Tekno - Pedagogi : Jurnal Teknologi Pendidikan
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.
Articles
192 Documents
<![CDATA[Development of Teaching Materials for Writing Recount Text for Middle School Students ]]>
<![CDATA[Sugianto, Sugianto]]>;
<![CDATA[Rachmawati, Rachmawati]]>;
<![CDATA[Budiyono, Herman]]>
<![CDATA[ Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 8 No. 1 (2018): Tekno-Pedagogi ]]>
Publisher : <![CDATA[Program Magister Teknologi Pendidikan Universitas Jambi ]]>
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DOI: 10.22437/teknopedagogi.v8i1.32704
<![CDATA[This study was aimed to produce the steps of developing and learning material of writing recount text effectively and effisiently in writing of recount text learning at MTs Asyafi’iyah. The developing model is adopted from Borg and Gall Model. In this case the writer use 6 main steps of Borg and Gall because according the writer analysis 6 main steps is effectively and effisiently in making the product of learning material. The sixth main steps is: 1) Research & Information Collecting, 2) Planning, 3) Develop Preliminary Form of Product, 4) Field Testing and Product Revision, 5) Final Product Revision, 6) Disseminassion and Implementation. Offeral findings showed that developing learning material o f writing recount text for students of the Yunior High School/Religion Yunior High School at eight grade is good qualify. Expert evaluate that this multimedia and learning material is good to be media and help the teacher to deliver the material and it could be motivated the students in learning process. Generally, based on the data analysis, expert validation or field trial showed that the quality of English Learning process in recount text writing for the eight grade of Yunior High School or Religion Yunior High School is good, so this developing product could be used as media in English learning process.]]>
<![CDATA[The Effect of Implementing Authentic Assessment on Student Learning Activities and Outcomes ]]>
<![CDATA[Lestari, Lestari]]>
<![CDATA[ Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 11 No. 1 (2021): Tekno-Pedagogi ]]>
Publisher : <![CDATA[Program Magister Teknologi Pendidikan Universitas Jambi ]]>
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DOI: 10.22437/teknopedagogi.v11i1.32705
<![CDATA[This study investigates the effect of implementing authentic assessment on student learning activities and outcomes in the context of elementary school history education. The research design involved an experimental approach, with one group receiving authentic assessment and another group receiving conventional assessment. Participants were fifth-grade students from a specific school. Data collection methods included pre-test and post-test assessments, observation of student activities during lessons, and a questionnaire to gauge student attitudes toward the learning process. The findings revealed that students who underwent authentic assessment demonstrated higher levels of engagement in learning activities compared to those subjected to conventional assessment. Additionally, significant improvements were observed in the learning outcomes of students in the authentic assessment group. This suggests that authentic assessment not only fosters greater student involvement in the learning process but also enhances their understanding and retention of the subject matter. These results underscore the importance of incorporating authentic assessment practices in educational settings to promote more meaningful and effective learning experiences for students.]]>
<![CDATA[Application of Picture and Picture Type for Increasing Students' Creativity in Science Subjects ]]>
<![CDATA[Eldawati, Eldawati]]>
<![CDATA[ Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 10 No. 1 (2020): Tekno-Pedagogi ]]>
Publisher : <![CDATA[Program Magister Teknologi Pendidikan Universitas Jambi ]]>
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DOI: 10.22437/teknopedagogi.v10i1.32706
<![CDATA[This research aims to find out whether using the picture and picture learning type in science subjects in class IV elementary school 13/1 Muara Bulian can increase students' creativity in learning. This type of research is Classroom Action Research which is carried out in cycle III. Each cycle has 2 meetings attended by 25 students which is carried out in class IV of elementary school 13/1 Muara Bulian. Data collection techniques in this research are observation and questionnaires. From the research results obtained, the average value of student creativity in cycles I (60), cycles II (79) and III (84), we can see that students' creativity continues to increase each cycle by using the picture and picture learning type. So it can be concluded that using the picture and picture type cooperative learning model can increase students' creativity in learning. The author suggests using a learning model in the learning process that is appropriate to the material being taught.]]>
<![CDATA[Development of Interactive Learning Media on Coordination System Topics Using Adobe Flash CS8 for Class XI Students ]]>
