cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Dwi Agus Kurniawan
Contact Email
dwiagus.k@unja.ac.id
Phone
-
Journal Mail Official
dikbastra@unja.ac.id
Editorial Address
Jln. Raden Mattaher No. 16, Jambi, 36123, Indonesia
Location
Kota jambi,
Jambi
INDONESIA
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 332 Documents
 30   31   32   33   34 
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
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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

Abstract

Artificial intelligence (AI) offers opportunities to support personalized, interactive, and flexible learning in elementary education. However, its educational value depends not only on technological availability but also on the organizational strategies that facilitate its pedagogical integration. This study examines how organizational strategies support the implementation of AI-integrated ubiquitous learning in elementary schools and identifies the conditions and challenges influencing this process. Using a qualitative case study design, data were collected through interviews with school principals, teachers, and educational technology personnel, complemented by direct observations. The data were analyzed thematically, with triangulation used to examine patterns across data sources. The findings indicate that strategic planning, supportive leadership, teacher professional development, curriculum alignment, digital infrastructure, communication, and collaboration are interconnected conditions shaping AI integration. AI-supported interactive materials, differentiated learning activities, and feedback mechanisms provide opportunities to accommodate diverse learning needs and support flexible access to learning resources. Nevertheless, implementation remains constrained by infrastructure limitations, varying levels of teacher preparedness, and difficulties aligning AI applications with curriculum objectives. This study contributes an integrated perspective on the relationship between organizational readiness and pedagogical implementation, highlighting that sustainable AI-integrated ubiquitous learning requires coordinated institutional support and purposeful instructional design. The findings offer practical insights for school leaders and teachers seeking to implement AI responsibly and contextually in elementary education.
Instructional Digital Leadership for Managing AI-Supported Interactive Learning Media in Schools Refizuliana, Refizuliana; Lestari, Slamet
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/teknopedagogi.v16i5

Abstract

The integration of artificial intelligence supported interactive learning media in schools requires more than technological infrastructure; it also depends on leadership that aligns digital innovation with pedagogical objectives. This study aims to examine how school digital leadership supports the pedagogically meaningful integration of AI-supported interactive learning media, identify implementation challenges, and develop an integrated conceptual perspective. A systematic literature review (SLR) was conducted using articles indexed in Scopus and published between 2018 and 2024. Following the reported screening and eligibility procedures, 21 articles were included and analyzed through thematic synthesis. The findings revealed six interconnected dimensions: digital leadership and instructional direction, technological infrastructure and resource management, teacher professional development and pedagogical competence, instructional supervision and evaluation, data-informed decision-making, and organizational and pedagogical adaptation. The synthesis suggests that digital leadership can provide enabling conditions for effective technology integration by coordinating resources, strengthening teachers’ instructional capabilities, and supporting continuous evaluation. However, the educational value of AI-supported media depends on alignment with learning objectives, student needs, and instructional practices rather than technology adoption alone. This study contributes a pedagogically oriented conceptual synthesis linking school leadership, organizational support, instructional implementation, and evaluation. The findings offer practical insights for school leaders and policymakers while highlighting the need for empirical research to examine these relationships and their implications for student learning outcomes.
Integrating Ketek Ogleng Local Cultural Wisdom into Character Education: Managerial Experiences and Classroom Implementation at SDN 2 Sempu Setyani, Netty Dwi; Raharja, Setya
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

Integrating local cultural wisdom into character education requires learning approaches that connect educational values with students’ sociocultural experiences. This study explores the integration of Ketek Ogleng, a traditional performing art from Pacitan, East Java, as a contextual learning resource for character education at SDN 2 Sempu. Guided by ethnopedagogy and experiential learning perspectives, the study employs a qualitative case study design to examine cultural learning activities, student participation, and the enactment of character-related practices. Data collection is designed to encompass interviews, observations, and document analysis, with thematic analysis used to interpret the learning processes and contextual conditions. The findings indicate that activities involving traditional movements, rhythm and expression, group rehearsals, and performance preparation provide contexts for examining discipline, responsibility, cooperation, and appreciation of local cultural heritage. The analysis also highlights the pedagogical roles of teachers, school leaders, and cultural practitioners in connecting cultural content with learning objectives and facilitating student participation. These findings position Ketek Ogleng not merely as a cultural performance but as a potential contextual resource for culturally responsive character education. The study contributes a context-specific pedagogical perspective on integrating local cultural knowledge into elementary learning while recognizing that participation in cultural activities alone does not establish causal effects on students’ character development.
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 | DOI: 10.22437/teknopedagogi.v16i3

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 | DOI: 10.22437/teknopedagogi.v16i3

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.
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 | DOI: 10.22437/teknopedagogi.v16i3

