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p-Index From 2021 - 2026
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All Journal EDUJAVARE: International Journal of Educational Research Journal of Creative Power and Ambition (JCPA)
Welius Purbonuswanto
Universitas Sarjanawiyata Tamansiswa (UST); Indonesia
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Principal's Strategy in Encouraging the Use of Educational Game-Based Learning Media Pamilih Haryanti; Welius Purbonuswanto; Rejokirono Rejokirono
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.1460

Abstract

The rapid advancement of information and communication technology has significantly transformed educational practices worldwide. This study aims to analyze the principal’s strategy in encouraging the use of Educational Game-Based Learning (EGBL) media at SD Negeri 2 Purwojiwo. The research employed a qualitative case study approach involving the principal and teachers as participants. Data were collected through interviews, classroom observations, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that the principal implements several strategies, including instructional leadership, teacher professional development, motivational support, collaborative learning culture, and provision of learning facilities to promote the integration of EGBL in classroom instruction. These strategies help teachers gradually adopt and apply educational game-based learning to create more engaging and student-centered learning environments. However, the implementation also faces several challenges, such as varying levels of teacher digital competence, resistance to change, limited time, and insufficient technological infrastructure. Despite these obstacles, strong leadership and teacher collaboration serve as key supporting factors in the successful integration of EGBL. The study concludes that the principal’s leadership plays a crucial role in fostering innovation in teaching practices and enhancing the quality of learning through educational game-based learning media at the elementary school level.
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 Pamilih Haryanti Rahmat Mulyono Rejokirono Rejokirono