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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,
Other
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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Instructional Digital Leadership for Strengthening Technology-Integrated Learning in Schools Mulyati, Sri; Widiyan, Agung Purwa
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 1 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

The rapid advancement of digital technology has transformed teaching and learning processes, requiring school leaders to adopt instructional digital leadership that effectively supports technology-integrated learning. Although numerous studies have examined principals’ roles in educational digitalization, the existing evidence remains fragmented and has not been comprehensively synthesized from a technology-enhanced learning perspective. This study aims to synthesize current evidence on how instructional digital leadership strengthens technology-integrated learning in schools through a Systematic Literature Review (SLR). The review followed a structured literature selection process using Google Scholar, ScienceDirect, and Dimensions databases, covering publications from 2019 to 2025. Following predefined inclusion and exclusion criteria, 14 peer-reviewed articles were selected for qualitative synthesis. The findings reveal that instructional digital leadership contributes to technology-integrated learning through four interconnected dimensions: establishing strategic digital policies, strengthening teachers’ digital competence through continuous professional development, providing technology infrastructure and digital learning resources, and fostering a collaborative school culture that supports innovation and digital transformation. The synthesis further indicates that effective instructional digital leadership enhances teachers’ capacity to integrate digital technologies into pedagogical practices while promoting adaptive, student-centered, and technology-responsive learning environments. Nevertheless, persistent challenges including disparities in digital infrastructure, uneven teacher digital competence, and limited institutional support continue to influence implementation effectiveness. These findings highlight that instructional digital leadership is a critical enabling factor for sustainable technology-integrated learning and provide practical implications for school leaders, policymakers, and teacher professional development initiatives seeking to strengthen educational technology implementation in contemporary schools.
Organizational Strategies for Strengthening AI-Integrated Ubiquitous Learning in Elementary Schools Ferdyawati, Dina; Raharja, Setya
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 rapid advancement of Artificial Intelligence (AI) has accelerated the transformation of elementary education toward ubiquitous learning, requiring schools to establish organizational strategies that effectively support technology-integrated teaching and learning. This study aims to analyze how organizational strategies strengthen AI-integrated ubiquitous learning in elementary schools by emphasizing the alignment between school leadership, teacher capacity, curriculum integration, and digital learning environments. A qualitative case study approach was employed involving selected elementary schools with varying levels of AI implementation. Data were collected through in-depth interviews with school principals, teachers, and educational technology coordinators, complemented by classroom observations of AI-supported instructional practices. The findings indicate that successful AI integration extends beyond technological availability and depends on coherent organizational strategies that foster instructional innovation. Strategic planning, visionary leadership, continuous professional development, curriculum alignment, and adequate digital infrastructure collectively enhance teachers' digital pedagogical competence and facilitate personalized, flexible, and adaptive learning experiences. Furthermore, collaborative school cultures, effective internal communication, and parental engagement reinforce the sustainability of AI-supported instructional practices. These organizational dimensions create enabling conditions for implementing ubiquitous learning by promoting data-informed instruction, increasing student engagement, and supporting continuous improvement in teaching practices. The study concludes that organizational strategies function as critical enablers of AI-integrated pedagogy rather than merely administrative mechanisms, providing a practical framework for elementary schools seeking to implement sustainable, technology-enhanced learning ecosystems that respond to the evolving demands of twenty-first-century education.
Instructional Digital Leadership for Strengthening Technology-Supported Character Learning through School Partnerships in Elementary Schools Widyanuar, Yusie; Rahmawati, Tina
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 3 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

Instructional digital leadership has become increasingly important in fostering technology-supported learning environments that strengthen character education through collaborative school partnerships. However, existing studies remain fragmented in explaining how school principals integrate digital leadership practices with school–family–community partnerships to sustain character learning in elementary schools. This study aims to synthesize the current body of knowledge on instructional digital leadership and its contribution to strengthening technology-supported character learning through school partnerships. A Systematic Literature Review (SLR) combined with bibliometric analysis was conducted following the PRISMA framework. An initial search across Scopus, Web of Science, and Google Scholar identified 2,185 records, from which 29 eligible studies were selected through a rigorous screening and eligibility process. Bibliometric analysis using VOSviewer was employed to map publication trends, authorship networks, geographical distribution, and keyword co-occurrence, while thematic synthesis was used to identify recurring patterns across the selected studies. The findings indicate a growing global interest in integrating instructional leadership, digital technologies, character education, and school partnerships over the past decade. School principals emerge as instructional digital leaders who facilitate technology-supported communication, digital monitoring systems, collaborative professional learning, and innovative learning environments that reinforce character development. The review also highlights six interrelated dimensions of effective instructional digital leadership: reflective practice, positive school culture, institutional support, technology integration, character learning implementation, and professional collaboration. These findings contribute to the advancement of technology-enhanced educational leadership by providing an integrated conceptual perspective that informs future research, educational policy, and leadership practices for sustainable character learning in elementary schools.
Technology-Supported Professional Learning for Mathematics Teachers: Insights from Bibliometric Analysis and Systematic Literature Review Winarti, Wiwin Eka
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 educational technology has transformed teacher professional learning from conventional training models toward technology-supported, collaborative, and continuous learning ecosystems. This study aims to map global research trends on technology-supported professional learning for mathematics teachers, identify major thematic developments through bibliometric analysis and systematic literature review, and formulate implications for strengthening professional learning communities in mathematics education. A combined bibliometric and systematic literature review approach was employed using the Scopus database. A total of 230 journal articles published between 2018 and 2025 were analyzed bibliometrically, while 25 core studies were selected for in-depth thematic synthesis. Bibliometric mapping revealed a consistent increase in publications and identified dominant contributions from countries and institutions with well-established educational research ecosystems. Keyword co-occurrence analysis highlighted four interconnected themes: mathematics teacher competencies, technology-supported professional development, collaborative classroom-based learning practices, and mathematics teacher education. The systematic synthesis further demonstrated that effective professional learning is characterized by sustained collaboration, reflective practice, classroom relevance, and increasing integration of digital technologies, artificial intelligence, video-based learning, and technology-enhanced professional learning communities. These findings indicate a growing shift toward technology-supported professional learning ecosystems that enable teachers to strengthen instructional practices, foster higher-order thinking, and support deep learning implementation. The study contributes to the field of educational technology by providing evidence-based insights into how mathematics teacher professional learning can be redesigned through technology integration and offers practical directions for transforming Mathematics Teacher Working Groups (MGMP) into technology-responsive professional learning communities capable of supporting sustainable instructional innovation.

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