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.
Nabila Ratu Fidella, Abubakar Abubakar, Ishak Bagea et al.· Journal of Society Innovatio...· 0 citations
The evolution of educational technology requires primary school leaders to navigate digital transformation, yet mainstream digital leadership frameworks often overlook the realities of under-resourced schools. This study investigates the operationalization of Smart School Leadership (SSL) within a resource-constrained primary school setting, examining how school administrators adapt leadership practices amid material and structural limitations. Employing a qualitative single-case study design, data were collected through semi-structured interviews, direct field observations, and institutional artifact analysis involving eight participants, including the school principal, instructional teachers, and administrative personnel at SD Negeri 1 Simbune, Indonesia. Data were analyzed using interactive qualitative condensation, thematic displays, and continuous verification. The findings reveal that SSL implementation operates through an adaptive, staged transition rather than a sudden digital overhaul. Leadership practices are strategically prioritized toward core administrative workflows, compliance database management, and basic data-driven decision-making to address foundational early-grade literacy and numeracy needs. Furthermore, internal social capital and informal distributed leadership structures, specifically peer-assisted mentoring led by tech-savvy junior educators, serve as critical compensatory mechanisms to bridge faculty digital literacy divides. However, persistent structural friction, including hardware scarcity, unstable internet connectivity, pedagogical inertia, and non-systemic external training programs, places a clear ceiling on advancing to fully integrated digital pedagogy. This study implies that policymakers must move beyond uniform technology mandates toward equity-focused infrastructure allocation and continuous, school-based professional development tailored to rural primary school contexts.
Aurel Isma Wardani, Aspin Aspin, Abubakar Abubakar et al.· Journal of Society Innovatio...· 0 citations
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