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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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The Influence of Class Discussion, Communication Skills, Motivation, and Student Satisfaction on Technology Use in Higher Education Rahman, Zulmi; Habibi, Akhmad; Indryani, Indryani; Nuraini; Anggun, Nurmala
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 increasing integration of digital technologies in higher education requires a better understanding of the academic and psychological factors that encourage students to adopt technology in learning. This study investigates the influence of class discussion, communication skills, motivation, and student satisfaction on technology use in higher education. A quantitative survey design was employed, involving 317 undergraduate students from two universities in Indonesia selected through purposive sampling. Data were collected using an online questionnaire and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The findings reveal that communication skills significantly influence motivation, student satisfaction, and technology use, while class discussion significantly enhances motivation and student satisfaction but does not directly affect technology use. Motivation positively influences student satisfaction but shows no significant direct effect on technology use. Student satisfaction emerges as the strongest predictor of technology use, indicating that positive learning experiences encourage students to engage more actively with digital learning technologies. The structural model demonstrates high explanatory and predictive power, supported by substantial R² and Q² values. These findings suggest that higher education institutions should strengthen interactive classroom practices, develop students’ communication competencies, and foster satisfying learning experiences to promote effective technology adoption. This study contributes to the growing body of educational technology literature by highlighting student satisfaction as a central mechanism linking classroom interaction and communication with technology use in higher education.
Development of a Competency-Based Evaluation Instrument for Assessing Employability Skills in Good Manufacturing Practices Training Malika, Febi Fatia; Rayendra, Rayendra; Bentri, Alwen; Alfahani, Khairul
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 aims to develop a competency-based evaluation instrument for assessing employability skills in GMP training. The study was motivated by the limitation of conventional GMP evaluation instruments that mainly measure technical knowledge and procedural compliance, while providing limited evidence of participants’ ability to apply critical thinking, professionalism, communication, and teamwork in workplace-based situations. This study employed a DDR approach using the Needham model, which consisted of needs analysis, design and development, and evaluation. The instrument was developed by aligning GMP competency standards, employability skill indicators, cognitive levels, and item formats. The final prototype consisted of 20 items, including 10 multiple-choice items and 10 true-false items. Data were collected through expert validation and product testing with GMP training participants at the AGAVI Institute. The data were analyzed using the Gregory Index, KR-20 reliability test, item difficulty analysis, discrimination power analysis, and distractor effectiveness analysis. The results showed that the material validation obtained a Gregory index of 0.73, categorized as high validity, while the evaluation design validation obtained a Gregory index of 0.80, categorized as very high validity. The reliability coefficient was 0.63, indicating acceptable internal consistency for preliminary use. Item analysis showed that most items were easy, with limited discrimination power and distractor effectiveness. Therefore, the instrument is feasible as a validated prototype, although broader testing is needed to strengthen its psychometric stability.
Development and Evaluation of the Qur'an Jar-Based HIDA Model as a Preventive Psychospiritual Intervention for Academic Burnout among Vocational High School Students Astutik, Widiya; Musthofa, Indhra; Hakim, Dian Mohammad
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 3 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

Academic burnout has become an increasingly important concern in vocational education due to the intensive academic workload, practical training demands, and workplace-oriented learning environment experienced by students. Despite growing attention to psychospiritual approaches for promoting student well-being, few studies have developed and empirically evaluated instructional interventions that systematically integrate Islamic values with educational technology. This study aimed to develop and evaluate the Qur'an Jar-Based HIDA Model as a preventive psychospiritual intervention for reducing academic burnout among vocational high school students. The study employed a Research and Development design using the ADDIE instructional design framework. The developed model was validated by experts in Islamic psychospiritual education, instructional design, and vocational education before being implemented with 33 twelfth-grade vocational students. Quantitative data were analyzed using Aiken's V and paired-samples t-tests, while qualitative data from QR code-based digital self-monitoring and students' reflective journals were analyzed thematically. The validation results indicated satisfactory content validity, confirming the conceptual appropriateness and instructional feasibility of the model. Following implementation, students demonstrated significant reductions in academic burnout and improvements in emotional balance. Qualitative findings further revealed increased emotional awareness, deeper spiritual reflection, and stronger commitments to positive behavioural change throughout the intervention. These findings suggest that integrating psychospiritual guidance, reflective learning, and technology-assisted self-monitoring provides an effective instructional approach for supporting students' psychological well-being. The Qur'an Jar-Based HIDA Model contributes to educational technology by offering an evidence-based framework that integrates instructional design, Islamic psychospiritual values, and digital monitoring to foster holistic student development in vocational education.
Utilization of Augmented Reality Technology to Improve Learning in Secondary Schools in Bengkulu Kurniati, Erisa; Ismiyati, Yanti; Vivekanantharasa, Raveenthiran
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.v16i3.56261

