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All Journal Indonesian Collaboration Journal of Community Services (ICJCS) Journal of Innovative and Creativity JIMAD : Jurnal Ilmiah Mutiara Pendidikan
Inti Hujah
Universitas Bina Bangsa
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Integrasi Teknologi Digital dalam Pembelajaran dan Strategi Meningkatkan Kualitas Proses Belajar Mengajar di Kelas VIII SMP Negeri 01 Cigeulis Erwin Nauval; Marpuah Marpuah; Nono Suhada; Inti Hujah; Mutoharoh Mutoharoh
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.606

Abstract

Perubahan yang mendasar pada bidang digital telah membawa perubahan signifikan dalam dunia pendidikan, menggeser pola pembelajaran konvensional menuju pendekatan berbasis teknologi. Penelitian ini bertujuan untuk menganalisis efektivitas integrasi teknologi digital dalam pembelajaran di kelas VIII SMPN 01 Cigeulis, Kabupaten Pandeglang. Menggunakan pendekatan kualitatif deskriptif, data dikumpulkan melalui wawancara mendalam, observasi partisipatif, dan studi dokumentasi. Subjek penelitian mencakup siswa dan guru kelas VIII, dengan fokus pada pengalaman, persepsi, serta tantangan yang dihadapi dalam implementasi teknologi pembelajaran seperti Learning Management System (LMS), video interaktif, dan kuis digital. Penelitian ini menunjukkan bahwa penggunaan teknologi digital berdampak positif terhadap motivasi, keterlibatan, dan pemahaman siswa terhadap materi pembelajaran. Sebanyak 85% siswa merasa lebih termotivasi dan 78% lebih aktif dalam diskusi kelas. Guru juga mengalami kemudahan dalam pengelolaan materi, penilaian, dan pemberian umpan balik. Meskipun demikian, terdapat hambatan seperti keterbatasan jaringan internet dan keterampilan digital siswa yang belum merata. Di dalam penelitian ini tergambar bahwa perlunya menekankan tentang pentingnya kesiapan infrastruktur, kompetensi digital tenaga pendidik, serta dukungan institusional dalam menunjang pembelajaran berbasis teknologi. Temuan ini juga memperkuat pentingnya strategi pembelajaran yang kontekstual, fleksibel, dan partisipatif guna mendukung pencapaian kompetensi abad ke-21 seperti berpikir kritis, kolaborasi, dan literasi digital. Dengan pendekatan kolaboratif yang berkelanjutan, teknologi dapat menjadi sarana efektif dalam meningkatkan kualitas proses belajar mengajar di tingkat sekolah menengah pertama. Kata kunci: teknologi digital, pembelajaran, motivasi siswa, LMS, pendidikan abad 21
Strategi Manajemen Pendidikan Dalam Meningkatkan Kualitas Lulusan Pada Era Digital Di SMAN 9 Pandeglang Nono Suhada; Erwin Nauval Abdurrahman; Marpuah Marpuah; Inti Hujah; Budi Ilham Maliki
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.1228

Abstract

Penelitian ini bertujuan untuk mendeskripsikan strategi manajemen pendidikan yang diterapkan oleh SMAN 9 Pandeglang dalam meningkatkan kualitas lulusan di era digital. Pendekatan yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara mendalam, dan dokumentasi. Hasil penelitian menunjukkan bahwa SMAN 9 Pandeglang menerapkan beberapa strategi utama, yakni transformasi digital dalam proses pembelajaran, peningkatan kompetensi guru melalui pelatihan teknologi, penerapan penilaian autentik berbasis proyek, serta kolaborasi dengan institusi eksternal dan pelibatan orang tua. Strategi-strategi tersebut berdampak positif terhadap peningkatan literasi digital, kreativitas, dan karakter siswa. Temuan ini menunjukkan pentingnya manajemen pendidikan yang adaptif dan kolaboratif dalam menjawab tantangan pendidikan di era digital.
PELATIHAN INTERNALISASI TOTAL QUALITY MANAGEMENT (TQM) DALAM PENJAMINAN MUTU LAYANAN PENDIDIKAN INKLUSIF DI SDN KALAPIAN KECAMATAN PONTANG KABUPATEN SERANG Umalihayati Umalihayati; Erna Kusumawarti; Mutoharoh Mutoharoh; Ika Pratiwi; Uli Wildan; Islahiyah Islahiyah; Ramdan Ramdan; Eno Astriani; Astuti Astuti; Falih Ihza; Inti Hujah
Indonesian Collaboration Journal of Community Services (ICJCS) Vol. 6 No. 1 (2026): Indonesian Collaboration Journal of Community Services
Publisher : Yayasan Education and Social Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53067/icjcs.v6i1.244

