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Priadi Surya
Magister Pendidikan, Program studi Manajemen Pendidikan, Fakultas Ilmu Pendidikan Universitas Negeri Yogyakarta, 55281, Indonesia
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The Influence of Instructional Leadership, Teacher Competence, and the Use of Information Technology on the Effectiveness of Deep Learning at SDN Daerah 3t in Batang Tuaka Subdistrict, Indragiri Hilir, Riau Dewi Yulianti; Priadi Surya
Journal of Educational Sciences Vol. 10 No. 7 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.7.p.977-992

Abstract

This study examines the effects of instructional leadership, teacher competence, and information technology utilization on the effectiveness of deep learning in public elementary schools located in the underdeveloped, frontier, and outermost (3T) areas of Batang Tuaka District, Indragiri Hilir Regency, Riau Province, Indonesia. A quantitative ex post facto correlational design was employed involving 101 teachers selected through proportionate cluster random sampling. Data were collected using validated and reliable Likert-scale questionnaires and analyzed using multiple linear regression with IBM SPSS version 31 after meeting the assumptions of normality, multicollinearity, and heteroscedasticity. The findings reveal that instructional leadership has a positive but non-significant effect on deep learning effectiveness (p = 0.391). In contrast, teacher competence (p = 0.007) and information technology utilization (p < 0.001) significantly and positively influence deep learning effectiveness. Simultaneously, the three variables significantly affect deep learning effectiveness (p < 0.001), explaining 49.9% of its variance. These findings suggest that improving teacher competence and optimizing information technology utilization are essential strategies for strengthening deep learning, particularly in schools located in 3T areas. Future research should investigate additional factors influencing deep learning effectiveness to provide a more comprehensive understanding of quality learning improvement in disadvantaged educational contexts.
Implementation of In-House Training in an Elementary School Teachers’ Learning Community in Ambalau Subdistrict, Sintang Regency Loly Fianda; Priadi Surya
Journal of Educational Sciences Vol. 10 No. 9 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.9.p.262-281

Abstract

This study aims to analyze the effectiveness of learning communities in public elementary schools in Ambalau District, Sintang Regency, focusing on In-House Training (IHT) implementation and the roles of community members in supporting teachers’ professional competence. A qualitative case study approach was employed, involving principals, teachers, facilitators, and school supervisors. Data were collected through interviews, observations, and documentation and analyzed using the Miles and Huberman interactive model. The findings indicate that learning communities have potential to support teacher professional development despite geographical constraints and limited resources in the 3T area. IHT is implemented collaboratively across schools each semester through participatory and contextual approaches, enabling teachers to actively plan, implement, and facilitate training activities. This model contributes to teachers’ professional competence, confidence, and sense of ownership of continuous learning. Principals, supervisors, and facilitators play important roles in coordinating, mentoring, and sustaining community activities. However, challenges include inadequate infrastructure, limited funding, and weak communication networks. Overall, learning communities supported by collaborative IHT can strengthen teacher competence in remote elementary schools. Continued institutional support is needed to address contextual limitations and sustain long-term professional development outcomes. As the study covers one district, the findings cannot be broadly generalized.
Co-Authors Dewi Yulianti Loly Fianda