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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Manajemen Pendidikan: Jurnal Ilmiah Administrasi, Manajemen dan Kepemimpinan Pendidikan Tekno - Pedagogi : Jurnal Teknologi Pendidikan Jurnal Pendidikan Matematika dan IPA Jurnal Akuntabilitas Manajemen Pendidikan E-Dimas: Jurnal Pengabdian kepada Masyarakat Taman Cendekia : Jurnal Pendidikan Ke-SD-an Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Mejuajua Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Journal of Innovation and Research in Primary Education Indonesian Journal of Classroom Action Research (IJCAR)
Widiyan, Agung Purwa
Program Studi Administrasi Pendidikan, Fakultas Ilmu Pendidikan Dan Psikologi, Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Edukasi Digital Safety Dalam Meningkatkan Kecakapan Bermedia Digital Siswa Herawati, Endang Sri Budi; Mustofa, Zaenal; Sari, Maya Novita; Mirsa, Nur Rina Priyani; Widiyan, Agung Purwa; Astuti, Yuni
Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi Vol 3, No 1: February 2024
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/ljpmt.v3i1.24090

Abstract

Digital security plays a crucial role in today's digital era. As the responsible and safe use of the internet becomes increasingly important, encouraging digital security is essential, especially among children and families. By understanding and implementing digital security measures, every individual can reduce the negative impact of digital threats, create a safer and more secure online environment, and protect themselves in the virtual world. Digital safety education aims to provide students with education regarding digital security and tips for keeping personal and parental data secure. The target audience for this program is students at Texmaco Elementary School in grades V and VI. Evaluation of the Digital safety Education program can be measured using questionnaires and tests. Students' thoughts and experiences can be obtained through interviews or group discussions. The results show that the activity received a positive response. Some of the students understood digital safety and how to keep their data secure and controlled. Through digital safety education, it is hoped that students will be able to obtain comprehensive information to prevent themselves from virtual world crimes in the form of personal data hacking.
Pengaruh Mental Model, Team Learning, dan System Thinking Terhadap Adaptasi Perubahan Guru Sekolah Dasar di Kabupaten Halmahera Utara: Bahasa Indonesia Dimara, Frits; Jabbar, Cepi Safruddin Abdul; Widiyan, Agung Purwa
Jurnal Manajemen Pendidikan : Jurnal Ilmiah Administrasi, Manajemen dan Kepemimpinan Pendidikan Vol. 7 No. 2 (2025): October Issue
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jump.v7i2.87198

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh mental model, team learning, dan system thinking terhadap kemampuan adaptasi perubahan guru sekolah dasar di Kabupaten Halmahera Utara. Penelitian menggunakan pendekatan campuran dengan desain sekuensial eksplanatoris, melibatkan 337 guru sebagai responden melalui teknik snowball sampling. Data kuantitatif dianalisis menggunakan regresi linear berganda, sedangkan data kualitatif dianalisis secara tematik. Hasil analisis menunjukkan bahwa ketiga variabel bebas berpengaruh signifikan secara simultan terhadap adaptasi perubahan (R² = 0,548), dengan team learning sebagai prediktor dominan. Analisis kualitatif memperkuat temuan kuantitatif, mengidentifikasi tema seperti refleksi diri, kolaborasi tim, dan pemikiran sistemik sebagai kunci adaptasi. Penelitian ini menegaskan pentingnya penguatan budaya kolaboratif, pelatihan berbasis refleksi, dan pengembangan keterampilan berpikir sistemik untuk meningkatkan kapasitas adaptif guru dalam menghadapi dinamika pendidikan.
Pengaruh Pengaruh Penguatan Personal Mastery dan Shared Vision terhadap Budaya Organisasi di Sekolah Dasar Kecamatan Jerowaru Lombok Timur: Personal Mastery, Shared Vision dan Budaya Organisasi Pashurrahman; Jabar, Cepi Safruddin Abdul; Widiyan, Agung Purwa; Panjaitan, Rizki Ajhari
Taman Cendekia: Jurnal Pendidikan Ke-SD-an Vol 9 No 2 (2025): Desember 2025
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tc.v9i2.20086

