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All Journal Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini (PEDASUD) Journal of Global Educational Perspectives (JOGEDUP)
Winanti Natasya Larosa
Universitas Nias
Education Social Sciences Other

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Inclusive Leadership In Education: Transforming School Culture Through Equity, Empathy, And Digital Innovation Winanti Natasya Larosa; Eka Periaman Zai
Journal of Global Educational Perspectives Vol. 1 No. 1 (2025): JOGEDUP - November
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/jogedup.v1i1.888

Abstract

The rapid evolution of global education systems in the digital era requires leadership models that not only prioritize academic excellence but also cultivate inclusive, empathetic, and equitable school cultures. This study explores the transformative role of inclusive leadership in fostering a culture of equity, empathy, and digital innovation within educational institutions. Grounded in the theoretical framework of transformational and inclusive leadership, this research investigates how school leaders integrate digital technologies to promote inclusive practices that address diverse learner needs. Using a mixed-method approach involving surveys and interviews with teachers and administrators across 20 schools, the study examines the relationships between inclusive leadership behaviors, digital inclusion strategies, and school culture transformation. Findings reveal that inclusive leaders who emphasize empathy-driven decision-making, equitable digital access, and collaborative innovation significantly improve teacher morale, student engagement, and institutional adaptability. Moreover, digital innovation acts as a key enabler for fostering participation and reducing barriers in educational communities. The research concludes that sustainable educational transformation in the 21st century requires leaders to embrace inclusivity not only as a moral imperative but also as a strategic framework for digital equity and cultural growth. These insights provide a foundation for policy formulation, leadership training, and the redefinition of school management paradigms toward more inclusive and future-ready learning environments.
E-Learning Di Sekolah Dasar: Tantangan Dan Peluang Berdasarkan Literature Review Winanti Natasya Larosa; Noveri Amal Jaya Harefa
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 2 No. 3 (2025): PEDASUD - Desember
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v2i3.874

Abstract

This study aims to analyze the challenges and opportunities of implementing e-learning in elementary schools through a comprehensive literature review of recent academic sources. The research employs a thematic analysis approach to identify key patterns related to teacher readiness, student preparedness, parental involvement, and technological infrastructure availability. The findings indicate that e-learning implementation faces obstacles such as low teacher digital literacy, limited device and internet access, and the need for intensive guidance for young learners. However, e-learning also offers significant opportunities to enhance learning motivation through interactive media, strengthen digital literacy from an early age, and support more flexible and personalized learning experiences. This study highlights the importance of collaboration among schools, teachers, parents, and the government in optimizing e-learning implementation to improve the quality of elementary education in the digital era.
Pengembangan E-Modul Interaktif Berbasis Problem Based Learning Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Sekolah Dasar Piter Telaumbanua; Winanti Natasya Larosa; Sepni Putri Indartin Waruwu
Jurnal Ilmu Pendidikan Guru Sekolah Dasar dan Usia Dini Vol. 3 No. 2 (2026): PEDASUD - Agustus
Publisher : CV. SINAR HOWUHOWU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70134/pedasud.v3i2.1994

Abstract

Critical thinking is one of the essential skills that needs to be developed at the elementary school level because it helps students understand, analyze, evaluate, and solve various problems. However, teacher-centered learning processes may limit students' involvement in critical thinking activities. This study aimed to determine the effect of the Problem Based Learning (PBL) model on the critical thinking skills of elementary school students at SD Negeri 075048 Lasara Siwalubanua. This study employed a quantitative approach using a quasi-experimental method with a Nonequivalent Control Group Design. The research sample consisted of 31 students, including 16 students from class V-A as the experimental group and 15 students from class V-B as the control group. The experimental group received learning through the Problem Based Learning model, while the control group received conventional instruction. Data were collected using a critical thinking skills test administered as a pretest and posttest. The data were analyzed using descriptive statistics, normality testing, homogeneity testing, an independent sample t-test, and N-Gain analysis. The results showed that the mean pretest score of the experimental group was 56.25 and increased to 82.50 in the posttest, while the control group increased from 55.67 to 70.00. The N-Gain score of the experimental group was 0.60, while that of the control group was 0.32. Both groups were categorized as having moderate improvement, although the experimental group demonstrated a higher increase. The independent sample t-test resulted in a significance value of 0.002 < 0.05, indicating that H₀ was rejected and Hₐ was accepted. Therefore, there was a significant effect of the Problem Based Learning model on students' critical thinking skills. Problem Based Learning can be used as an alternative instructional model to encourage students to actively identify problems, seek information, discuss, provide reasoning, determine solutions, and draw conclusions.          
Co-Authors Harefa, Noveri Amal Jaya Piter Telaumbanua Sepni Putri Indartin Waruwu ZAI, EKA PERIAMAN