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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 237 Documents
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Needs Analysis of the TGT Learning Model Assisted by Wordwalls in Developing Critical Thinking in Elementary School Student Riana, Herlyna Desi; Hidayat, Wahyu; Zhanty, Luvy Sylviana; Syafitri, Adiarni Decintya
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 1 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

This research is motivated by the fact that early reading and writing learning is still conventional. Reading and writing skills are very important in developing critical thinking skills as part of 21st-century competencies since the first grade of elementary school. This study analyzes how the Teams Games Tournament (TGT) learning model assisted by Wordwall can be used in developing critical thinking skills in first-grade students. In this study, a qualitative descriptive method was used. 20 first-grade teachers in Padalarang District served as respondents. Data were collected through an open-ended questionnaire and analyzed using the method developed by Miles and Huberman, including presentation, drawing conclusions, and data reduction. The results showed that 100% of teachers stated that early reading and writing skills are very important, but each teacher also experienced difficulties in implementing them. 80% stated that students have a strong drive to learn. 90% understood the TGT model, and 60% had implemented it. 95% had an understanding of the concept of critical thinking and believed that TGT can help students think critically. 80% have used learning applications, 90% stated that the development of application-assisted TGT is necessary, and 100% agreed that the implementation of Wordwall-assisted TGT is very important. The novelty of this study focuses on evaluating the need for Wordwall-assisted TGT in first-grade students who are still in the early literacy stage. The results of the study indicate the importance of implementing digital-based interactive learning models to improve basic literacy and critical thinking skills from an early age.
Academic Flow in Higher Education: The Contribution of Self-Compassion and Study Habits Yusran, Naufal; Wangid, Muhammad Nur; Sabtana, Fayruziyah Ifroch; Ramadhan, Angela Putri
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 1 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

Academic flow is an optimal psychological state characterized by intense concentration, intrinsic motivation, and deep engagement in learning activities, which is essential for meaningful learning in higher education. However, many university students experience difficulties in maintaining sustained engagement amid increasing academic demands. This study aimed to examine the contribution of self-compassion and study habits to academic flow among fifth-semester undergraduate students at the Faculty of Education, Universitas Negeri Yogyakarta. A quantitative correlational design was employed with a sample of 323 students selected through proportionate random sampling. Data were collected using validated scales of self-compassion, study habits, and academic flow, and analyzed through multiple and simple linear regression techniques. The findings revealed that self-compassion and study habits simultaneously have a significant effect on academic flow, explaining 12.5% of its variance. Partially, self-compassion contributes 6.3%, while study habits contribute 8.2% to academic flow. These findings demonstrate that academic flow is shaped by both internal psychological resources and structured learning behaviors. The study provides empirical evidence for integrating emotional resilience development and adaptive study strategies in instructional practices to enhance student engagement and optimize learning outcomes in higher education.
Instructional Pedagogical Strategies for Reading Comprehension in Elementary Schools: A Problem-Based Analysis Apfani, Sry; Suryani, Ade Irma; Ramadhan, Syahrul; Sukma, Elfia; Binti Jamalluddin, Norliza; Bin Sihes, Johari
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 1 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v16i1.48560

Abstract

Reading comprehension is a fundamental skill in primary education as it plays a critical role in supporting students’ understanding of various subject areas. However, many elementary school students still experience difficulties in comprehending texts effectively. This study aims to identify problems in reading comprehension learning and to formulate instructional pedagogical strategies to improve students’ reading comprehension. A descriptive qualitative approach was employed using a survey method. Data were collected through open- and closed-ended questionnaires distributed to 81 classroom teachers of grades 3 to 6 across elementary schools in West Sumatra. The findings indicate that although students demonstrate relatively high interest in reading, they encounter difficulties in identifying main ideas, retaining information, and connecting texts with prior knowledge. These problems are influenced by monotonous teaching methods, limited instructional media, unsupportive classroom environments, and diverse socio-economic backgrounds. The results also reveal the need for more interactive, contextual, and collaborative reading instruction supported by varied pedagogical strategies. Therefore, this study proposes instructional pedagogical strategies emphasizing interactive reading activities, collaborative discussions, contextual text engagement, and differentiated reading support to enhance students’ reading comprehension. These strategies provide practical guidance for teachers in designing more effective reading instruction and fostering active student participation. The implementation of structured pedagogical strategies is expected to improve students’ reading comprehension skills and support their overall academic development in elementary education.
Enhancing Junior High Students’ Conceptual Understanding through Humanized AR–VR Learning Media Widyaswara, Bayu
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 2 (2026): 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.v16i2.49892

