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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 284 Documents
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When AI Helps Yet Hinders: GenAI’s Dual Effects on SDL and CT Anis Fitriah
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 2 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

This study examines the dual impact of Generative Artificial Intelligence (GenAI), specifically ChatGPT, on Self-Regulated Learning (SDL) and Critical Thinking (CT) among college students. Using a Rapid Literature Review method, the study synthesized peer-reviewed articles published between 2020 and 2025. Data were analyzed through thematic narrative synthesis to identify consistent patterns across the findings. The results indicate that GenAI significantly enhances SDL by facilitating task planning, reducing initial cognitive load, enhancing motivation, and increasing students' sense of competence and autonomy. However, the findings also reveal a paradoxical effect: over-reliance on AI encourages cognitive displacement, reduces deep engagement with learning tasks, and weakens core CT capabilities, particularly analysis, evaluation, and reflective judgment. The study identifies four mediating factors Generative AI Literacy (GAIL), AI dependency, information literacy, and instructional scaffolding that determine whether GenAI is a catalyst or a barrier to cognitive development. The novelty of this review lies in its emphasis on the autonomy-dependency paradox in AI-based learning. This study implies that higher education institutions should integrate AI literacy and reflective learning design to maximize benefits while preventing the erosion of AI-based learning
The Existence of Traditional Games in Bangka Belitung as a Character Formation for Students Sugiyarti, Sri; Ardiansah, Feri
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 3 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

Traditional games in the context of elementary education help preserve local cultures, which are increasingly threatened by globalization and modernization. By introducing traditional games, students recognize and appreciate the cultural heritage of their communities. Globalization has significantly impacted the development of knowledge, education, economics, and culture. At the elementary school level, globalization also influences student behavior, such as increased interest in foreign cultures and decreased participation in local cultural activities. Therefore, it is crucial for students to recognize their culture through various channels. To this end, this study examined the existence of traditional games in schools, whether they are still recognized, and which games students are familiar with. This study used qualitative methods with an exploratory approach. The results show that traditional games still exist, but their implementation is uneven and not yet fully structured. The majority of students are familiar with traditional games such as cak lingking, gasing, and gobak sodor, bentengan, but their frequency has decreased due to the influence of digital games and changes in play patterns. Physical education teachers teach traditional games, but limited time, equipment, and resources hinder their systematic implementation. Schools with a clear cultural vision incorporate traditional games into their curriculum and thematic activities. In other schools, activities are spontaneous and not yet documented in official programs. While all schools consider traditional games effective in building character, cooperation, sportsmanship, and a love of local culture, most schools have not incorporated traditional games into structured curriculum-based programs.
Analyzing the Effect of Digital Teaching Materials on PAI Students’ Teaching Competence in Microteaching Practice Andi, Andi Muhammad Iqbal Fallawarukka
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 2 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

This study aimed to analyze the effect of students’ ability to design digital teaching materials on their teaching competence in microteaching practice at the Islamic Education Department of Universitas Muhammadiyah Yogyakarta. A descriptive quantitative method with an ex post facto design was applied. A sample of 81 students was selected randomly, and data were collected through a structured questionnaire. Descriptive analysis showed a mean score of 92.547 for digital material design ability and 51.123 for teaching competence. Normality testing confirmed a normal distribution (Sig. = 0.200), and linearity testing indicated a significant linear relationship (F = 72.841; Sig. < 0.01). Simple linear regression revealed a significant influence with B = 0.407; t = 8.188; Sig. < 0.001 and R² = 0.459. These findings indicate that higher digital teaching material design skills are associated with stronger teaching competence. This supports the view that digital competence is a key element in 21st-century education and plays a critical role in shaping future teachers’ professional development through technology-integrated instruction.
Development Interactive Learning Web for Mathematics at SMP Putri, Lusi Permata Amira; Pebriantika, Leni; Susila, Heni Rita
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 2 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v16i2.54227

