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All Journal Kreasi: Jurnal Inovasi dan Pengabdian Kepada Masyaraka Journal of Society Innovation and Development (JSID)
Feni Febrianti
Universitas Bima Internasional MFH
Humanities Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences

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Culturally Responsive Pedagogy in Primary Education: Leveraging Bima Local Wisdom to Foster Student Learning Independence Feni Febrianti; Anisa Ainul Mardiah; May Yati; Badrun Islma; Siti Julaika
JOURNAL OF SOCIETY INNOVATION AND DEVELOPMENT Vol 8 No 1 (2026): JSID: November 2026
Publisher : Winaya Inspirasi Nusantara Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63924/jsid.v8i1.298

Abstract

The paradigm shift toward the Kurikulum Merdeka in Indonesia demands that primary school students develop strong learner autonomy, yet conventional teacher-centered instructions and generic textbooks often fail to engage young learners. This study aims to develop and evaluate an instructional learning module based on local Bima culture designed to enhance the learning independence of fourth-grade elementary school students. Utilizing a research and development framework guided by the five-stage ADDIE framework (Analysis, Design, Development, Implementation, and Evaluation), this study involved 76 fourth-grade students across four elementary schools in the Soromandi sub-district. Data were gathered through expert validation sheets, teacher and student response questionnaires, and a specialized learning independence scale, and subsequently analyzed using descriptive statistics and a paired t-test. The structural validation yielded a material feasibility score of 87% and a media design score of 95%, classifying the module as highly suitable for classroom deployment. User response questionnaires confirmed that the instructional media was exceptionally practical, accessible, and user-friendly for daily classroom activities. Crucially, the paired t-test revealed a highly significant increase in student learning independence following the modular intervention (t= 23.102, p <0.001, df= 39), demonstrating marked improvements in student motivation, classroom initiative, self-confidence, and personal accountability. These findings imply that embedding indigenous cultural artifacts and local wisdom into elementary curricula offers a scalable pedagogical mechanism to foster self-regulated learning habits while preserving unique regional heritage.
Pelatihan Pengembangan Modul Ajar Berbasis Budaya Lokal Bima untuk Meningkatkan Kompetensi Guru Sekolah Dasar Feni Febrianti; Siti Julaikha; May Yati; Anisa Ainul Mardiah; Dunung Waksito Aji
Kreasi: Jurnal Inovasi dan Pengabdian kepada Masyarakat Vol. 5 No. 3 (2025): December
Publisher : BALE LITERASI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/kreasi.v5i3.2018

Abstract

Pendidikan merupakan sarana strategis dalam membentuk karakter dan identitas suatu bangsa. Pendekatan yang dapat digunakan untuk mengintegrasikan nilai-nilai budaya lokal ke dalam pembelajaran yaitu pendekatan Participatory ActionResearch (PAR). Pendekatan partisipatif yang melibat kanguru secara aktif dalam seluruh tahapan kegiatan, mulai dari identifikasi kebutuhan, pelatihan, hingga refleksi hasil. Metode ini dipilih untuk memastikan bahwa pelatihan yang diberikan sesuai dengan kebutuhan guru dan dapat digunakan secara langsung dalam praktik pembelajaran. Hasil pretes dan posttes menunjukkan bahwa guru memperoleh pengetahuan dan keterampilan yang lebih baik setelah mengikuti pelatihan. Nilai pretest rata-rata sebesar 61,4, sedangkan nilai posttest meningkat menjadi 85,3. Hal ini menunjukkan adanya peningkatan sebesar 23,9 poin, atau sekitar 38,9%, yang menegaskan bahwa metode pembelajaran berbasis budaya lokal efektif dalam meningkatkan literasi pedagogik peserta. Berdasarkan hasil dan pembahasan di atas dapat simpulkan bahwa kegiatan ini menunjukkan bahwa pendidikan yang didasarkan pada kearifan lokal dapat menjadi pendekatan yang berguna untuk menyediakan pembelajaran yang kontekstual, bermakna, dan berakar pada identitas budaya.
Driving Elementary Digital Literacy: Technology-Based Principal Leadership in Resource-Constrained Schools Annisa Ilmeira Queen; Aspin Aspin; Ishak Bagea; Feni Febrianti; Ainul Basyirah
JOURNAL OF SOCIETY INNOVATION AND DEVELOPMENT Vol 8 No 1 (2026): JSID: November 2026
Publisher : Winaya Inspirasi Nusantara Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63924/jsid.v8i1.352

