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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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Development and Evaluation of the Qur'an Jar-Based HIDA Model as a Preventive Psychospiritual Intervention for Academic Burnout among Vocational High School Students Astutik, Widiya; Musthofa, Indhra; Hakim, Dian Mohammad
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 aimed to develop and evaluate the Qur'an Jar-Based HIDA Model as a preventive psychospiritual intervention for reducing academic burnout among vocational high school students. The study employed a Research and Development design using the ADDIE instructional design framework. The developed model was validated by experts in Islamic psychospiritual education, instructional design, and vocational education before being implemented with 33 twelfth-grade vocational students. Quantitative data were analyzed using Aiken's V and paired-samples t-tests, while qualitative data from QR code-based digital self-monitoring and students' reflective journals were analyzed thematically. The validation results indicated satisfactory content validity, confirming the conceptual appropriateness and instructional feasibility of the model. Following implementation, students demonstrated significant reductions in academic burnout and improvements in emotional balance. Qualitative findings further revealed increased emotional awareness, deeper spiritual reflection, and stronger commitments to positive behavioural change throughout the intervention. These findings suggest that integrating psychospiritual guidance, reflective learning, and technology-assisted self-monitoring provides an effective instructional approach for supporting students' psychological well-being. The Qur'an Jar-Based HIDA Model contributes to educational technology by offering an evidence-based framework that integrates instructional design, Islamic psychospiritual values, and digital monitoring to foster holistic student development in vocational education.
Development of a Competency-Based Evaluation Instrument for Assessing Employability Skills in Good Manufacturing Practices Training Malika, Febi Fatia; Rayendra, Rayendra; Bentri, Alwen; Alfahani, Khairul
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 aims to develop a competency-based evaluation instrument for assessing employability skills in GMP training. The study was motivated by the limitation of conventional GMP evaluation instruments that mainly measure technical knowledge and procedural compliance, while providing limited evidence of participants’ ability to apply critical thinking, professionalism, communication, and teamwork in workplace-based situations. This study employed a DDR approach using the Needham model, which consisted of needs analysis, design and development, and evaluation. The instrument was developed by aligning GMP competency standards, employability skill indicators, cognitive levels, and item formats. The final prototype consisted of 20 items, including 10 multiple-choice items and 10 true-false items. Data were collected through expert validation and product testing with GMP training participants at the AGAVI Institute. The data were analyzed using the Gregory Index, KR-20 reliability test, item difficulty analysis, discrimination power analysis, and distractor effectiveness analysis. The results showed that the material validation obtained a Gregory index of 0.73, categorized as high validity, while the evaluation design validation obtained a Gregory index of 0.80, categorized as very high validity. The reliability coefficient was 0.63, indicating acceptable internal consistency for preliminary use. Item analysis showed that most items were easy, with limited discrimination power and distractor effectiveness. Therefore, the instrument is feasible as a validated prototype, although broader testing is needed to strengthen its psychometric stability.
Needs Analysis for the Development of a Nearpod-Based Web Learning Platform to Support Critical Thinking Skills in Elementary Science Learning on the Solar System Sasongko, Enggar; Sukatiman, Sukatiman; Cahyono, Budi Tri; Sholihah, Khoirur Rohmaniatush
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

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.
Development of an Integrated Teacher Support Instrument for Guidance and Counseling Practice in Elementary Schools Rosita, Nela; Anif, Sofyan; Fauziati, Endang
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

