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Journal of Society Innovation and Development (JSID)
Published by Relawan Endorse
ISSN : -     EISSN : 27469107     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Social Sciences
Journal of Society Innovation and Development (JSID) is an all-science, open access journal . Any paper reporting scientifically accurate and valuable research, which adheres to accepted ethical and scientific publishing standards, will be considered for publication. As such, the journal also publishes manuscripts reporting negative/null results, incremental advances, and replication studies. A multidisciplinary journal.
Arjuna Subject : Umum - Umum
Articles 111 Documents
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Driving Educational Quality in Resource-Constrained Schools: A Mixed-Methods Study on ICT Integration and Pedagogical Adaptation Nabila Ratu Fidella; Abubakar Abubakar; Ishak Bagea; Feni Febrianti; Muh Ainul Basyirah
JOURNAL OF SOCIETY INNOVATION AND DEVELOPMENT Vol 8 No 1 (2026): JSID: November 2026
Publisher : Winaya Inspirasi Nusantara Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63924/jsid.v8i1.355

Abstract

The integration of Information and Communication Technology (ICT) is widely recognized as a driver of educational modernization, empirical insights into its systemic implementation within resource-constrained secondary schools in the Global South remain limited. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework and the Technology Acceptance Model (TAM), this study investigated the structural conditions, pedagogical strategies, and learning outcomes associated with ICT adoption at SMP Negeri 5 Kendari, Indonesia. An explanatory sequential mixed-methods design was employed, combining quantitative formative assessment data (N = 120) with qualitative data gathered through classroom observations, semi-structured teacher interviews, focus group discussions, and document analysis. Quantitative results revealed a statistically significant improvement in post-intervention student academic performance, with the cohort mean score rising from 72.50 to 84.20 (t(119)=14.32,p<0.001,d=1.58) and classical mastery expanding from 65.0% to 88.0%. Qualitative findings articulated three core mechanisms driving these gains: multi-modal concept visualization, heightened student engagement catalyzed by gamified assessment platforms, and teacher adaptive capacity in mitigating localized connectivity constraints through offline hybrid media. These findings demonstrate that while digital hardware establishes essential baseline conditions, teacher pedagogical alignment remains the primary determinant of educational quality enhancement. Practically, school administrators and policymakers must prioritize context-aware pedagogical training and offline-capable digital tools over simple hardware procurement.

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