Abstract

This study aims to analyze the influence of strengthening personal mastery and shared vision on organizational culture in elementary schools. The research is grounded in the premise that a strong organizational culture is essential for fostering a conducive learning environment and enhancing the quality of education. A quantitative approach with a causal associative design was employed, involving 233 teachers from 46 public elementary schools in Jerowaru District, East Lombok Regency. The sample was selected using proportional stratified random sampling. Data were collected using a Likert-scale questionnaire that had been tested for validity and reliability. Multiple linear regression analysis was used to examine the relationships among variables. The results reveal that both personal mastery and shared vision have a significant effect on organizational culture, both partially and simultaneously. The significance values were 0.004 for personal mastery and 0.000 for shared vision. The coefficient of determination (R²) was 0.455, indicating that 45.5% of the variance in organizational culture is explained by these two variables. These findings highlight the importance of developing teachers’ individual capacities and aligning collective vision as strategic efforts to build adaptive, collaborative, and sustainable school organizational cultures. The findings can serve as a reference for school leaders and policymakers in designing teacher professional development programs and strengthening a shared vision to build adaptive and sustainable school organizational cultures.
Strategic Leadership for Character: Principal Approaches to Discipline Formation in Challenging Educational Contexts Nurmin Nurmin; Agung Purwa Widiyan
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2877

