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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 296 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.
A Coaching Clinic Instructional Model for Vocational Photography Education: A One-Group Pretest–Posttest Study Fahmi, Khairul; Sulistiyo, Urip; Sofyan, Sofyan
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 4 (2026): Tekno-Pedagogi| In Progress|
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v16i4.53840

Abstract

Vocational photography education requires instructional approaches that connect conceptual understanding, practical experience, digital workflow, and professional practices. However, photography learning in vocational schools may be constrained by limited specialist teachers, heterogeneous photographic devices, restricted practical facilities, and insufficient opportunities for structured practice. This study examined changes in students’ photography learning outcomes following participation in a Coaching Clinic Instructional Model. A quantitative one-group pretest–posttest design was employed with 32 Grade XI students in the Visual Communication Design program at SMKN 6 Kota Jambi, Indonesia. The instructional model was implemented through three sequential phases: Conceptual Foundation, Guided Coaching, and Professional Workflow. Data were collected using a 20-item multiple-choice test covering technical photography concepts, visual composition, digital workflow, and professional ethics, supplemented by structured observation during the intervention. Students’ mean scores increased from 62.46 on the pretest to 78.57 on the posttest, representing an absolute improvement of 16.11 points. The aggregate-mean N-Gain was 0.43, indicating a moderate level of learning improvement. Positive changes were observed across the assessed photography learning domains, while classroom observations indicated that guided practice, immediate feedback, and professional workflow activities supported students’ engagement with the learning process. Nevertheless, device heterogeneity and limited instructional time constrained opportunities for extended practice. These findings provide initial evidence that a structured coaching-based approach can support photography learning in resource-constrained vocational education settings, although further studies using comparison groups and authentic performance assessments are required.
Digital Educational Technology for Monitoring and Evaluation: Its Contribution to School Management Effectiveness Waloyo, Waloyo; Sumarjoko, Bambang; Masduki, Masduki
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 4 (2026): Tekno-Pedagogi| In Progress|
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v16i4.56538

Abstract

Digital transformation in education increasingly requires schools to use technology not only for instructional purposes but also for monitoring, evaluation, and evidence-informed management. This study examined the association between digital educational technology for monitoring and evaluation and school management effectiveness in Muhammadiyah Vocational High Schools in Wonogiri Regency, Indonesia. A quantitative explanatory, cross-sectional design was employed involving 57 educational personnel, including vice principals, heads of vocational study programs, teachers, and administrative staff. Data were collected using a five-point Likert-scale questionnaire comprising 12 items measuring digital monitoring and evaluation and 14 items measuring school management effectiveness. Descriptive statistics, preliminary regression assumption tests, and simple linear regression were conducted using IBM SPSS Statistics 25. The findings showed generally favorable perceptions of both digital monitoring and evaluation and school management effectiveness, with identical overall mean scores of 3.97. Simple linear regression indicated a positive and statistically significant association between digital monitoring and evaluation and school management effectiveness (B = 0.743, β = 0.675, t(55) = 6.781, p < 0.001). The model yielded R² = 0.455 and adjusted R² = 0.445, indicating that 45.5% of the observed variance in school management effectiveness was statistically accounted for by the predictor. These findings suggest that digital monitoring and evaluation can support systematic information management, accountability, and evidence-informed decision-making. However, given the cross-sectional design, the results should be interpreted as statistical associations rather than causal effects.
Development and Validation of Google Sites-Based Learning Media for Grade X Physics Ananda, Maharani; Isa, Yamanto; Febriantika, Leni
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 4 (2026): Tekno-Pedagogi| In Progress|
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v16i4.55211

