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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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Analyzing Teachers’ and Students’ Needs for an SSI-Based E-Module in Elementary IPAS Learning Gumilar, Panji; Santosa, Eka Budhi; Drajati, Nur Arifah
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/dy2ebt28

Abstract

Critical thinking is an essential competency in elementary education, yet its development requires contextual learning experiences and appropriate instructional resources. This study aimed to analyze teachers’ and students’ needs for a SSI-based e-module for Natural and Social Sciences (IPAS), focusing on food chains and food webs. A quantitative descriptive design was employed involving 10 fifth-grade teachers and 108 fifth-grade students from 10 elementary schools in Giritontro, Wonogiri, Central Java, Indonesia. Data were collected through needs-analysis questionnaires and classroom observations involving four teachers. The data were analyzed using descriptive percentage calculations. The findings revealed that 66.67% of teachers reported difficulties in facilitating critical thinking, while 60.00% indicated challenges concerning the adequacy of existing teaching materials. All participating teachers (100%) expressed a need for an SSI-based e-module. Among students, 53.40% of aggregate responses indicated learning difficulties, 71.60% reflected the availability of learning resources, 80.56% indicated preferences for more engaging and contextual materials, and 85.49% expressed a need for an IPAS e-module. Classroom observations also identified limitations in digital technology integration and critical-thinking-oriented learning activities. These findings provide an empirical basis for designing an SSI-based e-module that integrates contextual socio-scientific issues and interactive digital activities into elementary IPAS learning. Further development and effectiveness testing are required to establish its educational value.
The Influence of Academic Information Systems on Student Satisfaction in the Learning Process and Improving Student Academic Quality at the Mojosari Institute of Technology in Nganjuk Ridwanudin, M. Choirul; Muhajir, Muhajir; Huda, Nuril
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/z758yb02

Abstract

Technology-Supported Academic Information Systems have become an essential component of digital transformation in higher education by facilitating technology-enhanced learning environments and improving academic services. This study investigates the association of Technology-Supported Academic Information Systems on Student Learning Satisfaction and Student Academic Quality at the Mojosari Institute of Technology, Nganjuk. A quantitative correlational survey design was employed involving 222 students selected from a population of 500 active students using probability sampling. Data were collected through a five-point Likert-scale questionnaire administered via Google Forms and analyzed using IBM SPSS through validity and reliability testing, classical assumption testing, simple linear regression, t-tests, and coefficient of determination analysis. The findings reveal that Technology-Supported Academic Information Systems have a positive and significant effect on Student Learning Satisfaction (β = 1.089, p < 0.001; R² = 0.590) and Student Academic Quality (β = 0.481, p < 0.001; R² = 0.387). These results indicate that well-designed digital academic systems contribute substantially to students' learning experiences while supporting academic development within higher education. The study extends existing literature by repositioning Academic Information Systems as technology-supported learning infrastructure rather than merely administrative platforms, highlighting their strategic role in strengthening institutional digital transformation and improving educational quality.
Visual Art-Based Instruction for Improving Fine Motor Skills among Kindergarten Children Putriani, Yesi; Fitria, Rosda Ayu; Aulia, Rifqi; Ernitasari, Eka Penti
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/fmhrn371

Abstract

This study aimed to investigate the implementation of visual art-based instruction as a pedagogical strategy for improving the fine motor skills of kindergarten children. The study employed a Classroom Action Research design based on the Kemmis and McTaggart model, involving two instructional cycles, each consisting of planning, action, observation, and reflection. The participants were ten children aged 4–5 years enrolled in Group A at TK As-Salam Alam Barajo, Jambi. Data were collected through structured classroom observations and documentation, while descriptive quantitative and qualitative analyses were used to evaluate children's learning progress and instructional implementation. The findings revealed a continuous improvement in children's fine motor performance throughout the intervention. The average achievement increased from 51.5% during the preliminary observation to 60.5% after Cycle I and reached 72.5% after Cycle II, representing an overall improvement of 21 percentage points and exceeding the predetermined success criterion. Classroom observations further indicated increased learner engagement, participation, confidence, and independence during visual art learning activities. These findings demonstrate instructional improvement within the research context for integrating creative exploration with fine motor development through active and meaningful learning experiences. The study contributes to early childhood pedagogy by positioning visual art not merely as a classroom activity but as a structured instructional strategy capable of improving both instructional quality and children's developmental outcomes in kindergarten education.
Development and Feasibility Evaluation of an Interactive E-LKPD Based on Contextual Teaching and Learning for Grade VIII Science Learning Yulinarti, Yulinarti; 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/hgzdd657

