Fakultas Keguruan dan Ilmu Pendidikan Online Journals (Universitas Widya Gama Mahakam)
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Kolaboratif Kepemimpinan dan Guru Dalam Pembentukan Sekolah Berkarakter Melalui Literasi Era Digital
No full textThis research aims to explore the application of character education in a digital context at the Islamic Center Elementary School Samarinda. The main focus is to understand the interaction between school leadership and teachers, student moral development, technology literacy, and technology use policies in the school environment. The research method uses a qualitative approach with case studies in the school. Data was collected through literature studies using digital sources such as Google Scholar and through in-depth interviews with principals, teachers, students, and parents. Data analysis was carried out by data reduction, data presentation, and data triangulation approaches to ensure the validity of the findings. The results of the study show that effective collaboration between school leadership and teachers is very important in shaping a moral school culture. Digital literacy serves as a tool to strengthen the formation of students' character, by integrating values such as integrity, responsibility, and critical thinking skills in the use of technology. In conclusion, the implementation of character education in the digital era requires close cooperation between school leadership and teachers as well as digital literacy that supports the formation of students' character in facing challenges and opportunities in the digital era.
Keywords: Collaboration, Leadership, Teachers, Digital er
Peran Hadits Dalam Pendidikan Islam di Era Digital dan Tantangannya
No full textHadits merupakan sumber utama dalam pendidikan Islam selain Al-Qur’an, yang berperan penting dalam membentuk karakter dan memberikan pedoman dalam kehidupan umat Muslim. Di era digital, pendidikan Islam menghadapi peluang sekaligus tantangan dalam menyebarkan dan mengajarkan hadits secara luas. Kemajuan teknologi digital memungkinkan akses yang lebih luas terhadap ilmu hadis melalui berbagai platform online, sehingga mempermudah umat Muslim dalam mempelajari ajaran Islam. Namun, tantangan seperti penyebaran hadis palsu, kurangnya literasi digital dalam ilmu hadits, serta minimnya keterlibatan ulama dalam ruang digital menjadi permasalahan yang harus diatasi.Penelitian ini menggunakan metode kajian pustaka dengan mengumpulkan sumber dari berbagai literatur ilmiah untuk menganalisis peran hadits dalam pendidikan Islam di era digital. Hasil penelitian menunjukkan bahwa hadits memiliki peran strategis sebagai sumber etika digital, pedoman dalam pemanfaatan teknologi, transformasi pembelajaran, serta pembentukan karakter Muslim yang baik. Untuk mengatasi tantangan yang ada, diperlukan peningkatan literasi digital, verifikasi sumber hadis sebelum disebarkan, serta kolaborasi dengan ulama dalam dunia digital. Penggunaan platform edukasi online yang kredibel dan pemahaman kontekstual terhadap hadits juga menjadi solusi dalam menjaga keaslian ajaran Islam di era modern. Dengan pendekatan yang tepat, hadits tetap menjadi pedoman utama dalam pendidikan Islam dan membentuk masyarakat yang lebih beradab di tengah perkembangan teknologi digital
Mengembangkan Keterampilan Proses Penyelidikan Dalam Memerangi Penyebaran Hoax Melalui Pembelajaran IPS Abad 21
No full textArtikel ini membahas masalah penyebaran hoax di Indonesia dan peran pembelajaran IPS dalam menanamkan keterampilan penyelidikan untuk memerangi penyebaran hoax di Indonesia. Artikel ini menggunakan metode penelitian studi kasus. Artikel ini menunjukkan bahwa pembelajaran IPS berlandaskan abad 21, yakni pembelajaran dengan menerapkan kegiatan pembelajaran investigasi dan eksperimen mampu menanamkan keterampilan penyelidikan dalam pembelajaran abad 21. Meningkatnya penggunaan informasi digital maka semakin meningkat pula persebaran Hoax di Indonesia. Persebaran hoax yang dilatarbelakangi dengan minimnya kevaliditasan suatu data, menimbulkan kepercayaan bagi sebagian besar masyarakat. Dengan semakin meningkatnya persebaran Hoax, pembelajaran IPS berlandaskan pada keterampilan abad 21 menanamkan keterampilan penyelidikan dalam mencari kebenaran akan suatu informasi digital. Artikel ini menyimpulkan rendahnya keterampilan penyelidikan dan keterampilan abad 21 pada generasi muda mengakibatkan penyalahgunaan informasi digital sebagai media dalam menyebarkan informasi dan isu-isu negatif yang dapat menimbulkan permasalahan sosial. Pembelajaran IPS abad 21 menyiapkan generasi muda terampil dalam melakukan penyelidikan dalam menyikapi berbagai informasi yang menyebar dan siap untuk memberikan pemecahan masalah sosial di abad 21
Hubungan antara Ekstrakurikuler Pramuka dengan Kedisiplinan Siswa SMA Negeri 1 Palangka Raya Tahun 2025/2026
