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All Journal KOLOKIUM: Jurnal Pendidikan Luar Sekolah International Journal of Educational Management and Innovation (IJEMI)
Yuslimah, Anisa Isti
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Strategic for Improving Teacher Information Literacy as an Effort to Develop Professionalism in the Digital Era Yuslimah, Anisa Isti; Achmad, Dedy; Nurdin, Nurdin
International Journal of Educational Management and Innovation Vol. 6 No. 3 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v6i3.14003

Abstract

Background/purpose. The integration of digital systems in teacher performance management, such as Ruang GTK, demands adequate digital literacy among teachers. However, many educators face challenges in effectively utilizing the platform due to varying levels of competence and institutional support. This study aims to examine how teachers’ digital literacy is strategically managed within a school setting to enhance the use of Ruang GTK as a tool for professional performance. Materials/methods. A qualitative approach with a single case study method was employed at SMPN 5 Bandung. Eight purposively selected teachers participated in semi-structured interviews, direct observations, and document analysis. Thematic analysis was conducted to identify patterns, and SWOT–TOWS analysis was used to formulate strategic responses. Results. Findings reveal inconsistent levels of digital literacy among teachers, with younger educators adapting more quickly than their senior counterparts. Ruang GTK is primarily used for administrative reporting, while developmental features remain underutilized. Identified challenges include lack of technical support, limited training, and low engagement with digital tools. From the analysis, four strategic approaches were developed: empowering digital champions, implementing continuous peer coaching, establishing a digital literacy task force, and embedding digital competence in performance indicators. Conclusion. Strategic management of digital literacy is essential to optimize the use of Ruang GTK in enhancing teacher performance. Schools must foster a collaborative and reflective digital culture supported by ongoing capacity building and institutional commitment.
Bridging Generational Gaps in Teachers’ Digital Literacy: A Systematic Review on Educational Leadership and Performance Kurniady, Dedy Achmad; Komariah, Aan; Hafidh, Zaini; Raspatiningrum, Liris; Yuslimah, Anisa Isti; Sururi, Sururi; Novebri, Novebri; Permana, Riyaldi Dithia
KOLOKIUM Jurnal Pendidikan Luar Sekolah Vol 14, No 1 (2026): Kolokium: Publishing April 2026
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/kolokium.v14i1.1269

Abstract

The rapid digital transformation in education has exposed a clear generational gap among teachers in mastering digital literacy. Younger teachers tend to navigate technology with greater ease, while senior teachers often encounter barriers that affect their confidence and classroom performance. This study aims to explore how educational leadership can help bridge this generational divide and enhance teachers’ digital competence. Adopting a systematic literature review guided by the PRISMA framework, the analysis covered studies published between 2020 and 2025 from major databases, including Scopus, Web of Science, and ERIC. The findings show that leadership practices emphasizing empathy, collaboration, and continuous learning are most effective in reducing generational gaps and fostering inclusive digital competence. However, existing frameworks rarely integrate generational diversity, leadership behavior, and performance management within one conceptual model. This study introduces the concept of Adaptive Intergenerational Leadership (AIL), a synthesis that combines transformational and adaptive leadership principles to foster bidirectional learning between digital native and digital immigrant teachers. The results contribute to educational leadership theory and offer practical implications for developing inclusive, innovative, and human centered school ecosystems in the digital era.
Co-Authors Aan Komariah Achmad, Dedy Dedy Achmad Kurniady Novebri Novebri Nurdin Nurdin Permana, Riyaldi Dithia Raspatiningrum, Liris Sururi Sururi, Sururi Zaini Hafidh