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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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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| In Progress|
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 on Ethical Comfort and Teaching Readiness Khoirawati; Zaimuddin; Aidah; Sukainah; Muhammad Fairuz Fakhri; Suriati; Redi Pirmansyah
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 15 No. 2 (2025): Tekno-Pedagogi| In Progress|
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study analyzes educators' attitudes and reflections towards the use of AI, particularly ChatGPT, together with interactive visual design in teacher education. The urgency of this research stems from the growing demand for digital transformation in professional teacher development and the need to actualize ASN (BerAKHLAK) values in the era of technological disruption. A mixed-method approach with an explanatory sequential design was employed. Quantitative data were collected from 2,072 respondents, including teachers, principals, and education staff in South Sumatra Province, through an online questionnaire assessing the need and perceived effectiveness of interactive digital learning assets. A limited trial was then conducted with 120 respondents using the GPT prototype “South Sumatra BGTK Learner.” Quantitative data were analyzed through descriptive statistics to identify general patterns, while qualitative data from observations, reflective notes, and documentation were thematically analyzed for deeper interpretation. The findings indicate that most respondents showed positive acceptance of AI-driven innovations, citing benefits in motivation, efficiency, and material relevance. Teachers’ reflections highlighted ChatGPT’s role in designing questions, generating ideas, and providing adaptive feedback, while Canva as an interactive visual tool enhanced engagement and supported microlearning practices. Challenges included unequal digital literacy, unstable internet connectivity, and ethical concerns regarding technology dependence. This study confirms the novelty of integrating AI-based virtual tutors and interactive visual media in Indonesian teacher training and suggests implications for strengthening digital literacy, developing ethical guidelines, and establishing inclusive policies to ensure sustainable adoption of educational technologies.
Family Influence, Perceived Digital Competence, and Attitudes on Sustainable Student Engagement: A Study at Sinar Bijaksana Guang Ming School Desmarianti, Rika; Wulandari, Bunga Ayu; Kurniati, Erisa
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 15 No. 2 (2025): Tekno-Pedagogi| In Progress|
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v15i2.49340

Abstract

This study examines the relationship between family digital experience, perceived digital competence, and student attitudes toward technology in fostering sustainable student engagement at Sinar Bijaksana Guang Ming Secondary and Senior High School, Jambi. Using a quantitative research approach, data were collected through online questionnaires completed by 205 students out of a population of 248. Analysis was conducted using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results show that digital experiences within the family significantly influence students’ attitudes toward technology (p = 0.000) and their perceived digital competence (p = 0.012). Both perceived digital competence (p = 0.000) and attitudes toward technology (p = 0.025) were found to positively impact student engagement. These findings highlight the importance of family support, self-assessed digital skills, and attitudinal orientation as interconnected factors that shape students’ active participation in digital learning. In today’s digital era, where technology plays a pivotal role in education, student readiness to utilize digital tools is increasingly essential. Family involvement provides early exposure and guidance that builds foundational digital literacy. Additionally, internal factors such as confidence in using technology and a positive attitude toward it significantly affect learning engagement. This study contributes to the growing discourse on digital education by emphasizing how both external and internal influences collectively support meaningful, sustained engagement in digital learning environments.
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| In Progress|
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.

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