No full textPenelitian ini bertujuan untuk mengetahui hubungan antara ekstrakurikuler Pramuka dengan kedisiplinan siswa kelas XI SMA Negeri 1 Palangka Raya tahun pelajaran 2025/2026. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif dengan desain korelasional. Populasi penelitian adalah seluruh siswa kelas XI SMA Negeri 1 Palangka Raya, dengan pengambilan sampel menggunakan teknik stratified random sampling. Data dikumpulkan melalui angket dan dianalisis menggunakan rumus koefisien korelasi Pearson Product Moment. Hasil penelitian menunjukkan nilai koefisien korelasi (r) sebesar 0,489 dengan signifikansi 0,000, yang berarti terdapat hubungan positif dan signifikan antara kegiatan ekstrakurikuler Pramuka dengan kedisiplinan siswa. Hal ini berarti bahwa semakin tinggi keaktifan siswa dalam mengikuti kegiatan Pramuka, maka semakin tinggi pula tingkat kedisiplinan mereka. Dengan demikian, kegiatan ekstrakurikuler Pramuka terbukti memiliki peran yang penting dalam membentuk karakter disiplin siswa di lingkungan sekolah
Reflections on Academic Leadership: Between Innovation, Resistance, and Students Freedom
No full textChanges in academic leadership often bring complex dynamics. The author's experience as head of a study program provided a space for reflection on how innovation can trigger internal resistance when different paradigms collide. Efforts to provide academic freedom to students—especially in determining thesis topics and types of research—became a point of friction with some lecturers who still maintained old patterns. This article explores these empirical experiences in a narrative-analytical format, combining personal reflections with theoretical frameworks on academic leadership, scientific freedom, and the dynamics of university bureaucracy. Using a reflective qualitative approach, the article outlines five main focuses: innovation, resistance, internal conflict, leadership under pressure, and academic freedom as a student right. The findings suggest that innovation often requires challenging negotiations within organizational culture, while resistance can open the door to more constructive dialogue when managed appropriately. The article concludes with recommendations for strengthening more supportive, adaptive, and humanistic academic leadership
Motivasi anak bermain: Peran pendidik dan orang tua dalam mendukung perkembangan anak usia dini
No full textPlay is a fundamental early childhood activity in supporting development in physical, cognitive, language, social-emotional and spiritual aspects. This article discusses the role of educators and parents in supporting children's motivation to play in supporting optimal early childhood development. This research uses the literature review method to analyze various data sources from relevant scientific journals. Based on the findings, PAUD educators have an important role in designing learning strategies that integrate the principle of “playing while learning”, using innovative learning methods, such as storytelling methods and traditional games. In addition, the role of parents as educators, motivators and facilitators at home greatly supports children's motivation to play. Collaboration between PAUD educators and parents is a major factor in creating a conducive learning environment and stimulating children's enthusiasm for learning. The development of digital technology also offers opportunities for the use of educational games as an interesting learning medium, although their use needs to be accompanied by parents to prevent negative impacts. Overall, children's motivation to play can be strengthened through the active role of educators and parents, and good collaboration between the two. This is very important to support optimal early childhood development, both in the school and family environment
The Strategic Leadership Role of the Principal in the Implementation of Holistic Integrative Early Childhood Services at TK Islam Silmi Samarinda
No full textThis study aims to explore the vital role of the school principal in implementing Holistic Integrative Early Childhood Education (PAUD HI) services at TK Islam Silmi Samarinda. The PAUD HI approach emphasizes the integration of education, health, nutrition, parenting, child protection, and child welfare services. In this context, the principal plays a central role in coordinating and synergizing these various components to ensure that children's basic needs are met comprehensively and optimally.This research employs a descriptive qualitative approach, using data collection techniques such as in-depth interviews, participatory observation, and document analysis. The findings reveal that the principal acts as an instructional leader, integrative program manager, and facilitator of cross-sector collaboration. Strategies implemented include participatory planning based on children's needs, collaborative program execution with external partners such as community health centers and child protection agencies, as well as periodic evaluations grounded in collective reflection.
