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All Journal Pedagogi: Jurnal Ilmu Pendidikan Abdimas Jurnal Penelitian Pendidikan Lembaran Ilmu Kependidikan Jurnal Inovasi Teknologi Pendidikan Educational Management Indonesian Journal of Curriculum and Educational Technology Studies Innovative Journal of Curriculum and Educational Technology The Journal of Educational Development Pendas : Jurnah Ilmiah Pendidikan Dasar International Journal of Pedagogy and Teacher Education Journal of Education Technology Journal of Primary Education Jurnal Penelitian Tindakan Sekolah dan Kepengawasan Mejuajua Jurnal Kajian Ilmu Pendidikan (JKIP) Journal of Pedagogy and Education Science Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology An-Nafis: Jurnal Ilmiah Keislaman dan Kemasyarakatan Al-Usroh : Jurnal Hukum Keluarga Islam JUMPA : Jurnal Manajemen Pendidikan Educational Management Indonesian Journal of Curriculum and Educational Technology Studies
Titi Prihatin
Unknown Affiliation
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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The Influence of Principal Leadership, Teacher Work Motivation, and School Culture on the Professional Competence of State Vocational High School Teachers in Jepara Regency with Rewards as a Moderating Variable Kusdiyanto, Heri; Prihatin, Titi
Educational Management Vol. 15 No. 1 (2026): Educational Management
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eduman.v14i3.35294

Abstract

Teacher professional competence is the main determinant of the quality of vocational education and is crucial for State Vocational High Schools in Jepara Regency in facing the challenges of the modern era, especially related to competency renewal, creativity, and suboptimal technology adaptation among some teachers. This study aims to analyze the partial influence of principal leadership, teacher work motivation, and school culture on teacher professional competence, as well as the role of rewards as a moderating variable. Quantitative research methods were used with a population of teachers and a sample of teachers from State Vocational High Schools. Data collection was carried out through a questionnaire instrument, and analyzed using multiple regression, Moderated Regression Analysis, and partial t-test. The results showed that principal leadership, teacher work motivation, and school culture partially have a positive and significant effect on teacher professional competence, where work motivation shows the most dominant influence. An important finding is that rewards are proven to be able to moderate and strengthen the relationship between principal leadership and school culture on teacher professional competence, but do not moderate the effect of teacher work motivation. The coefficient of determination indicates that the variation in teachers' professional competence can be explained by the independent variables. This finding contributes to emphasizing the need for an integrated reward system to optimize the impact of organizational factors in improving teacher professionalism.
From Likes to Learning: Innovative Strategies for Using Social Media to Boost Gen Z Academic Performance Prihatin, Titi; Widhanarto, Ghanis Putra; Formen, Ali; Kusumawardani, Seftia
Journal of Pedagogy and Education Science Vol 5 No 02 (2026): Article in Press - Journal of Pedagogy and Education Science
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.jpes.001632

Abstract

The existing literature acknowledges the potential of social media to enhance online learning, but a significant gap exists in comprehensively understanding how teachers' specific social media skills directly influence the quality of online learning experiences and student outcomes. This research examines how teachers' social media skills relate to their perceptions of online learning quality, focusing on both the predictive influence of these skills and their correlation with teachers' evaluations of online learning. This quantitative study, utilizing surveys and statistical analyses such as descriptive statistics, Pearson correlation, and simple linear regression, investigates the relationship between teachers' social media skills (independent variable) and the quality of online learning (dependent variable), confirming the validity and reliability of the instruments used through content and construct validity assessments and Cronbach's alpha values. The result finds that teachers' social media skills have a positive impact on the quality of online learning, as well as student engagement and interaction. Educational institutions can support teachers in enhancing their online teaching by providing training on the effective use of social media tools and platforms. This study implies that investing in teachers' social media skills training can significantly enhance the quality of online learning experiences and student engagement in the digital age.
From Access to Instructional Design: Indonesian Senior High School Students’ Digital Pedagogy Experiences, Barriers, and Improvement Priorities Purfitasari, Septi; Masrukhi, Masrukhi; Prihatin, Titi; Mulyono, Sungkowo Edy
International Journal of Pedagogy and Teacher Education Vol 10, No 1 (2026): International Journal of Pedagogy and Teacher Education - April
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v10i1.116892