Abstract

School principals play a critical role in character education, yet limited research examines disciplinary character formation in remote, culturally diverse contexts. This study investigated principals' roles and strategies in fostering disciplinary character among students in Tambrauw Regency junior secondary schools and assessed the impacts of their leadership. A qualitative case study approach was employed at two schools: SMP Negeri 1 Sausapor and SMP YPK Maranatha Sausapor. Data were collected over three months through in-depth interviews with principals, vice principals, teachers, and students, complemented by non-participant observations and document analysis. Data were analyzed using Miles and Huberman's interactive model, with validity ensured through source, method, and time triangulation. Findings revealed that principals effectively performed multifaceted roles as educators, managers, supervisors, and exemplary models. Strategic approaches encompassed consistent personal modeling, habituation programs, balanced reinforcement systems, and culturally responsive collaboration with stakeholders. Quantifiable impacts included a 16-percentage-point reduction in student tardiness, 73% decrease in uniform violations, and establishment of positive school culture. Principals demonstrated cultural intelligence by integrating local Papuan customs with national educational standards. This study demonstrates that transformational leadership, when contextually adapted to honor indigenous values, effectively cultivates disciplinary character in remote multicultural settings, contributing empirical evidence to educational leadership discourse in underserved regions.
Pedagogical Leadership for Strengthening Collaborative Learning Ecosystems: A Systematic Literature Review of School Partnerships in Elementary Extracurricular Education Pamujiono, Juhan; Widiyan, Agung Purwa
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 4 (2026): Tekno-Pedagogi| In Progress|
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The growing emphasis on learner-centered education has expanded the role of school principals from administrative managers to pedagogical leaders responsible for cultivating collaborative learning ecosystems that support students’ holistic development. Within elementary education, extracurricular programs provide extended learning environments where partnerships among schools, teachers, parents, and communities contribute to meaningful educational experiences. This systematic literature review aims to synthesize current evidence on how pedagogical leadership strengthens collaborative learning ecosystems through school partnerships in the management of extracurricular education. The review adopted the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. An initial search identified 120 studies from major academic databases, of which seven primary studies published between 2020 and 2025 satisfied the predefined inclusion criteria. The thematic synthesis revealed three major findings. First, pedagogical leadership is manifested through strategic planning, organizational coordination, monitoring, and adaptive decision-making that support sustainable extracurricular learning environments. Second, collaborative partnerships involving teachers, parents, school committees, and community stakeholders function as complementary learning resources that reinforce educational objectives beyond classroom instruction. Third, extracurricular programs are increasingly positioned as integral components of collaborative learning ecosystems that foster character development, student engagement, and competency enhancement. The review concludes that pedagogical leadership serves as the driving force in orchestrating collaborative learning ecosystems by integrating school partnerships into extracurricular education. These findings highlight the importance of strengthening leadership capacity and collaborative educational practices to enhance the quality of elementary learning environments while providing a conceptual foundation for future technology-responsive pedagogical innovations.
Pedagogical Leadership for Identifying Teacher Needs in Learning Partnerships: A Systematic Literature Review Widyawati, Ellya Agustin; Widiyan, Agung Purwa
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 3 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Pedagogical leadership plays a critical role in fostering teacher professional learning by ensuring that teachers’ needs are accurately identified to support collaborative and responsive learning environments. However, evidence regarding how pedagogical leadership facilitates the identification of teacher needs within learning partnerships remains fragmented across the literature. This study aims to synthesize current evidence on pedagogical leadership practices for identifying teacher needs in learning partnerships through a Systematic Literature Review (SLR). The review analyzed 18 peer-reviewed studies published between 2021 and 2025, retrieved from Google Scholar using the Publish or Perish application. The selected studies were examined through a systematic process of screening, data extraction, and thematic synthesis. The findings indicate that pedagogical leadership extends beyond administrative responsibilities by integrating instructional supervision, classroom observation, collaborative professional learning communities, and participatory dialogue with teachers and educational stakeholders to identify teachers’ professional learning needs. Effective leadership practices also encourage teacher engagement in continuous professional development, collaborative learning, and technology-responsive instructional improvement. The review further identifies persistent challenges, including limited financial resources, variations in teachers’ professional readiness, insufficient digital competence, and uneven institutional support for sustainable learning partnerships. The synthesis highlights that identifying teacher needs constitutes a strategic pedagogical process that strengthens professional learning, promotes collaborative educational ecosystems, and enhances instructional quality in elementary schools. These findings underscore the importance of repositioning school leadership from a managerial orientation toward pedagogical leadership that supports technology-responsive teacher development and sustainable learning partnerships.
Instructional Digital Leadership for Strengthening Technology-Integrated Learning in Schools Mulyati, Sri; Widiyan, Agung Purwa
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 1 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The rapid advancement of digital technology has transformed teaching and learning processes, requiring school leaders to adopt instructional digital leadership that effectively supports technology-integrated learning. Although numerous studies have examined principals’ roles in educational digitalization, the existing evidence remains fragmented and has not been comprehensively synthesized from a technology-enhanced learning perspective. This study aims to synthesize current evidence on how instructional digital leadership strengthens technology-integrated learning in schools through a Systematic Literature Review (SLR). The review followed a structured literature selection process using Google Scholar, ScienceDirect, and Dimensions databases, covering publications from 2019 to 2025. Following predefined inclusion and exclusion criteria, 14 peer-reviewed articles were selected for qualitative synthesis. The findings reveal that instructional digital leadership contributes to technology-integrated learning through four interconnected dimensions: establishing strategic digital policies, strengthening teachers’ digital competence through continuous professional development, providing technology infrastructure and digital learning resources, and fostering a collaborative school culture that supports innovation and digital transformation. The synthesis further indicates that effective instructional digital leadership enhances teachers’ capacity to integrate digital technologies into pedagogical practices while promoting adaptive, student-centered, and technology-responsive learning environments. Nevertheless, persistent challenges including disparities in digital infrastructure, uneven teacher digital competence, and limited institutional support continue to influence implementation effectiveness. These findings highlight that instructional digital leadership is a critical enabling factor for sustainable technology-integrated learning and provide practical implications for school leaders, policymakers, and teacher professional development initiatives seeking to strengthen educational technology implementation in contemporary schools.
Instructional Digital Leadership for Strengthening Technology-Integrated Learning in Schools Mulyati, Sri; Widiyan, Agung Purwa
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 1 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/3n5z6v52

