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Feby Elra Perdima
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feby.elra@unived.ac.id
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journaljitim@gmail.com
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Jl. WR. Supratman, Pematang Gubernur, Muara Bangkahulu, Kota Bengkulu
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INDONESIA
Journal of Innovation in Teaching and Instructional Media
Published by Yayasan Sembilan Pemuda Indonesia
ISSN : 27754537     EISSN : 27463583     DOI : https://doi.org/10.52690/jitim
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Journal of Innovation in Teaching and Instructional Media is a professional peer-reviewed journal published three times a year (January, May, and September) with E-ISSN: 2746-3583 and P-ISSN 2775-4537. by Yayasan Sembilan Pemuda Indonesia. Contributions are welcomed on any aspect of promoting and supporting innovation in teaching and instructional media in elementary, middle, higher, and other post-school education with an emphasis on research, experience, and evaluation. This journal accepts submissions written in English and Bahasa Indonesia. This journal can be a beneficial reading for all practitioners and decision-makers who want to stay informed about the education, teaching, learning, and instructional media developments and innovations.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 270 Documents
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Systematic Literature Review: The Role of School Strategic Plans in Improving Educational Quality Dexulear Mexi
Journal of Innovation in Teaching and Instructional Media Vol 6 No 2 (2026): Journal of Innovation in Teaching and Instructional Media
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jitim.v6i2.1531

Abstract

This study investigates the role of school strategic plans in enhancing educational quality, moving beyond their perception as mere administrative requirements. A systematic literature review (SLR) was conducted, analysing 15 peer-reviewed articles published between 2021 and 2026. The findings reveal that effective strategic planning contributes to quality improvement through three key mechanisms: (1) structured formulation processes involving stakeholder deliberation, (2) alignment of resources with institutional vision and mission, and (3) systematic monitoring and evaluation. However, the review also identifies persistent challenges, including limited technological integration, insufficient professional development, and a tendency toward administrative compliance rather than pedagogical transformation. This study contributes a synthesized framework that conceptualizes strategic plans as “living roadmaps” for institutional change, emphasizing the synergy between managerial leadership and active document engagement. The findings provide actionable insights for school principals and policymakers seeking to bridge the gap between long-term vision and daily operational practice.
Teachers’ Lived Experiences of Principal Leadership in Supporting the Learning Process: A Phenomenological Study in an Elementary School Iis Syahdli
Journal of Innovation in Teaching and Instructional Media Vol 6 No 2 (2026): Journal of Innovation in Teaching and Instructional Media
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jitim.v6i2.1534

Abstract

This study aims to explore teachers’ lived experiences of principal leadership in supporting the learning process. This study was conducted at SDN 32 Bengkulu Selatan. This study employed a qualitative phenomenological design and also literature review. Six teachers were purposively selected based on teaching experience and active school involvement. Data were collected through semi-structured interviews and analyzed using thematic analysis (coding, categorization, interpretation). The findings revealed three key leadership practices: instructional support through classroom supervision and constructive feedback; participatory decision-making that fosters teacher engagement; and motivational support that enhances teacher commitment and performance. These practices significantly contribute to improving teaching and learning quality. This study contributes to educational leadership literature by providing context-based insights into how leadership is experienced by teachers. Practically, the findings suggest that principals should adopt supportive and participatory leadership approaches, while policymakers should design leadership development programs aligned with school needs.
Systematic Literature Review: Optimizing Classroom Management in the Implementation of Differentiated Learning to Diverse Student Learning Styles Wulandari, Yona Anggelina
Journal of Innovation in Teaching and Instructional Media Vol 6 No 2 (2026): Journal of Innovation in Teaching and Instructional Media
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jitim.v6i2.1521

Abstract

This study aims to synthesize evidence on optimizing classroom management practices in implementing differentiated learning to accommodate diverse student learning styles (visual, auditory, and kinesthetic) in elementary education. Employing the Systematic Literature Review (SLR) method article searches were conducted across Scopus, and Google Scholar databases for publications between 2021-2026, with 15 peer-reviewed articles meeting inclusion criteria and analyzed using thematic synthesis. Findings reveal that optimizing classroom management requires four key dimensions: flexible classroom arrangements supporting varied activities, proactive behavior management promoting student autonomy, efficient time management for simultaneous multiple activities, and ongoing formative assessment to adjust instruction—strategies that teachers report increase student engagement across diverse learning styles. The novelty of this review lies in its integrated optimization framework connecting classroom management theory with differentiated instruction principles specifically for accommodating learning style diversity, addressing a critical gap in existing literature. Practical implications guide teachers and school leaders in redesigning classroom management approaches, while informing teacher training programs and school mentoring initiatives focused on creating inclusive learning environments. This research advances educational management by providing an evidence-based framework for optimizing classroom management in differentiated settings, offering both theoretical contributions and actionable insights for practitioners accommodating diverse learners.
A Systematic Literature Review: Developing a Transformative Leadership Model to Foster Innovative School Climate and Student Learning Independence Aridi, Muhammad
Journal of Innovation in Teaching and Instructional Media Vol 6 No 2 (2026): Journal of Innovation in Teaching and Instructional Media
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jitim.v6i2.1526

