Garuda - Garba Rujukan Digital

Teacher Digital Literacy and Merdeka Curriculum Readiness: The Role of Learning Communities in Preparing 21st-Century Competencies in Secondary Schools Susy Andriyani; Mohammad Syahidul Haq; Muhamad Sholeh; Mufarihul Hazin; Amrozi Khamidi; Andi Kristanto
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.v5i1.2692

The global education crisis demands that teachers possess competent digital literacy as a prerequisite for implementing the Merdeka Curriculum and preparing students for 21st-century challenges. However, despite strong policy emphasis on digital literacy and Learning Communities, empirical evidence of their interrelationship in Indonesian secondary school contexts remains limited. This study aims to analyze the effectiveness of Learning Communities as a mechanism for teacher professional development, the level of teacher digital literacy, and the evaluation of the school's digital climate in supporting the synergy between the two. This research uses a descriptive quantitative approach with a cross-sectional survey design, based on data from 39 Junior High School teachers across two work units (SMPN 2 Dawarblandong and SMPN 2 Mojosari). Data were analyzed using descriptive statistics including means, standard deviations, and comparative analysis between schools. The results show that the Learning Community dimension proved highly effective with an average score of 4.78, serving as a core pillar for professional development and teacher self-reflection. The strongest indicator lies in the Learning Communities' ability to help teachers identify strengths and weaknesses in their teaching practices, achieving a score of 4.92. However, the Teacher Digital Literacy dimension recorded the lowest average score of 4.47, with the routine use of Google Classroom as the lowest indicator at 4.23. While leadership support in facilitating Learning Communities is very high at 4.90, formal recognition related to digital innovation by school principals remains moderate at 4.28. It is concluded that Learning Communities have established a strong foundation for collaboration, but there is a significant gap between non-technical collaborative readiness and routine technology adoption. Schools need to reorient Learning Communities to focus on operational technical training and strengthen the recognition system to encourage continuous digital integration in implementing the Merdeka Curriculum.

Instructional Design for SDG 4: Developing Collaboration Skills Through an ADDIE-Based Peer Project Learning Model Paulina Maria Ekasari Wahyuningrum; Siti Masitoh; Andi Kristanto
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.269

Objective: This study aims to develop the Peer Project Collaborative Learning (PPCL) model and examine its feasibility, practicality, and effectiveness in improving junior secondary students' critical thinking and collaboration skills in Catholic Religious Education at St. Paulus Catholic Junior High School, Palangka Raya. Method: This study employed a Research and Development (R&D) approach using the ADDIE framework (Analyze, Design, Development, Implementation, and Evaluation). statistics, normalized gain analysis, and an independent-samples t-test. Results: The findings indicate that the PPCL model achieved a very high level of validity based on expert judgment (98.8%) and demonstrated high practicality through positive responses from teachers and students (91%). The pretest results showed no significant difference between the experimental and control groups (p = 0.534), confirming comparable initial abilities. Following implementation, students who learned through the PPCL model achieved significantly higher collaboration performance than those receiving conventional Project-Based Learning (M = 41.26 vs. 38.26; t(66) = −6.241, p < 0.001), with a higher normalized gain (0.60 vs. 0.44). Novelty: The findings extend constructivist and collaborative learning theories by demonstrating that structured reciprocal peer interaction embedded within collaborative project activities effectively reduces free-riding, promotes active participation, and enhances twenty-first-century competencies. The PPCL model also offers practical guidance for teachers seeking to design student-centered learning environments that strengthen both cognitive and collaborative competencies in religious education and other secondary school contexts for SDG 4.

Instructional Design for SDG 4: Developing Collaboration Skills Through an ADDIE-Based Peer Project Learning Model Paulina Maria Ekasari Wahyuningrum; Siti Masitoh; Andi Kristanto
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.269

Objective: This study aims to develop the Peer Project Collaborative Learning (PPCL) model and examine its feasibility, practicality, and effectiveness in improving junior secondary students' critical thinking and collaboration skills in Catholic Religious Education at St. Paulus Catholic Junior High School, Palangka Raya. Method: This study employed a Research and Development (R&D) approach using the ADDIE framework (Analyze, Design, Development, Implementation, and Evaluation). statistics, normalized gain analysis, and an independent-samples t-test. Results: The findings indicate that the PPCL model achieved a very high level of validity based on expert judgment (98.8%) and demonstrated high practicality through positive responses from teachers and students (91%). The pretest results showed no significant difference between the experimental and control groups (p = 0.534), confirming comparable initial abilities. Following implementation, students who learned through the PPCL model achieved significantly higher collaboration performance than those receiving conventional Project-Based Learning (M = 41.26 vs. 38.26; t(66) = −6.241, p < 0.001), with a higher normalized gain (0.60 vs. 0.44). Novelty: The findings extend constructivist and collaborative learning theories by demonstrating that structured reciprocal peer interaction embedded within collaborative project activities effectively reduces free-riding, promotes active participation, and enhances twenty-first-century competencies. The PPCL model also offers practical guidance for teachers seeking to design student-centered learning environments that strengthen both cognitive and collaborative competencies in religious education and other secondary school contexts for SDG 4.

