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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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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| In Progress|
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| In Progress|
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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

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.

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