Abstract

This study aims to develop a theoretically grounded transformative leadership model that fosters an innovative school climate to enhance student learning independence. A Systematic Literature Review (SLR) was conducted following PRISMA guidelines, analyzing 15 peer-reviewed articles from Scopus, Web of Science, and ERIC. Thematic synthesis revealed that transformative leadership is characterized by visionary communication and intellectual stimulation as dominant dimensions. The synthesis further demonstrates that innovative school climate - defined by psychological safety, collaboration, and risk-taking - mediates the relationship between leadership practices and student learning independence. The proposed model links transformative leadership (input), innovative school climate (process), and student learning independence (outcome), extending path-goal theory by illustrating cascading effects from leaders to teachers to students. This study contributes a comprehensive framework for school principals and policymakers seeking to cultivate student autonomy through leadership-driven climate change. Limitations include reliance on existing literature and the need for future empirical validation of the proposed model.
Optimizing Digital Interactive Boards (DIBs) in Building a Student-Centered Learning Ecosystem: An Analysis of Teacher Readiness and Adaptation Yunita, Rusma
Journal of Innovation in Teaching and Instructional Media Vol 6 No 2 (2026): Journal of Innovation in Teaching and Instructional Media
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jitim.v6i2.1527

Abstract

This study analyzes the optimization of Digital Interactive Boards (DIBs) in building student centered learning ecosystems, focusing on teacher readiness and adaptation. A Systematic Literature Review (SLR) was conducted, synthesizing 15 peer-reviewed articles published between 2021 and 2026 from Scopus and ERIC databases. The findings reveal that DIB effectiveness is contingent upon three interrelated factors: (1) teacher readiness encompassing technological, pedagogical, and psychological dimensions; (2) a staged adaptation process moving from technical onboarding to pedagogical transformation; and (3) institutional support including ongoing training and collaborative school culture. The novelty of this study lies in its integrated framework linking teacher readiness analysis with student centered ecosystem development, shifting the discourse from technology adoption to human adaptation. Practically, the findings emphasize the need for sustained professional development programs, responsive technical infrastructure.
Systematic Literature Review: The Transformation of Principalship: Digital Leadership in Improving Teachers’ ICT Literacy Fitriani, Fitriani
Journal of Innovation in Teaching and Instructional Media Vol 6 No 2 (2026): Journal of Innovation in Teaching and Instructional Media
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jitim.v6i2.1528

Abstract

In the digital era, educational leadership must evolve beyond traditional management toward a digital leadership paradigm. This study aims to analyze how school principals transform their roles into digital leaders and how this influences teachers’ technology literacy. A systematic literature review (SLR) was conducted, analyzing 15 peer reviewed articles between 2021 and 2026. The findings reveal that effective an inclusive digital leadership style significantly reduces teachers’ resistance to technology while enhancing their digital competencies in both pedagogical and administrative practices. The study’s result Effective and inclusive digital leadership significantly reduces teachers’ resistance to technology while enhancing their digital competencies in both pedagogical and administrative practices. The study’s novelty lies in its focus on the managerial orchestration of cultural change rather than mere hardware provision. It concludes that effective digital transformation depends on the principal’s ability to orchestrate technology-based work culture. The practical implication underscores there is an urgent need for structured digital leadership training for school administrators to sustain educational innovation, particularly in the age of AI. Such training should equip principals with skills to manage cultural transformation, foster teacher buy-in, and integrate technology meaningfully into daily school operations. Contribution study’s this work advances a nuanced understanding of leadership as the pivotal driver of successful technology integration in schools. It concludes that effective digital transformation depends critically on the principal’s ability to orchestrate a technology-infused work culture, thereby providing a conceptual framework for future empirical studies on digital leadership in deep learning and basic education settings.
Teacher Readiness and School Infrastructure in Implementing AI Integrated Programming Learning in Junior High School: A Systematic Literature Review Alnawati, Alnawati
Journal of Innovation in Teaching and Instructional Media Vol 6 No 2 (2026): Journal of Innovation in Teaching and Instructional Media
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jitim.v6i2.1529

