International Journal of Education, Information Technology, and Others

Strengthening Four Competencies of Teachers In Improving The Professionalism of MI/SD Educators (Personal, Social, Professional, And Pedagogical Competencies)

Tue, 14 Apr 2026 06:11:47 +0700

Education plays a crucial role in developing human potential and improving the quality of national human resources. The success of education is strongly influenced by teachers as the main actors in the learning process. However, various studies indicate that teacher competencies in several schools remain inadequate, which affects the quality of learning and student achievement. This study aims to analyze the importance of strengthening the four core teacher competencies pedagogical, professional, personal, and social competencies in improving the quality of education at the elementary level (MI/SD). This research employs a qualitative approach using a literature review method. Data were collected from scientific journals, books, regulations, and relevant academic sources accessed through Google Scholar and other educational databases. The data were analyzed descriptively by identifying, categorizing, and synthesizing key findings related to teacher competencies. The results indicate that the four competencies are interrelated and play a significant role in enhancing teacher performance and learning quality. Therefore, continuous efforts to strengthen these competencies are essential to foster effective learning and to develop students who are intellectually capable and possess strong moral character.

The Strategic Role of Teachers in Enhancing Learning Effectiveness through Optimal Classroom Management

Erin Anggraeni, Nurul Istiqomah, Vianur Riska, Abdurrahmansyah Abdurrahmansyah — Tue, 14 Apr 2026 06:27:16 +0700

Teachers play a strategic role in determining the effectiveness of learning and students’ academic success. They are not only responsible for delivering instructional material but also act as facilitators, motivators, classroom managers, and evaluators in the learning process. This article aims to analyze the strategic role of teachers in improving learning effectiveness through the implementation of optimal classroom management. The method used is a literature review by examining various relevant scientific sources related to teacher professionalism, instructional strategies, and classroom management. The findings indicate that learning effectiveness is influenced by teachers’ ability to create a conducive learning environment, apply approaches that align with students’ characteristics, and implement active, innovative, creative, effective, and enjoyable learning strategies. Furthermore, well-planned classroom management through organized learning environments, positive discipline reinforcement, and a humanistic emotional approach has been proven to enhance students’ motivation, participation, and learning outcomes. Therefore, optimizing the teacher’s role supported by effective classroom management becomes a key factor in improving the quality of both the learning process and its outcomes in a sustainable manner

The Reality and Challenges of Teachers in Realizing Innovative Learning in Elementary Schools

Husnul Khotimah, Lisa Amilda, Sahikmah Ezi, Abdurrahmansyah Abdurrahmansyah — Tue, 14 Apr 2026 06:34:10 +0700

Innovative learning is an important approach inimproving the quality of teaching and learning processes in elementary schools. Teachers are required to create creative, active, and student-centered learning in order to develop students’ critical thinking and 21st- century skills. However, in practice, there are still various challenges faced by teachers in implementing innovative learning in the classroom. This study aims to analyze the realities and challenges faceed by elementary school teachers in implementing innovative learning. The method used in this study is a library research findings. The results of the study show that several major challenges faced by teachers include limited pedagogical competence, inadequate learning facilities and infrastucture, high administrative workload, differences in students characteristics and abilities, and the demands of curriculum changes. Therefore, various efforts are needed, such as improving teacher compotence, providing adequate learning facilities, and strengthening educational policies to support the implementation of innovative learning effectively in elementary schools.

Integrity In Dietrich Bonhoeffer’s Christian Ethical Analysis Of Deviations In The Implementation Of Congregational Council Decisions

Christian Gabriel Sumajow, Hendry Corneles Mamengko Runtuwene — Tue, 14 Apr 2026 06:40:43 +0700

This study analyzes deviations in the implementation of decisions made by the Church Council in churches using the lens of Dietrich Bonhoeffer’s Christian ethics. This study uses a qualitative research method with a descriptive approach. The study was conducted at the Victory Tompasobaru GMIM Congregation, where discrepancies were found between the decisions of the council and their implementation, caused by weak leadership integrity and accountability. Using descriptive qualitative methods, the study examined the dynamics of church leadership, the presbyterial-synodal system, and the decision-making process. Bonhoeffer’s ethical analysis—particularly the concepts of costly grace, Christus als Wirklichkeit (Christ as reality), and Stellvertretung (primacy/responsibility of representation)—was used to diagnose the root causes of these deviations. The results of the study show that deviations in the implementation of decisions are not only procedural violations, but also theological-ethical failures in fulfilling the call to responsible leadership before God and the congregation. As a solution, the study offers a holistic reconstruction that includes spiritual nurturing, strengthening accountability structures, and developing a culture of openness in church assemblies, so that the integrity and credibility of church leadership can be restored.