Abstract

The imperative for digital transformation within primary education has highlighted the strategic role of educational leadership in driving technological integration and cultivating student competencies. However, empirical understanding of how technology-focused principal management directly fosters foundational digital literacy among elementary students in resource-constrained contexts remains limited. This study examined the operationalization of technology-based principal leadership management and evaluated its direct role in strengthening student digital literacy at SDN Lalosabila. Utilizing a qualitative single-case study design, empirical data were gathered through semi-structured interviews, non-participant classroom observations, and institutional document analysis involving the school principal, instructional staff, and elementary students. Data was processed iteratively using thematic analysis coupled with method and source triangulation to ensure analytical rigor. The findings demonstrate that technology-driven principal leadership operates across five core operational dimensions: strategic planning, pedagogical oversight through e-supervision, administrative evaluation, human capital development, and culture creation. Furthermore, principal-led initiatives catalyzed a transition from passive technology consumption to active engagement, enhancing student digital literacy across technical, cognitive, and ethical domains. Nevertheless, systemic barriers, including internet bandwidth fluctuations and device shortages, continue to constrain optimal implementation. This study concludes that transformational, adaptive digital leadership is essential for bridging digital divides in primary education. Practically, the results offer actionable frameworks for educational administrators seeking to optimize digital infrastructure, design continuous teacher mentoring programs, and build resilient, ethically grounded digital learning cultures in emerging educational environments.
Smart School Leadership in Resource-Constrained Primary Education: An Empirical Case Study of Digital Transformation Aurel Isma Wardani; Aspin Aspin; Abubakar Abubakar; Feni Febrianti; Ainul Basyirah
JOURNAL OF SOCIETY INNOVATION AND DEVELOPMENT Vol 8 No 1 (2026): JSID: November 2026
Publisher : Winaya Inspirasi Nusantara Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63924/jsid.v8i1.353

Abstract

The evolution of educational technology requires primary school leaders to navigate digital transformation, yet mainstream digital leadership frameworks often overlook the realities of under-resourced schools. This study investigates the operationalization of Smart School Leadership (SSL) within a resource-constrained primary school setting, examining how school administrators adapt leadership practices amid material and structural limitations. Employing a qualitative single-case study design, data were collected through semi-structured interviews, direct field observations, and institutional artifact analysis involving eight participants, including the school principal, instructional teachers, and administrative personnel at SD Negeri 1 Simbune, Indonesia. Data were analyzed using interactive qualitative condensation, thematic displays, and continuous verification. The findings reveal that SSL implementation operates through an adaptive, staged transition rather than a sudden digital overhaul. Leadership practices are strategically prioritized toward core administrative workflows, compliance database management, and basic data-driven decision-making to address foundational early-grade literacy and numeracy needs. Furthermore, internal social capital and informal distributed leadership structures, specifically peer-assisted mentoring led by tech-savvy junior educators, serve as critical compensatory mechanisms to bridge faculty digital literacy divides. However, persistent structural friction, including hardware scarcity, unstable internet connectivity, pedagogical inertia, and non-systemic external training programs, places a clear ceiling on advancing to fully integrated digital pedagogy. This study implies that policymakers must move beyond uniform technology mandates toward equity-focused infrastructure allocation and continuous, school-based professional development tailored to rural primary school contexts.
Bridging the EdTech Divide Under Resource Constraints: How a Rural Principal Navigated Resource Scarcity to Elevate Learning Quality Firman Firman; Ishak Bagea; Aspin Aspin; Abubakar Abubakar; Feni Febrianti
JOURNAL OF SOCIETY INNOVATION AND DEVELOPMENT Vol 8 No 1 (2026): JSID: November 2026
Publisher : Winaya Inspirasi Nusantara Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63924/jsid.v8i1.354