<![CDATA[Akmal, Muhammad]]>
<![CDATA[ Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 9 No. 1 (2019): Tekno-Pedagogi ]]>
Publisher : <![CDATA[Program Magister Teknologi Pendidikan Universitas Jambi ]]>
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DOI: 10.22437/teknopedagogi.v9i1.32707
<![CDATA[This research aims to create interactive learning media that can help class XI high school students understand Coordination system material, which students at SMAN 1 Muaro Jambi found difficult to understand based on observation results. The development model used is the ADDIE model which consists of the stages of Analysis, Design, Development, Implementation and Evaluation. The data collected consists of qualitative and quantitative types. Qualitative data was obtained from validator questionnaires, while quantitative data was obtained from student and teacher perception questionnaires. After validation by media experts 2 times and material experts 3 times, the learning media developed received a very good final score. Trials were carried out on small groups (8 students) and large groups (20 students) at SMAN 8 Muaro Jambi, which resulted in very good scores. Biology subject teachers' perceptions also show a very good assessment of this learning media. Thus, Interactive Learning Media on the subject of Coordination Systems Using Adobe Flash CS8 for Class This media can also be an alternative for students in independent learning. This research can be a reference in developing relevant learning media products in the future.]]>
<![CDATA[Analysis of the Application of Observation in Thematic Learning in Class IV Elementary School ]]>
<![CDATA[Nopitasari, Nopitasari]]>
<![CDATA[ Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 11 No. 1 (2021): Tekno-Pedagogi ]]>
Publisher : <![CDATA[Program Magister Teknologi Pendidikan Universitas Jambi ]]>
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DOI: 10.22437/teknopedagogi.v11i1.32708
<![CDATA[This study investigates the effect of implementing authentic assessment on student learning activities and outcomes in the context of elementary school history education. The research design involved an experimental approach, with one group receiving authentic assessment and another group receiving conventional assessment. Participants were fifth-grade students from a specific school. Data collection methods included pre-test and post-test assessments, observation of student activities during lessons, and a questionnaire to gauge student attitudes toward the learning process. The findings revealed that students who underwent authentic assessment demonstrated higher levels of engagement in learning activities compared to those subjected to conventional assessment. Additionally, significant improvements were observed in the learning outcomes of students in the authentic assessment group. This suggests that authentic assessment not only fosters greater student involvement in the learning process but also enhances their understanding and retention of the subject matter. These results underscore the importance of incorporating authentic assessment practices in educational settings to promote more meaningful and effective learning experiences for students.]]>
<![CDATA[Development of Project Based-Learning English Learning Materials for High School Students ]]>
<![CDATA[Silvia, Silvia]]>
<![CDATA[ Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 8 No. 1 (2018): Tekno-Pedagogi ]]>
Publisher : <![CDATA[Program Magister Teknologi Pendidikan Universitas Jambi ]]>
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DOI: 10.22437/teknopedagogi.v8i1.32716
<![CDATA[This research aims to develop English language learning materials based on project based learning for class XI high school students at SMAS Adhyaksa 1 Jambi City. The teaching materials and practice assignments presented are designed for English subjects so that they are easy for students to understand and the context is adapted to students' daily lives. Through this approach, it is hoped that students will be able to increase their cognitive and psychomotor levels in English learning situations. Students are focused on how to observe and understand the material presented. The development model uses the ADDIE model (analysis, design, develop, implementation, and evaluation). The development procedures carried out follow the ADDIE design, these steps are: 1. Analysis; 2. Design; 3. Development; 4. Implementation; 5. Evaluation. The overall research results show that the learning material has a fairly good category. According to educational design experts, this learning material is effective, so it is suitable for use as English learning material. Meanwhile, subject matter experts gave a good assessment of the developed learning material. The learning materials developed by showing existing criteria and procedures are quite effective. During the field test, teachers and students gave a fairly good assessment of the development of this learning material.]]>
