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All Journal EDUJAVARE: International Journal of Educational Research Journal of Creative Power and Ambition (JCPA)
Rahmat Mulyono
Universitas Sarjanawiyata Tamansiswa (UST); Indonesia
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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School Digital Transformation and Principal Leadership in Improving Teacher Professionalism Wahyuning Widyawati; Saryanto Saryanto; Rahmat Mulyono
Journal of Creative Power and Ambition (JCPA) Vol. 4 No. 01 (2026): Journal of Creative Power and Ambition (JCPA)
Publisher : CV Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/jcpa.1459

Abstract

In this context, principals play a strategic role as key decision-makers who guide the direction of school innovation and ensure that digital initiatives are effectively implemented to improve educational quality. This study aims to analyze school digital transformation and principal leadership in improving teacher professionalism at SD Negeri 1 Rimpak in the 2025/2026 academic year. This study uses a qualitative case study approach involving the principal, teachers, and relevant stakeholders as research participants. Data were collected through interviews, classroom observations, and document analysis, then analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. The findings show that school digital transformation significantly contributes to improving teacher professionalism by enhancing digital literacy, pedagogical innovation, and instructional effectiveness. Furthermore, principal leadership plays a crucial role in driving this transformation through vision building, professional development programs, collaborative culture development, instructional supervision, and resource management. Although several challenges such as differences in teacher digital competence and limited infrastructure were identified, effective and adaptive leadership was found to help overcome these barriers. The study concludes that digital transformation and principal leadership are interrelated factors that jointly strengthen teacher professionalism and improve the overall quality of education in primary schools.
Collaborative Strategy of Schools and Parents in Strengthening Character Education for Students Tri Wahyuningtyas Gamayanti; Saryanto Saryanto; Rahmat Mulyono
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1455

Abstract

In the era of globalization and rapid technological advancement, children are increasingly exposed to various social influences that may affect their attitudes and character development. This study aims to analyze the collaborative strategies implemented by SD Negeri 1 Kwadungan Jurang and parents in strengthening students’ character education, as well as to identify the supporting and inhibiting factors affecting their implementation. The study employed a qualitative case study approach involving the principal, teachers, parents, and students as research participants. Data were collected through semi-structured interviews, observations, and document analysis, and were analyzed using data reduction, data display, and conclusion drawing techniques. The findings reveal that collaborative strategies are implemented through continuous communication, parental involvement in school programs, collaborative monitoring of students’ behavior, role modeling by teachers and parents, and the integration of religious and cultural values into daily educational practices. These strategies contribute to the development of positive character traits, including discipline, honesty, responsibility, respect, and cooperation among students. The study also found that the implementation of collaboration is supported by strong commitment from stakeholders, effective communication, a positive school climate, and shared moral values. However, several challenges were identified, including limited parental availability, differences in parenting approaches, technological influences, and resource constraints. The study concludes that effective collaboration between schools and parents is essential for strengthening character education and creating a consistent learning environment that supports students’ moral and social development.
Implementation of Academic Supervision to Improve Teachers' Ability to Integrate Learning Technology Martina Sri Indriyati; Welius Purbonuswanto; Rahmat Mulyono
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1458

Abstract

The integration of technology in education is no longer considered an optional innovation but has become a fundamental requirement for effective teaching and learning. This study aims to analyze the implementation of academic supervision and its impact on improving teachers’ ability to integrate learning technology at SDN Jolontoro. This research employed a qualitative case study design involving the school principal and teachers as research participants. Data were collected through observations, semi-structured interviews, and document analysis, including supervision programs, supervision reports, and technology-based lesson plans. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which consists of data condensation, data display, and conclusion drawing. The findings reveal that academic supervision at SDN Jolontoro was implemented systematically through planning, classroom observation, feedback, mentoring, and follow-up activities. The supervision process provided professional guidance that helped teachers improve their technological pedagogical competencies and effectively integrate digital learning tools into classroom instruction. Furthermore, academic supervision positively influenced teachers’ confidence, reflective practice, collaboration, and willingness to adopt innovative teaching strategies. As a result, teachers became more capable of utilizing technology to support student-centered learning and enhance classroom engagement. The study concludes that academic supervision plays a significant role in strengthening teacher professionalism and facilitating successful technology integration in elementary education.
Co-Authors Martina Sri Indriyati Saryanto Saryanto Tri Wahyuningtyas Gamayanti Wahyuning Widyawati Welius Purbonuswanto