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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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Technology-Supported Parent–Teacher Communication for Strengthening Learning Partnerships: A Systematic Literature Review Agustina, Dhian Nur; Utari, Rahmania
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 3 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

Effective parent–teacher communication is a fundamental component of technology-supported learning partnerships that promote student learning and strengthen collaboration between schools and families. However, the rapid expansion of digital communication technologies has transformed interaction patterns while introducing new challenges related to equity, accessibility, and parental capacity. This systematic literature review synthesizes empirical evidence on technology-supported parent–teacher communication in elementary education, with particular attention to communication approaches and parental background factors influencing their implementation. Following the PRISMA framework, a systematic search was conducted in the Scopus database, covering publications from 2020 to 2025. Sixteen peer-reviewed empirical studies that met the inclusion criteria were analyzed through thematic synthesis. The findings reveal four complementary communication approaches: technology-enhanced communication, telephone-based communication, face-to-face interaction, and school-based meetings and collaborative activities. Among these, digital technologies—including email, instant messaging applications, learning management systems, and video conferencing platforms—emerged as the dominant infrastructure for sustaining continuous communication and supporting collaborative learning partnerships. Nevertheless, the effectiveness of these technologies is strongly influenced by parental socioeconomic status, employment conditions, educational attainment, cultural and linguistic background, and digital literacy, all of which shape access to, engagement with, and responsiveness toward school communication. These findings suggest that technology should be implemented as an inclusive pedagogical enabler rather than merely a communication medium. Schools are therefore encouraged to adopt flexible, multimodal, and context-responsive communication strategies that accommodate diverse family characteristics while fostering sustainable partnerships within technology-enhanced learning ecosystems.
Pedagogical Leadership for Strengthening Local Wisdom-Based Character Learning: A Case Study of Ketek Ogleng Cultural Education in an Indonesian Elementary School Setyani, Netty Dwi; Raharja, Setya
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 3 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

Local wisdom-based character education has gained increasing attention as an approach to fostering meaningful learning experiences while preserving cultural heritage in elementary education. However, limited research has examined how pedagogical leadership supports the integration of local cultural practices into character learning within school settings. This study explores the role of pedagogical leadership in strengthening local wisdom-based character learning through the implementation of Ketek Ogleng cultural education at SDN 2 Sempu, Indonesia. Employing a qualitative single-case study design, data were collected through in-depth interviews with the principal, teachers, school committee representatives, and local cultural practitioners, complemented by participant observations and document analysis. The findings indicate that pedagogical leadership was reflected in the school's vision, curriculum integration, resource management, collaboration with local artists, and continuous supervision of learning activities. Ketek Ogleng was implemented as an experiential learning medium that enabled students to internalize values of discipline, responsibility, cooperation, cultural appreciation, and respect for local traditions through authentic participation in cultural performances. The findings further demonstrate that the principal's leadership extended beyond administrative management by creating a culturally responsive learning environment that connected classroom learning with community cultural resources. This pedagogical approach strengthened students' character development while promoting the preservation of local cultural heritage. The study concludes that pedagogical leadership plays a pivotal role in sustaining local wisdom-based learning ecosystems and recommends a structured pedagogical framework for integrating indigenous cultural resources into elementary education to support character development and culturally responsive learning.
Pedagogical Leadership for Identifying Teacher Needs in Learning Partnerships: A Systematic Literature Review Widyawati, Ellya Agustin; Widiyan, Agung Purwa
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 3 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