Abstract

Mobile-based distance learning offers flexibility in higher education, yet sustaining student engagement and continuance intention remains a challenge. This study aimed to extend the Technology Acceptance Model (TAM) by examining the mediating role of interactive multimedia in the relationship between perceived usefulness and learning engagement, as well as the contribution of multimedia richness to students’ continuance intention. A quantitative cross-sectional survey was conducted involving 387 students enrolled in distance education programs in Indonesia. Data were collected using a 35-item questionnaire with a five-point Likert scale and analyzed using partial least squares structural equation modeling (PLS-SEM) with SmartPLS 4. The findings indicate that perceived usefulness is positively associated with learning engagement and that interactive multimedia significantly mediates this relationship. Multimedia richness also has a significant positive relationship with perceived usefulness. Furthermore, learning engagement and perceived usefulness are significant predictors of students’ continuance intention, highlighting the importance of both perceived educational value and engaging learning experiences. This study extends TAM by integrating multimedia-related factors and learning engagement into a framework for understanding continued use of mobile-based distance learning. Practically, the findings suggest that higher education institutions and platform developers should design purposeful, interactive, and instructionally relevant multimedia experiences to support student engagement and continued participation.
The Influence of Class Discussion, Communication Skills, Motivation, and Student Satisfaction on Technology Use in Higher Education Rahman, Zulmi; Habibi, Akhmad; Indryani, Indryani; Aini, Nur; Anggun, Nurmala
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

This study investigates the influence of class discussion, communication skills, motivation, and student satisfaction on technology use in higher education. A quantitative survey design was employed, involving 317 undergraduate students from two universities in Indonesia selected through purposive sampling. Data were collected using an online questionnaire and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) with SmartPLS 4. The findings reveal that communication skills significantly influence motivation, student satisfaction, and technology use, while class discussion significantly enhances motivation and student satisfaction but does not directly affect technology use. Motivation positively influences student satisfaction but shows no significant direct effect on technology use. Student satisfaction emerges as the strongest predictor of technology use, indicating that positive learning experiences encourage students to engage more actively with digital learning technologies. The structural model demonstrates high explanatory and predictive power, supported by substantial R² and Q² values. These findings suggest that higher education institutions should strengthen interactive classroom practices, develop students’ communication competencies, and foster satisfying learning experiences to promote effective technology adoption. This study contributes to the growing body of educational technology literature by highlighting student satisfaction as a central mechanism linking classroom interaction and communication with technology use in higher education.
Development of Biology E-LKPD Based on the Guided Inquiry Model to Train Students' Critical Thinking Abilities on The Digestive System Material For Grade XI Santoso, Jatmiko Budi; Maharani, Elsa Fauziah; Juniwati, Atika; Ranti, Erivan Afri; Sirin, Jumeiliani; Musyaffa, Diva; Diandika, Maya Ramayang; Budiman, Ariyanto
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/teknopedagogi.v16i5

Abstract

Digital learning resources need to integrate technological features with pedagogically structured activities to support meaningful learning and critical thinking in biology education. This study aimed to analyze learning needs and design a guided inquiry-based digital biology worksheet (E-LKPD) for digestive system learning among Grade XI students at SMK Negeri 6 Kota Jambi, Indonesia. The study employed a design-oriented approach based on the Analysis and Design stages of the ADDIE instructional design model. Data were obtained through preliminary classroom observations, unstructured interviews with biology teachers, and document review, and were analyzed descriptively and qualitatively to identify instructional needs and formulate design requirements. The findings indicated difficulties in understanding abstract digestive system concepts and limited visual support in predominantly lecture-based instruction. These findings informed the proposed E-LKPD design using Canva, structured around six guided inquiry stages: orientation, hypothesis formulation, data collection, data processing, verification, and generalization. Each stage was mapped to an intended critical thinking indicator: interpretation, analysis, inference, evaluation, explanation, and self-regulation, respectively. The principal contribution of this study is a context-specific instructional design that explicitly connects identified learning needs, inquiry activities, and intended cognitive outcomes. Because the study was limited to the Analysis and Design stages, product validity, practicality, and effectiveness remain to be established through subsequent development and empirical evaluation.
Needs Analysis for Developing a Deep Learning-Based Interactive Electronic Module to Foster Critical Thinking Skills and Scientific Literacy in Atomic Structure Learning Pradana, Henri Bagus Adhi; Zurweni, Zurweni; Kurniati, Erisa
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/q188ae98

Abstract

The successful development of digital learning resources requires a thorough understanding of learners' instructional needs before the design process begins. This study aimed to analyze the instructional needs for developing a Deep Learning-Based Interactive Electronic Module to foster students' critical thinking skills and scientific literacy in atomic structure learning. A descriptive quantitative design supported by qualitative data was employed as the needs analysis stage of instructional product development. The study involved one chemistry teacher and 22 Grade X students at SMAN 18 Tanjung Jabung Barat, Indonesia. Data were collected through classroom observation, semi-structured interviews, and a five-point Likert-scale questionnaire, and subsequently analyzed using descriptive statistics and qualitative thematic analysis. The findings revealed four major instructional needs. First, students demonstrated a high level of digital readiness, indicating favorable conditions for technology-supported learning. Second, despite showing strong interest in chemistry, students continued to experience difficulties in understanding the abstract concepts of atomic structure. Third, students expressed a strong need for an interactive electronic module integrating the principles of mindful, meaningful, and joyful learning, while supporting critical thinking and scientific literacy. Finally, teachers confirmed the necessity of instructional media capable of providing interactive visualization, contextual learning activities, and meaningful learning experiences. These findings provide empirical evidence that the proposed module should integrate pedagogical and technological features responsive to learners' characteristics and classroom needs. The study offers practical design implications for developing interactive electronic modules that support the implementation of the Deep Learning approach in secondary chemistry education.
The Influence of Technology-Based Christian Religious Education Learning Strategies on Students' Spiritual Growth Tambunan, Daulat Marulitua; Jusen, Jusen; Wiguna, William
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

