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All Journal Journal of Educational Management Research El-Mudarris: Jurnal Manajemen Pendidikan dan Kepemimpinan Sekolah
Dita Yovieta Dewi
Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Peran Komunitas Belajar Guru dalam Mengatasi Pembelajaran Monoton dan Kesenjangan Literasi AI di Sekolah Dasar Hasniah Hasniah; Nurfitriani Nurfitriani; Dita Yovieta Dewi; Laura Paramita; Andi Syamsuddin Tang
El-Mudarris: Jurnal Manajemen Pendidikan dan Kepemimpinan Sekolah Vol. 2 No. 04 (2026): Jurnal El-Mudarris: Jurnal Manajemen Pendidikan dan Kepemimpinan Sekolah
Publisher : El-Mudarris: Jurnal Manajemen Pendidikan dan Kepemimpinan Sekolah

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Abstract

Learning transformation through the Merdeka Curriculum requires elementary school teachers to provide learning experiences that are active, varied, contextual, and adaptive to technological developments. However, classroom practices still face challenges in the form of monotonous teaching approaches and gaps in teachers’ Artificial Intelligence (AI) literacy. This study aims to analyze the role of teacher Learning Communities (Kombel) in addressing monotonous learning and AI literacy gaps in elementary schools. A descriptive qualitative approach was employed at SDN 009 Sangatta Utara. The study involved 10 informants selected purposively. Data were collected through observation, interviews, and documentation and analyzed using the Miles, Huberman, and Saldaña interactive model through data condensation, data display, and conclusion drawing and verification. The findings indicate that monotonous learning is associated with limited pedagogical variation and an insufficient culture of professional reflection among teachers. The AI literacy gap extends beyond technical skills to include evaluative, pedagogical, and ethical competencies. Kombel serves as a collaborative space for sharing teaching practices, peer mentoring, technology exploration, experimentation, and collective reflection. The novelty of this study lies in positioning Kombel as a school-based professional development mechanism that simultaneously connects pedagogical transformation with the strengthening of teachers’ AI literacy. The findings emphasize the importance of sustainable collaboration and school leadership support in developing innovative and technology-responsive teaching practices.
Work Motivation and School Culture as Predictors of Teacher Performance: Unpacking Their Unique and Shared Contributions Hendry Putra Hendry; Zamroni; Ishmatul Maula; Nur Muhabibudin; Nurfitriani; Dita Yovieta Dewi
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.3203

Abstract

Teacher performance is essential to educational quality, yet differences in professional performance indicate that formal qualifications and financial incentives may not fully explain teachers’ effectiveness. Work motivation and school culture are important individual and organisational factors, but their relative and shared contributions to teacher performance require further examination. This study aimed to analyse the individual and joint relationships of work motivation and school culture with teacher performance. A quantitative approach with a cross-sectional correlational survey design was employed, involving 88 teachers selected through proportionate allocation and simple random sampling. Data were collected using questionnaires and analysed through simple and multiple linear regression. The findings revealed that work motivation was positively associated with teacher performance, explaining 35.05% of its variance, while school culture explained 28.30%. Jointly, the two predictors explained 37.95% of the variance, with a multiple correlation coefficient of .616. Work motivation was the stronger predictor in the joint model, while approximately two-thirds of the explained variance was shared between the predictors. These findings suggest that teacher motivation and school culture should be addressed through integrated management strategies. School leaders should strengthen professional motivation, collaborative practices, and supportive working environments to improve teacher performance.
Co-Authors Andi Syamsuddin Tang Hasniah Hasniah Hendry Putra Hendry Ishmatul Maula Laura Paramita Nur Muhabibudin Nurfitriani Nurfitriani Nurfitriani Zamroni