Abstract

This study evaluates the effectiveness of using Augmented Reality (AR) technology in improving learning outcomes and student motivation in secondary schools in Bengkulu. This research used a quantitative research design with an experimental approach, and the sample consisted of 120 students divided into experimental groups (60 students) and control groups (60 students). The experimental group used the AR application for 4 weeks, while the control group used conventional methods. The results showed a significant increase in learning outcomes in the experimental group, with an average score of 23 points compared to 5 points in the control group (t = 10.52, p < 0.001). In addition, questionnaire analysis showed that students in the experimental group had a higher level of learning motivation. These findings support the constructivism and self-determination theory, indicating that AR can increase active interaction and student motivation. Although implementation challenges include limited infrastructure and teacher training, this study suggests the development of more affordable AR applications and ongoing training programs. Overall, AR technology has great potential to improve the quality of education in Indonesia.
The Role of the Wordwall Interactive Learning Tool in Enhancing the Spatial Thinking Skills of 10th-Grade Students at SMA Negeri 5 Palu Rachmah, Salbiyah; Hasan, Haslita Rahmawati; Suwarni, Suwarni; Arsy, Risma Fadhila; Novianti, Iis
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 4 (2026): Tekno-Pedagogi| In Progress|
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

The study aimed to examine the effectiveness of interactive Wordwall media in improving the spatial thinking skills of Grade X students at SMA Negeri 5 Palu. A quantitative approach employing a pre-experimental one-group pretest-posttest design was adopted. The participants consisted of 32 Grade X students selected through purposive sampling. Data were collected using a spatial thinking test administered before and after the intervention and supported by student and teacher response questionnaires. The data were analyzed using descriptive statistics and Normalized Gain (N-Gain) analysis. The findings revealed a substantial improvement in students' spatial thinking skills, as indicated by an increase in the mean score from 51.88 in the pretest to 94.69 in the posttest. The average N-Gain score reached 0.910, indicating a high level of learning improvement with an effectiveness percentage of 90.99%. Students also expressed highly positive perceptions toward the implementation of Wordwall (86.17%), while the teacher provided a moderate evaluation (43.28%), highlighting the importance of technological infrastructure and instructional readiness for successful implementation. These findings demonstrate that interactive Wordwall media effectively supports the development of students' spatial thinking skills by promoting active engagement, immediate feedback, and meaningful interaction with spatial concepts. This study contributes empirical evidence supporting the integration of interactive digital media as a pedagogical strategy for strengthening spatial thinking in geography education.
Pedagogical Practices and Learning Management in Full-Day School Implementation: A Systematic Literature Review Etikasari, Chryase; Lestari, Slamet
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 1 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

Full-Day School (FDS) has become an instructional approach adopted by many Indonesian elementary schools to extend learning opportunities while strengthening character education and improving learning management. Although numerous studies have examined FDS implementation, existing evidence remains fragmented, with limited synthesis of its pedagogical practices and learning management dimensions. This study aims to synthesize empirical evidence on pedagogical practices and learning management in the implementation of Full-Day School in Indonesian elementary education. A Systematic Literature Review (SLR) was conducted by analyzing 16 empirical studies selected through predefined inclusion and exclusion criteria following the PRISMA framework. The findings indicate that FDS provides broader opportunities for implementing character-based pedagogy, active learning, and structured instructional activities throughout the school day. Effective learning management, including instructional planning, classroom organization, and coordination between curricular and co-curricular activities, plays a critical role in achieving successful implementation. However, the review also identifies several challenges, including increased teacher workload, student fatigue, limited infrastructure, and varying levels of parental support, which influence the effectiveness of pedagogical practices. The review highlights that successful FDS implementation depends on adaptive learning management, supportive school leadership, and contextual pedagogical strategies rather than merely extending instructional time. These findings contribute to a deeper understanding of FDS as a pedagogical learning environment and provide practical implications for improving instructional quality in Indonesian elementary education.
Pedagogical Practices for Fostering Agentic Engagement in Experiential Learning: A Systematic Literature Review Hidayah, Nurul; Utari, Rahmania
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 study systematically synthesizes international research on pedagogical practices that foster agentic engagement in experiential learning contexts. Agentic engagement emphasizes learners’ proactive participation in shaping learning processes through initiative, decision-making, and meaningful interaction, making it a key element of student-centered pedagogy. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines using the Scopus database as the primary source of literature. The initial search identified 622 publications, which were screened through identification, eligibility assessment, and full-text review, resulting in 10 studies that met the inclusion criteria. The thematic synthesis revealed four major pedagogical dimensions that support agentic engagement: (1) learner-related factors, including self-efficacy, intrinsic motivation, and perceived competence; (2) instructional support through autonomy-supportive teaching, dialogic feedback, and student voice; (3) experiential learning design characterized by collaboration, problem-solving, co-creation, and opportunities for decision-making; and (4) pedagogical outcomes reflected in enhanced leadership, communication, resilience, self-regulation, and sustained participation. These findings indicate that agentic engagement is strengthened through pedagogical practices that position learners as active contributors rather than passive recipients of instruction. The review highlights the potential of experiential learning environments, including extracurricular activities such as scouting, to operationalize these practices within broader educational settings. The findings provide theoretical and practical implications for designing learner-centered pedagogical environments and offer directions for future research on technology-enhanced experiential learning that supports agentic engagement.
Pedagogical Leadership for Fostering Technology-Responsive Academic Supervision: A Multi-Site Study in Elementary Schools Hartatik, Sri; Wijayanti, Wiwik
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 explores how pedagogical leadership fosters technology-responsive academic supervision to strengthen instructional quality and teacher professional learning in Indonesian elementary schools. Positioned within the context of educational transformation, the study conceptualizes academic supervision not merely as an administrative function but as a pedagogical strategy that encourages reflective teaching, instructional innovation, collaborative professional development, and responsiveness to technology-enhanced learning. A qualitative multi-site research design was employed across several public elementary schools in Pacitan Regency. Data were collected through in-depth interviews, participant observation, and document analysis involving school principals and teachers who actively participated in academic supervision practices. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, and conclusion drawing, while trustworthiness was ensured through source triangulation, methodological triangulation, and member checking. The findings reveal that pedagogical leadership strengthens technology-responsive academic supervision through three interrelated dimensions: establishing a shared instructional vision, managing instructional programs through systematic supervision, and cultivating a collaborative learning climate that supports teacher reflection and instructional innovation. Academic supervision was implemented through structured planning, classroom observation, reflective feedback, continuous professional coaching, and ongoing evaluation. These practices promoted teacher professionalism, strengthened collaborative learning communities, and encouraged adaptive instructional practices aligned with the demands of contemporary education. The study concludes that pedagogical leadership provides an essential foundation for integrating technology-responsive supervision into sustainable teacher development and improving instructional quality in elementary education.
Instructional Leadership for Fostering Technology-Responsive Literacy Pedagogy: A Systematic Review of Principal Coaching in Text-Rich Elementary Classrooms Savitri, Herlina; Supriyana, Heri
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 2 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