This study examined the relationship between technology-based instructional strategies in Christian Religious Education (CRE) and students reported spiritual growth in a church-based learning context. A quantitative associative design was employed involving 58 students at HKBP Serang Church, Indonesia, selected through saturated sampling. Data were collected using two five-point Likert-scale questionnaires measuring technology-based CRE instructional strategies, comprising multimedia applications, e-learning, and technological device utilization, and spiritual growth, comprising spiritual discipline, abundant Christian life, and Christ-centred living. The data were analyzed using descriptive statistics, instrument validity and reliability tests, classical assumption tests, Pearson correlation, and simple linear regression. The instruments demonstrated high internal consistency, with Cronbach’s alpha coefficients of 0.918 and 0.958. The findings revealed a moderate positive association between technology-based instructional strategies and students’ spiritual growth (r = 0.539, p < 0.001). Regression analysis indicated a statistically significant positive predictive relationship (B = 0.577, p < 0.001), with the model accounting for 29.0% of the variance in spiritual growth scores (R² = 0.290). These findings suggest that technology integration is a relevant consideration in church-based CRE instruction. However, the cross-sectional design does not establish causality, and further research is needed to examine dimension-specific relationships across diverse educational contexts.

Page 32 of 34 | Total Record : 332

 30   31   32   33   34 

Filter by Year

2011 2026


Reset
Filter By Issues
All Issue Vol. 16 No. 6 (2026): Tekno-Pedagogi| In Progress| Vol. 16 No. 5 (2026): Tekno-Pedagogi Vol. 16 No. 5 (2026): Tekno-Pedagogi| In Progress| Vol. 16 No. 4 (2026): Tekno-Pedagogi| In Progress| Vol. 16 No. 4 (2026): Tekno-Pedagogi Vol. 16 No. 3 (2026): Tekno-Pedagogi Vol. 16 No. 2 (2026): Tekno-Pedagogi Vol. 16 No. 1 (2026): Tekno-Pedagogi Vol. 15 No. 2 (2025): Tekno-Pedagogi Vol. 15 No. 1 (2025): Tekno-Pedagogi Vol. 14 No. 2 (2024): Tekno-Pedagogi Vol. 14 No. 1 (2024): Tekno-Pedagogi Vol. 13 No. 2 (2023): Tekno-Pedagogi Vol. 13 No. 1 (2023): Tekno-Pedagogi Vol. 12 No. 2 (2022): Tekno-Pedagogi Vol. 12 No. 1 (2022): Tekno-Pedagogi Vol. 11 No. 2 (2021): Tekno-Pedagogi Vol. 11 No. 1 (2021): Tekno-Pedagogi Vol. 10 No. 2 (2020): Tekno-Pedagogi Vol. 10 No. 1 (2020): Tekno-Pedagogi Vol. 9 No. 2 (2019): Tekno-Pedagogi Vol. 9 No. 1 (2019): Tekno-Pedagogi Vol. 8 No. 2 (2018): Tekno-Pedagogi Vol. 8 No. 1 (2018): Tekno-Pedagogi Vol. 7 No. 2 (2017): Tekno-Pedagogi Vol. 7 No. 1 (2017): Tekno-Pedagogi Vol. 6 No. 2 (2016): Tekno-Pedagogi Vol. 6 No. 1 (2016): Tekno-Pedagogi Vol. 5 No. 1 (2015): Tekno-Pedagogi Vol 5 No.1 Maret 2015 Vol. 5 No. 2 (2015): Tekno-Pedagogi Vol. 4 No. 2 (2014): Tekno-Pedagogi Vol 4 No.2 September 2014 Vol. 4 No. 1 (2014): Tekno-Pedagogi Vol 4 No.1 Maret 2014 Vol. 3 No. 2 (2013): Tekno-Pedagogi Vol 3 No.2 September 2013 Vol. 3 No. 1 (2013): Tekno-Pedagogi Vol 3 No.1 Maret 2013 Vol. 2 No. 2 (2012): Tekno-Pedagogi Vol 2 No.2 September 2012 Vol. 2 No. 1 (2012): Tekno-Pedagogi Vol 2 No.1 Maret 2012 Vol. 1 No. 2 (2011): Tekno-Pedagogi Vol 1 No. 2 September 2011 Vol. 1 No. 1 (2011): Tekno-Pedagogi Vol 1 No. 1 Maret 2011 More Issue