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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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Development of Infographic Poster Media in the Pancasila Education Subject for High School Hartatik, Sri; 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.v16i2.54487

Abstract

This study aims to develop infographic poster media for the Pancasila Education subject in Grade XI senior high school and to evaluate its feasibility as an instructional medium. The study employed a Research and Development (R&D) approach using the Dick and Carey model, combined with Tessmer’s formative evaluation. The development process included needs analysis, instructional design, product development, and iterative evaluation through expert validation and student testing. The subjects consisted of three experts (content, instructional design, and media) and students involved in one-to-one, small group, and field-testing stages. The results indicate that the developed infographic poster media is highly feasible, with validation scores of 87.38% from the content expert, 85.50% from the instructional design expert, and 84.67% from the media expert. Student evaluations also showed very high acceptance, with scores of 88.39% in one-to-one evaluation and 90.51% in small group evaluation. The findings demonstrate that infographic posters effectively present complex and abstract concepts in a concise, structured, and visually engaging manner. Infographic poster media can serve as an innovative and effective instructional tool to enhance student engagement, comprehension, and independent learning in Pancasila Education.
Development and Evaluation of a Problem-Based Learning E-LKPD for Environmental Change in Biology Learning Wijaya, Ferbriani; 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.v16i2.54488

Abstract

This study was conducted in response to the need for innovative digital learning materials that can support active, contextual, and student-centered biology learning. Environmental change is a topic that requires students not only to understand scientific concepts, but also to analyze real-life problems related to environmental issues. Therefore, this study aims to develop and evaluate a Problem-Based Learning (PBL)-based Electronic Student Worksheet (E-LKPD) for environmental change material in Grade X biology. The research employed a Research and Development (R&D) approach using the ADDIE model, which includes analysis, design, development, implementation, and evaluation stages. The developed product was validated by material, instructional design, and media experts, and tested through one-to-one, small group, and field trials. The results showed that the E-LKPD achieved high validity, with scores of 87.84% from material experts, 86.23% from instructional design experts, and 84.76% from media experts, all categorized as valid with minor revisions. Practicality testing indicated very positive student responses, with scores of 89.40% in one-to-one evaluation and 90% in small group evaluation. The field test results, with an overall score of 91.48%, indicating that the E-LKPD significantly supports student engagement, motivation, and conceptual understanding. These findings suggest that integrating PBL into E-LKPD provides learning solution that promotes active learning and higher-order thinking skills. The developed E-LKPD is therefore suitable for implementation in biology learning and contributes to the advancement of technology-integrated education.
Design and Implementation of Parenting Management Training for Bullying Prevention Education at SMKN 8 Merangin Sofyan, Sofyan; Hendra, Robi; Habibi, Akhmad; Mukminin, Amirul; Pratama, Robin
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.v16i2.54633

Abstract

Bullying remains a significant issue in school environments, affecting students’ psychological well-being and social development. This study aims to design and implement a parenting management training program as an educational approach to bullying prevention at SMKN 8 Merangin. Grounded in the recognition of the critical role of parents in shaping children’s behavior, the program was developed as a community-based initiative that integrates parental involvement with school efforts. This study employed a descriptive qualitative design with an implementation-oriented approach to capture both the training process and its conceptual development. The program involved parents and students and was conducted through a blended learning approach, combining face-to-face workshops and online sessions. Training activities included interactive presentations, group discussions, role-playing, and question-and-answer sessions to enhance participant engagement and experiential learning. The results indicate that the program was successfully implemented, with participants actively involved in the learning process and demonstrating increased awareness of bullying and parenting strategies. A key outcome of this study is the development of a conceptual model of parenting management training, which consists of six components: input, training design, implementation strategy, learning process, output, and outcome, supported by participatory learning, technology integration, and school–family collaboration. This model provides a structured and adaptable framework for strengthening parental roles in bullying prevention. The study concludes that parenting management training can serve as a strategic approach to supporting bullying prevention efforts and offers both practical and conceptual contributions for similar educational contexts.
Development of a CLIS (Children Learning in Science) Model Using Canva to Enhance Primary School Pupils’ Science Literacy and Collaboration Skills Kartini, Kartini
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