Abstract

This study aimed to design and evaluate the feasibility of web-based interactive multimedia for mathematics learning using an instructional design approach. This study employed a Research and Development (R&D) method using the Lee and Owens instructional design model, which consists of analysis, design, development, implementation, and evaluation stages. The feasibility evaluation was conducted using formative evaluation, including expert validation, one-to-one evaluation, small group trials, and field trials. The subjects of this study consisted of material expert, instructional design expert, media expert, and ninth-grade junior high school students. Data were collected using questionnaires, interviews, and observations, and were analyzed using descriptive quantitative and qualitative techniques through percentage analysis. The results showed that the developed web-based interactive multimedia was categorized as very feasible in terms of validity, practicality, and usability. The multimedia was developed systematically through an instructional design process and integrated multimedia elements such as text, images, videos, animations, and interactive quizzes to support mathematics learning. The findings indicate that web-based interactive multimedia developed through instructional design and feasibility testing can be used as an instructional media to support interactive, flexible, and student-centered mathematics learning.
Development of a ChemSketch-Integrated Flipbook to Enhance Students’ Conceptual Understanding of Functional Groups in Organic Compounds Ilham, Muhammad; Munawwarah, Munawwarah; Ilmi, Nurul; Nurtaqwa, Nurtaqwa; Ramadhani, St. Rahayu
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 2 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v16i2.54274

Abstract

This study aimed to develop a ChemSketch-integrated flipbook as a digital teaching material for the topic of functional groups of carbon compounds, given that chemistry learning frequently involves abstract concepts that are difficult for students to comprehend through conventional instruction alone. The study employed a Research and Development approach using the DDD-E model, which includes the stages of decide, design, development, and evaluate. The participants were 21 twelfth-grade students, while product validation was conducted by six experts consisting of two media experts, two material experts, and two language experts. Data were collected through validation sheets and student response questionnaires, then analyzed descriptively using percentage-based feasibility criteria. The findings revealed that the developed teaching material achieved a validity score of 89% in the media aspect, 90.5% in the material aspect, and 75% in the language aspect, indicating that it was feasible for classroom use. Student responses were predominantly positive, particularly regarding the suitability of the media for learning, its contribution to learning motivation, and its support in facilitating the understanding of functional group concepts. The novelty of this study lies in the direct integration of ChemSketch-generated two-dimensional and three-dimensional molecular visualizations into a flipbook, allowing the material to function not only as a digital text but also as a representational learning tool. These findings suggest that the developed flipbook is feasible, well-received by students, and has the potential to support conceptual understanding and student engagement in chemistry learning.
Development of a Digital Smart Book on Cultural Diversity Material at SMK Mindie, Amalia Riezka; Susila, Heni Rita; Pebriantika, Leni
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 2 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v16i2.54325

Abstract

The integration of digital technology in education is essential to enhance student engagement and learning outcomes, particularly in subjects that require contextual understanding such as cultural diversity. However, learning practices in vocational schools are still dominated by teacher-centered approaches and limited use of interactive media, resulting in low student participation and achievement. This study aims to develop and evaluate a Digital Smart Book for cultural diversity material in Pancasila Education at SMK Negeri 03 Ogan Komering Ulu. This research employed a Research and Development (R&D) approach using the ADDIE model integrated with Tessmer’s formative evaluation. The evaluation involved expert validation, one-to-one evaluation, small group evaluation, and field testing. Data were collected through questionnaires and analyzed using descriptive percentages. The results show that the Digital Smart Book is highly valid, with scores of 96.4% from material expert, 85.17% from instructional design expert, and 90.23% from media expert. The product is also practical, as indicated by one-to-one (95.47%) and small group (86.41%) evaluations. Furthermore, the field test result (87.40%) demonstrates its initial effectiveness in improving student engagement. The findings indicate that the Digital Smart Book can serve as an innovative digital learning tool to support student-centered learning in vocational education.
Depelovment of an Interactive E-module using the Problem Based Learning Approach for the Topic of Systems of Linear Equations in Two Variables Rizky, Astri Rully; Pebriantika, Leni; Susila, Heni Rita
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 2 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v16i2.54337

