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All Journal Indonesian Journal of Innovation Studies
Ida Rindaningsih
Program Studi Pendidikan Agama Islam, Universitas Muhammadiyah Sidoarjo
Computer Science & IT Education Engineering Law, Crime, Criminology & Criminal Justice

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Digital Skills in Joyful Learning : A Study of Teachers’ Professional Competence: Keterampilan Digital dalam Pembelajaran Joyful: Studi Kompetensi Profesional Guru Dheni Sulistyowati; Ida Rindaningsih
Indonesian Journal of Innovation Studies Vol. 27 No. 2 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i2.1918

Abstract

General Background: Digital skills are increasingly required for teachers to create interactive, creative, and joyful learning. Specific Background: At SDN Kenongo 1, teachers have implemented digital learning, although differences in digital competence and technological resources remain. Knowledge Gap: Limited digital skills, unstable internet access, device availability, and preparation time present challenges to consistent digital integration. Aims: This study analyzes teachers’ professional competence in digital skills for Joyful learning and identifies implementation barriers. Results: A qualitative phenomenological study found that 100% of teachers prepared learning modules aligned with teaching materials, while 75% implemented learning according to their modules. Novelty: The study describes the combination of teacher digital competence, school support, varied digital media, and active student participation in Joyful learning. Implications: Structured training and sustained learning-community mentoring are recommended to support more equitable digital competence development in elementary schools. Key Findings Highlights Teachers demonstrated different levels of digital competence in classroom technology integration. Interactive media supported active, collaborative, and enjoyable student learning experiences. School support and continuous mentoring were needed to address implementation barriers. Keywords : Digital Skills, Joyful Learning, Teacher Professional Competence, Digital Learning, Elementary Education
The Role of Principal Leadership in Building Teacher Performance at Muhammadiyah 1 Pamekasan Middle School : Peran Kepemimpinan Kepala Sekolah Dalam Membangun Kinerja Guru di SMP Muhammadiyah 1 Pamekasan Mohammad Rai; Ida Rindaningsih
Indonesian Journal of Innovation Studies Vol. 27 No. 2 (2026): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v27i2.2011

Abstract

General Background Secondary education quality heavily relies on instructional execution and professional duties performed by teachers within academic environments. Specific Background In secondary schools such as SMP Muhammadiyah 1 Pamekasan, educational management involves aligning instructional execution with adaptive administrative frameworks. Knowledge Gap However, the empirical relationship between structured academic supervision, non-material motivators, and institutional administrative challenges under evolving curriculum policy changes remains insufficiently synthesized. Aims This qualitative descriptive investigation analyzes principal leadership practices in fostering teacher performance. Results Findings reveal that communicative mentoring, structured supervision, and non-material recognition significantly strengthen lesson planning, classroom execution, and academic discipline, although administrative workloads create operational constraints. Novelty The inquiry highlights a holistic leadership framework integrating dialogic supervisory feedback with adaptive policy support in a private Islamic secondary school setting. Implications These insight offers strategic guidance for school leadership to balance administrative burdens with sustainable teacher professional development. Key Findings Highlights Humanistic guidance and continuous mentoring strengthen instructional preparation and classroom discipline among secondary school educators. Dialogic academic supervision transforms formal administrative oversight into constructive professional growth and reflective practice. High administrative workloads present a primary constraint to developing creative instructional innovations. Keywords: Principal Leadership, Teacher Performance, Academic Supervision, Educational Policy, Secondary Education
Co-Authors Dheni Sulistyowati Mohammad Rai