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All Journal Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini
Rehmenda Christy
Universitas Negeri Medan
Arts Humanities Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Physics Social Sciences Other

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Digital Transformational Leadership and Innovation Culture: Understanding Children’s Learning Experiences in An Indonesian Elementary School Rehmenda Christy; Yusnadi; Asih Menanti
Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 9 No. 1 (2026): Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/tunascendekia.v9i1.12755

Abstract

Digital transformation in elementary education requires more than the adoption of technological tools; it also involves leadership practices, organizational culture, teacher innovation, and the quality of children’s everyday learning experiences. This qualitative case study explored how digital transformational leadership and an innovation-oriented school culture were enacted in a public elementary school and how these practices were reflected in children’s learning experiences. The study was conducted at SD Negeri 067242 Medan and involved one principal, three Grade 6 teachers, and ten Grade 6 students. Data were collected through semi-structured interviews, observations, and document analysis and were analyzed using the interactive model of data condensation, data display, and conclusion drawing and verification. The findings indicate that digital transformational leadership was enacted through four interconnected practices: articulating a digital-oriented vision, empowering teachers to experiment with instructional practices, facilitating professional collaboration, and strengthening digitally supported organizational communication. The innovation-oriented culture was reflected in teacher experimentation, collaboration, responsiveness to students’ learning needs, and the development of participatory learning activities. From the children’s perspectives, these practices were experienced through varied and interactive learning activities, opportunities to participate and express opinions, supportive teacher–student relationships, and greater comfort and confidence in classroom interaction. Rather than demonstrating a causal or mediating relationship, the findings suggest an interpretive pathway in which digital transformational leadership, innovation-oriented culture, teacher practices, and children’s learning experiences are interconnected within the case. The study contributes a child-centered perspective to digital school leadership by emphasizing that the educational significance of digital transformation lies not only in technology adoption but also in how leadership and innovation are translated into everyday classroom experiences.
Pembentukan Budaya Karakter Peserta Didik melalui Keteladanan, Habituasi, dan Refleksi Rehmenda Christy; Adi Sutopo; Hidayat
Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 9 No. 1 (2026): Tunas Cendekia : Jurnal Program Studi Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/tunascendekia.v9i1.12756

Abstract

Pendidikan karakter pada pendidikan dasar tidak hanya dibentuk melalui pembelajaran nilai secara eksplisit, tetapi juga melalui praktik sehari-hari yang membentuk cara peserta didik mengenali dan menerapkan nilai karakter. Penelitian ini bertujuan menganalisis bagaimana keteladanan dan habituasi berkontribusi terhadap pembentukan budaya karakter peserta didik pada pendidikan dasar. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus yang dilaksanakan di SD Negeri 067242 Medan. Data dikumpulkan melalui wawancara semiterstruktur, observasi nonpartisipan, dan dokumentasi dengan melibatkan kepala sekolah, guru, dan peserta didik. Data dianalisis melalui tahapan kondensasi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Hasil penelitian menunjukkan bahwa keteladanan berkontribusi terhadap pembentukan karakter melalui perilaku guru yang dapat diamati peserta didik, terutama dalam kedisiplinan, tanggung jawab, kesantunan, dan kepedulian. Konsistensi antara ucapan dan tindakan guru menjadi unsur penting karena membantu peserta didik mengenali nilai karakter melalui praktik nyata, bukan hanya melalui instruksi verbal. Habituasi berkontribusi melalui pengulangan perilaku karakter dalam rutinitas sekolah, seperti menjaga kebersihan, melaksanakan tugas, mengantre, menyapa, meminta izin, dan bekerja sama dengan teman. Namun, pengulangan perilaku tidak selalu menunjukkan bahwa nilai karakter telah sepenuhnya terinternalisasi, karena sebagian perilaku masih dipengaruhi oleh instruksi guru, aturan sekolah, atau pengingat teman sebaya, sementara pada perilaku tertentu peserta didik mulai menunjukkan inisiatif tanpa instruksi langsung. Secara keseluruhan, penelitian ini menunjukkan bahwa budaya karakter dibentuk melalui keterkaitan antara keteladanan yang dapat diamati dan habituasi yang dilakukan secara konsisten dalam kehidupan sekolah sehari-hari. Temuan ini menegaskan pentingnya konsistensi perilaku guru dengan nilai karakter yang dikembangkan sekolah serta integrasi praktik karakter ke dalam rutinitas peserta didik.
Co-Authors Adi Sutopo Asih Menanti Hidayat Yusnadi