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 
Needs Analysis for Developing Deep Learning-Based Digital Instructional Tools for Cultural Diversity Learning in Elementary Schools Hapsari, Fitri; Maharani, Siti Dewi; 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/teknopedagogi.v16i6

Abstract

The integration of digital technology in elementary education requires instructional tools that address both pedagogical objectives and learners’ needs. This study aimed to analyze teachers’ and students’ needs as an empirical basis for developing Deep Learning-based digital instructional tools for cultural diversity learning in elementary schools. A descriptive quantitative approach was employed at SD Negeri 092 Palembang, Indonesia, involving two fifth-grade teachers and 39 fifth-grade students. Data were collected through needs-analysis questionnaires, supported by classroom observations, interviews, and documentation. The questionnaire data were analyzed descriptively using percentages and predetermined need categories. The findings revealed that teachers’ overall need for digital instructional tools reached 76%, categorized as needed, while students’ overall need reached 77.86%, also categorized as needed. Among the teacher-related aspects, the need for digital instructional tools was highest at 100% for both teachers. Among students, the Deep Learning aspect recorded the highest percentage at 81.79%, categorized as highly needed. These findings indicate that the proposed instructional tools should integrate contextual cultural diversity content, interactive digital materials, and learning activities that support mindful, meaningful, and joyful learning. The study provides an empirical foundation for determining the pedagogical and technological requirements of instructional tool development, although further validation and effectiveness testing are required.
Adapting CODAC Learning Across Subject Areas: Instructional Module Use and Classroom Implementation in Elementary Education Fauzi, Ahmad
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

This study examined the use of a CODAC Learning instructional module and the adaptation of its pedagogical principles across subject areas in elementary education. An exploratory implementation design was employed involving 12 students from Grades IV–VI at an elementary school in Indonesia. The study consisted of two sequential phases. First, university students conducted four astronomy lessons using a CODAC-based instructional module, while the classroom teacher observed the lessons and reviewed the module. Approximately one week later, the teacher adapted the four CODAC components to one IPAS lesson on the human musculoskeletal system. Data were collected through subject-specific pretests and posttests and classroom observation reports. Paired-samples t-tests were conducted separately for each subject context. The mean astronomy score increased from 66.25 to 85.42 (mean gain = 19.17; p < .001), while the mean IPAS score increased from 67.08 to 82.92 (mean gain = 15.83; p < .001). Observers reported the presence of all four CODAC components during the teacher-led lesson. These findings provide a context-specific illustration of module-supported pedagogical adaptation across subject areas. However, the small sample, absence of a comparison group, and lack of standardized observation instruments limit causal interpretation and generalizability. The study highlights the potential of instructional modules and classroom observation as resources for supporting pedagogical adaptation in elementary education.

Page 34 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