Abstract

This study systematically analyses teacher readiness and school infrastructure for implementing AI-integrated programming learning in junior high schools. A Systematic Literature Review (SLR) was conducted following PRISMA guidelines, synthesizing 15 peer-reviewed articles published between 2021 and 2026. The findings reveal that teacher readiness is the most critical factor, with synthesized evidence indicating that fewer than one-third of teachers report adequate AI training, accompanied by concerns about role replacement and a gap between basic digital literacy and specific AI literacy. Infrastructure challenges include a significant digital divide between OECD and non-OECD countries and an urgent need for policy frameworks governing data privacy and ethical AI use in schools. The review also identifies a contradiction in the literature between technological optimism and socio-cultural resistance among educators. The study concludes that successful AI integration requires a holistic approach encompassing continuous teacher professional development, equitable infrastructure distribution, and systemic policies supporting ethical and inclusive pedagogical transformation.
Distributed Leadership in Elementary School Organizational Development: A Systematic Literature Review on Building Synergy for Shared Vision Handana, Trimuji
Journal of Innovation in Teaching and Instructional Media Vol 6 No 2 (2026): Journal of Innovation in Teaching and Instructional Media
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jitim.v6i2.1532

Abstract

This study aims to analyze the distributed leadership model in elementary school organizational development, focusing on how synergy among principals, teachers, and education personnel contributes to realizing a shared vision. A Systematic Literature Review (SLR) was conducted, synthesizing findings from 15 peer-reviewed articles published between 2021 and 2026, sourced from Scopus, Web of Science, and ERIC databases. The results reveal that effective distributed leadership in elementary schools is characterized by (1) deliberate delegation of authority and responsibility, (2) cultivation of teacher leadership and collective efficacy, (3) establishment of trust-based relationships, and (4) alignment of school vision with collaborative practices. Key findings indicate that distributed leadership positively influences teacher professional development, instructional quality, and organizational outcomes, often mediated by professional learning communities and teacher collaboration. The novelty of this study lies in its integrated framework for building functional synergy among three key actor groups in elementary school contexts. Practically, the findings offer principals actionable strategies for transitioning from hierarchical management to collaborative leadership and provide policymakers with evidence-based guidance for designing professional development programs focused on distributed leadership competencies.
Management of School Facilities and Infrastructure for Optimal Utilization Yanti, Desmi
Journal of Innovation in Teaching and Instructional Media Vol 6 No 2 (2026): Journal of Innovation in Teaching and Instructional Media
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jitim.v6i2.1535

Abstract

This study aims to systematically analyze previous research on the management of school facilities and infrastructure in order to identify strategies for optimizing their utilization in supporting educational processes. This study employs a Systematic Literature Review (SLR) approach by reviewing 15 relevant journal articles selected based on relevance, research design, and publication credibility. The data were analyzed using thematic analysis to identify key patterns and findings across studies. The findings reveal that effective management of school facilities and infrastructure involves several key stages, including planning, procurement, utilization, maintenance, and supervision; however, common challenges include limited financial resources, lack of systematic maintenance, and suboptimal utilization of facilities, while leadership and stakeholder involvement play a crucial role in improving management effectiveness. The novelty of this study lies in providing a comprehensive synthesis of existing literature by integrating key management components and identifying common gaps in practice, particularly in maintenance systems and resource optimization. The practical implication suggests that schools need to strengthen needs-based planning, implement structured maintenance systems, enhance supervision, and optimize the use of available resources. This study contributes to the field of educational management by offering a systematic overview of best practices and challenges in managing school facilities and infrastructure, which can serve as a reference for policymakers, school leaders, and future researchers.
Optimizing Academic Supervision by School Principals to Improve Elementary School Teacher Performance: A Systematic Literature Review Respati, Respati
Journal of Innovation in Teaching and Instructional Media Vol 6 No 2 (2026): Journal of Innovation in Teaching and Instructional Media
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jitim.v6i2.1530

Abstract

This study analyzes and optimizes principal-led academic supervision to improve elementary teacher performance. A Systematic Literature Review (SLR) of 15 peer-reviewed articles (2021–2026) identifies four essential dimensions: (systematic planning aligned with teacher needs, clinical observation with collaborative feedback, sustained follow-up programs, and technology integration for efficiency and transparency. Key synthesized findings also reveal persistent barriers: principals’ excessive administrative loads and lack of specialized supervisory training. The novelty lies in an empirically-grounded optimization framework tailored specifically to primary school contexts. Practically, the results offer principals actionable strategies and provide education authorities a blueprint for targeted training programs. The contribution advances supervision theory by linking practices directly to teacher professional development and student learning outcomes in elementary schools.

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