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Rasyani, Desinta
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OPTIMALISASI SUPERVISI AKADEMIK MELALUI PEMANFAATAN PLATFORM DIGITAL OBSERVASI PEMBELAJARAN Hasmitawati; Rasyani, Desinta; Elfisa, Yesi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40742

Abstract

This study aims to analyze concepts and implementation strategies for optimizing academic supervision through the use of a digital learning observation platform. The study employs a qualitative library research method by reviewing relevant scholarly sources, including journal articles, books, conference proceedings, and education policy documents. Data were analyzed using content analysis to identify major themes, recurring patterns, and to formulate an implementation framework for digital-based academic supervision. The findings indicate that digital platforms have the potential to improve the efficiency of supervision processes, strengthen the standardization of observation instruments, enhance the traceability of documentation, and support more evidence-based supervision practices. However, the literature also emphasizes that the effectiveness of digitalizing supervision is not determined solely by technology; it depends on the quality of feedback, consistency of follow-up actions, users’ digital literacy readiness, infrastructure support, a coaching-oriented organizational culture, and data governance. Based on the synthesis, this study proposes an implementation framework consisting of pre-implementation readiness, instrument design, observation execution, reflective feedback, and follow-up monitoring. The study recommends strengthening human resource capacity, simplifying procedures, ensuring technical support, and establishing clear data privacy SOPs so that digital platforms can genuinely optimize academic supervision and contribute to improving learning quality.
STRATEGI KEPALA SEKOLAH DALAM MENGATASI RESISTENSI GURU TERHADAP INOVASI PEMBELAJARAN DIGITAL Rasyani, Desinta; Hasmitawati; Eriyani, Elfa
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40743

Abstract

This study aims to synthesize findings from the literature on principals’ strategies for addressing teachers’ resistance to digital learning innovations. Using a library research method with a narrative literature review approach, the study extracted evidence from 20 articles comprising qualitative case studies, multiple case studies, literature reviews, and systematic literature reviews. The data were analyzed through thematic coding to map key resistance factors and the leadership strategies most frequently recommended. The synthesis indicates that teachers’ resistance to digital innovation is an ecosystem-level phenomenon closely related to schools’ limited capacity. Dominant barriers include limited budgets and technological infrastructure, gaps in teachers’ and stakeholders’ digital literacy, organizational cultural resistance and conventional mindsets, uneven readiness for implementation accompanied by weak digital mentoring/supervision, and psychological factors such as fear, lack of understanding, and change fatigue. Effective principal strategies are multi-component, encompassing continuous professional development (e.g., training, coaching, mentoring, and learning communities), provision of infrastructure and technical support, visionary or transformational leadership with participatory and empathetic change communication, strengthened stakeholder collaboration, and data-driven monitoring and evaluation (e.g., using LMS data) to support continuous improvement. These findings underscore the need for adaptive, collaborative, and support-oriented digital change leadership to reduce teachers’ resistance and sustain digital learning innovation.
Co-Authors Elfa Eriyani Elfisa, Yesi Hasmitawati