Teacher Competencies in the Era of the Industrial Revolution 4.0: Transformation of Roles, Digital Skills, and Challenges of 21st-Century Education

Muhammad Ash'aril Fajri, Jumidi Eka Pratama, Abdurrahmansyah Abdurrahmansyah — Tue, 14 Apr 2026 06:45:53 +0700

The Industrial Revolution 4.0 era has brought major disruption, changing the educational landscape through the integration of digital technologies such as Artificial Intelligence (AI) and the Internet of Things (IoT). These changes demand a fundamental transformation of the teacher's role, from a mere deliverer of material to a dynamic learning facilitator. This study aims to analyze the transformation of the teacher's role, the mastery of digital skills, as well as the challenges and strategies in facing 21st-century education. The research method used is a literature study (library research) by analyzing various relevant scientific sources. The results show that teachers in the digital era must master Technological Pedagogical Content Knowledge (TPACK), data literacy, and social-emotional learning (SEL) skills to create student-centered learning. The main challenges identified include technological infrastructure gaps and the need for continuous training. As a strengthening strategy, higher education institutions play a central role in shaping the character and work ethic of future educators, while teachers must adopt a lifelong learning mindset. The conclusion of this article emphasizes that the success of educational transformation depends on the synergy between technological sophistication and the cultivation of strong character values.

Teacher Professionalism In The Modern Era: A Study Of Professional Requirements And Code Of Ethics

Tue, 14 Apr 2026 00:00:00 +0700

Teacher professionalism is a main pillar in ensuring the quality of education in the dynamic modern era. This research aims to analyze the concept of teacher professionalism by focusing on the fulfillment of professional requirements and the implementation of code of ethics amidst digital transformation. The method used is qualitative with a literature study approach (library research), which examines various scientific literatures, educational policies, and relevant research results. The results of the discussion show that teacher professionalism in the modern era is not only based on the mastery of four basic competencies (pedagogical, professional, personality, and social), but also requires adaptability to information technology and digital literacy. The main challenges found include the digital gap and the risk of dehumanizing interactions, while strengthening the code of ethics is a crucial instrument for maintaining the moral integrity of educators. This research concludes that efforts to strengthen professionalism must be carried out through continuous professional development and systematic institutional support to produce teachers who are able to balance technological skills with human values.

The Role of Teachers as Assessors and Mentors in Developing the Potential of MI/SD Students

Gita Oktafryani, Cah Ayu Tihuri, Tri Mutia, Abdurrahmansyah Abdurrahmansyah — Tue, 14 Apr 2026 00:00:00 +0700

This article discusses the role of teachers as assessors and mentors in developing the potential of students in Madrasah Ibtidaiyah (MI) or elementary schools (SD). Teachers function not only as transmitters of knowledge but also as facilitators, motivators, evaluators, and agents of change who play a crucial role in shaping students’ learning independence, motivation, and religious character. This study employs a literature review method with a descriptive qualitative approach to examine relevant literature concerning the role of teachers in enhancing students’ cognitive and affective potential. The findings indicate that the integration of teachers’ roles as mentors and assessors can create a holistic learning process in which students develop intellectually, emotionally, socially, and spiritually. Therefore, teachers serve as key architects in shaping a generation that is intelligent, independent, and morally upright in accordance with the demands of contemporary education.

