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All Journal AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Jurnal Pendidikan Terapan
Ngurah Ayu Nyoman M
Universitas Persatuan Guru Republik Indonesia Semarang
Humanities Education Social Sciences Other

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The Influence of Instructional Leadership and Teacher Digital Literacy on the Quality of In-Depth Learning in Public Elementary Schools Novia Indriyani; Widya Kusumaningsih; Ngurah Ayu Nyoman M
Jurnal Pendidikan Terapan Vol 4, No 1 March (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i1.874

Abstract

Purpose: The purpose of this study is to: determine the magnitude of the influence of instructional leadership and teachers' digital literacy together on the quality of in-depth learning. Methods:  The research approach used is quantitative. This type of research uses correlation research. The population of this study was 244 teachers and the research sample was 152 teachers. Data collection was carried out using a questionnaire. The data analysis techniques used in this study were descriptive data analysis, prerequisite tests including normality tests, multicollinearity tests, heteroscedasticity tests, linearity tests and hypothesis tests including simple and multiple linear regression. Findings: The results of the study showed that: (1) the correlation of instructional leadership on the quality of in-depth learning was 0.824. The influence of instructional leadership had a significant effect on the variable of the quality of in-depth learning by 78.0%. (2) The correlation of teachers' digital literacy on the quality of in-depth learning was 0.960. The influence of teacher digital literacy has a significant effect on the variable of in-depth learning quality by 92.1%. (3) Then the correlation coefficient value r is 0.963. The result of the coefficient of determination of the influence of variables X1 and X2 on Y is 92.7%. Research implications: This study suggests that optimizing principals’ instructional leadership and enhancing teachers’ digital literacy can improve the quality of in-depth learning. Originality: This research uniquely examines the combined role of instructional leadership and teachers’ digital literacy in influencing in-depth learning quality at the elementary school level, a topic rarely explored.
Implementation of Deep Learning Policy at Muhammadiyah Purin Elementary School, Kendal Regency Noor Lilis Oktafia; Widya Kusumaningsih; Ngurah Ayu Nyoman M
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.1243

Abstract

Purpose: Muhammadiyah Purin Elementary School has demonstrated a strong commitment to implementing deep learning as part of its educational transformation agenda. This study aims to analyze the implementation of the deep learning policy at Muhammadiyah Purin Elementary School using the policy implementation framework of communication, resources, disposition, and bureaucratic structure. Methods: This study employed a qualitative approach. Data were collected through interviews, observations, and document analysis, and analyzed using an interactive model consisting of data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation. Findings: The findings indicate that the implementation of the deep learning policy has generally been effective. Communication regarding the policy has been disseminated through formal and informal channels, although teachers still require more technical guidance for classroom implementation. Adequate infrastructure and professional development programs are available, yet their utilization remains constrained by variations in teachers’ pedagogical and digital competencies. School leaders and teachers demonstrate strong commitment and positive attitudes toward learning transformation, despite challenges related to administrative workloads and differing levels of motivation. Furthermore, a clear organizational structure, collaborative coordination, and reflective academic supervision have supported policy implementation. However, continuous mentoring, technology optimization, and the strengthening of a collaborative learning culture remain necessary to sustain improvement. Research Implications: The study highlights that effective deep learning implementation can contribute to school quality improvement through strengthened teacher capacity, supportive leadership, optimized learning resources, and active parental involvement. Originality: This study contributes to the literature by examining the implementation of Deep Learning policies at the elementary school level. It provides empirical evidence on how communication, resources, dispositions, and bureaucratic structures influence Deep Learning implementation in the elementary school context, an area that remains underexplored in existing studies.
From Classroom to Catwalk: How Teaching Factory Management Cultivates Student Entrepreneurship and Career Readiness Rukmosari Handayani; Widya Kusumaningsih; Ngurah Ayu Nyoman M
JURNAL AL-TANZIM Vol 10, No 4 (2026): IN PRESS
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i4.14737

Abstract

This study aims to describe the implementation of Teaching Factory (TEFA) in increasing entrepreneurial interest and work readiness of students in the fashion design expertise program. This research is motivated by the gap between the competencies of Vocational High School graduates and the needs of the Business World and Industry, especially in the creative fashion industry sector. The novelty of this research lies in the study of TEFA implementation through a qualitative case study approach that integrates the theories of Experiential Learning, Constructivism, and Work-Based Learning in the simultaneous development of entrepreneurial competencies and student work readiness. This study uses a qualitative method with a case study design. The research subjects consisted of school principals, vocational teachers, students, and industry partners. Data were collected through in-depth interviews, participant observation, and documentation, then analyzed using the Miles and Huberman interactive model with data validation through triangulation. The results of the study indicate that TEFA implementation is carried out through an industry-standard production process, from planning and product manufacturing to marketing. This program contributes to improving students' technical skills, work ethic, self-confidence, work readiness, and entrepreneurial interest. Supporting factors include school support, teacher competence, industry partnerships, and learning facilities, while the main barriers are limited learning time and differences in industry work standards.
Co-Authors Noor Lilis Oktafia Novia Indriyani Rukmosari Handayani Widya Kusumaningsih