Abstract

The global expansion of educational technology has highlighted a stark disparity in digital transformation between urban and rural schooling systems. In marginalized primary schools, severe infrastructure deficits and limited teacher digital literacy frequently impede meaningful EdTech integration. This qualitative single-case study investigated how a primary school principal conceptualized and enacted innovative leadership strategies to optimize technology-assisted learning within a resource-constrained rural context (SDN Satap 12 Konawe Selatan, Indonesia). Data was collected over an eight-week field engagement through semi-structured interviews, direct classroom observations, and documentary analysis involving the school principal, teaching staff, elementary students, and administrative personnel. Utilizing an interactive thematic analysis framework, the study revealed that principal leadership innovation operated across four interconnected dimensions: localized peer-mentoring circles, adaptive rotational hardware management, offline content pre-loading, and administrative tool modeling. Despite severe hardware shortages and unstable internet connectivity, these frugal leadership practices successfully enhanced teacher digital self-efficacy, expanded pedagogical diversity, and elevated student learning engagement. The study contributes a grounded model of "frugal digital leadership" to educational management literature, demonstrating that administrative vision and cultural empowerment can effectively offset material scarcity. These findings imply that educational policymakers should prioritize contextualized leadership capacity building and offline EdTech management strategies over top-heavy hardware distribution alone when driving digital equity in rural schools.
Driving Educational Quality in Resource-Constrained Schools: A Mixed-Methods Study on ICT Integration and Pedagogical Adaptation Nabila Ratu Fidella; Abubakar Abubakar; Ishak Bagea; Feni Febrianti; Muh Ainul Basyirah
JOURNAL OF SOCIETY INNOVATION AND DEVELOPMENT Vol 8 No 1 (2026): JSID: November 2026
Publisher : Winaya Inspirasi Nusantara Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63924/jsid.v8i1.355

Abstract

The integration of Information and Communication Technology (ICT) is widely recognized as a driver of educational modernization, empirical insights into its systemic implementation within resource-constrained secondary schools in the Global South remain limited. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework and the Technology Acceptance Model (TAM), this study investigated the structural conditions, pedagogical strategies, and learning outcomes associated with ICT adoption at SMP Negeri 5 Kendari, Indonesia. An explanatory sequential mixed-methods design was employed, combining quantitative formative assessment data (N = 120) with qualitative data gathered through classroom observations, semi-structured teacher interviews, focus group discussions, and document analysis. Quantitative results revealed a statistically significant improvement in post-intervention student academic performance, with the cohort mean score rising from 72.50 to 84.20 (t(119)=14.32,p<0.001,d=1.58) and classical mastery expanding from 65.0% to 88.0%. Qualitative findings articulated three core mechanisms driving these gains: multi-modal concept visualization, heightened student engagement catalyzed by gamified assessment platforms, and teacher adaptive capacity in mitigating localized connectivity constraints through offline hybrid media. These findings demonstrate that while digital hardware establishes essential baseline conditions, teacher pedagogical alignment remains the primary determinant of educational quality enhancement. Practically, school administrators and policymakers must prioritize context-aware pedagogical training and offline-capable digital tools over simple hardware procurement.
Co-Authors Abubakar Abubakar Ainul Basyirah Ainul Basyirah Anisa Ainul Mardiah Annisa Ilmeira Queen Aspin Aspin Aurel Isma Wardani Badrun Islma Dunung Waksito Aji Firman Firman Ishak Bagea May Yati Muh Ainul Basyirah Nabila Ratu Fidella Siti Julaika Siti Julaikha