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Rori Dolayance
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PERAN KEPEMIMPINAN DIGITAL DALAM MENDORONG PERILAKU INOVATIF DI ORGANISASI PENDIDIKAN: TINJAUAN LITERATUR Malahayati, Rahmi; Rori Dolayance; Nurhizrah Gistituati; Rusdinal; Nellitawati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47496

Abstract

This study aims to analyze the role of digital leadership in fostering innovative behavior within educational organizations. The approach used is qualitative with a literature review method, which involves examining various scientific sources such as journals, books, and relevant policy documents. The findings indicate that digital leadership plays a crucial role in developing innovative behavior through the integration of technology with organizational culture, strengthening collaboration, and enhancing human resource competencies and digital literacy. Digital leadership does not operate directly but works through organizational mechanisms such as innovation culture, transformational leadership style, and a supportive work environment. However, its implementation still faces several challenges, including resistance to change, limited digital competencies, non-adaptive organizational culture, and inadequate infrastructure. Therefore, a holistic leadership approach is needed by balancing technological and human aspects to create sustainable innovation within educational organizations.
MODEL SUPERVISI KOLABORATIF DALAM MENINGKATKAN KOMPETENSI PEDAGOGIK GURU: STUDI KASUS PADA SEKOLAH DENGAN RENDAHNYA HASIL BELAJAR SISWA Rismayani, Risha; Rori Dolayance; Sufyarma; Rifma; Tia Ayu Ningrum
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54010

Abstract

This study examines the implementation of a collaborative supervision model in improving teachers’ pedagogical competence in schools with low student learning outcomes. The study is motivated by the persistent issue of low student achievement, which is closely related to teachers’ limited pedagogical skills and the ineffective implementation of traditional supervision practices. This research aims to analyze how collaborative supervision contributes to improving teaching quality and student outcomes. A qualitative approach with a case study design was employed. Data were collected through classroom observations, in-depth interviews, and document analysis involving school principals and teachers. The findings reveal that collaborative supervision, implemented through stages of planning, implementation, and reflection, significantly enhances teachers’ pedagogical competence. Quantitative indicators from previous studies show improvements in teacher competence scores from low to high categories across supervision cycles. Furthermore, the study found that improved teaching practices lead to increased student participation, motivation, and academic achievement. Collaborative supervision fosters a reflective and collegial culture among teachers, promoting continuous professional development. In conclusion, the collaborative supervision model is an effective strategy for improving both teacher competence and student learning outcomes, particularly in schools facing academic challenges.
Co-Authors Malahayati, Rahmi Nellitawati Ningrum, Tia Ayu Nurhizrah Gistituati Rifma Rismayani, Risha Rusdinal Sufyarma Marsidin