Strengthening Teacher Competence and Performance through the Teacher Professional Education Program (PPG) in Improving the Quality of Learning

Tue, 14 Apr 2026 07:05:05 +0700

This study aims to analyze the role of the Teacher Professional Education Program (PPG) in strengthening teacher competence and performance and its impact on improving the quality of learning. This research uses a qualitative approach with a library research method. Data were obtained from various secondary sources such as scientific journals, books, and relevant educational policy documents. Data collection was carried out through documentation by reviewing and analyzing various literature related to teacher competence and the PPG program. Data analysis used content analysis through the stages of data reduction, data presentation, and conclusion drawing. The results show that the PPG program plays an important role in improving teachers’ pedagogical, professional, social, and personal competencies. These competencies influence teachers’ performance in planning, implementing, and evaluating the learning process. In addition, the PPG program encourages teachers to be more innovative in utilizing technology and implementing student-centered learning strategies. Therefore, the PPG program contributes positively to improving the quality of learning in schools.

The Function Of Teacher Organizations In Improving Teacher Discipline And Professionalism

Vidya Daniati, Saskia Melandari, Abdurrahmansyah Abdurrahmansyah — Tue, 14 Apr 2026 07:09:38 +0700

Teacher organizations have an important role in improving the quality of human resources in the field of education, particularly in building teachers’ discipline and professionalism. This study aims to analyze the function of teacher organizations in improving work discipline and teacher professionalism in carrying out their duties and responsibilities. This research uses a qualitative approach with a descriptive method. Data collection techniques were conducted through observation, interviews, and documentation involving teachers and teacher organization administrators. The results show that teacher organizations function as a forum for guidance, competency development, and as a means of communication and collaboration among teachers. Through activities such as training, seminars, scientific discussions, and professional ethics development, teacher organizations are able to increase teachers’ awareness of the importance of discipline in carrying out their duties and improve their professional competence. In addition, teacher organizations also play a role in instilling values of responsibility, professional commitment, and improving teachers’ pedagogical and professional abilities.

The Urgency of Learning English as an Effort to Introduce a Foreign Language to Elementary

Tue, 14 Apr 2026 07:20:04 +0700

This study is motivated by the urgency of English language learning in elementary schools amid the rapid development of globalization and technology, which increasingly demands early foreign language competence in young learners. The objective of this research is to analyze the importance of introducing English at an early age, identify supporting and inhibiting factors in its implementation, and formulate relevant pedagogical strategies to enhance student engagement and language skills. This research employed a qualitative approach using a literature study (library research) method by reviewing scientific journal articles, educational textbooks, and national education policy documents. Data were analyzed through content and descriptive analysis following the stages of data reduction, data display, and conclusion drawing. The findings indicate that the urgency of English learning in elementary schools is grounded in three main dimensions: biological-cognitive, referring to the golden period of language acquisition in which children absorb language more naturally and efficiently; socio-global, reflecting the demands of global competitiveness that require early exposure to international communication; and pedagogical, emphasizing the critical role of creative, contextual, and engaging learning strategies in fostering language development. Despite challenges such as limited teacher competence, inadequate learning media, and inconsistent curriculum implementation across regions, this study identifies several strategic solutions. These include strengthening national education policies, equalizing teacher quality through professional training, and implementing activity-based and play-based learning methods. It is concluded that an integrated and well-supported approach is essential to optimize English learning outcomes at the elementary school level and prepare students for the demands of the 21st century.

Students’ Perceptions of the Use of Social Media in French Languages Learning

Sandy Lesmana, Tika Zuleika, Vita Kusumaningtyas — Wed, 15 Apr 2026 10:23:26 +0700

