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 imperative for digital transformation within primary education has highlighted the strategic role of educational leadership in driving technological integration and cultivating student competencies. However, empirical understanding of how technology-focused principal management directly fosters foundational digital literacy among elementary students in resource-constrained contexts remains limited. This study examined the operationalization of technology-based principal leadership management and evaluated its direct role in strengthening student digital literacy at SDN Lalosabila. Utilizing a qualitative single-case study design, empirical data were gathered through semi-structured interviews, non-participant classroom observations, and institutional document analysis involving the school principal, instructional staff, and elementary students. Data was processed iteratively using thematic analysis coupled with method and source triangulation to ensure analytical rigor. The findings demonstrate that technology-driven principal leadership operates across five core operational dimensions: strategic planning, pedagogical oversight through e-supervision, administrative evaluation, human capital development, and culture creation. Furthermore, principal-led initiatives catalyzed a transition from passive technology consumption to active engagement, enhancing student digital literacy across technical, cognitive, and ethical domains. Nevertheless, systemic barriers, including internet bandwidth fluctuations and device shortages, continue to constrain optimal implementation. This study concludes that transformational, adaptive digital leadership is essential for bridging digital divides in primary education. Practically, the results offer actionable frameworks for educational administrators seeking to optimize digital infrastructure, design continuous teacher mentoring programs, and build resilient, ethically grounded digital learning cultures in emerging educational environments.
Annisa Ilmeira Queen, Aspin Aspin, Ishak Bagea et al.· Journal of Society Innovatio...· 0 citations
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