Guidance and counseling services in elementary schools require systematic administrative support to help classroom teachers document student cases, record service activities, evaluate implementation, and plan follow-up actions. However, administrative practices at SD Muhammadiyah PK Pracimantoro, Indonesia, remained relatively simple and lacked systematically organized instruments. This study aimed to develop and validate an integrated teacher support instrument for guidance and counseling practice in elementary schools. A research and development approach based on the 4D model was employed, covering the define, design, and develop stages. Data were collected through observations, interviews, documentation, a needs analysis questionnaire involving six classroom teachers, and expert validation by two validators. Qualitative data were analyzed descriptively, while quantitative data were analyzed using descriptive percentage analysis. The resulting instrument comprised four components: a Student Case Record Form, a Guidance and Counseling Service Journal, a Guidance and Counseling Service Evaluation Form, and a Guidance and Counseling Report. Expert validation yielded an overall feasibility score of 94.44%, categorized as very valid. The findings indicate that the instrument achieved a favorable expert-assessed feasibility level and provides a structured resource for supporting teachers’ administrative practices. Further field testing is required to establish its practicality and effectiveness in diverse elementary school contexts.
Development of Teaching Modules Based on a Contextual Approach to Enhance the Creative Thinking Skills Of 7th-Grade Junior High School Students Mugiono, Mugiono; Yumiati, Yumiati; Ramdhani, Sandi
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

This study aimed to develop and evaluate a contextual teaching module for Social Arithmetic to support the mathematical creative thinking skills of Grade VII students at Avava Junior High School, Batam, Indonesia. The study employed educational design research based on Plomp’s model, comprising preliminary research, prototyping, and assessment. Data were collected through interviews, classroom observations, expert validation, teacher and student response questionnaires, and pretest–posttest assessments. The development process incorporated iterative revisions informed by expert feedback and formative evaluations to improve the module’s content, presentation, language, and contextual problem-solving activities. The validation scores were 71.11% for media presentation, 77.08% for content, and 72.92% for language. Student and teacher response scores were 80.51% and 72.33%, respectively, providing descriptive evidence of the module’s perceived practicality. Students’ average creative thinking assessment score increased from 50.00% before implementation to 85.00% afterward, a difference of 35 percentage points. These findings suggest that the developed module offers a promising instructional resource for connecting Social Arithmetic concepts with everyday contexts and providing opportunities to explore alternative mathematical solutions. However, the observed score difference does not establish a causal effect of the module. Further research should examine the four dimensions of creative thinking and evaluate the module across diverse educational settings.
Interactive Learning Technologies for Enhancing Mathematics Learning Outcomes in Elementary Schools Anggraini, Nia; Pratiwi, Her; Fitri, Dina Martha; Nurwahidin, Muhammad; Yulianti, Dwi
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

The integration of interactive learning technologies has become an important strategy for improving mathematics learning in elementary schools by creating more engaging, student-centered, and technology-enhanced instructional environments. However, existing studies have predominantly examined individual instructional technologies, resulting in limited understanding of their collective pedagogical contributions to mathematics learning. This study aimed to synthesize empirical evidence regarding the implementation of interactive learning technologies and their contribution to enhancing mathematics learning outcomes among elementary school students. A SLR was conducted following the PRISMA 2020 guidelines. Relevant studies published between 2015 and 2026 were identified through Google Scholar, SINTA-indexed journals, and reputable international journals. Eleven eligible studies were selected and analyzed using thematic content analysis. The findings revealed four major themes: (1) the diverse types of interactive learning technologies employed in elementary mathematics education, including Interactive Flat Panels, interactive multimedia, digital applications, interactive videos, virtual manipulatives, and gamification-based media; (2) their positive contributions to conceptual understanding, learning motivation, classroom engagement, and mathematics achievement; (3) the pedagogical factors supporting effective technology integration, including teacher competence, instructional strategies, learning environments, and student readiness; and (4) the implementation challenges related to infrastructure, digital competence, equitable technology access, and sustainability. Based on these findings, this study proposes a conceptual framework illustrating the interrelationship between interactive learning technologies, pedagogical integration, and mathematics learning outcomes. The review contributes to educational technology research by providing evidence-based insights for teachers, school leaders, and policymakers seeking to implement technology-enhanced mathematics instruction effectively.
Administrative Literacy among Secondary School Students: A Cross-Sectional Study of Five Core Dimensions Mujtahid, Iqbal Miftakhul; Radeswandri, Radeswandri; Vebrianto, Rian; Purnomo, Dian
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 6 (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.v16i6