Pedagogical leadership plays a critical role in fostering teacher professional learning by ensuring that teachers’ needs are accurately identified to support collaborative and responsive learning environments. However, evidence regarding how pedagogical leadership facilitates the identification of teacher needs within learning partnerships remains fragmented across the literature. This study aims to synthesize current evidence on pedagogical leadership practices for identifying teacher needs in learning partnerships through a Systematic Literature Review (SLR). The review analyzed 18 peer-reviewed studies published between 2021 and 2025, retrieved from Google Scholar using the Publish or Perish application. The selected studies were examined through a systematic process of screening, data extraction, and thematic synthesis. The findings indicate that pedagogical leadership extends beyond administrative responsibilities by integrating instructional supervision, classroom observation, collaborative professional learning communities, and participatory dialogue with teachers and educational stakeholders to identify teachers’ professional learning needs. Effective leadership practices also encourage teacher engagement in continuous professional development, collaborative learning, and technology-responsive instructional improvement. The review further identifies persistent challenges, including limited financial resources, variations in teachers’ professional readiness, insufficient digital competence, and uneven institutional support for sustainable learning partnerships. The synthesis highlights that identifying teacher needs constitutes a strategic pedagogical process that strengthens professional learning, promotes collaborative educational ecosystems, and enhances instructional quality in elementary schools. These findings underscore the importance of repositioning school leadership from a managerial orientation toward pedagogical leadership that supports technology-responsive teacher development and sustainable learning partnerships.
Technology-Supported Collaborative Literacy Programs in Elementary Education: A Systematic Literature Review Suprapti, Yani; Raharja, Setya
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 3 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

Developing literacy in elementary education requires not only collaborative school management but also the integration of technology-supported pedagogical practices that foster engaging and sustainable learning experiences. This study aims to synthesize current evidence on how technology-supported collaborative literacy programs contribute to improving reading and writing literacy in elementary schools. A Systematic Literature Review (SLR) was conducted by searching publications indexed in Google Scholar using the Publish or Perish application. The search employed keywords related to collaborative management, literacy, elementary education, and school literacy programs, focusing on studies published between 2021 and 2025. Following a systematic screening process based on predefined inclusion and exclusion criteria, fifteen eligible studies were analyzed. The findings reveal that effective literacy programs are characterized by collaboration among school leaders, teachers, parents, communities, and external stakeholders, supported by technology-enhanced pedagogical approaches. Digital libraries, collaborative e-learning, information and communication technology (ICT), gamified literacy activities, and interactive learning media enrich students' reading engagement, comprehension, writing proficiency, and critical thinking while strengthening school–community partnerships. The review also identifies persistent challenges, including unequal technological infrastructure, limited teacher digital competence, and inadequate access to quality learning resources. Nevertheless, these constraints can be mitigated through strategic leadership, sustained stakeholder collaboration, and systematic literacy implementation that integrates digital tools into classroom practice. Overall, the evidence suggests that technology-supported collaborative literacy programs provide a robust pedagogical framework for creating inclusive, adaptive, and sustainable literacy ecosystems that respond to the demands of twenty-first-century elementary education.
Instructional Leadership for Strengthening Technology-Responsive Teacher Competence in Deep Learning Yuniarti, Yuniarti; Herawati, Endang Sri Budi
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 complexity of twenty-first-century education requires school leaders to foster teacher competence that integrates pedagogical innovation with technology-responsive instructional practices to support deep learning. This study synthesizes empirical evidence on the contribution of instructional leadership to strengthening teacher competence for implementing deep learning within contemporary educational contexts. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines by analyzing 16 empirical studies published between 2016 and 2025 and retrieved from Scopus-indexed sources. The selected studies were examined through a thematic synthesis to identify recurring patterns, leadership practices, and professional development strategies that enhance teachers' pedagogical capacity. The findings indicate that instructional leadership plays a pivotal role in developing technology-responsive teacher competence by promoting collaborative professional learning, strengthening academic supervision, facilitating continuous professional development, and encouraging reflective instructional practices. Effective school leaders also support the integration of technology-enhanced pedagogies through coaching, professional learning communities, lesson study, and project-based learning, enabling teachers to design meaningful learning experiences that foster higher-order thinking and student engagement. Furthermore, the review demonstrates that instructional leadership contributes to the creation of sustainable learning ecosystems in which pedagogical innovation and technology integration reinforce the implementation of deep learning. These findings highlight the strategic importance of instructional leadership in advancing technology-responsive teaching practices and provide implications for leadership development programs, teacher professional learning, and educational policies aimed at supporting pedagogical transformation in the digital era.
Leveraging Education Report Technology for Data-Driven School Planning and Teacher Performance Litasari, Rini; Herawati, Endang Sri Budi
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