Abstract

This research focuses on the development of the ModelCLIS (Children Learning In Science) using the Canva application to address the problem of low scientific literacy and student collaboration among fifth-grade elementary school students. In the context of adapting education to technological advances in the eraSociety 5.0, constructive and adaptive learning model innovation becomes important. ModelCLIS (Children Learning In Science), which is based on constructivism and has ten systematic stages, was chosen to build students' conceptual understanding. Integration with Canva, a graphic design platformon line, aims to create visual and interactive learning media. This research adopts the methodResearch and Development (R&D), adapting the Borg & Gall (1983) model. The research subjects were 30 students of SDN 3 Selaawi for a limited trial of the teaching device. A broad trial was conducted at SDN 2 Pasawahan with 33 and an operational trial at SDN 1 Selaawi with 58. The results of expert validation showed that the developed learning device met the criteria.worthywith an average result of 91.52%. The effectiveness test was conducted using a randomized controlled design.pretest-posttestto measure the increase in scientific literacy. A significant increase was found in students' scientific literacy skills, where the average score rose from54.17%onpretestbecome80.83%onposttest. Testpaired samples t-testshows a significance value of 0.001 (Sig.(2-tailed) ≤ 0.05), while the collaboration capability shows a very good improvement. So it can be proven that the development of the modelCLIS (Children Learning In Science) Canva's assistance is effective in improving the scientific literacy and collaboration skills of V grade elementary school students.
Needs Analysis of Interactive Multimedia Development for Teaching Number Patterns in Fifth Grade Elementary School Amelia, Tasya Faricha; Hiltrimartin, Cecil; Somakim, Somakim
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 3 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v16i3.55092

Abstract

Despite the growing use of interactive multimedia and game-based learning in mathematics education, educational escape room games specifically designed for teaching number patterns in elementary schools remain limited and are rarely developed based on comprehensive needs analyses. This study aimed to analyze the need for developing interactive multimedia in the form of an educational escape room game for fifth-grade elementary school students. A descriptive quantitative survey was conducted involving 55 fifth-grade students and 10 teachers at SD Negeri 19 Talang Kelapa. Data were collected using validated Likert-scale questionnaires covering four aspects: teacher needs, student characteristics, learning media, and instructional design. The findings revealed that teacher needs were categorized as needed (73.2%), student characteristics as highly needed (82.4%), learning media as highly needed (87.1%), and instructional design as needed (61.7%). The learning media aspect showed the highest level of need, indicating the importance of engaging, interactive, and accessible digital resources to support mathematics learning. The proposed innovation emerging from this study is the integration of educational escape room game elements into interactive multimedia for number pattern instruction. These findings provide empirical evidence and practical guidance for developing interactive multimedia that aligns with students’ learning characteristics, teachers’ instructional needs, and effective instructional design principles. Future research is recommended to develop, implement, and evaluate the effectiveness of the proposed multimedia in improving students’ mathematical understanding and problem-solving skills.
Developing an Interactive Digital Comic Integrated with Multimedia Visualization for Lithosphere Learning in Geography Education Sumardi, Muh Ammar; Maliki, Rendra Zainal; Khairurraziq, Khairurraziq; Supriyatman, Supriyatman
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 3 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

The integration of digital technology into geography education requires innovative learning media capable of facilitating students’ understanding of abstract concepts. One topic that often presents learning challenges is the lithosphere, as geological processes such as tectonism, volcanism, and seismic activity are difficult to visualize through conventional instructional resources. This study aimed to develop an interactive digital comic as a learning medium for lithosphere material in Grade X senior high schools and to evaluate its feasibility for classroom use. The study employed a Research and Development (R&D) approach using the ADDIE model, limited to the Analysis, Design, and Development stages. The research was conducted in four schools in Palu, Indonesia, involving one material expert, one media expert, four geography teachers, and 65 students. Data were collected through observations and questionnaires and analyzed using descriptive quantitative techniques. The developed product integrated comic-based storytelling, interactive three-dimensional visualizations created with Assemblr Edu, web-based accessibility through Canva, and digital assessment activities. The validation results indicated that the interactive digital comic achieved a feasibility score of 96.66% from the material expert and 86.66% from the media expert. Practitioner validation scores ranged from 84% to 98%, while student responses reached an overall score of 89.96%. These findings demonstrate that the developed media is highly feasible for geography learning. The study highlights the potential of integrating visual storytelling, interactive multimedia, and digital technologies to support technology-enhanced geography education and facilitate students’ engagement with complex lithosphere concepts.
Development of a Wayground-Based Educational Game Integrated with Discovery Learning for Social Studies Learning in Ninth Grade of Junior High School Apriani, Dewi; Isa, Yamanto; Susila, Heni Rita
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 3 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

This study aimed to develop an educational game-based learning media using the wayground platform integrated with the discovery learning approach for Grade ninth social studies learning. The study employed a Research and Development (R&D) design using the Dick and Carey instructional design model. The development process included needs Identify Instructional Goals. Conduct Instructional Analysis, Analyze Learners and Contexts, Write Performance Objectives, Develop Assessment Instruments, Develop Instructional Strategy, Develop and Select Instructional Materials, Design and Conduct Formative Evaluation, Revise Instruction, Design and Conduct Summative Evaluation. The research subjects consisted of Grade IX students of SMP Negeri 07 OKU, as well as media, instructional design, and subject matter experts. Data were collected through observations, interviews, and questionnaires and analyzed using descriptive qualitative and quantitative techniques. The results showed that the developed media achieved a feasibility score of 85.42% from media experts, 85.00% from instructional design experts, and 89.71% from subject matter experts, indicating that the product was categorized as feasible to very feasible. Product testing also revealed positive student responses, particularly in terms of engagement, motivation, participation, and ease of understanding learning materials. The integration of gamification elements and Discovery Learning syntax created a more interactive and student-centered learning environment. Therefore, the developed educational game-based media has significant potential to support effective and meaningful social studies learning in the digital era.
Designing Joyful Learning Experiences for Strengthening Learning Independence in Elementary IPAS Education Sari, Wanda Puspita; Solihin, Muhammad; Wiseza, Fitria Carli
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 3 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