Abstract

School-based digital pedagogy has expanded rapidly, yet prior research has often examined it through access, platforms, or adoption rather than through an integrated account of students’ experiences, barriers, instructional support, and improvement priorities. This study investigated digital pedagogy among 403 students in Grades 10, 11, and 12 at a public senior high school in Central Java, Indonesia, selected through random sampling from a population of 1,173 students. A cross-sectional descriptive survey was conducted within a convergent mixed-methods design using a questionnaire that combined closed-ended and open-ended items; the closed-ended instrument showed acceptable internal consistency (Cronbach’s alpha = 0.82). Quantitative data were analysed using descriptive statistics, multi-response analysis, ranking analysis, and composite scores, while qualitative responses were analysed through open, axial, and selective coding. The findings showed that students had strong baseline access, with smartphone use reaching 99.3% and personal device ownership 98.5%, but participation remained predominantly mobile-based and was constrained by unstable connectivity, limited quota, workload pressure, and technical problems. Digital pedagogy was mainly organised around videos, assignments, presentations, and quizzes, whereas discussion-based and simulation-rich activities were much less common. Students generally experienced digital pedagogy as functional but not yet strongly transformative across implementation exposure, perceived benefit, obstacle, and instructional support. Open-ended responses identified access to materials and relearning as the most helpful experience, while connectivity and access problems emerged as the most disruptive barriers. The study concludes that improving school digital pedagogy requires not only stronger infrastructure but also clearer instructional design to convert access into meaningful and equitable learning experiences.
Co-Authors - Kardoyo - Kustiono A.A. Ketut Agung Cahyawan W Achmad Fahruddin Achmad Rifai Achmad Rifai RC, Achmad Rifai Achmad Slamet Adi Prihastanto, Adi Ahmad Abrar Ahmadun, Ahmadun Ali Formen Amanda, Alif Dhanti Amin Yusuf Ani Rusilowati Arief Yulianto Ariyantho, Ariyantho Chusnul Chotimah Damayanti, Elok Damyke Selviyana Safitri, Damyke Selviyana Djoko Widodo Djuniadi Djuniadi Eko Nursalim Emgiek, Rina Agustina Emgiek, Rina Agustina Erni Suharini Erwin Erlangga Fahrudin, Mohammad Khoirul Fahrudin, Mohammad Khoirul Faid, Amrun Faid, Amrun Fakhruddin Fakhruddin Fatkhur Rohmah, Ana Gustang, Gustang Hartomo, Hartomo Hartomo, Hartomo Hartono Hartono Hartono, Untung Hartono, Untung HARYONO Haryono Haryono Haryono Haryono Heri yanto Hidayah, Ratih Ilma Fitriya Hidayati, Ilma Fitriya Iriyanti, Novita Trisna Joko Sutarto Khumaedi - Kusdiyanto, Heri Kusmanto, Desi Ariani Kusumaningrum, Wahyu Kusumawardani, Seftia Larasati, Manik Lestari, Wahyuni Dini Lusi Rachmiazasi Masduki, Lusi Made Sudana, I Maemonah, Maemonah Malarsih Maman Rachman Masrukhi Masrukhi Maulana, Rokhman Mufnaetty, Mufnaetty Mufnaetty, Mufnaetty Muhammad Fachrur Rozi, Muhammad Fachrur Muniroh Munawar Mustikaningrum, Galih Nina Oktarina Noor Hudallah NUR AENI Pallawagau, Murni Pallawagau, Murni Pius Thaal, Pius Pradipta, Anindhyta Putri Prayogi, Mochamad Danuadjie R. Purwanto, Hudi R. Purwanto, Hudi Rafika Bayu K Rahayu, Rizki Kusumaning Rahmawati, Rahmawati Rasdi Ekosiswoyo Renny Nur Afida Rusdarti - Rustianto, Arif Rustianto, Arif S Martono Samsudi . Savio, Leovelgilda Fernandes Septi Purfitasari, Septi Septiana, Hafida Eka Siswandari, Vanda Estetika Sony Zulfikasari, Sony Sufa, Laila Nurul Sugiyo Sugiyo Sukirman Sukirman Sulistio, Basuki Sungkowo Edy Mulyono Supraptono Supraptono, Supraptono Surya Jaya, Surya Teguh Supriyanto Tri Astuti Tri Joko Raharjo Tri Suminar Veronika Ndapaloka, Veronika Wahyu Hardyanto WAHYUDI, DIKI Wardana, Isti Maryani Widhanarto, Ghanis Putra Winastiti, Rizki Nur Wiwik Handayani Yanti, Rosmalah Yanto, Wakhid Nur Yuli Kurniawati Sugiyo Pranoto Yuli Utanto Zainal Abidin Zanuar Anwari