Transformasi Pembelajaran PAI Berbasis Siklus di Madrasah Tsanawiyah

This research investigates the influence of learning communities, teachers’ pedagogical competence, and school readiness on the implementation of deep learning in elementary school “Sekolah Penggerak” (Transformational Elementary School Program) in Cipondoh District, Tangerang City. Amid Indonesia’s educational transformation under the Merdeka Curriculum, deep learning—emphasizing critical thinking, conceptual understanding, and real-world application—has become a core instructional approach. However, its successful implementation relies not only on teacher qualification but also on collaborative professional culture and institutional support. Using a quantitative approach with multiple regression analysis, data were collected from elementary teachers and school principals through structured questionnaires. The findings revealed that learning communities, pedagogical competence, and school readiness each have a significant positive effect, both partially and simultaneously, on the implementation of deep learning. This study highlights the importance of holistic synergy among teacher collaboration, instructional capacity, and systemic readiness in fostering meaningful student learning experiences. The research offers strategic recommendations to bridge the gap between policy intentions and classroom practices, contributing to the sustainable transformation of primary education in Indonesia.

This study aims to determine the effect of the principal's academic supervision and teacher performance satisfaction on improving the pedagogic competence of teachers in PAB schools, Deli Serdang Regency. This type of research is quantitative with a survey method involving teachers. The data was collected by means of observation, questionnaires, and documentation. Data analysis used instrument validity and instrument reliability. The results of hypothesis testing have a positive and high relationship between the principal's academic supervision and teacher job satisfaction together with the teacher's pedagogic competence. The magnitude of the effect is indicated by the coefficient of determination R2 (R square) = 0.431, meaning that the principal's academic supervision and teacher job satisfaction together have an influence on the teacher's pedagogic competence of 43.1% and the remaining 56.9% is determined by other factors. The results of simple regression analysis show the equation = 32.725 + 0.190X1 + 0.567X2.

Introduction: The practice of formative assessment and feedback to scaffold student learning in secondary school English classrooms is either neglected or underestimated in the literature. Purpose: This study reports how secondary English teachers reflect on their practice of formative assessment and feedback in English language teaching. It examines the nexus that teachers make between formative assessments and continuous feedback to promote students' learning. Method: A semi-structured interview was employed to investigate the teachers' implementation of formative assessment and strategies for giving feedback to students' English learning activities. Classroom observation explored how teachers provided immediate feedback to students' classroom activities. This article examines the data through Lajoie's scaffolding framework. Results: Findings indicate that teachers' continuous feedback to students' English learning activities and frequent language assessments have become effective in promoting students' English language learning. Despite the limited training they receive, teachers' motivation to learn innovative teaching techniques is crucial for connecting formative assessments with students' English language learning. Conclusion: The article aims to contribute to the practical understanding of the potentially significant roles of continuous feedback and formative assessment in foreign or second language teaching and learning. It further contributes to the ways the English language is taught in similar contexts.

Virtual Laboratories In Kazakhstan: Current State, Comparative Analysis, Problems And Development Prospects Zhumabekova Bibigul, Karimova Batesh, Kabdolova Gulzhan, Klimenko Mikhail, Zhexenova Jamilya Pavlodar Pedagogical University named after A.Margulan 60 Olzhabay batyr str., 140002, Pavlodar, Kazakhstan zhumabekovabk@pspu.kz ABSTRACT At the present stage of ICT development, it is obvious that digital technologies have become frequently used in the life and professional activities of teachers. Virtual laboratories more often are being used by teachers of various subjects. Our research was aimed at studying the readiness of teachers to use virtual laboratories in their teaching activities. The survey of secondary school teachers allowed us to highlight the following results: there is a significant relationship between learning and the introduction of digital technologies in teaching practice, as well as the use of virtual laboratories and the pedagogical competence of teachers in the use of digital technologies. The results obtained indicate that the readiness of teachers to use virtual laboratories in their pedagogical activities is interconnected with the growth of pedagogical competence and digital literacy of teachers. The further growth of the digitalization of education and its improvement makes the use of virtual laboratories promising. KEYWORDS: information and communication technologies, virtual laboratory activities, modern educational technologies, training in Kazakhstan.