Rapid technological advancements, coupled with developments in science, have made knowledge easier to access and search for. One example of this ease of accessing and seeking knowledge in the world of education is the use of digitalisation. Digitalisation can support the learning process through digital media. One form of digitalisation in education involves the use of social media by students in the learning process, particularly in the context of learning French. This study aims to analyse the opinions of third-semester students on the French Language Programme at the Faculty of Languages, Arts and Culture, Yogyakarta State University, regarding the use of social media in the French language learning process. The object of this study is questionnaire data regarding the perceptions of students in the French Language Study Programme regarding the use of social media in the learning process. The data collection method used in this study is the TAM (Technology Acceptance Model) method. The five indicators within the TAM method used in this study are ACU (Actual System Usage), PU (Perceived Usefulness), PEOU (Perceived Ease of Use), ATU (Attitude Toward Use), and BI (Behavioural Intention to Use). The research instrument used was a Likert scale with five response levels: 1 = Strongly Disagree, 2 = Disagree, 3 = Somewhat Agree, 4 = Agree, 5 = Strongly Agree. The results of this study indicate that the highest percentage for the ACU (Actual System Usage) indicator was “Agree” at 46.4%, for PU (Perceived Usefulness) it was “Agree” at 51.47%, PEOU (Perceived Ease of Use) was “Agree” at 42.40%, ATU (Attitude Toward Use) was “Agree” at 45.7%, and BI (Behavioural Intention to Use) was “Agree” at 50%. Respondents agreed that the use of media in the French language learning process can help students develop their French language skills. This study can contribute to understanding the use of social media to assist students in the French language learning process and can provide insights into the utilisation of technology in foreign language learning, particularly French.

The Rise and Fall of God’s Chosen King: A Narrative-Theological Study of Saul in 1 Samuel 9–15

Fellix Gosal — Fri, 17 Apr 2026 08:19:29 +0700

This study analyzes the ascent and decline of Saul in 1 Samuel 9–15 using a narrative-theological framework, emphasizing the transmission of theological significance through narrative rather than through abstract doctrinal expression. By closely looking at how the plot develops, how characters are developed, how dialogue is used, how repetition is used, how irony is used, how narrative time is used, and how the narrator evaluates the story, the study claims that the Saul story is a consistent theological picture of monarchy under divine sovereignty. The results show that Saul's monarchy starts with real divine choice, Spirit enablement, and narrative expectation. This goes against ideas that he was an illegitimate or only temporary ruler. The story also shows a pattern of disobedience caused by fear, confusion about roles, and self-justifying religiosity that eventually hurts Saul's calling. Saul's rejection does not stem from individual failures; rather, it is the climax of a continuous narrative trajectory wherein obedience, trust, and surrender to prophetic authority are supplanted by autonomous leadership. The study concludes that the Saul cycle serves as a foundational narrative theology of kingship, defining obedience to the word of YHWH as the essential criterion for legitimate leadership in Israel and providing lasting theological insight into the interplay between divine election and human responsibility.

Reconstructing Indonesian Democracy: A Critique of the One-Man-One-Vote Model and the Idea of Tiered Pancasila Democracy

Rinto Setiyawan, Alessandro Rey Nearson, Prayogi Restia Saputra — Wed, 22 Apr 2026 14:15:28 +0700

Modern democracy based on the one-man-one-vote principle emphasizes formal equality in political participation, yet it is often criticized for failing to ensure the quality of leadership it produces. In the Indonesian context, the dominance of political parties in the nomination process and the influence of oligarchic structures indicate a gap between the principle of popular sovereignty and the actual practice of democracy. This study aims to reconceptualize Indonesia’s democratic model to better align with the values of Pancasila through a tiered democracy approach.This research employs a normative legal method with a doctrinal approach, examining primary legal sources such as the Undang-Undang Dasar Negara Republik Indonesia Tahun 1945 and related regulations, as well as recent academic literature. The analysis is conducted qualitatively using interpretative and argumentative methods within the framework of deliberative democracy theory. The findings indicate that procedural democracy tends to produce leadership driven by popularity and economic power rather than substantive quality. Therefore, a reconstruction of the democratic system is necessary through a tiered mechanism, in which the initial selection of leadership candidates is carried out by constitutionally legitimate state institutions before being submitted to general elections. This model does not diminish popular sovereignty but rather strengthens it by ensuring that political choices remain within the framework of leadership quality. This study contributes to the development of a more substantive conception of Pancasila democracy and offers normative recommendations for reforming Indonesia’s political system

The Effect of Teacher Creativity on the Learning Motivation of Public Elementary School Students in Tomohon City