Education Report Technology has emerged as a strategic digital platform for supporting data-driven school planning, strengthening instructional decision-making, and enhancing teacher performance within evidence-based educational management. This study aims to synthesize current evidence regarding how Education Report Technology contributes to school planning and teacher performance through the implementation of Data-Driven Decision Making (DDDM). A Systematic Literature Review (SLR) was conducted following the PRISMA framework. One hundred articles indexed in Scopus and other relevant databases were initially identified, with ten studies meeting the predefined inclusion criteria for in-depth thematic synthesis. The analysis generated four major themes. First, digital data literacy and principals’ managerial competence are essential for transforming educational data into meaningful planning and instructional improvement. Second, Education Report Technology, including digital dashboards and Education Management Information Systems (EMIS), supports evidence-based school planning and contributes to teacher performance, although its effectiveness varies according to institutional readiness. Third, implementation is constrained by inadequate digital infrastructure, limited data literacy, and weak data-driven organizational culture. Fourth, effective interventions include data literacy training, technology-supported teacher appraisal systems based on the Balanced Scorecard (BSC) and PDCA framework, and collaborative data dialogue supported by digital platforms. The findings indicate that Education Report Technology functions not merely as an administrative reporting tool but as an educational technology ecosystem that facilitates continuous school improvement, teacher professional growth, and evidence-informed instructional practices. These findings provide practical implications for policymakers, school leaders, and teachers seeking to optimize digital technologies for sustainable educational quality improvement.
Instructional Digital Leadership for Strengthening Technology-Responsive Digital Literacy and Ethical Learning Culture in Elementary Schools Isharyanto, Isharyanto; Andriani, Dwi Esti
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 transformation in elementary education requires instructional leadership that extends beyond technology adoption to foster technology-responsive teaching practices, digital literacy, and an ethical learning culture. This study investigates how instructional digital leadership enacted by a school principal strengthens technology-responsive digital literacy and ethical learning culture in an elementary school setting. Employing an instrumental qualitative case study design, the research was conducted at SDN Ponggok, Pacitan, Indonesia. Data were collected through semi-structured interviews, passive participant observations, and document analysis involving the principal, teachers, educational practitioners, and students. The data were analyzed using within-case thematic analysis supported by source triangulation to ensure the credibility of the findings. The study identified four interconnected dimensions of instructional digital leadership: visionary articulator, teacher capability builder, resource organizer, and culture shaper. These leadership practices were implemented through a year-long technology-supported extracurricular program emphasizing digital citizenship, ethical internet use, project-based digital literacy activities, and collaborative learning experiences. The findings indicate that instructional digital leadership creates a supportive pedagogical ecosystem in which teachers are empowered to integrate technology into meaningful learning experiences while students develop responsible digital behaviors and ethical awareness. Despite challenges related to limited technological infrastructure and sustainable external partnerships, strong leadership commitment and teacher collaboration facilitated the successful implementation of technology-enhanced learning initiatives. This study contributes to the field of educational technology by demonstrating that instructional digital leadership serves as a strategic mechanism for integrating technology with pedagogy, strengthening teacher capacity, and cultivating a sustainable digital learning culture in elementary schools.
Technology-Supported Teacher Learning Communities for Sustainable Professional Development Hartati, Sri; Lestari, Slamet
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 3 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