Abstract

The integration of digital technology into physics education requires instructional media that are accessible, interactive, and pedagogically well-designed to support students’ understanding of abstract concepts. This study aimed to develop and validate a Google Sites-based web learning media for Grade X physics using the ADDIE instructional design model integrated with Tessmer’s formative evaluation. A Research and Development (R&D) approach was employed, involving expert validation and progressive user evaluations through one-to-one, small-group, and field testing. The developed media integrates instructional materials, multimedia resources, interactive quizzes, and online assessments into a single web-based learning environment. The validation results demonstrated that the product achieved a Very Good category across all expert evaluations, with content validation of 92.8%, media validation of 89.5%, and instructional design validation of 90.8%. User evaluations also indicated high practicality, with scores of 86.0% in the one-to-one evaluation, 87.8% in the small-group evaluation, and 90.1% in the field test, reflecting positive user acceptance and ease of implementation in classroom learning. These findings indicate that the developed learning media is valid, practical, and feasible for supporting Grade X physics instruction. This study contributes to technology-integrated instructional design by demonstrating the application of Google Sites combined with a systematic ADDIE–Tessmer development process as an accessible approach for developing validated web-based learning media in secondary physics education.
Design and Development of Interactive Multimedia Learning Integrating a Deep Learning Approach for Eighth-Grade Mathematics Setyono, Dwi; Isa, Yamanto; Pebriantika, Leni
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 4 (2026): Tekno-Pedagogi| In Progress|
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v16i4.55239

Abstract

The purpose of this study is to develop and evaluate the feasibility of interactive multimedia learning integrating a deep learning approach for eighth-grade mathematics, particularly circle topics. A Research and Development (R&D) design was employed using the Lee and Owens instructional design model integrated with Tessmer’s formative evaluation. The development process translated mindful, meaningful, and joyful learning principles into interactive features, including contextual examples, exercises and feedback, reflection, enrichment, learner-controlled navigation, and differentiated learning support. Participants included three experts and eighth-grade students involved in one-to-one, small-group, and field-test evaluations. Data were collected through expert validation and four-point Likert-scale questionnaires, complemented by qualitative feedback, and analyzed descriptively using percentage-based criteria. Expert validation indicated very high validity for content (91.3%), instructional design (86.6%), and media quality (90.8%). Student evaluations also showed very good results in one-to-one (93.37%), small-group (90.71%), and field-test (91.59%) evaluations. The findings provide strong evidence of product validity and usability, as well as positive student perceptions regarding engagement, learner autonomy, learning support, and classroom practicality. The study contributes a pedagogically grounded model for integrating deep learning principles into interactive mathematics multimedia.
Full Day School and Learning Design in Indonesian Elementary Education Etikasari, Chryase; Lestari, Slamet
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 1 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/dad7de20

Abstract

Full Day School extends students’ time at school, but additional instructional time does not automatically guarantee meaningful learning. This study aims to systematically synthesize evidence on how FDS is translated into learning design in Indonesian elementary education. A Systematic Literature Review (SLR) was conducted using studies published between 2015 and 2025. Literature was identified through Google Scholar and selected using predetermined inclusion and exclusion criteria, followed by identification, screening, eligibility assessment, and inclusion based on the PRISMA framework. Sixteen articles were included in the final synthesis and analyzed thematically across five dimensions: organization of extended learning time, learning activity design, teacher pedagogical adaptation, student engagement and learning experience, and curriculum alignment and contextual conditions. The findings indicate that the educational value of FDS depends less on the duration of schooling than on how additional time is organized into varied, active, and meaningful learning experiences. Teacher creativity, pedagogical adaptation, curriculum alignment, school management, infrastructure, and parental support further shape implementation quality. The study contributes a pedagogical perspective by repositioning FDS as a learning-design challenge and provides a basis for developing more purposeful and context-sensitive extended-day learning practices.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/a6ew2r80

Abstract

The increasing emphasis on student-centered learning has highlighted the importance of understanding how pedagogical practices foster learners’ ability to actively influence and participate in their learning processes. This study aims to systematically identify and synthesize pedagogical practices that support agentic engagement in experiential learning environments. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 framework. Literature searches were performed using the Scopus database, resulting in 622 identified records, of which 10 studies met the inclusion criteria and were analyzed through thematic narrative synthesis. The findings indicate that agentic engagement develops through interconnected pedagogical mechanisms, including autonomy-supportive practices, student voice and co-creation, dialogic feedback, inquiry-based learning, and collaborative problem-solving. The review also demonstrates that experiential and nonformal learning environments provide authentic opportunities for students to exercise agency through decision-making, leadership, reflection, and active participation. This study contributes to the literature by integrating fragmented evidence on pedagogical conditions that enable learner agency and by highlighting the importance of designing learning environments that position students as active contributors and co-constructors of knowledge. Future research should further examine how facilitator competencies and contextual factors influence agentic engagement across diverse experiential learning settings.

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