<![CDATA[Analysis the Process of Observing Class IV Students in Thematic Learning in Primary Schools ]]>
<![CDATA[Suwarni, Risda]]>
<![CDATA[ Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 11 No. 1 (2021): Tekno-Pedagogi ]]>
Publisher : <![CDATA[Program Magister Teknologi Pendidikan Universitas Jambi ]]>
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DOI: 10.22437/teknopedagogi.v11i1.32717
<![CDATA[This research describes research conducted to explore the implementation of thematic learning with a scientific approach at SD Negeri No. 112/I. The introduction explains the background of the research, highlighting the importance of thematic learning in increasing student engagement and providing meaningful learning experiences. The research method involves observation, interviews, and documentation to collect data about the learning process. The results of the research show that students are actively involved in learning activities by carrying out various activities observing, reading, listening, listening and looking. The discussion highlights the effectiveness of the thematic learning approach in facilitating holistic and authentic understanding, and shows teacher support plays an important role in the delivery of material and understanding concepts. The novelty of this research lies in the scientific approach to thematic learning, which provides a comprehensive and problem-solving oriented learning experience. The implication of this research is the need to continue to improve and develop thematic learning approaches by paying attention to the role of teachers and the application of scientific principles in the learning process. In conclusion, this research confirms that thematic learning with a scientific approach can be an effective learning model in enriching students' learning experiences and improving the quality of learning in elementary schools.]]>
<![CDATA[Utilization of the Educational Environment as Media Learning in the 2013 Curriculum Implementation ]]>
<![CDATA[Lestari, Sri]]>
<![CDATA[ Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 11 No. 2 (2021): Tekno-Pedagogi ]]>
Publisher : <![CDATA[Program Magister Teknologi Pendidikan Universitas Jambi ]]>
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DOI: 10.22437/teknopedagogi.v11i2.32718
<![CDATA[This research aims to explore the use of the school environment as a learning medium in the context of implementing the 2013 Curriculum in class IV at SDN 55/1 Sridadi. Using a descriptive qualitative approach, data was collected through observation, interviews and documentation. The research results show that teachers have actively used the school environment and used items as effective learning resources, by applying a scientific approach to increase student interaction and involvement in learning. The uniqueness of this approach is that it integrates the concept of a scientific approach from the 2013 Curriculum with the use of the school environment as a learning medium, which provides a more comprehensive and involved learning experience for students. The implications of this research are increasing the effectiveness and efficiency of learning as well as developing a learning environment that is more conducive to students' holistic development. In addition, these findings also open up space for further research in developing learning strategies that are relevant to the context of the school environment, which can enrich students' learning experiences and improve the overall quality of education.]]>
<![CDATA[Study of Active Learning Processes in Integrated Thematic Learning in Class IV ]]>
<![CDATA[Handari, Susi]]>
<![CDATA[ Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 11 No. 2 (2021): Tekno-Pedagogi ]]>
Publisher : <![CDATA[Program Magister Teknologi Pendidikan Universitas Jambi ]]>
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DOI: 10.22437/teknopedagogi.v11i2.32721
<![CDATA[This research aims to investigate the implementation of the active learning process in integrated thematic learning in class IV of SDN No. 112/I Muara Bulian National Housing Complex. The research method used is descriptive qualitative with data collection techniques through observation, interviews and documentation. The research results show that integrated thematic learning is student-centered, with an approach that allows students to experience integrated teaching from various subjects. The active learning process really encourages student participation, with observing activities as one of the main aspects that allows students to interact directly with learning content. Observations show that students responded positively to this learning approach, demonstrating high levels of engagement and the ability to think critically. The implication of this research is that the implementation of an active learning process in integrated thematic learning makes a significant contribution in improving the quality of learning and preparing students to face future challenges. These findings provide new contributions in the context of developing more dynamic and effective learning methods at the elementary level.]]>