Abstract

The integration of digital technology into teaching and learning requires more than technological availability; it also depends on school leadership capable of creating supportive pedagogical and organizational conditions. This study examines how principal digital leadership advances technology-integrated learning in elementary education. A Systematic Literature Review (SLR) was conducted by identifying, screening, and synthesizing relevant empirical studies published between 2019 and 2025. Literature was retrieved from Google Scholar, ScienceDirect, and Dimensions, resulting in 14 studies selected for thematic analysis. The findings identify five interconnected dimensions of principal digital leadership: digital vision and strategic planning; teacher digital competence and professional development; technology infrastructure and organizational support; technology integration in teaching and learning; and barriers and enabling conditions for sustainable implementation. The synthesis indicates that principals contribute to technology-integrated learning by establishing strategic direction, strengthening teacher capacity, mobilizing technological resources, and supporting the pedagogical use of digital technologies. However, infrastructure limitations, connectivity, teacher competence, and leadership readiness may constrain implementation. The study positions principal digital leadership as an enabling mechanism that connects school-level digital transformation with technology-integrated pedagogy.
EXAMINING UNIVERSITY STUDENTS FROM STEM AND NON-STEM IN AI USABILITY PERCEPTIONS FOR LEARNING AND RESEARCH Shidiq, Galih Albarra; Widiyan, Agung Purwa; Winarto
Jurnal Pendidikan Matematika dan IPA Vol. 17 No. 3 (2026): September 2026 (In press)
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The rapidly advancing integration of AI in higher education has transformed the methods by which students access information, complete academic responsibilities, and expand their knowledge. The present inquiry investigates the cognitive evaluation and perceptions of artificial intelligence and its efficacy for research and learning that differ between STEM and non-STEM university students. A quantitative comparative survey design was employed involving 315 students from STEM and non-STEM disciplines across Indonesian universities. The study investigates five dimensions of AI utilization, including perceived usefulness, perceived ease of use, ethical concerns, learning impact, and future readiness. The results of this study indicate that STEM students demonstrate significantly higher levels of perceived usefulness and technological self-efficacy in using AI tools compared with non-STEM students. Students from both disciplinary groups expressed concerns regarding academic integrity, dependency on AI, and responsible AI usage. These findings highlight that disciplinary backgrounds influence students’ engagement with AI technologies, particularly in relation to technological self-efficacy and perceived usefulness in academic benefits. The study offers practical implications for universities on how to develop AI integration policies, curriculum strategies, and ethical guidelines that encourage responsible and effective AI utilization among students.
Co-Authors Aisah, Sintiya Rizki Aris Suharyadi Bunnaen, Wutthisak Bustari, Meilina Cepi Safruddin Abdul Jabar Dimara, Frits Dwi Esti Andriani Endang Sri Budi Herawati Galih Albarra Shidiq Galih Albarra Shidiq Heri Supriyana Kamilia, Ishmah Dzakiyyah Muhammad Takwin Machmud Nishikawa, Saori Noer Risky Ramadhani Novita Sari, Maya Nur Rina Priyani Mirsa Nurmin Nurmin Pamujiono, Juhan Pandit Isbianti Panjaitan, Rizki Ajhari Pashurrahman Sari, Maya Novita Setya Raharja Shidiq, Galih Albarra Sintiya Rizki Aisah Sri Mulyati Suyud, Suyud Tae, Lidwina Felisima Takayoshi, Maki Tina Rahmawati Widyawati, Ellya Agustin WINARTO Wiwik Wijayanti Yuni Astuti Zaenal Mustofa Zahro, Khamilatul