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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Journal of Educational Research and Evaluation
Aprilia Tina Lidyasari
Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
Humanities Education Public Health Social Sciences Other

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Digital Classroom Services and Contribution to Strengthening Literacy Among Elementary School Students Tias Pratiwi; Aprilia Tina Lidyasari; Wuri Wuryandani
Journal of Education Reseach and Evaluation Vol 10 No 1 (2026): February
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v10i1.107373

Abstract

The advancement of digital technology has not automatically improved elementary students’ literacy, as its implementation is often unaccompanied by structured pedagogical design. Furthermore, the interplay among digital classroom services, instructional quality, and the supporting school ecosystem in strengthening literacy remains insufficiently examined. This study aims to analyze the implementation of digital classroom services in elementary education and their contribution to literacy enhancement. A qualitative case study design was employed in an elementary school implementing a digital classroom program. Participants included digital homeroom teachers, an ICT teacher, the curriculum coordinator, the principal, and digital-class students. Data were collected through semi-structured interviews, participant observations, and analysis of instructional documents and school policies. Data analysis followed the interactive model of data reduction, data display, and iterative conclusion drawing and verification, with source triangulation to ensure credibility. Findings reveal that digital classroom services operate as an integrated learning system combining synchronous and asynchronous activities via a learning management system. Literacy development was supported through structured reading strategies, metacognitive scaffolding, guiding questions, and systematic formative feedback. The study highlights the need for digital classroom development aligned with quality standards emphasizing TPACK-based instructional design, consistent formative assessment, strong school leadership, and sustainable school–family partnerships to effectively strengthen students’ literacy.
Teacher Attitudes Based on Gender and Experience Eva Imania Eliasa; Ilfiandra; Suwarjo; Budi Astuti; Aprilia Tina Lidyasari; Sahril Buchori; Natri Sutanti; Indriyana Rachmawati; Nadia Aulia Nadhirah; Afanin Halqim
Jurnal Penelitian dan Pengembangan Pendidikan Vol. 9 No. 3 (2025): October
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jppp.v9i3.86369

Abstract

Teachers, as key agents in peace education within schools, are expected to promote the development of an effective peace vision and to possess strong peace pedagogy in order to cultivate a peaceful school climate. This study aims to quantitatively describe the role of teachers in Indonesia in fostering a culture of peace in schools. The research employed a qualitative approach with a descriptive qualitative design. The sample consisted of 1,067 Indonesian teachers who provided informed consent prior to participation. Data were collected using the Teacher Peace Scale administered through Google Forms. Descriptive qualitative analysis was conducted to identify differences in teachers’ knowledge, attitudes, and skills related to peace concepts. The findings indicate that there were no significant variations in knowledge, attitudes, or skills as a function of training duration. Nevertheless, teachers are required to develop adequate knowledge, attitudes, and competencies related to peace in order to promote a peaceful school culture. These competencies constitute essential foundational capital for teachers in educating students about peace in school settings. Furthermore, the development of comprehensive and integrated peace competencies is expected to strengthen a culture of peace among teachers, enabling them to deliver peace education effectively and to recognize, analyze, and guide students’ behaviors constructively. The implications of this study provide empirical insights into the extent to which gender differences and teaching experience influence teachers’ attitudes toward instilling peace values in schools.
Co-Authors Afanin Halqim Budi Astuti Eva Imania Eliasa Ilfiandra Indriyana Rachmawati Nadia Aulia Nadhirah Natri Sutanti Sahril Buchori Suwarjo Tias Pratiwi Wuri Wuryandani