<p style="text-align: justify;">Education for all and education equality has been an important issue to be payed attention to, especially in the rural areas in Indonesia. Education in rural areas is very underdeveloped due to the lack of the equitable distribution of education services. The main factors behind this problem are the pedagogic competence of teachers and inadequate infrastructure. These factors have a direct impact on the digital literacy of students in rural areas, even though digital literacy is very important in the era of the industrial revolution 4.0. This research is a development research that is aimed at developing a valid, practical and effective Lesson Study (LS)-based smart teaching model. The study was conducted at a junior high school in Jeneponto Regency, South Sulawesi, Indonesia. The results showed that the LS-based smart teaching model developed was valid, practical, and effective to promote students' digital literacy. The development of this teaching model is expected to improve the quality of educators' pedagogic competence in teaching and be able to form educators' creative innovations that can directly have an impact on improving the quality of learning in the classroom.</p>

This study aims to analyze the influence of teachers’ pedagogical competence and school organizational culture on teacher performance in elementary schools within the Penajam Paser Utara cluster, East Kalimantan. The research employed a quantitative approach using an ex post facto design. The population consisted of 106 elementary school teachers, with a sample of 84 respondents determined using the Slovin formula. Data were collected through the distribution of questionnaires to teachers who served as research respondents. The collected data were then analyzed using multiple linear regression analysis with the assistance of the Statistical Package for the Social Sciences (SPSS) version 22. The results of the study indicate that teachers’ pedagogical competence has a significant effect on teacher performance with a t-value of 2.463. School organizational culture also shows an influence on teacher performance with a t-value of 0.597. Furthermore, simultaneously, teachers’ pedagogical competence and school organizational culture have a significant effect on teacher performance with an F-value of 6.082 and a significance level of 0.003. These findings suggest that improving teacher performance can be achieved through strengthening teachers’ pedagogical competence and developing a supportive, collaborative, and conducive school organizational culture that promotes effective learning processes.

Over 200 studies in undergraduate STEM have demonstrated the efficacy of active learning environments over lecture environments. Though generally efficacious, there have been documented examples of active learning environments that did NOT produce significant differences in student learning. In these cases, variability in instructor pedagogical expertise and enactment of active learning pedagogies were likely mediating factors.Though definitions of active learning vary, it is largely agreed that the two key features of active learning are (1) engagement of students in the learning process and (2) student construction of knowledge as opposed to transmission of information to students. Active learning pedagogies are also inherently rich in formative assessment and feedback; engaging students in the learning process involves creating opportunities for students to test their understanding and receive feedback about their progress in learning. Our overarching hypothesis is that variation in the efficacy of active learning interventions can be explained, in part, by variability in the implementation of formative assessment and feedback.A number of instruments allow for measuring variability in instructor (and student) behaviors in undergraduate science courses. One of these, the COPUS, can characterize instructors into one of ten different profiles on an active learning continuum. Movement along the continuum reveals a decrease in the amount of time lecturing and a concomitant increase in the amount of instructor following up on in‐class questions or activities (coded as FUp on the COPUS instrument). The COPUS (and associated profiles) is useful for characterizing the degree to which instructors are implementing components of active learning. But it does not measure more fine‐grained nuances in enactment. In particular, the COPUS does not identify when feedback (as opposed to other types of follow up) is being implemented nor does it allow for characterization of this feedback.We present a new classroom observation instrument to characterize variation in instructors' feedback practices. We identified video‐recorded teaching episodes with identical COPUS profiles to document variations in what instructors do after initiating a formative assessment cycle – what instructors do when they are coded as FUp. Our data reveal that the COPUS does detect important differences in instructor‐generated feedback. Notably, teaching episodes with similar amounts of FUp demonstrated statistically significant differences in the amount and quality of feedback provided. These results suggest that inferences about instruction based on COPUS profiles should be approached with caution – not all FUp is created equal. This is important in light of previous research showing that some feedback negatively impacts student learning (e.g. praise can decrease performance) and that differences in feedback preferentially impact different learners (e.g. delayed feedback is more effective for high achieving students).Support or Funding InformationNSF DUE 1431891

The transformative potential of Artificial Intelligence (AI) in higher education is widely acknowledged, yet its adoption remains limited in emerging economies due to infrastructural, pedagogical and institutional constraints. This study investigates the determinants of AI adoption and its influence on educational effectiveness within the context of Pakistani higher education institutions. Grounded in the Technology Acceptance Model (TAM), Task-technology Fit (TTF) and Institutional Theory, the research offers an integrated framework to understand how individual perceptions, task alignment and institutional support collectively shape AI integration. A cross-sectional survey was conducted among 750 academic stakeholders, including students, faculty and administrators across diverse public and private universities. Using Partial Least Squares Structural Equation Modelling (PLS-SEM), the study tested a moderated mediation model involving perceived usefulness, perceived ease of use, TTF, digital literacy, institutional support and AI adoption. Results show that AI adoption significantly mediates the relationship between key antecedents and educational effectiveness. Notably, digital literacy and institutional support enhance this relationship, serving as critical enablers. Theoretically, this study extends existing technology adoption models by embedding contextual institutional factors, offering a nuanced understanding relevant to resource-constrained settings. Practically, it underscores the need for targeted investments in digital infrastructure, literacy programs and supportive governance to maximise AI’s pedagogical value. By addressing a critical research gap in an underrepresented context, this study provides actionable insights for policymakers, university leaders and educators aiming to foster inclusive and effective AI integration in higher education.

