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Erwin Akib
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INDONESIA
Journal La Edusci
Published by Newinera Publisher
ISSN : 27210979     EISSN : 27211258     DOI : 10.37899
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other
Journal La Edusci ISSN 2721-1258 (Online) and ISSN 2721-0979 (Print) includes all the areas of research activities in all fields of Education such as Teacher education, Population education, Vocational education, Value education, Psychological education, Educational counseling, Educational technology, Management education, Women education, Educational management, Education theory, Educational experiences, Special education, School curriculum, Curriculum theory, Academic disciplines, Moral education, Philosophy of education, University systems, E learning, Library and etymology, Board of education, Textbook, Collaborative learning, College, Comparative education, Compulsory education, Continuing education, Curriculum, Department of Education, Developmental Education, Educational technology, Educational animation, Educational philosophies, Educational psychology, Free education, Glossary of education, Grade (education), Homework, Humanistic education, CSPE (Civil, Social, and Political Education), Instructional technology, Language education, Learning, Learning community, Library, Life skills, Lifelong education, List of educators, ethical education, Online learning community.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 322 Documents
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Examining the Effect of Principals’s Transformational Leadership and School Work Climate on Deep Learning Implementation Muhammad Rifai; Senowarsito Senowarsito; Harjito Harjito
Journal La Edusci Vol. 7 No. 6 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i6.5624

Abstract

The implementation of deep learning has become a strategic priority in Indonesia's educational reform under the Merdeka Curriculum, emphasizing meaningful, reflective, and student-centered learning. However, its successful implementation depends on school leadership and organizational conditions that support teachers in adopting innovative pedagogical practices. This study examined the effects of principals' transformational leadership and school work climate on the implementation of deep learning in public elementary schools in Talun District, Pekalongan Regency. A quantitative explanatory survey design was employed involving 114 teachers selected through proportional simple random sampling from a population of 162 teachers across 21 public elementary schools. Data were collected using Likert-scale questionnaires and analyzed through descriptive statistics, Pearson correlation, simple and multiple linear regression using IBM SPSS Statistics. The findings revealed that principals' transformational leadership had a positive and significant effect on deep learning implementation, explaining 58.2% of its variance, while school work climate contributed 50.7%. Simultaneously, both variables explained 78.1% of the variance, with transformational leadership emerging as the stronger predictor. These findings indicate that effective implementation of deep learning requires not only teachers' pedagogical competence but also transformational school leadership and a supportive work climate that foster collaboration, innovation, and continuous professional learning. The study provides empirical evidence that strengthening school leadership and improving organizational climate are essential strategies for promoting sustainable pedagogical transformation and improving the quality of elementary education.
Generative AI as Instructional Scaffolding: Effects on Critical Thinking and Classroom Engagement in Secondary Education Herman Herman; Muh. Nasir; Anggar Putra; Muh. Eka Hidayatullah
Journal La Edusci Vol. 7 No. 6 (2026): Journal La Edusci
Publisher : Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journallaedusci.v7i6.5931

Abstract

This study examined the effects of generative artificial intelligence as instructional scaffolding on secondary school students’ critical thinking and classroom engagement. A quantitative quasi-experimental method with a nonequivalent pretest–posttest control group design was applied to 64 eighth-grade students at SMP Negeri 1 Kota Bima, comprising 32 students in the experimental group and 32 students in the control group. The experimental group participated in eight generative artificial intelligence-supported learning sessions involving problem identification, information exploration, response verification, collaborative discussion, problem-solving, and reflection, while the control group received conventional instruction. Data were collected through a 20-item critical thinking test, structured classroom observations, and documentation. The data were analyzed using descriptive statistics, normality and homogeneity tests, normalized gain analysis, independent-samples testing, and effect-size analysis. The experimental group achieved a higher posttest mean score than the control group, with scores of 93.75 and 78.30, respectively. The normalized gain was 0.57 in the experimental group and 0.22 in the control group. The differences in posttest and normalized-gain scores were statistically significant, with a large effect size of 0.87. Classroom engagement also reached 92.11 percent in the experimental group compared with 71.80 percent in the control group. These findings demonstrate that generative artificial intelligence effectively supports critical thinking and classroom engagement when used as guided instructional scaffolding rather than as a provider of final answers.

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