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All Journal Jurnal Pendidikan dan Kewirausahaan Journal of Innovation and Research in Primary Education
Agustiany, Fifin Arifiani
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Manajemen Digital Sekolah Berbasis Google Workspace dalam Meningkatkan Kompetensi Guru dan Inovasi Pembelajaran (Studi Kasus SMP 57 Bandung) Agustiany, Fifin Arifiani; Istiqomah, Hilmi Aulia; Yoseptry, Ricky; Indiriani, Dini; Setiawan, Rudi; Syaripudin, Syaripudin
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 13 No 1 (2025)
Publisher : STKIP PGRI SITUBONDO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47668/pkwu.v13i1.1865

Abstract

This study stems from the increasing demand for digital transformation in education, which calls for adaptive and technology-integrated school management. Google Workspace has emerged as a promising platform to enhance administrative efficiency and digital-based learning. The research aims to explore the implementation of digital school management based on Google Workspace to improve teacher competence and foster innovation in teaching practices. The study is grounded in the concepts of POAC (Planning, Organizing, Actuating, Controlling), TPACK (Technological Pedagogical Content Knowledge), and digital leadership, emphasizing the integration of technology in educational management. This case study was conducted at SMP Negeri 57 Bandung, located at Jl. Gempol Sari No. 142, RT 05/RW 09, Gempol Sari Village, Bandung Kulon District, Bandung City, West Java, Postal Code 40215. The results reveal that Google Workspace has been systematically implemented across four managerial stages and has positively impacted teachers' digital literacy, work efficiency, and creativity in designing technology-based learning. Innovative practices are reflected in collaborative learning, the use of interactive media, and active student engagement. The study recommends ongoing training and the development of data-driven evaluation systems to ensure the sustainable implementation of digital school management.
Deep Learning-Based English Language Learning Management: Improving Elementary Students' Listening Comprehension Skills Agustiany, Fifin Arifiani; Koswara, Nandang
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.v5i1.2786

Abstract

Elementary students' listening skills remain inadequate despite the critical role of listening comprehension in English language acquisition. Traditional teacher-centered approaches fail to engage students meaningfully, creating a gap between curriculum demands and classroom practices. This study examined the implementation of Deep Learning-based English language learning management in improving elementary students' listening skills. A qualitative case study design was employed at two elementary schools in West Java, Indonesia. Data were collected through interviews with teachers and principals, classroom observations, and document analysis, then analyzed using the Miles and Huberman interactive model. Deep Learning implementation through systematic planning, interactive instruction, and authentic assessment significantly improved students' listening comprehension. At SDN 214 Perumnas Cijerah, main idea identification increased from 45% to 78%, while at SDN Rancanileum improvements rose from 42% to 64%. Students demonstrated enhanced abilities in identifying main ideas, comprehending details, and interpreting contextual meaning. Unexpectedly, students developed metalinguistic awareness, spontaneously comparing English and Indonesian language structures. Supporting factors included teacher readiness and technological infrastructure, while obstacles involved resource limitations and variations in teacher competence. Deep Learning-based learning management effectively enhances elementary students' listening skills across diverse contexts. The study demonstrates that constructivist pedagogical approaches, when systematically implemented, foster active knowledge construction and holistic language development beyond intended instructional objectives.
Co-Authors Indiriani, Dini Istiqomah, Hilmi Aulia Koswara, Nandang Rudi Setiawan Syaripudin Syaripudin Yoseptry, Ricky