This study examines the determinants influencing students' attitudes towards virtual learning in tertiary institutions within the Federal Capital Territory (FCT), Abuja, Nigeria. The shift to virtual learning, accelerated by the COVID-19 pandemic, has highlighted both opportunities and enduring challenges that influence students' engagement and perceptions. Using a descriptive survey research design, data were gathered from 30 undergraduate students in the Department of Computer Science at Veritas University, Abuja, via a structured questionnaire. The research focused on primary factors including digital infrastructure, socio-economic status, digital literacy, institutional support, pedagogical elements, and student engagement and interaction. We used descriptive statistics and Pearson's product moment correlation to look at the data. The outcome indicated that digital infrastructure, socio-economic status, digital literacy, institutional support, pedagogical practices, and student engagement possess a significant and robust correlation with students' attitudes towards virtual learning. Most people who answered the survey had good digital skills and were generally positive about virtual learning. However, they also said that poor internet connectivity, unreliable power supply, and lack of technical support from their institutions were major barriers. Pedagogical approaches were regarded with relative positivity; however, insufficient interaction between students and lecturers persisted as a significant concern. The study concludes that while students are open to virtual learning, its efficacy and longevity are contingent upon enhancements in infrastructure, fortified institutional support systems, and the adoption of more interactive pedagogical approaches. To improve student engagement and get the most out of virtual learning in Nigerian colleges and universities, these issues need to be dealt with.

This study investigates the predictive roles of digital literacy and institutional support in AI usability among social studies pre-service teachers in Colleges of Education in Oyo State. A correlational survey research design adopted, involving 310 randomly selected pre-service teachers from two public Colleges of Education. Three instruments—Pre-service Teachers’ Digital Literacy Scale (PTDLS), Institutional Support Scale (PTISS), and AI Usability Scale (PTAIS)—were used, with reliability coefficients of 0.82, 0.79, and 0.84, respectively. Data analysis employed descriptive statistics, Pearson correlation, and multiple regression. Findings showed a significant positive relationship between digital literacy and AI usability (r = 0.438, p < 0.05) and between institutional support and AI usability (r = 0.462, p < 0.05). Both variables jointly accounted for 57% of the variance in AI usability (R² = 0.57, F = 58.72, p < 0.01). Digital literacy (β = 0.49, p < 0.01) had a slightly stronger predictive influence than institutional support (β = 0.44, p < 0.01). The study underscores the need for enhanced digital literacy training and institutional support to improve AI usability in teacher education. It recommends targeted training and policies to strengthen digital competencies and institutional frameworks for AI integration in Colleges of Education.

The success of improving the quality of educational institutions depends on the involvement of a transformational leadership style and digital literacy skills, which are part of teachers' professional competence in using Information and Communication Technology (ICT). This research aims to measure the influence of perceptions of transformational leadership and digital literacy on teachers' pedagogical competence in integrating technology through the Technological Pedagogical Content Knowledge (TPACK) framework. The method used in this research is quantitative research with a simple and multiple linear regression analysis approach. The respondents were 78 teachers at teaching levels 7-12 in two national schools who completed a digital questionnaire. The results show that transformational leadership influences teacher pedagogical competence, digital literacy influences teacher pedagogical competence, and perceptions of transformational leadership and digital literacy influence teacher pedagogical competence in integrating technology. Based on the TPACK framework, which is used as a link between abilities and skills from pedagogical, content, and technology perspectives, the technology component needs to be improved to increase teacher confidence in integrating technology into learning.

