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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 332 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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/3n5z6v52

Abstract

The integration of digital technology into teaching and learning requires more than technological availability; it also depends on school leadership capable of creating supportive pedagogical and organizational conditions. This study examines how principal digital leadership advances technology-integrated learning in elementary education. A Systematic Literature Review (SLR) was conducted by identifying, screening, and synthesizing relevant empirical studies published between 2019 and 2025. Literature was retrieved from Google Scholar, ScienceDirect, and Dimensions, resulting in 14 studies selected for thematic analysis. The findings identify five interconnected dimensions of principal digital leadership: digital vision and strategic planning; teacher digital competence and professional development; technology infrastructure and organizational support; technology integration in teaching and learning; and barriers and enabling conditions for sustainable implementation. The synthesis indicates that principals contribute to technology-integrated learning by establishing strategic direction, strengthening teacher capacity, mobilizing technological resources, and supporting the pedagogical use of digital technologies. However, infrastructure limitations, connectivity, teacher competence, and leadership readiness may constrain implementation. The study positions principal digital leadership as an enabling mechanism that connects school-level digital transformation with technology-integrated pedagogy.
The Effect of Human Coding Grid-Assisted Teams Games Tournament on Elementary School Students’ Computational Thinking Skills and Mathematics Learning Outcomes Yanto, Azhari; Rahmi, Ulfia; Bentri, Alwen; Amsal, Mutiara Felicita
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 4 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v16i4.58455

Abstract

This study aimed to analyze the effect of the TGT model assisted by Human Coding Grid, an unplugged coding medium, on students’ computational thinking skills and mathematics learning outcomes. This study employed a quantitative approach with a quasi-experimental method using a nonequivalent control group design. The sample consisted of 60 fifth-grade students, comprising 30 students in the experimental group and 30 students in the control group. The experimental group received instruction using the TGT model assisted by Human Coding Grid, whereas the control group received instruction using the TGT model without Human Coding Grid. Data were collected through computational thinking and mathematics achievement tests and analyzed using Multivariate Analysis of Covariance (MANCOVA). The results showed that the TGT model assisted by Human Coding Grid had a significant effect on students’ computational thinking skills (p < 0.05), but did not have a significant effect on mathematics learning outcomes (p > 0.05). The multivariate analysis indicated a significant overall effect of the instructional model on the combined dependent variables, while the univariate analysis showed a significant effect on computational thinking skills but not on mathematics learning outcomes. These findings indicate that integrating Human Coding Grid as an unplugged coding medium into the TGT model has the potential to serve as an alternative instructional approach for strengthening students’ computational thinking skills in elementary mathematics education.
Lecturers' Perceptions and Readiness to Implement the HOT-Teach Learning Model Supported by Digital Smart Book for Microteaching Courses Qosim, Arief; Susila, Heni Rita; Ningsih, Sulia; Wahidah, Nina Ikhwati
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 4 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/teknopedagogi.v16i4.58748

Abstract

The study explores lecturers' perceptions and readiness toward implementing the HOT-Teach learning model supported by digital smart books in Microteaching courses for prospective teachers. Using a descriptive qualitative research design, data were collected from six lecturers at the Faculty of Teacher Training and Education, Universitas Baturaja, through semi-structured interviews analyzed using Miles, Huberman, and Saldaña's qualitative analysis procedures. The findings reveal that lecturers hold consistently positive perceptions of HOT-Teach across eight dimensions: conceptual quality, practicality, benefits for students, impact on lecturers, technological readiness, technological barriers, pedagogical readiness, and motivational readiness. Lecturers recognized the model as theoretically coherent, innovative, and aligned with higher-order thinking skills (HOTS) development objectives. They identified substantial student benefits including enhanced critical thinking, creativity, collaboration, and reflection. Regarding readiness, lecturers demonstrated willingness to redesign instructional components, moderate-to-good confidence in using digital tools, and strong motivation grounded in professional values and student benefit. However, implementation requires substantial preparation time, higher facilitation skills, and institutional support including professional development, technical resources, and teaching load adjustments. The study concludes that lecturers possess both positive perceptions and substantial readiness to adopt HOT-Teach, positioning them as capable agents of pedagogical innovation. Success depends on creating systemic conditions institutional policies, professional development, and technical support that sustain individual readiness and enable effective implementation in teacher education contexts.
The Influence of Adaptive Multimedia Learning on Student Motivation and Retention in Online Higher Education Saifuddin, Hikmah; Firdaus, Rangga
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