Abstract

Digital transformation in schooling requires students to manage not only learning content but also information, documents, procedures, and digital administrative tasks. However, these school-based competencies remain less examined as a coherent domain that can inform technology-supported learning design. This study aimed to profile administrative literacy among secondary school students and identify priority dimensions for subsequent instructional design. A descriptive cross-sectional survey was conducted with 103 students selected through purposive sampling from a population of 140 students. Data were collected using a 15-item, four-point Likert questionnaire covering administrative accuracy, administrative responsibility, administrative discipline, document management, and digital administration. Descriptive statistics were used to examine the overall profile and compare the five dimensions. The results showed a moderate overall profile, with a mean score of 33.00 (SD = 4.85), equivalent to 55.0% of the theoretical maximum. Administrative responsibility was the strongest dimension (61%), followed by administrative accuracy (59%), administrative discipline (54%), document management (52%), and digital administration (49%). The findings reveal a competence gap between fulfilling administrative obligations and performing operational information-management tasks digitally. The five-dimensional profile provides a diagnostic foundation for designing authentic technology-supported learning activities targeting document management and digital administration.
Development and Implementation of a Problem-Based Learning Module for Vocational Power Generation Education Subekti, Natalia; Sujito, Sujito; Sendari, Siti; Tamayana, Bambang; Putro, Maulana Nur Antoro; Uwais, Tito Al Afrin; Ma’ruf, Muhammad Dwi Imam
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 6 (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/qnttsp16

Abstract

Vocational education in the field of Electric Power Generation Technology (TPTL) at vocational high schools (SMK) still faces challenges in the form of a limited supply of interactive teaching materials, and lecture-based methods continue to dominate the classroom. This situation was observed in the XPBC TPTL class at SMK PGRI 3 Malang, where students were not yet accustomed to a problem-based learning approach when studying material on power generation equipment. This study aims to develop a Problem-Based Learning (PBL)-based learning module on power generation equipment, test its feasibility through expert validation, and measure improvements in student learning outcomes after the module is implemented. The development was conducted using the Research and Development (R&D) method following the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The module was pilot-tested over three sessions: the first session discussed renewable energy power plants (hydroelectric, wind, and geothermal power plants) through problem-oriented syntax and student organization; the second session discussed fossil-fuel-fired power plants (coal, gas, combined-cycle, and diesel power plants) through group investigations; and the third session consisted of a case study on selecting a power plant type, concluding with a presentation of results and evaluation. Expert validation showed an average feasibility rating of 89.2%, categorized as “highly feasible,” while the average N-Gain value was 0.79, categorized as “high.” These findings confirm that the PBL-based module is feasible and effective for helping students understand the characteristics of power generation systems, while also developing their critical thinking and contextual problem-solving skills at SMK PGRI 3 Malang.
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
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/b6geqw46

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.
Teachers’ Needs for Digital Learning Media Integrating Local Culture to Support Early Literacy Subekti, Woro; Sumarni, Sri; Safitri, Erna Retna
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 6 (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/gx9r3929

Abstract

Early literacy is an essential foundation for children's reading and writing development. Meaningful literacy experiences require learning media that align with children's developmental characteristics and learning contexts. This study aimed to analyze teachers' needs for digital learning media integrating Palembang local culture to support early literacy among children aged 5–6 years. A descriptive quantitative survey was conducted involving 66 kindergarten teachers in Palembang from schools with A, B, and C accreditation levels. Data were collected using a five-point Likert-scale questionnaire and analyzed through frequencies, percentages, and mean scores. The findings revealed that literacy stimulation planning was relatively high, while maintaining children's attention remained challenging. The availability and accessibility of literacy media were limited. Teachers expressed strong needs for engaging, developmentally appropriate, interactive, multimodal, and flexible learning media. The highest needs across early literacy components included vocabulary enrichment (M = 4.48), letter knowledge (M = 4.41), and story comprehension (M = 4.38). Furthermore, 89.4%–90.9% of teachers gave positive responses to integrating Palembang local culture into literacy learning. These findings highlight the need for contextualized digital media supporting multiple early literacy components and provide an empirical basis for developing an interactive e-storybook incorporating Palembang local culture. Further research is needed to develop, validate, and evaluate its effectiveness in supporting children's early literacy.

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