Abstract

This study aimed to design and develop an interactive Augmented–Virtual Reality (AR–VR) learning medium to improve junior high school students’ conceptual understanding of the human digestive system. The research was conducted at SMP Negeri 1 Kota Batu using the ADDIE instructional design model, which includes the stages of analysis, design, development, implementation, and evaluation. Forty students participated in six classroom meetings involving AR–VR learning sessions. Data were collected through pre- and post-tests, classroom observations, and student response questionnaires. The results showed a modified N-gain score of 0.70, indicating a moderate-to-high level of improvement in students’ comprehension. The practicality score averaged 91%, suggesting that the developed media were feasible, interactive, and well-received. Students expressed enthusiasm toward the AR–VR environment created using Assemblr Edu and MilleaLab, perceiving it as intuitive and visually engaging. The novelty of this study lies in its humanized approach to integrating AR–VR technology for science learning in Indonesian junior high schools. These findings imply that AR–VR learning media can effectively foster conceptual understanding and engagement when supported by a structured instructional model such as ADDIE.
Integration of Artificial Intelligence in Learning Design: A Systematic Literature Review Zen, Zelhendri; Endrawati, Endrawati; Gevi, Gusmadila Rahma; Hidayat, Panji; Rizki, Wahyu Zamratul; Mutmainah , ⁠Fatma
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 2 (2026): Tekno-Pedagogi |In Progress|
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

The development of Artificial Intelligence (AI) technology has driven transformation in the learning design process, particularly in the context of 21st-century education, which demands personalization, efficiency, and adaptability. The shift from teacher-centered to student-centered learning further increases the need for responsive and data-driven instructional design. Although the concept of ADDIE-based learning design has been widely discussed, existing studies tend to examine AI applications in isolated stages. However, a comprehensive mapping of AI roles across all ADDIE phases remains underexplored. Therefore, this study aims to analyze the trends, roles, and impacts of AI integration in learning design based on the ADDIE model. This research employs a systematic literature review using the PRISMA approach, drawing from databases such as Scopus, Web of Science, and Google Scholar, covering publications from 2019 to 2024. A total of 27 selected articles were thematically analyzed and narratively synthesized. The findings reveal that AI contributes significantly across all ADDIE phases: from data-driven needs analysis, adaptive learning design, automated content development, the implementation of virtual tutors and chatbots, to predictive evaluation and real-time feedback. AI integration is shown to enhance student engagement, instructional effectiveness, and the quality of pedagogical decision-making. This study highlights the importance of AI literacy among educators and learning designers, as well as the need for supportive policies to ensure sustainable AI implementation in education.
Enterprise Architecture Zachman Framework Mapping of SIAKAD Jambi University to Support Digital Academic Services in Higher Education Dzaky, Dedi Imaduddin; Zurweni, Zurweni; Sofyan, Sofyan
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 2 (2026): Tekno-Pedagogi |In Progress|
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

This study aims to analyze the alignment of the academic information system at Jambi University (UNJA) using the Zachman Framework and to examine the Enterprise Maturity Level in the implementation of Enterprise Architecture within the Academic Information System (SIAKAD) of Jambi University. The study applies Enterprise Architecture Planning (EAP) as a reference method for developing information architecture. EAP is oriented toward business needs and consists of data architecture, application architecture, technology architecture, and an implementation plan. In addition, the Zachman Framework is used to assess alignment from three enterprise architecture functions: context, concept, and construction. The value chain profile of the academic information system business process is also identified and analyzed. The study found a value chain profile within the business processes of Jambi University’s Academic Information System (SIAKAD). The mapping results based on the Zachman Framework reveal the condition of each business component and provide a basis for evaluating the maturity level of Enterprise Architecture implementation in the system. This study provides recommendations for the future development of each business component of Jambi University’s Academic Information System based on the Zachman Framework. The findings contribute to improving the alignment of information systems with business needs and support the achievement of the university’s mission through better enterprise architecture planning.
Effectiveness and Pedagogical Approaches in Technology-Enhanced Internet Ethics Education for Elementary Students: A Systematic Review Zahroh, Fatimatus; Purwoko, Budi; Ummah, Fiena Saadatul
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 2 (2026): 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.v16i2.53934

Abstract

This systematic review examines technology-enhanced pedagogical approaches in internet ethics education and their effectiveness in promoting safe online behavior among elementary school students within the context of increasing digitalization in education. Following the PRISMA guidelines, 15 peer-reviewed studies published between 2020 and 2025 were systematically identified, selected, and analyzed. The review focuses on various instructional strategies supported by digital technologies, including digital game-based learning, interactive learning programs, privacy literacy training, and collaborative school–parent interventions. The findings indicate that technology-mediated pedagogical approaches positively contribute to students’ digital literacy, ethical awareness, and self-efficacy in navigating online environments. In particular, game-based and interactive digital learning environments demonstrate strong potential in enhancing student engagement and facilitating the understanding of abstract ethical concepts. However, the review also reveals a persistent gap between knowledge acquisition and actual behavioral change. In addition, several methodological limitations were identified, including small sample sizes, short intervention durations, and limited cross-cultural generalizability. The results suggest that the effectiveness of internet ethics education depends largely on how digital technologies are meaningfully integrated into pedagogical design rather than used merely as instructional tools. A hybrid instructional approach that combines technology-enhanced learning with offline reinforcement and multi-stakeholder collaboration appears to offer more sustainable outcomes. This study contributes to the field of technology-enhanced pedagogy by synthesizing current evidence on the role of digital tools in shaping ethical learning and safe online behavior among young learners, while also identifying directions for future research.

Page 24 of 24 | Total Record : 237

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