Abstract

Online higher education continues to face challenges related to low student motivation, knowledge retention, and active participation. This study aimed to analyze the effect of adaptive multimedia learning on student motivation and retention in online higher education using a mixed-methods approach with a sequential explanatory design. The sample consisted of 324 students from four open universities selected through stratified random sampling. Research instruments included an ARCS-based learning motivation questionnaire, a knowledge retention test, and in-depth interview guidelines. Quantitative data were analyzed using ANCOVA, multiple regression, and path analysis, while qualitative data were analyzed thematically. The findings revealed that students in the experimental group using adaptive multimedia achieved significantly higher motivation scores than the control group (4.37 vs. 3.24; F = 47.83; p < 0.001; Cohen’s d = 0.89). Knowledge retention was also higher in the experimental group (78.6%) compared to the control group (54.2%) with F = 52.16, p < 0.001, and Cohen’s d = 0.94. Active participation reached 87.3% in the experimental group, while the control group achieved only 62.1%. Path analysis showed that content personalization, adaptive feedback, and difficulty adjustment explained 61.4% of the variance in learning motivation, while motivation explained 45.9% of the variance in knowledge retention. These findings confirm that adaptive multimedia improves the effectiveness of online learning through more personalized, relevant, and responsive learning experiences and reinforces the integration of the Cognitive Theory of Multimedia Learning and the ARCS model in adaptive online learning.
Extending the Technology Acceptance Model with Multimedia Richness: Predicting Students’ Intention to Continue in Mobile-Based Distance Learning Nasution, Muhammad Iqbal; Firdaus, Rangga
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

Abstract

Mobile-based distance learning is increasingly being implemented in higher education; however, the sustainability of platform usage remains a challenge because students do not always maintain engagement after the initial adoption phase. This study aims to analyze the influence of multimedia richness on students’ intention to continue using mobile learning by extending the Technology Acceptance Model (TAM) framework. The study employed a quantitative approach with a cross-sectional survey design involving 250 active mobile learning users among Indonesian university students. Data were collected via a 5-point Likert scale questionnaire and analyzed using PLS-SEM through SmartPLS 4. The results indicate that multimedia richness significantly influences perceived usefulness (β = 0.389; t = 6.241; p < 0.001) and perceived ease of use (β = 0.569; t = 10.832; p < 0.001). Perceived usefulness significantly influences sustainability intention (β = 0.412), while perceived ease of use also significantly influences it (β = 0.238). Additionally, multimedia richness has a direct effect on sustainability intention (β = 0.152; p = 0.016). Mediation analysis indicates that perceived usefulness and perceived ease of use partially mediate the relationship between multimedia richness and sustainability intention, with a total indirect effect of 0.295. The research model explains 58.3% of the variation in students’ sustainability intention. These findings confirm that multimedia richness is a key factor in enhancing perceived ease of use, perceived usefulness, and the sustainability of mobile learning use.Keywords: multimedia richness, Technology Acceptance Model, mobile learning, perceived usefulness, perceived ease of use, sustainability intention.
The Mediating Role of Interactive Multimedia on the Relationship Between Perceived Usefulness and Learning Engagement in Mobile Learning Environments: A TAM Perspective Saputra, Ageng Dian; Firdaus, Rangga
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

Abstract

Mobile-based distance learning has become a dominant paradigm in higher education; however, the sustainability of student participation remains a critical challenge that has not been fully explained by the conventional Technology Acceptance Model (TAM). This study aims to extend TAM by integrating the mediating role of interactive multimedia in the relationship between perceived usefulness and learning engagement, as well as evaluating the influence of multimedia richness on students’ continuance intention in mobile-based distance learning. This study employed a quantitative approach with a cross-sectional survey design involving 387 students enrolled in distance education programs in Indonesia. The research instrument consisted of a structured questionnaire using a 5-point Likert scale, which was validated through convergent and discriminant validity tests. Data were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM) with SmartPLS 4 software. The findings revealed that interactive multimedia significantly mediates the relationship between perceived usefulness and learning engagement, while multimedia richness strengthens perceived usefulness, which in turn enhances students’ continuance intention. The main conclusion confirms that the integration of rich interactive multimedia is a key predictor in sustaining students’ continuous participation in mobile learning platforms. This study contributes to the development of a more comprehensive TAM framework and provides practical guidance for e-learning platform developers in designing more engaging and sustainable learning experiences.
Integrating Project-Based Learning and Digital Technology: Development of an Interactive E-Module for Vocational IPAS Learning Hasanah, Uswatun; Isa, Yamanto; Pebriantika, Leni
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 5 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/g6v58h12

