi-experimental designs and to integrate measures of academic achievement to better understand the long-term impact of digital media implementation in science education.
Management of Bos Fund Utilization to Support Technology-Based Education Quality Mu’awinah, Ajnihatin; Nurkolis, Nurkolis; Muhtarom, Muhtarom
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.v15i2.50200

Abstract

Educational quality is influenced not only by learning outcomes but also by how effectively schools manage financial resources to support instructional processes, including the integration of learning technology. This study examines the management of School Operational Assistance (BOS) funds in supporting technology-based education quality at SDN Dersansari 02, Semarang Regency, Indonesia. Using a descriptive qualitative approach, data were collected through interviews, observations, and document analysis involving 11 key informants, including school leaders, teachers, students, and education authorities. Data were analyzed using an interactive qualitative analysis model consisting of data collection, condensation, display, and conclusion verification, supported by source and method triangulation. The findings indicate that effective management of BOS funds guided by the principles of transparency, accountability, effectiveness, and efficiency has significantly contributed to the availability, sustainability, and utilization of learning technologies, such as digital learning media, internet infrastructure, and technology-based assessment tools. Transparent budgeting and accountable reporting strengthened stakeholder trust, while effective and efficient allocation ensured that technology investments directly supported instructional quality and digital assessment implementation. This study contributes to the literature on educational finance and technology integration by demonstrating how structured BOS fund management can serve as a practical financing model for enhancing technology-based learning quality at the elementary school level.
The Effectiveness of the Mindfull, Meaningfull, Joyfull Learning Approach Based on Cognitive Science in the Digital Learning Framework Resa, Asmirinda; Syarah, Evi; Inayah A.M, Muh.; Anas, Munawir; Ampry, Evy Segarawati; Hasanah, Uhwah; Meivawati, Eli
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.v15i2.51237

Abstract

This study aims to analyze the effectiveness of a cognitive-science-based instructional strategy through the integration of mindful, meaningful, and joyful learning within the framework of digital learning. The research employed an experimental design involving two groups of students—30 in the control group and 30 in the experimental group—supported by qualitative data obtained from teacher and student interviews as well as digital classroom observations. The results indicate a significant improvement in conceptual understanding in the experimental group (mean gain = 14.23) compared to the control group (mean gain = 3.12; p < 0.05), along with an increase in learning motivation (mean gain = 13.12 vs. 3.05; p < 0.05). Qualitative findings reinforce the quantitative results, showing that teachers found it easier to design interactive learning activities, students perceived the learning process as more meaningful and enjoyable, and they were more motivated to engage in discussions and reflective awareness activities. The study concludes that integrating mindful, meaningful, and joyful learning into digital learning is effective in enhancing both cognitive and affective aspects simultaneously and holds strong potential for broader application in developing holistic and humanistic digital pedagogy

Page 21 of 24 | Total Record : 232

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