Teacher Learning Communities (TLCs) have increasingly evolved from conventional collaborative forums into technology-supported professional learning ecosystems that facilitate continuous teacher development in response to digital transformation in education. This study investigates the characteristics, research trends, and conceptual foundations of technology-supported TLCs through a systematic review integrated with bibliometric analysis. Publications indexed in the Scopus database were identified using the PRISMA framework. From 143 initial records, 94 peer-reviewed articles published between 1999 and 2025 met the inclusion criteria for bibliometric analysis, while 12 open-access studies were examined in depth to synthesize key conceptual findings. VOSviewer was employed to map publication trends, international collaboration, institutional affiliations, and keyword co-occurrence networks. The findings reveal that research on TLC has grown steadily, particularly after 2016, although scholarly contributions remain concentrated in a limited number of countries. More importantly, the analysis identifies six interconnected dimensions underpinning sustainable technology-supported professional development: professional collaboration, learning assessment and research methodology, sustained professional development, local context and cultural adaptation, technology innovation in learning, and effective leadership and institutional structure. Among these, technology innovation in learning functions as an enabling element that strengthens collaboration, reflective practice, knowledge sharing, and continuous professional learning. The study also highlights emerging themes, including pedagogical content knowledge, teacher mentoring, trust among members, reflection, democratic leadership, capacity building, and learning effectiveness, as promising directions for future research. These findings provide a conceptual foundation for designing technology-responsive teacher professional learning ecosystems that support sustainable instructional improvement.
Instructional Digital Leadership for Managing AI-Supported Interactive Learning Media in Schools Refizuliana, Refizuliana; Lestari, Slamet
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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The rapid advancement of Artificial Intelligence (AI) has transformed the landscape of educational technology, creating new opportunities for more adaptive, personalized, and interactive learning. Within this context, instructional digital leadership has become a critical factor in ensuring that AI-supported interactive learning media are effectively integrated into school practices to improve teaching and learning quality. This study aims to synthesize current evidence on how instructional digital leadership contributes to the management of AI-supported interactive learning media in schools. The study employed a Systematic Literature Review (SLR) approach by analyzing 21 Scopus-indexed journal articles published between 2018 and 2024 using the PRISMA framework. The findings reveal six interrelated dimensions of instructional digital leadership: technology vision and leadership, digital infrastructure management, teacher professional capacity development, AI-supported instructional supervision, data-driven decision-making, and strategic adaptation to digital innovation. These dimensions demonstrate that effective school leadership extends beyond administrative responsibilities by fostering technology-enabled pedagogical environments, supporting teachers' digital competence, and promoting sustainable instructional innovation. The review also identifies persistent challenges, including unequal digital infrastructure, varying levels of teachers' AI literacy, and organizational readiness for educational transformation. The study concludes that instructional digital leadership serves as a strategic foundation for establishing AI-responsive learning ecosystems in schools, where technological resources, pedagogical practices, and organizational leadership are aligned to enhance interactive learning and educational quality. These findings provide practical and conceptual implications for strengthening technology-integrated instructional leadership in contemporary education.
Professional Learning Communities for Strengthening Technology-Responsive Teaching Practices Wulandari, Liyani; Wijayanti, Wiwik
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 rapid advancement of digital technologies has transformed expectations of teachers' professional competence, requiring continuous learning, collaboration, and the integration of technology into instructional practices. This study aims to synthesize empirical evidence regarding the contribution of Professional Learning Communities (PLCs) to strengthening technology-responsive teaching practices through a Systematic Literature Review (SLR). The review followed the PRISMA framework, encompassing identification, screening, eligibility assessment, and final inclusion of relevant studies. From an initial pool of ten Scopus-indexed publications, six empirical open-access articles published between 2019 and 2025 met the predefined inclusion criteria. The synthesis demonstrates that PLCs consistently enhance teaching practices by promoting professional collaboration, reflective dialogue, collective learning, and supportive organizational conditions. Furthermore, PLCs facilitate teachers' readiness to integrate digital technologies into classroom instruction, improve instructional decision-making, and encourage adaptive pedagogical innovation in response to evolving educational demands. Several studies also indicate that PLCs strengthen the relationship between school leadership and teacher performance while fostering technology-supported professional learning environments. However, the effectiveness of PLC implementation depends on enabling factors such as collaborative leadership, positive school culture, teachers' growth mindset, and adequate technological infrastructure, whereas limited institutional support and insufficient digital readiness remain significant barriers. These findings position PLCs as a strategic techno-pedagogical approach for developing sustainable teacher professionalism and fostering technology-responsive teaching practices. The review provides implications for educational leaders and policymakers in designing collaborative professional development models that effectively support digital transformation in schools.

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