Abstract

The integration of pedagogical strategies and digital technology is increasingly important for creating student-centred learning environments in vocational education. This study aimed to develop and evaluate an interactive e-module that integrates PjBL with digital technology for IPAS learning in a vocational high school. The study employed a R&D approach using the Lee and Owens instructional development model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. The developed e-module incorporated project-oriented activities, student worksheets, learning videos, educational games, QR-code access, digital assignment submission, and reflection activities within an interactive flipbook environment. Product validity was assessed by three experts in subject matter, instructional design, and educational media, while practicality was evaluated through one-to-one, small-group, and field-testing involving Grade X students at SMKN 1 Semende Darat Laut. Expert validation produced an overall score of 86.15%, categorized as Very Good. The mean practicality score across the three formative evaluation stages was 86.42%, also indicating a Very Good level. These findings demonstrate that the developed e-module is a valid and practical digital instructional resource. Its main contribution lies in integrating PjBL pedagogy with digital technology to support interactive and student-centred vocational IPAS learning.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/sndgce84

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.
Integrating Project-Based Learning and Digital Technology: Development of an E-Module for Junior High School Informatics Learning Hardalina, Edu; Isa, Yamanto; Pebriantika, Leni
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 5 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/m9smr518

Abstract

This study aimed to develop and formatively evaluate a digital e-module integrating PjBL for Grade VII Informatics learning, particularly on computer networks and the internet. The study employed a R&D approach by combining the ADDIE development model with Tessmer’s formative evaluation framework. The development process involved needs analysis, product design, development, expert validation, one-to-one evaluation, small-group evaluation, and field testing. Data were collected through observation, interviews, and questionnaires and analyzed descriptively using percentage scores. The results showed that the developed e-module integrated PjBL stages, including problem orientation, project planning, implementation, monitoring, presentation, assessment, and reflection, supported by multimedia and interactive learning activities. Expert validation yielded scores of 87.75% for material, 88.00% for learning design, and 85.20% for media. Student practicality scores were 87.99% in the one-to-one evaluation, 91.26% in the small-group evaluation, and 89.48% in the field test. These findings indicate that the e-module was valid and practical for supporting technology-integrated Informatics learning. The study contributes a digital instructional-material design that translates PjBL principles into structured learning features. Further research is needed to examine its effectiveness on learning outcomes.
Digital Key Performance Indicators for Technology-Enabled Teacher Professional Development: A Systematic Literature Review and Conceptual Framework Laia, Risman; Mutoharoh, Mutoharoh; Maarif, Minhatul; Fitriani, Siti Nurul; Sunarni, Sunarni; Majid, Suryani; Zulfazzly, Zulfazzly; Fauzi, Rijal
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 4 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/hay7f618

Abstract

Digital KPIs have traditionally been employed as administrative tools for monitoring teacher performance. However, recent advances in educational technology suggest that Digital KPIs can also function as technology-enabled systems that facilitate continuous teacher professional development through digital monitoring, reflective practice, and evidence-informed instructional improvement. This study aimed to develop a conceptual understanding of Digital KPIs as educational technologies supporting teacher professional development by synthesizing current research and proposing an integrated conceptual framework. A SLR was conducted following the PRISMA 2020 guidelines. Relevant studies published between 2020 and 2026 were identified from Scopus, Web of Science, Google Scholar, and the DOAJ. After a rigorous screening and eligibility process, 15 studies were included in the thematic synthesis. The review identified five interrelated themes: (1) Digital KPI systems as enablers of teacher professional development, (2) teacher digital competence as the foundation of technology-enabled professional learning, (3) leadership and organizational readiness for technology integration, (4) Digital KPI systems supporting instructional quality and continuous professional improvement, and (5) challenges in implementing technology-enabled teacher development. Based on these findings, this study proposes a Technology-Enabled Teacher Professional Development Framework and a set of Digital KPI components that integrate digital competence, instructional innovation, collaborative professional learning, and reflective practice. The findings reposition Digital KPIs from performance management instruments toward educational technologies that foster sustainable professional learning and instructional quality, providing theoretical and practical guidance for schools, policymakers, and educational technology developers.

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