Challenges identified include limited human resources, variations in parenting styles, and the socio-economic conditions of parents. The principal demonstrates adaptive leadership by formulating locally grounded solutions. These findings affirm that the success of PAUD HI implementation heavily depends on strategic leadership and the ability to establish sustainable partnerships. This study contributes to a deeper understanding of leadership practices in early childhood education based on a holistic and integrative approach
Insights on TPACK Implementation by Preservice English Teachers: Challenges and Solutions
No full textBackground: A crucial issue in teacher education today is ensuring that PTs are well prepared to integrate technology into their future classrooms. This study examines the implementation of Technological Pedagogical Content Knowledge (TPACK) among preservice English teachers in planning and implementing learning, as well as the barriers they face and their solutions.Methodology: This study used a case study research design to explore in depth how PTs apply the TPACK framework in real classroom situations. The participants in this study consisted of five PTs from teacher education programs at four universities in Indonesia.Findings: PTs generally show good alignment between technology use, pedagogical strategies, and content in their lesson plans, but are often not optimally integrated during implementation. The main barriers identified include limited access to and technology resources, differences in technology skill levels between students and teachers, students' difficulties in adapting to technology-based learning, and time management issues. The solutions are to provide device assistance to students in need, provide basic technology training and plan carefully and provide realistic time for students to adapt to technology and complete assignmentsConclusion: To enhance technology integration in education, universities must prioritize providing device assistance and basic tech training for PTs. By addressing these barriers, educators can better support effective technology use in the classroom, ultimately improving student learning outcomes.Originality: How pre-service teachers, who are the next generation of educators, develop and implement TPACK during their preparation and learning phases. In particular, there is very little research that specifically explores the implementation of TPACK in the classroom by PTs, as well as a lack of exploration of the challenges faced by them and the strategies used in the TPACK integration process
Synchronous or Asynchronous: Students’ Perceptions And Learning Outcomes In Teaching English For Young Learners (TEYL) Courses
No full textBackground:
Despite the growing adoption of online learning, limited research has examined how synchronous and asynchronous modalities affect pre-service teachers’ mastery of pedagogical theories in Teaching English for Young Learners (TEYL) courses. During the COVID-19 shift to remote teaching, TEYL teacher education faced the challenge of ensuring future teachers developed adequate pedagogical content knowledge despite reduced face-to-face interaction. This study addresses this gap by investigating the relationship between students’ perceptions of synchronous (Zoom) and asynchronous (Moodle) learning and their academic performance in TEYL course.
Methodology:
This quantitative ex post facto study involved 71 fifith-semester students enrolled in TEYL course, divided into a synchronous class (n=40) and an asynchronous class (n=31). Data were collected through a validated 34-item perception questionnaire (Cronbach’s α = 0.87) and midterm exam scores. While the sample size was relatively small, it provided initial evidence of how different modalities function in a teacher education context.
Findings:
Regression analysis revealed a significant positive relationship between students’ perceptions and their midterm exam scores in both modalities ((R² = .309 synchronous; R² = .325 asynchronous). However, independent t-test results showed no statistically significant difference in exam performance between the two groups (t(69) = 0.165, p = 0.87).
Conclusion:
These findings suggest that well-structured synchronous and asynchronoous learning can both support TEYL teacher education effectively, provided that instructional design aligns with students’ need and course objectives.
Originality:
This study is original in its focus on pre-service teachers in TEYL course an underexplored participant group and highlights how modality choice interacts with students’ perceptions to shape learning outcomes. Its findings offer practical insights for teacher educators designing blended or hybrid curricula in the post-pandemic era
The Influence of Work Environment, Work Motivation, and Collaborative Learning Practices on Teacher Performance in Public Junior High Schools in Berau Regency
No full textTeacher performance refers to the ability of educators to effectively and efficiently fulfill their duties and responsibilities to achieve predetermined learning objectives. This study was conducted on 30 teachers from three public junior high schools in Tanjung Redeb District, Berau Regency at SMP Negeri 1, SMP Negeri 5, and SMP Negeri 6 to examine the influence of the work environment, work motivation, and collaborative learning practices on teacher performance in these schools. The findings revealed significant correlations between a conducive work environment (Mean = 104.30), strong teacher work motivation (Mean = 62.70), effective collaborative learning practices (Mean = 78.40), and teacher performance (Mean = 132.90). The purpose of this research was to identify factors influencing teacher effectiveness in public junior high schools in Berau Regency, where challenges related to teacher motivation are frequently encountered. Data collection was conducted using questionnaires validated through Product Moment and tested for reliability using Cronbach's Alpha (ranging from 0.586 to 0.955). A linearity test confirmed a significant relationship between the work environment and teacher performance (F = 16.931, p = 0.006). Based on data from the sampled teachers, overall teacher performance was rated high, with an average score of 132.90 well above the theoretical mean of 80 indicating a high level of effectiveness among the participants. Individual scores ranged from 82 to 159, with good teaching quality contributing to a positive learning environment and improved student outcomes in these schools. A supportive work environment emerged as a crucial factor in enhancing teacher performance. To sustain and further improve teacher effectiveness, schools should continue enhancing facilities, providing support to teachers, and fostering collaborative learning practices that benefit both educators and students alik