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All Journal Golden Ratio of Mapping Idea and Literature Format Jurnal Pendidikan dan Sosial Humaniora
Ana Maria Renwarin
Universitas Bina Bangsa
Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Library & Information Science Social Sciences

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Kepemimpinan Adaptif Kepala Sekolah dalam Memfasilitasi Pembelajaran Berbasis Teknologi di SDN Inpres 01 Bumiraya Sunarni Sunarni; Ana Maria Renwarin; Siti Nurul Fitriani; Ika Pratiwi
Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora Vol. 6 No. 2 (2026): Juni: Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora
Publisher : AMIK Veteran Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/khatulistiwa.v6i2.10801

Abstract

The rapid advancement of information and communication technology has encouraged schools to integrate digital tools into teaching and learning. Technology-based learning media have become increasingly important to improve instructional quality and enhance student learning outcomes. However, many elementary schools still face difficulties in implementing technology-based learning effectively, particularly related to teacher readiness and the role of school leadership. This study examines the implementation of adaptive leadership by the principal of SDN Inpres 01 Bumiraya in supporting technology-based learning, identifies the challenges encountered, and analyzes its effectiveness in improving student learning outcomes. A qualitative approach was employed, with data collected through classroom observations, in-depth interviews with the principal and teachers, and analysis of school documents. The findings show that limited digital literacy, the perception of technology as additional workload, reliance on traditional teaching methods, and differing views between senior and junior teachers have created resistance to change and slowed the adoption of technology in classrooms. Despite these obstacles, the principal’s adaptive leadership has played a significant role in promoting educational transformation. By setting an example, providing professional training and mentoring, utilizing available school resources, and fostering an open and collaborative school climate, teachers have gradually become more confident and motivated to integrate technology into their teaching. This study concludes that adaptive leadership is essential in managing change, strengthening digital literacy, and supporting sustainable technology-based learning to enhance overall educational quality and student achievement in line with contemporary educational demands.
Digital Instructional Leadership: A Conceptual Framework for Teacher Performance Monitoring Based on a Systematic Literature Review Irwan Mulyadi; Kresensia Nusmese; Ana Maria Renwarin; Martina Mayabubun; Ika Prihatin Ningsih; Sinar Riski Apriani; Nafis Mahfudz Muthohar; M. Mutoharoh; M. Miftahudin
Golden Ratio of Mapping Idea and Literature Format Vol. 6 No. 4 (2026): August – October
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grmilf.v6i4.2663

Abstract

This study synthesizes the literature on digital instructional leadership and teacher performance monitoring in school management and proposes a conceptual framework for technology-supported monitoring. A Systematic Literature Review (SLR) was conducted in line with the PRISMA 2020 guidelines. Searches in Scopus, Google Scholar, ScienceDirect, and ERIC covered peer-reviewed articles published between 2020 and 2025, and fifteen studies were retained after four selection phases (identification, screening, eligibility, and inclusion). Data were extracted with a structured form and analyzed through thematic synthesis with inductive coding. The synthesis identified five dimensions that form the Instructional Leadership Digital (ILD) framework: Digital Leadership Competency, Digital Monitoring System, Innovative School Management, Data-Driven Decision Making, and Teacher Professional Development Loop. The reviewed studies mostly examine these dimensions separately, and few connect leadership, monitoring, data-based decisions, and professional development in one cycle; evidence on digital monitoring systems and on data-driven decision making is comparatively thin within the school-based studies. The ILD framework is therefore offered as a conceptual proposal, organized as a Plan-Do-Check-Act cycle, which has not yet been tested empirically. The study contributes to research on digital educational leadership by clarifying how the five dimensions may relate to one another, and it gives principals, system developers, and policymakers a structured basis for designing and evaluating digitally supported monitoring. The conclusions are limited by the small corpus, the use of a screening-level quality appraisal, and the conceptual nature of the framework.
Co-Authors Ika Pratiwi Ika Prihatin Ningsih Irwan Mulyadi Kresensia Nusmese M. Miftahudin M. Mutoharoh Martina Mayabubun Nafis Mahfudz Muthohar Sinar Riski Apriani Siti Nurul Fitriani Sunarni Sunarni