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Managere: Indonesian Journal of Educational Management
Published by Perkumpulan Manajer Pendidikan Islam
ISSN : 27211053     EISSN : 27211045     DOI : -
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
Managere: Indonesian Journal of Educational Management is published by Perkumpulan Manajer Pendidikan Islam (PERMAPENDIS). This journal publishes research articles results and conceptual studies in field of Islamic educational management and educational administration. The journal publishes articles of interest to education practitioners, teachers, education policy makers, and researchers. This journal encompasses research articles, original research report, reviews in Islamic educational management in any fields including: Â 1) Leadership, 2) Public Relation Management, 3) Organizational Behavior, 4) Organizational Culture, 5) Human Resource Management, 6) Financial Management, 7) Learning Management, 8) Supervision, 9) Evaluation, 10) class management, etc.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 211 Documents
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Transforming Out-of-School Education: The Role of Teacher Digital Literacy in Enhancing Learning Quality Yuni Rohimatus Syamsiyah; Abu Hasan Agus R
Managere: Indonesian Journal of Educational Management Vol. 8 No. 2 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v8i2.2087

Abstract

This study aims to investigate the role of teacher digital literacy in enhancing learning quality in primary schools, particularly in contexts with limited access to technology. Education in remote areas faces persistent structural challenges, including limited digital devices, unstable internet connectivity, and varying teacher readiness. Teacher digital literacy, encompassing the ability to select, adapt, and integrate technology into pedagogical practices, is critical for fostering inclusive and effective learning. A qualitative case study approach was employed, involving observations, interviews, desk reviews, and interview guides to capture teachers’ experiences, strategies, and challenges in implementing digital literacy. Findings indicate that digitally literate teachers enhance learning processes through platforms such as Google Classroom and Zoom, strengthen communication and collaboration with students, and leverage objective evaluation data to design adaptive instructional strategies. Additionally, the use of digital learning resources fosters student motivation, autonomy, and engagement. The study recommends teacher professional development programs that emphasize the integration of pedagogy and technology, alongside infrastructure improvements to support sustainable educational transformation.

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