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All Journal Jurnal Konseling dan Pendidikan Al Ishlah Jurnal Pendidikan Journal of Society Innovation and Development (JSID)
Aspin Aspin
Universitas Negeri Yogyakarta
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Impact of Visionary Leadership on Science-Based Technology Adoption in East Wawonii Elementary Schools Abu Bakar; Aspin Aspin; Marwan Marwan; Agus Herwanto; Agung Prihatmojo
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.6299

Abstract

The integration of technology in science learning has become essential in the era of Industrial Revolution 4.0, particularly in primary education. Visionary leadership by school principals is believed to play a critical role in facilitating the adoption of science-based innovative technology in classrooms. This study employed a quantitative approach using a survey design involving 100 elementary school teachers and principals in East Wawonii who have implemented science-based technology in teaching. Data were collected through a validated Likert-scale questionnaire measuring perceptions of visionary leadership and the extent of technology adoption. Correlation and simple linear regression analyses were conducted using SPSS. The findings revealed a strong and significant relationship between visionary leadership and the adoption of science-based technology (r = 0.87, p = 0.001). Regression analysis confirmed that visionary leadership significantly predicts technology adoption (β = 0.716, p = 0.001), with an R-squared value of 0.757, indicating that 75.7% of the variance in technology adoption can be explained by the leadership variable. These results suggest that visionary leadership is a key driver in promoting technology integration in science learning. Principals who articulate clear long-term goals, inspire innovation, and support teacher development contribute significantly to creating a conducive environment for technology adoption in primary schools. The study highlights the importance of leadership training that focuses on technological awareness and innovation management.
Augmented reality-based stem learning to enhance elementary school students' higher-order thinking skills Chairan Zibar L. Parisu; Aspin Aspin; Asharif Suleman
Jurnal Konseling dan Pendidikan Vol. 13 No. 4 (2025): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1184100

Abstract

This study aims to assess the effectiveness of AR-assisted science learning with a STEM approach in improving students' HOTS compared to conventional learning. The method used was a quasi-experimental design with a Pretest–Posttest Control Group involving two classes: an experimental class (AR-STEM) and a control class (conventional). The instruments consisted of a HOTS test (domains C4–C6), an engagement observation sheet, and a student response questionnaire. The results showed an average HOTS posttest score of 82.23 for the experimental class compared to 67.09 for the control class; The average N-Gain value in the experimental class was 0.64 (medium-high category according to learning criteria), while the control class was 0.36 (medium-low category). The independent samples t-test showed a significant difference in the posttest score and N-Gain (p < 0.001). This quantitative finding is supported by very positive student responses (average > 3.50) in the aspects of media attractiveness, ease of use, learning engagement, and perception of HOTS improvement. Interpretation of the results: the increase in N-Gain from 0.36 to 0.64 in the experimental group indicates a meaningful learning change, namely an increase in higher-order thinking skills in a range of effects that are practically substantial, not just statistically significant. The highly significant difference (p < 0.001) strengthens the finding that the integration of AR with the STEM approach not only increases engagement, but also encourages the development of students' analytical, evaluation, and creative skills more effectively than conventional methods. These findings are consistent with the idea that AR provides visual representations and real interactions for exploring scientific phenomena, while the STEM approach structures activities that require critical thinking and integrated problem-solving—a complementary combination to build HOTS. In conclusion, AR-STEM learning is an effective and contextual strategic alternative to increase HOTS, engagement, and learning motivation in science learning, and is relevant to the demands of the Independent Curriculum.
Driving Elementary Digital Literacy: Technology-Based Principal Leadership in Resource-Constrained Schools Annisa Ilmeira Queen; Aspin Aspin; Ishak Bagea; Feni Febrianti; Ainul Basyirah
JOURNAL OF SOCIETY INNOVATION AND DEVELOPMENT Vol 8 No 1 (2026): JSID: November 2026
Publisher : Winaya Inspirasi Nusantara Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63924/jsid.v8i1.352