Instructional leadership has become increasingly important in strengthening literacy pedagogy within technology-responsive learning environments in elementary schools. However, existing studies have predominantly examined instructional leadership, literacy instruction, and classroom learning environments as separate constructs, leaving limited evidence regarding how principal coaching supports the development of integrated literacy pedagogy in text-rich classrooms. This study aims to synthesize empirical evidence on principal coaching practices that foster technology-responsive literacy pedagogy through instructional leadership in elementary education. A Systematic Literature Review (SLR) was conducted following the PRISMA framework. Literature was retrieved from the Scopus database using predefined inclusion and exclusion criteria, resulting in the selection of 16 peer-reviewed studies published between 2020 and 2025. The thematic synthesis identified four interconnected themes. First, instructional leadership is most effective when implemented through structured clinical coaching cycles that empower teachers and strengthen instructional decision-making. Second, principal coaching transforms text-rich classrooms into functional learning environments by integrating print-based and digital literacy resources that support technology-responsive pedagogy. Third, student participation increases through enhanced student agency, collaborative literacy practices, and meaningful interaction with multimodal learning resources. Finally, sustainable implementation depends on distributed leadership, data-informed instructional support, and adequate organizational resources. The review proposes an integrated conceptual framework demonstrating that principal coaching functions as a strategic mechanism linking instructional leadership with technology-responsive literacy pedagogy. These findings contribute to educational technology and instructional leadership literature by providing evidence-based recommendations for designing sustainable literacy ecosystems that combine pedagogical innovation, collaborative leadership, and technology-supported learning in elementary schools.
Pedagogical Leadership for Strengthening Collaborative Learning Ecosystems: A Systematic Literature Review of School Partnerships in Elementary Extracurricular Education Pamujiono, Juhan; Widiyan, Agung Purwa
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 4 (2026): Tekno-Pedagogi| In Progress|
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

The growing emphasis on learner-centered education has expanded the role of school principals from administrative managers to pedagogical leaders responsible for cultivating collaborative learning ecosystems that support students’ holistic development. Within elementary education, extracurricular programs provide extended learning environments where partnerships among schools, teachers, parents, and communities contribute to meaningful educational experiences. This systematic literature review aims to synthesize current evidence on how pedagogical leadership strengthens collaborative learning ecosystems through school partnerships in the management of extracurricular education. The review adopted the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. An initial search identified 120 studies from major academic databases, of which seven primary studies published between 2020 and 2025 satisfied the predefined inclusion criteria. The thematic synthesis revealed three major findings. First, pedagogical leadership is manifested through strategic planning, organizational coordination, monitoring, and adaptive decision-making that support sustainable extracurricular learning environments. Second, collaborative partnerships involving teachers, parents, school committees, and community stakeholders function as complementary learning resources that reinforce educational objectives beyond classroom instruction. Third, extracurricular programs are increasingly positioned as integral components of collaborative learning ecosystems that foster character development, student engagement, and competency enhancement. The review concludes that pedagogical leadership serves as the driving force in orchestrating collaborative learning ecosystems by integrating school partnerships into extracurricular education. These findings highlight the importance of strengthening leadership capacity and collaborative educational practices to enhance the quality of elementary learning environments while providing a conceptual foundation for future technology-responsive pedagogical innovations.

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