Fri, 24 Apr 2026 11:27:02 +0700

This study aims to analyze the effect of teacher creativity on the learning motivation of public elementary school students in Tomohon City by using Structural Equation Modeling (SEM). This research employed a quantitative explanatory approach. The population consisted of all fifth- and sixth-grade students from 21 public elementary schools in Tomohon City. The sample size was determined using the Lemeshow formula at a 95% confidence level, resulting in 384 respondents. Data were collected through a Likert-scale questionnaire consisting of 8 indicators of teacher creativity and 10 indicators of learning motivation. Data analysis was carried out using AMOS through descriptive analysis, measurement model testing, and structural model testing. The findings revealed that teacher creativity was in the very high category with a mean score of 4.444, while students’ learning motivation was also in the very high category with a mean score of 4.392. The SEM results indicated that the proposed model had a good level of fit. Furthermore, teacher creativity had a positive and significant effect on students’ learning motivation, with a standardized path coefficient of 0.471 and a significance value of p < 0.001. This study concludes that improving teacher creativity can strengthen students’ learning motivation

The Effect of Principal Leadership on Student Bullying Behavior in Public Senior High Schools in Manado City

Rinna Y. Kasenda, Joulanda A. M. Rawis, Harol R. Lumapow, Tellma M. Tiwa — Tue, 28 Apr 2026 06:22:08 +0700

Bullying in senior high school settings constitutes a serious issue in educational management, as it directly affects students’ sense of safety, psychological well-being, and the overall quality of the learning process. Principals are normatively positioned as strategic actors in fostering a safe, violence-free school culture. However, the assumption that principal leadership automatically exerts a direct impact on students’ bullying behavior has rarely been examined empirically, particularly within the context of public schools. This study aims to critically analyze the influence of principal leadership on bullying behavior among students in public senior high schools in Manado City. This study employed a quantitative approach using an explanatory survey design. The research population consisted of all students enrolled in public senior high schools in Manado City, with a sample of 385 students determined using the Lemeshow formula. Data were collected through Likert-scale questionnaires measuring principal leadership and students’ bullying behavior. The data were analyzed using Structural Equation Modeling (SEM) with AMOS software, including validity testing, reliability testing, model fit evaluation, and structural relationship analysis. The results indicate that principal leadership does not have a direct and significant effect on student’s bullying behavior. This finding suggests that principal leadership operates indirectly and primarily functions at the structural and policy levels, whereas bullying behavior is shaped through students’ everyday social dynamics. Therefore, bullying prevention cannot rely solely on formal leadership, but requires the strengthening of school systems, a supportive school climate, and consistent educational practices. This study contributes theoretically by affirming that the relationship between principal leadership and bullying behavior is non-linear. Practically, the findings recommend that principals should not focus exclusively on administrative aspects, but also enhance the implementation mechanisms of anti-bullying policies to effectively reach students’ actual behavior within the school environment.

The Management of Social Studies Learning In Elementary Schools In Minahasa Regency

Boby A. Lompoliuw, Harol R. Lumapow, Ruth Umbase, Marien Pinontoan — Thu, 30 Apr 2026 00:00:00 +0700

This study aims to describe the management of Social Studies learning in elementary schools in Minahasa Regency. The focus of the study includes learning planning, learning implementation, learning evaluation of Social Studies. This study employed a qualitative approach with a descriptive research design. Data were collected through in-depth interviews, observations, and documentation. The research informants consisted of school principals and elementary school teachers. Data analysis techniques included data reduction, data display, and conclusion drawing. Data validity was ensured through source and technique triangulation.The results of the study indicate that: (1) Social Studies learning planning has been carried out through the preparation of learning instruments, but it remains largely administrative in nature; (2) The implementation of Social Studies learning is still predominantly conventional and teacher-centered; (3) The evaluation of Social Studies learning is mainly oriented toward written tests and has not fully implemented authentic assessment; (4) The supervision of Social Studies learning has been conducted through academic supervision, but it has not yet reached a comprehensive level and still tends to focus on administrative aspects; (5) The management of Social Studies learning is influenced by inhibiting factors, such as limited learning media and learning resources, as well as supporting factors, including teacher commitment and principal support.Based on the research findings, it is necessary to strengthen Social Studies learning management with a greater orientation toward improving the quality of the learning process through the development of innovative learning strategies, authentic assessment, and comprehensive academic supervision.