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All Journal Bioedukasi: Jurnal Pendidikan Biologi SERUMPUN : Journal of Education, Politic, and Social Humaniora
Laksmi, Gardena Smoro
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Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Education Immunology & microbiology Social Sciences

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Teachers as Digital Facilitators: A Qualitative Study on Professional Adaptation in Technology-Based Curriculum Brumadyadisty, Garry; Sufa, Siska Armawati; Laksmi, Gardena Smoro; Suprayitno, Suprayitno
SERUMPUN : Journal of Education, Politic, and Social Humaniora Vol. 3, No. 2 : SERUMPUN (JULY-DECEMBER 2025)
Publisher : Yayasan Maslahatul Ummah Ilal Jannah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61590/srp.v3i2.210

Abstract

The development of digital technology has driven significant changes in educational practices, particularly in the role of teachers, who have transformed from knowledge deliverers to digital facilitators. This study stems from the problem of low pedagogical readiness and institutional support experienced by teachers in facing the demands of technology-based learning. The purpose of this study is to analyze the process of reconstructing teachers' professional identities, supporting and inhibiting factors, and their implications for pedagogical practices in the digital era. The research methodology used a qualitative approach with NVivo-assisted thematic analysis, involving in-depth interviews with teachers from various school contexts. The results show that the changing role of teachers requires cognitive, emotional, and social adjustments. Self-efficacy proved to be a central factor in successful adaptation, while infrastructure limitations and ambiguous administrative policies caused emotional stress. Peer collaboration and reflective practices strengthen resilience and serve as sources of pedagogical innovation. The study concludes that digital adaptation is not merely a technical skill, but a process of reconstructing pedagogical identity influenced by internal agency, social structures, and institutional support. Recommendations include strengthening continuous training, equitable infrastructure policies, and establishing teacher practice communities to support sustainable transformation.
Pengaruh Project Based Learning disertai Know Want Learn Chart terhadap Keterampilan Berpikir Fluency, Flexibility, dan Originality Peserta Didik Biologi SMA Kelas X Laksmi, Gardena Smoro; Probosari, Riezky Maya; Saputra, Alanindra; Widowati, Dewi
Bioedukasi: Jurnal Pendidikan Biologi Vol 11, No 2 (2018): Bioedukasi: Jurnal Pendidikan Biologi
Publisher : Department of Biology Education Faculty of Teacher Training and Education Sebelas Maret Un

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (208.456 KB) | DOI: 10.20961/bioedukasi-uns.v11i2.25348

Abstract

ABSTRACT One of the goals of 21st century education is  forming creative students. Based on a survey of Global Creativity Index in 2015, creative thinking level of Indonesian students is low, which is ranked 86th out of 93 countries. Project Based Learning (PjBL) is learning model that is proven to be able to improve students' creative thinking skills but often requires a long duration. KWL Chart function is controling the learning process to be systematic and effective because the tasks performed by students become focus so that it can cover the shortcomings of PjBL. The distribution of values in the PjBL class with the KWL chart (experiment 1) and the PjBL class only (experiment 2) are more diffuse than the control class, it can be seen that the pretest as a covariate has less significance than the significance level of 0.05 which is equal to 0,000. It is stated that the pretest value and the posttest value are linear. There are other aspects outside of research that influence students' creative thinking skills. The obtained Squared R value is 0.560, it means that the difference in model and media integration given in the control class, experiment 1, and experiment 2 only affects 56% of students' creative thinking skills. Other factors outside of research that affect students' creative thinking skills are as much as 44%, even though the time needed for the experiment 1 class is shorter than the experimental class 2.
Co-Authors Alanindra Saputra Brumadyadisty, Garry Dewi Widowati Riezky Maya Probosari Sufa, Siska Armawati Suprayitno Suprayitno