Abstract

This community service activity aimed to improve teachers’ understanding and competence in internalizing Total Quality Management (TQM) for quality assurance of inclusive education services at SDN Kalapian, Pontang District, Serang Regency. The activity was conducted in September 2025 involving principals, teachers, and educational staff through socialization, training, mentoring, and evaluation stages. The methods used included lectures, group discussions, simulations, and case studies related to inclusive education management and school quality culture. The results showed an increase in participants’ understanding of TQM concepts, inclusive education services, and school quality assurance systems. Participants also demonstrated stronger commitment and collaboration in developing sustainable quality culture within the school environment. In addition, the activity produced follow-up programs such as the establishment of a school quality assurance team, periodic evaluation of inclusive learning services, and continuous teacher competency development. The implementation of TQM in inclusive education services is expected to create adaptive, participatory, and sustainable educational quality improvement. Therefore, this activity contributes to strengthening the quality assurance system of inclusive elementary education and can serve as a model for similar schools in improving educational service quality.
Manajemen Supervisi Akademik Kepala Sekolah dalam Meningkatkan Kinerja Guru SD Se-Kecamatan Grogol, Kota Cilegon Inti Hujah; Ifa Hafiroh; Ramdan; Sudaryono
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 4 No. 2 (2026): JIMAD - MEI
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v4i2.518

Abstract

Principal academic supervision management is a crucial factor in improving elementary school teacher performance amid the increasing demands for educational quality and digital transformation in the Grogol District, Cilegon City. The background of the study indicates persistent issues in teacher performance, including suboptimal lesson planning, less innovative teaching methods, and limited integration of educational technology. The research problem is formulated as how principals manage academic supervision to enhance teacher performance through planning, implementation, evaluation, and follow-up processes. This study employs a qualitative case study approach involving eleven public elementary schools. The findings reveal that academic supervision is conducted systematically, collaboratively, and continuously through classroom observations, reflective discussions, workshops, and On-the-Job Training supported by the Academic Learning System. The results indicate a 15 percent improvement in teacher performance, increasing from 75 to 95, as well as an 80 percent improvement in school learning achievement. The study concludes that integrated, collaborative, and technology-based academic supervision management significantly enhances teacher professionalism. The novelty of this research lies in the development of a digital-collaborative supervision model that integrates teacher participation, continuous professional development, and real-time digital monitoring systems to ensure more effective, efficient, and measurable teacher performance management. Supporting factors include principal commitment, teacher openness, collaborative school culture, and technological support. In contrast, the main obstacles include time constraints, administrative workload, and variations in teacher competence. The findings imply that academic supervision should be managed as adaptive, participatory, and sustainable professional development oriented toward continuous improvement of learning quality in Indonesian elementary schools, serving as a reference for developing a more effective, systematic, and sustainable digital-collaborative supervision model.
Co-Authors Astuti Astuti Eno Astriani Erna Kusumawarti Erwin Nauval Erwin Nauval Abdurrahman Falih Ihza Ifa Hafiroh Ika Pratiwi Islahiyah Islahiyah Maliki, Budi Ilham Marpuah Marpuah Mutoharoh Mutoharoh Nono Suhada Ramdan Ramdan Ramdan Sudaryono Sudaryono Uli Wildan Umalihayati Umalihayati