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All Journal Jurnal Pendidikan dan Kewirausahaan Journal of Innovation and Research in Primary Education
Istiqomah, Hilmi Aulia
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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.
Adaptive Leadership in Digital Transformation: A Comparative Case Study of Principal Management Strategies Across Contrasting Resource Contexts Istiqomah, Hilmi Aulia; Mardiana, Dinny
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.v5i1.2787

Abstract

Digital transformation in education faces implementation challenges despite adequate technological infrastructure, with teachers experiencing difficulties in digital administrative tasks. This study examined how school principals enhance teachers' administrative effectiveness in the digital era through Planning, Organizing, Actuating, and Controlling (POAC) management framework across contrasting resource contexts. A comparative qualitative case study was conducted at SDN 1 Pasirwangi and SDN 1 Padaasih, Garut Regency, involving two principals, twelve teachers, and four administrative staff. Data were collected through in-depth interviews, participatory observation, and document analysis from August to September 2025, analyzed using Miles and Huberman's interactive model with source and method triangulation. Both schools achieved substantial digital administrative effectiveness through contextually adapted POAC implementation. SDN 1 Pasirwangi employed structured systems with formal ICT teams and participatory planning, optimizing government-provided infrastructure. SDN 1 Padaasih compensated for limited resources through intensive principal engagement, informal peer networks, and creative adaptation strategies. Unexpectedly, teacher age showed no correlation with digital competence development. Adaptive leadership implementation of POAC principles constitutes the critical success factor, transcending infrastructure availability. Leadership quality, particularly in fostering teacher motivation and providing solution-oriented supervision, determines digital transformation outcomes more significantly than resource abundance, challenging infrastructure-centric assumptions in educational technology literature.
Co-Authors Agustiany, Fifin Arifiani Indiriani, Dini Mardiana, Dinny Rudi Setiawan Syaripudin Syaripudin Yoseptry, Ricky