Abstract

The imperative for digital transformation within primary education has highlighted the strategic role of educational leadership in driving technological integration and cultivating student competencies. However, empirical understanding of how technology-focused principal management directly fosters foundational digital literacy among elementary students in resource-constrained contexts remains limited. This study examined the operationalization of technology-based principal leadership management and evaluated its direct role in strengthening student digital literacy at SDN Lalosabila. Utilizing a qualitative single-case study design, empirical data were gathered through semi-structured interviews, non-participant classroom observations, and institutional document analysis involving the school principal, instructional staff, and elementary students. Data was processed iteratively using thematic analysis coupled with method and source triangulation to ensure analytical rigor. The findings demonstrate that technology-driven principal leadership operates across five core operational dimensions: strategic planning, pedagogical oversight through e-supervision, administrative evaluation, human capital development, and culture creation. Furthermore, principal-led initiatives catalyzed a transition from passive technology consumption to active engagement, enhancing student digital literacy across technical, cognitive, and ethical domains. Nevertheless, systemic barriers, including internet bandwidth fluctuations and device shortages, continue to constrain optimal implementation. This study concludes that transformational, adaptive digital leadership is essential for bridging digital divides in primary education. Practically, the results offer actionable frameworks for educational administrators seeking to optimize digital infrastructure, design continuous teacher mentoring programs, and build resilient, ethically grounded digital learning cultures in emerging educational environments.
Smart School Leadership in Resource-Constrained Primary Education: An Empirical Case Study of Digital Transformation Aurel Isma Wardani; Aspin Aspin; Abubakar Abubakar; Feni Febrianti; Ainul Basyirah
JOURNAL OF SOCIETY INNOVATION AND DEVELOPMENT Vol 8 No 1 (2026): JSID: November 2026
Publisher : Winaya Inspirasi Nusantara Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63924/jsid.v8i1.353

Abstract

The evolution of educational technology requires primary school leaders to navigate digital transformation, yet mainstream digital leadership frameworks often overlook the realities of under-resourced schools. This study investigates the operationalization of Smart School Leadership (SSL) within a resource-constrained primary school setting, examining how school administrators adapt leadership practices amid material and structural limitations. Employing a qualitative single-case study design, data were collected through semi-structured interviews, direct field observations, and institutional artifact analysis involving eight participants, including the school principal, instructional teachers, and administrative personnel at SD Negeri 1 Simbune, Indonesia. Data were analyzed using interactive qualitative condensation, thematic displays, and continuous verification. The findings reveal that SSL implementation operates through an adaptive, staged transition rather than a sudden digital overhaul. Leadership practices are strategically prioritized toward core administrative workflows, compliance database management, and basic data-driven decision-making to address foundational early-grade literacy and numeracy needs. Furthermore, internal social capital and informal distributed leadership structures, specifically peer-assisted mentoring led by tech-savvy junior educators, serve as critical compensatory mechanisms to bridge faculty digital literacy divides. However, persistent structural friction, including hardware scarcity, unstable internet connectivity, pedagogical inertia, and non-systemic external training programs, places a clear ceiling on advancing to fully integrated digital pedagogy. This study implies that policymakers must move beyond uniform technology mandates toward equity-focused infrastructure allocation and continuous, school-based professional development tailored to rural primary school contexts.
Bridging the EdTech Divide Under Resource Constraints: How a Rural Principal Navigated Resource Scarcity to Elevate Learning Quality Firman Firman; Ishak Bagea; Aspin Aspin; Abubakar Abubakar; Feni Febrianti
JOURNAL OF SOCIETY INNOVATION AND DEVELOPMENT Vol 8 No 1 (2026): JSID: November 2026
Publisher : Winaya Inspirasi Nusantara Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63924/jsid.v8i1.354

Abstract

The global expansion of educational technology has highlighted a stark disparity in digital transformation between urban and rural schooling systems. In marginalized primary schools, severe infrastructure deficits and limited teacher digital literacy frequently impede meaningful EdTech integration. This qualitative single-case study investigated how a primary school principal conceptualized and enacted innovative leadership strategies to optimize technology-assisted learning within a resource-constrained rural context (SDN Satap 12 Konawe Selatan, Indonesia). Data was collected over an eight-week field engagement through semi-structured interviews, direct classroom observations, and documentary analysis involving the school principal, teaching staff, elementary students, and administrative personnel. Utilizing an interactive thematic analysis framework, the study revealed that principal leadership innovation operated across four interconnected dimensions: localized peer-mentoring circles, adaptive rotational hardware management, offline content pre-loading, and administrative tool modeling. Despite severe hardware shortages and unstable internet connectivity, these frugal leadership practices successfully enhanced teacher digital self-efficacy, expanded pedagogical diversity, and elevated student learning engagement. The study contributes a grounded model of "frugal digital leadership" to educational management literature, demonstrating that administrative vision and cultural empowerment can effectively offset material scarcity. These findings imply that educational policymakers should prioritize contextualized leadership capacity building and offline EdTech management strategies over top-heavy hardware distribution alone when driving digital equity in rural schools.
Co-Authors Abu Bakar Abubakar Abubakar Agung Prihatmojo Agus Herwanto Ainul Basyirah Ainul Basyirah Annisa Ilmeira Queen Asharif Suleman Aurel Isma Wardani Chairan Zibar L. Parisu Feni Febrianti Firman Firman Ishak Bagea Marwan Marwan