Abstract

This study aims to develop an interactive e-module based on the PBL approach for teaching Systems of Linear Equations in Two Variables. The study employed a Research and Development (R&D) design using the Dick and Carey model, adapted into eight stages, including needs analysis, instructional design, material development, and formative evaluation. The developed e-module integrates multimedia elements and PBL syntax to support student-centered learning and problem-solving skills. The product was evaluated through expert validation, one-to-one evaluation, small group evaluation, and field trials  involving junior high school students. The validation results showed that the e-module achieved a high level of validity, with an average score of 88%, indicating that it is highly appropriate in terms of content, instructional design, and media quality. The practicality of the e-module was also confirmed through one-to-one, small group, and field testing, with an average score of 89%, categorized as very practical. These findings indicate that the developed e-module is both valid and practical for use in mathematics learning. The integration of digital media and PBL provides an effective alternative to enhance student engagement and support problem-solving-oriented learning in secondary education. These findings indicate that the e-module is valid, practical, and effective, and can serve as an innovative digital learning medium to support student-centered learning in junior high school.
Development of Interactive E-LKPD Based on Problem Based Learning for Grade X of Vocational School Aprianah, Betty; Susila, Heni Rita; Pebriantika, Leni
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 2 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v16i2.54338

Abstract

This study aims to develop an interactive Electronic Student Worksheet (E-LKPD) based on Problem-Based Learning (PBL) for teaching arithmetic sequences in Grade X vocational high school. The study employed a Research and Development (R&D) approach using the ADDIE model integrated with Tessmer’s formative evaluation. The development process involved stages of analysis, design, development, implementation, and evaluation, followed by expert validation and user testing. The results showed that the developed E-LKPD achieved high validity and practicality. Expert validation indicated that the product was highly feasible, with content validity reaching 97.19%, media quality 90.83%, and instructional design 85.42%. The product trials also demonstrated very high practicality, with scores of 97.27% in one-to-one evaluation, 92.11% in small group evaluation, and 93.96% in field testing. These findings indicate that the E-LKPD is valid, practical, and suitable for classroom implementation. The integration of PBL within the interactive E-LKPD effectively promotes student engagement, independent learning, and problem-solving skills. Therefore, the developed E-LKPD can serve as an innovative digital learning resource to support student-centered learning in vocational mathematics education.
Error-Based Pedagogy in Teaching Factory: A Case Study on Leveraging Production Failures to Foster Students’ Creativity and Learning Autonomy Sarjoko, Sarjoko; Suharno, Suharno; Widiastuti, Indah; Cahyono, Budi Tri
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 2 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v16i2.54416

Abstract

This study examines the implementation of error-based pedagogy in a TEFA environment and its role in transforming production failures into meaningful learning experiences. Employing a qualitative case study design, the research was conducted in a machining specialization program at a vocational high school in Indonesia. Data were collected through participatory observation and in-depth interviews involving teachers and students, focusing on their interactions during episodes of production failure. The data were analyzed using an interactive model with iterative coding procedures, leading to the identification of key patterns related to students’ creativity and learning autonomy. The findings reveal a pedagogical shift from a production-oriented approach toward a reflective learning ecosystem, where errors are reframed as cognitive triggers rather than operational setbacks. Students demonstrated increased creativity through adaptive problem-solving, including the development of improvised tools and the modification of machining strategies. In parallel, learning autonomy emerged through independent troubleshooting, risk-informed decision-making, and self-regulated quality control. These processes were supported by a facilitative teaching approach that encouraged metacognitive reflection without immediate intervention. This study contributes to vocational education by providing empirical evidence that error-based pedagogy can serve as an effective strategy for fostering creativity and learning autonomy in authentic production settings. It also offers practical insights into how production failure can be leveraged as a productive learning resource without compromising operational objectives.
Development of Interactive E-modules Based on Project Based Learning in Music Art Courses in High School Pitriyanti; Susila, Heni Rita; Pebriantika, Leni
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 2 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v16i2.54486

Abstract

This study aims to develop and evaluate an interactive e-module based on Project Based Learning (PBL) for music education at the senior high school level. The research employed a Research and Development (R&D) approach using the Alessi and Trollip model, which includes planning, design, and development stages. The developed product was validated by subject matter, instructional design, and media experts, and tested through one-to-one evaluation, small group evaluation, and field testing. The results indicate that the e-module achieved high validity, with expert validation scores ranging from 85.8% to 87.6%. Product testing results also demonstrated high practicality and effectiveness, with consistent scores between 90% and 91% across all testing stages. The integration of e-module and structured PBL activities was found to enhance student engagement, support independent learning, and promote critical thinking skills. This study contributes to the development of innovative digital learning resources by integrating technology and project-based pedagogy in music education. The findings suggest that interactive e-modules can serve as effective tools for improving the quality of student-centered learning in the digital era.

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