Abstract

This study aimed to develop an E-LKPD using the CTL approach for Grade VIII science learning at SMP Negeri 14 Palembang. The study also employed a R&D design using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation stages. Formative evaluation was conducted through expert validation, one-to-one evaluation, small-group evaluation, and field testing. Data were collected through observation, interviews, expert validation questionnaires, and student response questionnaires and analyzed descriptively using percentage-based qualification criteria. The developed E-LKPD integrated the seven CTL components with contextual learning activities, multimedia, interactive quizzes, evaluation, and reflection. Expert validation resulted in scores of 86.06% for subject matter, 83.37% for instructional design, and 83.40% for media. Student evaluations produced scores of 87.23% in the one-to-one evaluation, 86.01% in the small-group evaluation, and 89.31% in the field test. These findings indicate that the developed E-LKPD is highly feasible and positively accepted as a digital learning resource for contextual and student-centered science learning. However, the findings establish feasibility and usability rather than causal learning effectiveness.
Integrating QR-Code Interaction into a HOTS-Based Educational Game for Grade III Mathematics Learning Kemala, Rima Dwi; Isa, Yamanto; Febriantika, 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/rmx91767

Abstract

This study aimed to develop a HOTS-based educational game for Grade III mathematics learning in elementary school. The study employed a R&D approach using the ADDIE model, supported by Tessmer’s formative evaluation framework. The developed product integrated mathematics learning with HOTS-oriented questions through the Way ground platform using Paper Mode, QR-Card-based student responses, teacher-mediated scanning, and immediate digital feedback. The research involved three experts for material, instructional-design, and media validation, followed by one-to-one evaluation with three students, small-group evaluation with nine students, and a field test involving 15 Grade III students. Data were collected through expert-validation instruments, student-response questionnaires, observations, interviews, and learning-process documentation, and were analyzed descriptively using percentage scores. The results showed that the product achieved an overall expert-validation score of 81%, categorized as good. Student responses increased progressively from 86% in the one-to-one evaluation to 88% in the small-group evaluation and 90% in the field test. These findings indicate that the developed educational game is feasible, practical, and well accepted for technology-supported mathematics learning. The study contributes a hybrid digital–physical instructional design that facilitates HOTS-oriented learning without requiring individual digital devices for every student.
Integrating Canva into Discovery Learning to Enhance Critical Thinking and Support Scientific Literacy in Elementary Science Education Sarah, Siti; Ramadhan, Luvy Sylviana Zanthy; Rohaeti, Euis Eti
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: 10.22437/3p3vee39

Abstract

Critical thinking and scientific literacy are essential competencies in elementary science education, yet classroom learning often provides limited opportunities for students to explore scientific phenomena, process evidence, and communicate findings. This study aimed to develop and evaluate the integration of Canva into Discovery Learning as a technology-enhanced instructional approach for improving critical thinking and supporting scientific literacy in elementary science education. A Research and Development (R&D) approach adapted from the Borg and Gall model was employed through seven stages: needs analysis, planning, initial development, expert validation, revision and limited trial, main field trial, and final product development. The participants were 40 fifth-grade students, including 10 students in the limited trial and 30 students in the main field trial. The developed product integrated Canva into the six stages of Discovery Learning and included learning materials, student worksheets, and assessment instruments. Validation results indicated high feasibility, with an overall score of 88.40%. Critical thinking increased from a mean pretest score of 52.10 to 81.40 posttest, with a significant paired-sample t-test result (p < .001) and an N-Gain of 0,61. Students demonstrated an overall scientific literacy performance of 85%. Implementation challenges involved teacher adaptation, digital readiness, instructional time, infrastructure, and internet connectivity. The findings demonstrate the potential of Canva-integrated Discovery Learning as a feasible technology-enhanced pedagogy for elementary science education.
Developing Project-Based Learning Instructional Materials through the Dick and Carey Instructional Design Model for Grade VII Science Learning Maisaroh, Siti
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/hhn1hn44

Abstract

This study aimed to develop PjBL instructional materials for Grade VII science learning through the Dick and Carey instructional design model, focusing on waste management. The study employed a R&D design. The development process followed the Dick and Carey model, encompassing instructional goal identification, instructional analysis, learner and context analysis, performance objectives, assessment development, instructional strategy, instructional material development, formative evaluation, and revision. The developed module integrated contextual waste-management activities, including ecobrick, eco-enzyme, and hydroponic projects, supported by student worksheets and structured learning activities. Data were collected using non-test questionnaires administered during expert evaluation and formative evaluation. The instructional materials were evaluated by subject matter, instructional design, and media experts, followed by one-to-one, small-group, and field evaluations. The results showed an overall expert evaluation score of 88.80%, while one-to-one, small-group, and field evaluations obtained 93.89%, 94.45%, and 91.62%, respectively, all categorized as Very Good. These findings indicate that the developed instructional materials were systematically designed, positively evaluated, and suifigure for supporting contextual and project-based Grade VII science learning. The study contributes an instructional material development model that integrates PjBL with systematic instructional design.
Pedagogical Strategies for Strengthening Nationalism through History Learning in Madrasah Aliyah Darud Da’wah Wal Irsyad Soni Yuliana, Yuliana; Nuraedah, Nuraedah; Rore, Idrus; Gamar, Mahfud M
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 5 (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/wjwdyq85