Principal-Led Clinical Supervision in Indonesian Schools: Advancing Teacher Professional Development for SDG 4 Akhmad Mundir; Andi Kristanto; Amrozi Khamidi
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.275

Objective: To investigate the impact of principals' clinical supervision on teachers' pedagogical competence within the cultural context of Indonesian schools. Clinical supervision has been shown to promote reflective practice. However, its implementation in Indonesia is often a formality to meet government-set management standards, rather than a means of developing teachers' competencies. Method: To use a convergent mixed-methods research design and involved eighty-nine teachers and six principals from six elementary and junior high schools in Jombang, East Java. Quantitative data, derived from pre- and post supervision. Result: After clinical supervision, showed statistically significant improvements in teachers' pedagogical skills. The most substantial improvements were seen in teachers' lesson planning and evaluation. Qualitatively, thematic analysis found that teachers initially experienced "fear of exposure" and professional shame during the supervision process. Affective resistance evolved into a journey of collaborative discovery as the supervision progressed. These findings highlight that the effectiveness of transforming teachers' pedagogical competence is embedded in the school's organizational culture. Novelty: Schools that demonstrated high levels of interpersonal trust between teachers and principals performed better than schools governed by rigid organizational norms. This study concludes that for clinical supervision to be truly effective in Indonesia, it must be reimagined as a culturally sensitive and mandated dialogue, not simply an administrative requirement. The implications suggest that educational policymakers should shift their focus toward coaching-based leadership training, emphasizing psychological safety and relational trust as catalysts for professional growth and teaching quality.

Principal-Led Clinical Supervision in Indonesian Schools: Advancing Teacher Professional Development for SDG 4 Akhmad Mundir; Andi Kristanto; Amrozi Khamidi
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.275

Objective: To investigate the impact of principals' clinical supervision on teachers' pedagogical competence within the cultural context of Indonesian schools. Clinical supervision has been shown to promote reflective practice. However, its implementation in Indonesia is often a formality to meet government-set management standards, rather than a means of developing teachers' competencies. Method: To use a convergent mixed-methods research design and involved eighty-nine teachers and six principals from six elementary and junior high schools in Jombang, East Java. Quantitative data, derived from pre- and post supervision. Result: After clinical supervision, showed statistically significant improvements in teachers' pedagogical skills. The most substantial improvements were seen in teachers' lesson planning and evaluation. Qualitatively, thematic analysis found that teachers initially experienced "fear of exposure" and professional shame during the supervision process. Affective resistance evolved into a journey of collaborative discovery as the supervision progressed. These findings highlight that the effectiveness of transforming teachers' pedagogical competence is embedded in the school's organizational culture. Novelty: Schools that demonstrated high levels of interpersonal trust between teachers and principals performed better than schools governed by rigid organizational norms. This study concludes that for clinical supervision to be truly effective in Indonesia, it must be reimagined as a culturally sensitive and mandated dialogue, not simply an administrative requirement. The implications suggest that educational policymakers should shift their focus toward coaching-based leadership training, emphasizing psychological safety and relational trust as catalysts for professional growth and teaching quality.

Implementasi Prompt-Based Learning Berbasis AI Video Generator untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Sekolah Dasar Syarah Nur Sabrina; Andi Kristanto
Jurnal Teknologi Pendidikan : Jurnal Penelitian dan Pengembangan Pembelajaran Vol. 11 No. 3 (2026): Juli
Publisher : UNDIKMA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jtp.v11i3.20849

The use of artificial intelligence in the field of education offers opportunities to create more creative and student-centered learning. In elementary schools, many students face difficulties when required to construct persuasive sentences logically and critically. This study aims to explain how prompt-based learning, assisted by an AI video generator, is applied to enhance students' critical thinking skills in learning persuasive sentences. This research employs a descriptive qualitative approach and involves elementary school students. Data were collected through classroom observations, student work results, and reflective notes. Students were asked to create prompts containing persuasive messages, communication objectives, and the target audience or readers. These prompts were then transformed into short videos using the Flow AI tool. Data were analyzed thematically to examine the development of critical thinking and the level of student engagement. The results show that prompt-based learning assisted by AI technology increases students' motivation, participation, and engagement in learning. Students demonstrated improved abilities in analyzing persuasive messages, organizing ideas logically, understanding communication objectives, and critically considering the target audience. Additionally, the use of AI-generated videos made the learning process more interactive and meaningful. This study concludes that integrating AI-based technology with appropriate learning approaches can effectively support the development of critical thinking and student-centered learning at the elementary education level.

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