Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal Journal of General Education and Humanities Journal of Innovation and Research in Primary Education
Ira Rikmasari
Universitas Pendidikan Indonesia
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Reconstructing Teacher Professionalism: Integrating Digital Literacy and Innovative Pedagogy in the Era of Technological Disruption Ira Rikmasari; Linda Yuliandini; Susi Sugiarti; Sofyan Iskandar
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.v5i1.3011

Abstract

The digital transformation of education necessitates fundamental reconstruction of teacher professionalism, requiring integration of digital literacy and innovative pedagogy as core competencies for 21st-century educators. This phenomenological qualitative study explored lived experiences of six primary school teachers from three schools in Bandung City, Indonesia, selected through purposive sampling. Data were collected through in-depth semi-structured interviews, participatory classroom observations, and document analysis over one month, then analyzed using Braun and Clarke's thematic analysis framework. Analysis revealed five interconnected themes: professional identity reconstruction in digital spaces, emotional and structural dynamics of technological adaptation, digital literacy as multidimensional metacognitive competence, innovative pedagogy as reflective transformation, and development of professional agency with continuous learning dispositions. Teachers experienced digital integration as transformative processes involving disorientation, critical reflection, and identity negotiation rather than linear skill acquisition. Significant disparities emerged between urban and semi-urban contexts, with collaborative learning communities accelerating transformation regardless of resource constraints. Findings extend Transformative Learning Theory and TPACK framework by proposing digital professional agency as an integrative construct encompassing technical-pedagogical competence, critical consciousness, reflective capacity, collaborative disposition, and contextual adaptability. Results emphasize that 21st-century teacher professionalism represents humanistic transformation positioning educators as reflective adaptive agents rather than mere technological adopters.
From Assessment to Intervention: A Model for Utilizing Disability Service Unit Assessment Findings to Strengthen Inclusive Education Services in Primary Schools Fatimatuzzahro Fatimatuzzahro; Ira Rikmasari; Linda Yuliandini; Kokom Komalasari; Prihantini Prihantini
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1699

Abstract

Inclusive education is about making sure that schools can help all students, including those with disabilities. One big problem is making sure that what we learn from assessing students with disabilities actually helps us teach them better. This study looked at how a Disability Service Unit in Bandung City Indonesia uses what they learn from assessments to make education better for students with disabilities. The study talked to 22 people, including the head of the Disability Service Unit, someone who does assessments, 10 teachers and 10 parents of students with disabilities. They also looked at reports and records from assessments. What they found out is that the assessments give us a lot of information about what students need to learn what they're good at how they communicate, how they feel and what kind of support they need. The study also found out that we can use what we learn from assessments to help students by changing the way we teach making plans for each student working together with parents and teachers and using special interventions. So they made a six-stage model that shows how we can use assessments to help students. The model has these stages: assessing students figuring out what they need and what they are good at making recommendations working together with parents and teachers teaching students and checking to see how it is all working. This model helps us make sure that we are using what we learn from assessments to make decisions about how to teach students with disabilities. It also shows how important Disability Service Units are in making sure that schools are inclusive. The study helps us understand more about how assessments can inform the way we teach students with disabilities and how we can make education better for all students. Inclusive education is important and Disability Service Units play a big role, in making it happen. The study of education and Disability Service Units is ongoing and this study is a part of it.
Co-Authors Fatimatuzzahro Fatimatuzzahro Kokom Komalasari Linda Yuliandini Prihantini Sofyan Iskandar, Sofyan Susi Sugiarti