Abstract

This study examines pedagogical strategies for strengthening nationalism through history learning at Madrasah Aliyah Darud Da’wah Wal Irsyad Soni, Indonesia. It focuses on the implementation of history learning, teachers’ strategies for integrating nationalism values, and students’ responses to these learning experiences. A qualitative descriptive design was employed. Data were collected through classroom observations, semi-structured interviews with one history teacher and 14 Grade XI students, and documentation of learning activities. The data were analyzed through data reduction, data presentation, and conclusion drawing. The findings indicate that history learning was organized through structured instructional stages, including the communication of learning objectives, presentation of historical materials, discussion, assignments, and reflection. Four pedagogical strategies were identified: teacher role modeling, contextual use of learning media, dialogical discussion, and historical reflection. Students participated in classroom activities and articulated connections between historical values and everyday practices, including cooperation, respect for others, and maintaining unity. These findings highlight how purposeful pedagogical strategies can connect historical knowledge with character-oriented learning experiences in a religious secondary school context. However, the qualitative descriptive design does not establish causal effects or measurable changes in students’ nationalism. This study contributes contextual evidence on pedagogical practices for integrating nationalism values into history learning and offers insights for developing meaningful, reflective, and character-oriented instructional experiences.
The Teacher Autonomy in Designing Contextual Practical Assessment Tasks in Civil Technology Education: A Qualitative Case Study Mtshali, Thokozani Isaac; Singh-Pillay, Asheena
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

Abstract

Teacher autonomy in designing contextual Practical Assessment Tasks (PATs) is an important aspect of Civil Technology education, particularly where teachers must align curriculum requirements with local needs and available resources. However, how teachers exercise this autonomy in resource-constrained educational settings remains insufficiently understood. This study explored how Civil Technology teachers in Limpopo, South Africa, interpreted and enacted their autonomy in designing contextual PATs. An interpretive qualitative approach was employed through an exploratory case study involving seven teachers with diverse specializations and 5–15 years of teaching experience. Data were collected over six weeks using open-ended questionnaires, semi-structured interviews, and document analysis. The data were examined thematically, with triangulation and member checking used to support trustworthiness. The findings were organized around three interconnected themes: curriculum interpretation, time management, and resource adaptation. Teachers’ accounts indicated differing understandings of autonomy, ranging from professional discretion to a response to limited institutional guidance. Time allocation and material availability also shaped decisions about practical task design and implementation. Viewed through the lens of Pedagogical Content Knowledge, these findings suggest that autonomy entails situated professional judgment involving curriculum understanding, pedagogical reasoning, and contextual awareness. The study contributes a context-specific account of teacher autonomy in Civil Technology education and highlights the importance of professional development, collaborative support, and adequate resources for designing contextual PATs while maintaining curriculum alignment.
Development of a Wayground-Based Educational Game Integrated with Discovery Learning for Social Studies Learning in Ninth Grade of Junior High School Apriani, Dewi; Isa, Yamanto; Susila, Heni Rita
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

Abstract

The integration of digital technology into education has created opportunities to develop innovative instructional media that foster active, engaging, and student-centered learning. However, Social Studies instruction at the junior secondary level remains predominantly teacher-centered, limiting students' motivation, participation, and conceptual understanding. This study aimed to develop and validate a Wayground-based educational game integrated with the Discovery Learning approach for Grade IX Social Studies learning. The study employed a Research and Development (R&D) approach using the Dick and Carey instructional design model. The development process comprised needs analysis, instructional analysis, learner and context analysis, formulation of learning objectives, development of assessment instruments, instructional strategy design, educational game development, expert validation, and product revision. The developed media was evaluated by media, instructional design, and subject matter experts using structured validation questionnaires, while qualitative data from observations, interviews, and expert feedback supported product refinement. The findings indicate that the developed educational game achieved feasibility scores of 85.42% from media experts, 85.00% from instructional design experts, and 89.71% from subject matter experts, indicating that the product was categorized as feasible to very feasible. The integration of gamification features with the Discovery Learning syntax produced an interactive and pedagogically aligned learning environment that supports students' engagement and independent knowledge construction. The study contributes an AI-supported instructional media design that integrates gamified learning with inquiry-based pedagogy and provides an innovative technology-supported learning solution for junior secondary Social Studies education.

Page 31 of 34 | Total Record : 332

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