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All Journal Tolis Ilmiah: Jurnal Penelitian Jurnal Pendidikan Dasar dan Keguruan Educational Dynamics: International Journal of Education and Social Sciences
Sitti Nuralan
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Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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KOPETENSI PEDAGOGIK GURU DALAM MENDESAIN PEMBELAJARAN DI SD NEGERI 23 TOLITOLI Sitti Nuralan
Jurnal Pendidikan Dasar dan Keguruan Vol 5 No 1 (2020): Jurnal Pendidikan Dasar dan Keguruan
Publisher : LP2M Institut Agama Islam (IAI) Muhammadiyah Sinjai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jpdk.v5i1.291

Abstract

Artikel ini bertujuan untuk mengetahui bagaimana kondisi kemampuan kompetensi pedagik guru dalam mendesain pembelajaran di SD Negeri 23 Tolitoli. Penelitian ini menggunakan deskriftif kualitatif, yaitu penelitian yang dilakukan dengan menguumpulkan data-data serta dinyatakan dalam bentuk kata-kata dan gambar, dimana kata-kata disusun dengan kalimat misalkan hasil wawancara antara peneliti dengan informan. Metode pengumpulan data menggunakan observasi, wawancara, dan dokumentasi. Metode analisis data menggnakan tiga cara yaitu reduksi data, display data dan verivikasi atau penarikan kesimpulan. Kesimpulan pada artikel ini yaitu Guru di SD Negeri 23 Tolitoli memiliki kompetensi yang cukup baik dalam mendesain pembelajaran, meskipun ada beberapa komponen yang belum terlaksana sepennhnya
Exploring the Role of Educational Policy Implementation in Reducing Urban–Rural Learning Disparities through Scholarship Programs Sitti Nuralan; Arham Rahim; Ògúnléye, Michael Olá
Educational Dynamics: International Journal of Education and Social Sciences Vol. 1 No. 2 (2024): April: Educational Dynamics: International Journal of Education and Social Scie
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/educationaldynamics.v1i2.269

Abstract

This study explores the role of educational policy implementation in reducing urban-rural learning disparities through scholarship programs. Educational disparities between urban and rural areas have persisted across many nations, affecting student outcomes due to differences in access to resources, infrastructure, and qualified teachers. Scholarship programs have emerged as an effective policy tool to address these gaps, providing financial support and enabling rural students to pursue higher education opportunities. This research examines the impact of scholarship policies on bridging the urban-rural education divide, focusing on the performance outcomes of scholarship recipients compared to non-recipients. The study also discusses the socio-economic barriers and challenges faced by rural students and evaluates how scholarships, along with additional support mechanisms such as mentorship and academic workshops, contribute to improving academic performance. The findings suggest that while scholarships have a significant positive effect on academic outcomes, a more comprehensive approach, including better infrastructure, teacher quality, and socio-emotional support, is necessary to fully address educational inequities. This research provides insights into how well-designed scholarship programs, embedded within broader educational reforms, can effectively reduce disparities in educational access and outcomes between urban and rural students.
PRAKTIK DAN TANTANGAN MANAJEMEN MUTU TECHNOLOGY-ENHANCED LEARNING (TEL) DI SEKOLAH MENENGAH PERTAMA WILAYAH PEDESAAN Saugadi Saugadi; Sitti Nuralan
Tolis Ilmiah : Jurnal Penelitian Vol 8 No 1 (2026): Mei
Publisher : LPPM Universitas Madako Tolitoli

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56630/tolis.v8i1.1615

Abstract

Technology-Enhanced Learning (TEL) is increasingly promoted as a strategic approach to improving learning quality; however, its implementation in rural lower secondary schools remains constrained, particularly from a quality management perspective. This study examines TEL quality management practices, identifies the challenges faced by schools, and analyzes the positioning of TEL within school planning, evaluation, and quality assurance systems. A qualitative multi-site case study design was employed across three public lower secondary schools in rural Galang District. Data were collected through in-depth interviews, classroom observations, and document analysis, and were analyzed thematically. Findings reveal that TEL practices in the studied schools have not been systematically integrated into school quality management frameworks. TEL planning remains adaptive and informal; instructional implementation is sporadic and largely teacher-centered; evaluation and monitoring lack formal structure; and quality assurance as well as sustainability rely heavily on individual teacher initiative and normative leadership support. These results indicate that TEL effectiveness cannot be ensured solely through technology availability, but requires a structured and sustainable quality management system. This study contributes a contextual conceptual model of TEL quality management that positions TEL as an integral component of school quality management, encompassing strategic planning, instructional implementation, evaluation and monitoring, and continuous quality assurance within rural school contexts.
Co-Authors Arham Rahim Ògúnléye, Michael Olá Saugadi Saugadi