Bulletin of Educational Management and Innovation

Digital literacy, low-code pedagogical ecosystems, and innovative teaching in primary education

2026-07-01T06:26:57+07:00

Background: Digital transformation in elementary schools continues to advance alongside the increasing use of technology in learning. However, the presence of technology has not always been accompanied by the emergence of innovative teaching practices, as the mechanisms explaining the relationship between teachers’ digital literacy, the technological environment, and pedagogical competence are not yet fully understood.

Purpose: This study aims to analyze the relationship between digital literacy, a low-code-based pedagogical ecosystem via microsites, Technological Pedagogical Content Knowledge (TPACK), and innovative teaching practices among elementary school teachers.

Method: This study employed a quantitative explanatory survey involving 83 elementary school teachers in Jepara Regency, Indonesia, selected through proportional stratified random sampling. Data were collected using a structured questionnaire measuring digital literacy, low-code pedagogical ecosystems, TPACK, and innovative teaching practices. Structural Equation Modeling–Partial Least Squares (SEM-PLS) was employed to examine the direct and indirect relationships among the proposed constructs.

Findings: The findings reveal that digital literacy strongly promotes the use of low-code pedagogical ecosystems, which subsequently strengthen teachers’ TPACK competencies. TPACK emerged as the primary mechanism underlying innovative teaching practices, with significant indirect effects observed for Digital Literacy → TPACK → Innovative Teaching Practice (β = 0.231, p = 0.001), Low-Code Pedagogical Ecosystem → TPACK → Innovative Teaching Practice (β = 0.266, p < 0.001), and the sequential pathway Digital Literacy → Low-Code Pedagogical Ecosystem → TPACK → Innovative Teaching Practice (β = 0.167, p = 0.001). The proposed model explained 67.8% of the variance in innovative teaching practices (R² = 0.678). Moreover, Digital Literacy demonstrated a large effect on the Low-Code Pedagogical Ecosystem (f² = 0.649), while TPACK exerted the strongest effect on innovative teaching practices (f² = 0.702), confirming its central role in digital pedagogical transformation.

Evaluation of the Use of Interactive Flat Panel (IFP) as a 21st-Century Learning Innovation in Elementary Schools of Sleman Regency

2026-06-28T21:28:43+07:00

Background: The 21st-century educational transformation demands a paradigm shift toward interactive, collaborative, and student-centered digital ecosystems. In response, the government distributed Interactive Flat Panel (IFP) media to elementary schools in Sleman Regency in December 2025 to boost instructional quality. However, post-distribution data indicates a prominent phenomenon where many schools and teachers have not yet optimally integrated this advanced technology into their daily learning processes.

Purpose: This study specifically aims to evaluate the effectiveness and usage patterns of IFP media as a 21st-century learning innovation in elementary schools across Sleman Regency. Additionally, it identifies the supporting and inhibiting factors influencing implementation based on curricular artifacts and documentary evidence to guide future strategic policy directions and teacher mentoring programs.

Method: This evaluative-empirical field research applied a mixed-methods approach. From 556 initial responses, data screening yielded 438 clean datasets, with link validation isolating 353 fully accessible cloud links and 85 restricted links. A micro-level content analysis was then conducted on a stratified random sample of 34 Lesson Plans using a Content Analysis Checklist Sheet, synthesizing descriptive quantitative and qualitative analysis streams through method triangulation.

Findings: The findings reveal a clear gap between high administrative reporting compliance and the depth of actual classroom technology integration. At the macro level, 19.41% of documents face first-order barriers due to locked cloud storage permissions. At the micro level, explicit instructional planning for IFP reached only 35.3% and is heavily dominated by teacher-centered, one-way patterns that relegate the device to the mere substitution level of the SAMR model.

Deconstructing the history of Madioensche Kartinischool (1914–1919): Indigenous women's education in Madiun during the Dutch colonial period

2026-06-16T06:28:48+07:00

Background: During the colonial period, indigenous women faced severe marginalization in education due to restrictive traditional customs like pingitan and a lack of serious attention from the Dutch East Indies government. This situation began to shift in the early 20th century following the implementation of the Ethical Policy, which spurred humanists and local elites to establish specialized female educational institutions across Java. While major cities like Semarang have been widely researched, the historical development of such schools in smaller regions remains understudied.

Purpose: This study aims to deconstruct the history of the Madioensche Kartinischool (Kartini School in Madiun) during its formative years from 1914 to 1919. It specifically examines its institutional origins, administrative dynamics, funding mechanisms, facilities, student body conditions, and curriculum development.

Method: This study employs a qualitative approach with a historical research method consisting of five systematic stages: topic selection, heuristics (data gathering), verification (source criticism), interpretation, and historiography. Primary sources utilized include colonial archives, official annual reports (Jaarverslag) of the Vereeniging Madioensche Kartinischool (1916–1919), and contemporary photographs, complemented by relevant secondary literature.

Findings: The school originated from a progressive local initiative under the "Wilotomo" association in 1913 before officially transforming into the Madioensche Kartinischool in 1914 with legal government recognition. Structurally, the management and teaching staff experienced high turnover due to health issues, marriages, and official transfers. Financially, operations were sustained through a diverse network of government subsidies, international aid from the Dutch Kartini Fonds, private donations from local sugar factories, and student tuition fees. Structurally, the school transitioned from a cramped, former prison building into a permanent facility with expanded classrooms by 1918. Student enrolment grew significantly from 50 in 1914 to 212 by 1919, despite experiencing a severe 41.5% absenteeism rate that forced a temporary closure in late 1918 due to staff shortages. The institution implemented a comprehensive curriculum featuring 14 subjects combining academic knowledge with domestic skills like batik and embroidery, alongside bi-monthly Islamic education supported by the Sarekat Islam, establishing the school as a vital cornerstone for regional women's emancipation.