Learning independence is an essential competency in elementary education, particularly in IPAS learning, which requires students to actively engage in observation, inquiry, discussion, and problem-solving activities. However, many elementary students still demonstrate limited initiative, responsibility, and self-regulation during the learning process. This study aimed to examine how the design and implementation of joyful learning experiences could strengthen students’ learning independence in elementary IPAS education. The study employed a Classroom Action Research design based on the Kemmis and McTaggart model, consisting of two action cycles. The research was conducted with 14 fourth-grade students at Madrasah Ibtidaiyah Negeri 4 Bungo during the 2025/2026 academic year. Joyful learning experiences were designed through educational games, collaborative discussions, contextual exploration activities, presentations, and reflective learning tasks. Data were collected through observation and documentation and analyzed using descriptive quantitative and qualitative techniques. Learning independence was assessed through four dimensions: self-confidence, learning discipline, responsibility, and learning initiative. The findings revealed continuous improvement across all dimensions throughout the intervention cycles. The average level of learning independence increased from 43% in the pre-cycle phase to 59.5% in Cycle I and reached 79.5% in Cycle II. The greatest improvement was observed in learning initiative, while responsibility consistently achieved the highest scores. These findings indicate that joyful learning experiences can create meaningful and student-centered learning environments that support the development of learning independence and self-regulated learning in elementary IPAS education.
The Influence of Technology-Based Christian Religious Education Learning Strategies on Students' Spiritual Growth Tambunan, Daulat Marulitua; Jusen, Jusen; Wiguna, William
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 3 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

This study examines the influence of technology-based Christian Religious Education learning strategies on students’ spiritual growth in a church-based educational context. The study was motivated by the increasing need to integrate digital technology into Christian Religious Education without reducing its spiritual and character-forming mission. A quantitative associative design with a predictive approach was employed. The research involved 58 senior high school students in Grades X, XI, and XII who participated in Christian Religious Education classes at HKBP Serang Church, Indonesia. Because the population was limited, saturated sampling was used. Data were collected through a structured five-point Likert-scale questionnaire measuring technology-based learning strategies through multimedia applications, e-learning, and hardware utilization, while students’ spiritual growth was measured through spiritual discipline, abundant Christian life, and Christ-centered living. The data were analyzed using validity and reliability tests, descriptive statistics, classical assumption tests, Pearson correlation, and simple linear regression with IBM SPSS Statistics Version 24. The findings showed that all instruments were valid and highly reliable. Correlation analysis indicated a moderate positive relationship between technology-based learning strategies and students’ spiritual growth, r = 0.539, p < 0.001. Regression analysis produced the equation Y = 54.768 + 0.577X, with significant model results, F = 22.881, p < 0.001; t = 4.783. The R Square value of 0.290 indicated that technology-based learning strategies explained 29.0% of the variance in students’ spiritual growth. The study concludes that technology-based Christian Religious Education learning strategies significantly support students’ spiritual growth when implemented intentionally and pedagogically.
Digital Instructional Leadership for Strengthening Teacher Discipline and Improving Learning Quality: A Qualitative Study at SMA Negeri 5 Palu Yulisa, Yulisa; Iskandar, Iskandar; Nongtji, Minarni; Juraid, Juraid
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 3 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

Digital instructional leadership has become increasingly important in supporting evidence-based school management and improving instructional quality. This study aimed to explore how digital instructional leadership was implemented to strengthen teacher discipline and improve learning quality at SMA Negeri 5 Palu. A qualitative descriptive approach was employed involving the principal and teachers as research participants. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing. The findings reveal that digital instructional leadership was implemented through four interconnected practices: data-informed teacher monitoring, instructional supervision, continuous professional development, and adaptive leadership in addressing implementation challenges. Attendance records, teaching journals, classroom supervision, and instructional documentation functioned as evidence-based tools supporting leadership decisions, strengthening teacher accountability, and promoting continuous instructional improvement. In addition, In-House Training (IHT), mentoring, and professional feedback enhanced teachers' pedagogical competence and reinforced professional discipline. Despite challenges related to personal circumstances, contextual conditions, and varying levels of professional commitment, the principal successfully integrated monitoring, supervision, coaching, and professional learning into a coherent instructional improvement system. The study concludes that digital instructional leadership strengthens teacher professionalism and contributes to sustainable improvements in learning quality through evidence-informed instructional management.

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