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All Journal Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Kajian Bahasa, Sastra dan Pengajaran (KIBASP) Pendas : Jurnah Ilmiah Pendidikan Dasar Alignment: Journal of Administration and Educational Management Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Jurnal Biogenerasi Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Pengabdian Kepada Masyarakat Sosiosaintifik Jurnal Pendidikan Terapan AMMA : Jurnal Pengabdian Masyarakat
Muhammad Arafah
Program Studi Pendidikan Biologi, FKIP, Universitas Puangrimaggalatung
Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Nursing Physics Social Sciences Other

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The Influence of Teacher Leadership on Students’ Adaptive Learning Behavior in Technology-Integrated and Curriculum-Adaptive Classroom Environments Muhammad Arafah; Yuni Misrahayu; Umar Natuna; Teti Berliani; Syamsudin
Jurnal Pendidikan Terapan Vol 4, No 4 September (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i4.1380

Abstract

Purpose: This study examines the relationship between teacher leadership and students’ adaptive learning behavior in technology-integrated and curriculum-adaptive classroom environments, focusing on strategy adjustment, learning independence, and responsiveness to instructional changes. Methods: A quantitative approach with an explanatory design was used. Data were collected from 120 grade XI senior high school students in public and private schools in Sengkang City, South Sulawesi Province, using a five-point Likert-scale questionnaire. Multiple linear regression was applied to examine the predictive role of teacher leadership on adaptive learning behavior while controlling for gender and school type. Findings: The results show that teacher leadership positively and significantly predicted students’ adaptive learning behavior (B = 0.54; t = 7.62; p < 0.001). The model explained 40% of the variance in adaptive learning behavior (R² = 0.40; adjusted R² = 0.38). Students who perceived stronger teacher leadership tended to report better learning strategy adjustment, independence, and responsiveness to changing classroom conditions. Research Implications:  The findings suggest that strengthening teacher leadership can support students’ learning adaptability. Teachers should provide clear instructional direction, academic support, and a supportive classroom climate to help students respond to curriculum demands and technology-integrated learning. Originality:  This study contributes to educational leadership literature by examining adaptive learning behavior as a classroom-level outcome associated with teacher leadership in Indonesian senior high school contexts.
Co-Authors Adriani Adriani Ahmad Dzakir Syam Ahmad Yani Ahmad Yani Ambo Upe Ambo Upe Andi Rusdi Untung Andi Sahruni Andi Srimularahma Arisa Asmanurhidayani, Asmanurhidayani Besse Herlina Dahlan Fadiah Suryadhi Hardiyanti Lasmi Hasnawati Himmah Auliyah Husna Irfandi, Rizal Magfira Diah Lestari Marsalinda Muh. Damriansyah Muhlis Nurcaya Nurcaya Panessai Sir Rahmawati Syam Riska Febrianti Riska Ramayana Sitti Aminah Sitti Azizah Benazir Syamsu Rijal Syamsu Rijal Syamsudin Syamsul Bakhri Gaffar Teti Berliani Tri Rahmat Arief Umar Natuna Yuliana S Yuni Misrahayu Zahwa