This study aimed to examine the extent to which organizational support influenced teachers’ digital literacy through teachers’ interpersonal stress and collaboration among teachers for online teaching in preschools during Covid-19 pandemic. Teacher’s digital literacy is an essential competence of teacher’s readiness for virtual educational paradigm in the future. This study aimed to highlight how to promote teachers’ digital literacy especially focused on collaborative and supportive organizational culture. In this study, a sample of 222 preschool teachers participated and self-reported through online questionnaires on organizational support, their interpersonal stresses, collaboration among teachers for on-line teaching and their digital literacy. Data were analyzed using SEM in Mplus 8.1. Overall, higher levels of organizational supports predicted higher levels of teachers’ digital literacy through higher levels of collaboration for online teaching. Additionally, higher levels of organizational supports predicted teachers higher levels of teachers’ digital literacy through lower levels of teachers’ interpersonal stresses and higher levels of collaboration among teachers for online teaching. The results suggest that efforts to build successful partnership among teachers under organizational supports can be promising target in continuing educational policies to enhance teachers’ readiness in future virtual educational environment.

Bibliometric Analysis of Research Trends in Digital Literacy within Indonesian Education: Development, Challenges, and Opportunities. Objective: The advancement of technology and the increasing reliance on internet-based communication demand digital literacy as an essential skill for technology users. The education sector plays a crucial role in building understanding, implementation, and reinforcement of digital literacy skills. Methods: This study conducts a bibliometric analysis of research trends in digital literacy within Indonesian education using articles indexed in the Sinta database. We found 548 articles and analyze it based on criteria. Finally, 431 articles match the criteria for this study. The search was not time-restricted, allowing the study to identify the earliest research on digital literacy in Indonesia. Findings: The analysis results indicate that research in this field began to be published in 2017 and has seen significant growth up to 2024. The majority of publications are found in journals accredited by Sinta 5, Sinta 3, and Sinta 4, with qualitative research being the most dominant methodology. Additionally, geographical distribution shows that Java Island contributes the highest number of publications. This study covers various educational levels, from early childhood to higher education, with varying contributions at each level. Conclusion: Research on digital literacy in Indonesian education has largely focused on pedagogical approaches, educational technology, and its effects on teachers and students. However, there is ample opportunity for further investigation, particularly in exploring digital literacy within specialized fields, its impact on students' academic and non-academic competencies, and its role in equipping students to be responsible and ethical members of the digital society. Furthermore, future research should extend its geographical coverage beyond Java to provide a more inclusive perspective on the development of digital literacy across diverse regions in Indonesia. Keywords: bibliometric analysis, digital literacy, education, learning, Indonesia.

General Background: The growing integration of Artificial Intelligence (AI) in higher education has introduced new opportunities for digital learning and academic support. Specific Background: Along with AI adoption, students’ academic achievement is also associated with internal learning capacity such as self-regulated learning, digital literacy, and the management of study load. Knowledge Gap: However, limited studies examine these variables simultaneously within a single analytical framework to understand their relationship with academic achievement. Aims: This study analyzes the relationship between Artificial Intelligence usage frequency, self-regulated learning, digital literacy, study load, and student academic achievement. Results: The findings indicate that the frequency of AI usage does not show a significant relationship with academic achievement, while self-regulated learning, digital literacy, and study load show significant positive relationships with student academic achievement. Digital literacy and study load also do not moderate the relationship between AI usage frequency and academic achievement. Novelty: This study proposes an integrated conceptual examination of Artificial Intelligence usage together with self-regulated learning, digital literacy, and study load in explaining student academic achievement. Implications: The results suggest that universities should prioritize strengthening self-regulated learning, improving critical digital literacy, and designing proportional study loads to support the optimal use of AI in the academic learning process. Highlights • Self-regulated learning shows a positive relationship with student academic performance.• Digital literacy and study load are associated with higher academic achievement levels.• Artificial intelligence usage frequency is not the primary determinant of academic scores. Keywords Artificial Intelligence; Self-Regulated Learning; Digital Literacy; Study Load; Academic Achievement

This study provides an in-depth description of the principal’s role in enhancing teachers’ digital literacy through the application of transformational leadership at SMP Negeri 3 Lubuklinggau. Digital literacy in this research encompasses four aspects: digital competence, digital security, digital culture, and digital ethics. A qualitative case study was employed, with data collected through in-depth interviews, observations, and document analysis. Data were analyzed using reduction, display, and conclusion drawing techniques. The findings indicate that the principal consistently applies the four dimensions of transformational leadership. Idealized influence is reflected in role modeling and integrity; inspirational motivation in moral support, digital-based targets, and recognition; intellectual stimulation in training, innovation, and experimentation; and individualized consideration in tailored guidance. These practices improved teachers’ digital literacy, evidenced by diverse digital media use, increased confidence, and collaborative culture. Challenges remain in disparities of competence and low motivation among senior teachers. Recommendations include continuous training, mentoring, improved facilities, and documentation of best practices.