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All Journal JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Dedikasi: Jurnal Pengabdian Pendidikan dan Teknologi Masyarakat Dedikasi: Jurnal Pengabdian Pendidikan dan Teknologi Masyarakat
Dandi Fajar
Universitas Riau, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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GAYA KEPEMIMPINAN TRANSFORMASIONAL KEPALA SEKOLAH DALAM MEMPERSIAPKAN GURU MENGHADAPI ERA DIGITALISASI PEMBELAJARAN DI SD NEGERI 133 PEKANBARU Assyuqia Balqis; Sulis Tri Lestari; Inayah Aulia Ramadhani; Dandi Fajar; Eldian Maya Sari; Hendri Marhadi
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 5 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i5.3606

Abstract

School principals play a central role in guiding teachers and the entire school community in responding to educational dynamics, including the growing need for learning digitalization. This study investigates the implementation of transformational leadership by the principal at UPT SDN 133 Pekanbaru, with the aim of preparing teachers to face the era of learning digitalization. A qualitative approach was employed in this study. Data were collected through observation, semi-structured in-depth interviews, and documentation. The Miles and Huberman model was applied to analyze the data, consisting of data collection, data reduction, conclusion drawing, and verification. The findings indicate that the principal implemented four dimensions of transformational leadership: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. This implementation was demonstrated through the principal’s exemplary use of technology. The principal also motivated teachers, facilitated learning communities, organized digital media training, and provided guidance according to teachers’ needs and capacities. Several challenges were identified, including teachers’ willingness, digital skills, availability of technological resources, and digital pedagogical competence. The findings demonstrate that transformational leadership contributes to creating a supportive and adaptive school environment while encouraging the development of teachers’ digital competencies to respond effectively to the demands of learning digitalization.
Enhancing Elementary Teachers’ Pedagogical Competence through Malay Ethnomathematics-Based Deep Learning Pedagogy Integrated with a 360° Virtual Tour Zetra Hainul Putra; Jesi Alexander Alim; Leli Deswita; Intan Kartika Sari; Dandi Fajar; Alya Syifa Devany; Citra Azzahra Putri; Yahya Gunawan; Sagheer Ahmad
Dedikasi: Jurnal Pengabdian Pendidikan dan Teknologi Masyarakat Vol. 5 No. 1 (2026): Dedikasi 2026
Publisher : Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/dedikasi.v5i1.262

Abstract

This community service program aims to support teachers in developing the competencies of elementary school teachers after participating in a a workshop that combines deep learning, Malay cultural ethnomathematics, and a 360 Virtual Tour. The community service used participation action research with a one-group pretest–posttest design involving 26 teachers and 25 competency indicators. The average competency score increased from 3.54 to 4.08 after the program on a scale of 1–5. Significant improvements were found in the dimensions of ethnomathematics and Virtual Tour 360°. Conversely, the improvement in the dimension of deep learning has not yet been significant. As many as 22 teachers experienced an increase in scores, while 4 teachers experienced a decrease. These results indicate that this program has the potential to help teachers develop mathematics learning that connects culture, mathematical concepts, and digital technology. However, because the research did not use a control group, the results have not yet been able to prove a cause-and-effect relationship.
Enhancing Elementary Teachers’ Pedagogical Competence through Malay Ethnomathematics-Based Deep Learning Pedagogy Integrated with a 360° Virtual Tour Zetra Hainul Putra; Jesi Alexander Alim; Leli Deswita; Intan Kartika Sari; Dandi Fajar; Alya Syifa Devany; Citra Azzahra Putri; Yahya Gunawan; Sagheer Ahmad
Dedikasi: Jurnal Pengabdian Pendidikan dan Teknologi Masyarakat Vol. 5 No. 1 (2026): Dedikasi 2026
Publisher : Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/dedikasi.v5i1.262

Abstract

This community service program aims to support teachers in developing the competencies of elementary school teachers after participating in a a workshop that combines deep learning, Malay cultural ethnomathematics, and a 360 Virtual Tour. The community service used participation action research with a one-group pretest–posttest design involving 26 teachers and 25 competency indicators. The average competency score increased from 3.54 to 4.08 after the program on a scale of 1–5. Significant improvements were found in the dimensions of ethnomathematics and Virtual Tour 360°. Conversely, the improvement in the dimension of deep learning has not yet been significant. As many as 22 teachers experienced an increase in scores, while 4 teachers experienced a decrease. These results indicate that this program has the potential to help teachers develop mathematics learning that connects culture, mathematical concepts, and digital technology. However, because the research did not use a control group, the results have not yet been able to prove a cause-and-effect relationship.
Co-Authors Alya Syifa Devany Assyuqia Balqis Citra Azzahra Putri Eldian Maya Sari Hendri Marhadi Inayah Aulia Ramadhani Intan Kartika Sari Jesi Alexander Alim Leli Deswita Sagheer Ahmad Sulis Tri Lestari Yahya Gunawan Zetra Hainul Putra