The Influence of Principals’ Technological Leadership and Teachers’ Digital Competence on The Readiness For Implementing Coding and Artificial Intelligence-Based Learning in Senior High Schools in Langowan District
DOI:
https://doi.org/10.51601/ijse.v6i1.340Abstract
This study aims to analyze the influence of principals’ technological leadership and teachers’ digital competence on the readiness for implementing coding and artificial intelligence-based learning in senior high schools in Langowan District. Employing a quantitative approach with a survey method, the study involved 79 teacher respondents through questionnaire data collection that had been tested for validity and reliability. The data analysis technique used was multiple linear regression assisted by SPSS software. The results indicate that principals’ technological leadership has a positive and significant effect on implementation readiness. Furthermore, teachers’ digital competence is also proven to have a positive and significant effect on such readiness. Simultaneously, these two variables contribute a significant influence of 68.8% to the readiness for implementing coding and artificial intelligence-based learning. These findings conclude that strengthening technological leadership and enhancing teachers’ digital competence are strategic factors in successfully advancing educational transformation in the digital era
Downloads
References
[1] Anderson, R., & Dexter, S. (2021). Technological leadership in schools: Foundations for digital transformation. Journal of Digital Learning in Teacher Education, 37(2), 123–135.
[2] Assa, N. S., & Merentek, R. M. (2024). Implementasi Program Peningkatan Kompetensi Guru Menuju Era Digitalisasi Pendidikan. Jurnal Ilmiah Wahana Pendidikan, 10(17), 857-864.
[3] Bappenas. (2024). Rencana Induk Transformasi Digital Sektor Pendidikan. Kementerian PPN/Bappenas.
[4] Dexter, S. (2018). The role of leadership for ICT integration in education: Research findings and policy implications. Journal of Educational Administration, 56(1), 84–98. (Catatan: Dalam teks latar belakang juga merujuk pada Dexter & Richardson, 2020).
[5] European Commission. (2018). The digital competence framework for educators (DigCompEdu). Publications Office of the European Union.
[6] Field. (2020). Discovering Statistics Using IBM SPSS Statistics. (Dirujuk dalam metodologi analisis data).
[7] Ghomi, M., & Redecker, C. (2019). Digital Competence of Educators (DigCompEdu): Development and Evaluation of a Self-assessment Instrument for Teachers' Digital Competence. In CSEDU (1) (pp. 541-548).
[8] Ghozali. (2016, 2021). Aplikasi Analisis Multivariate dengan Program IBM SPSS. (Dirujuk dalam pengujian instrumen dan asumsi klasik).
[9] Hair et al. (2022). Multivariate Data Analysis. (Dirujuk dalam validasi instrumen dan analisis regresi).
[10] Harman, G. (2022). Digital literacy and teacher readiness for AI-based education. Journal of Educational Technology Research, 45(3), 288–304.
[11] Hero, Jesson L. (2020). Exploring the principal's technology leadership: Its influence on teachers' technological proficiency.
[12] Hsiao, H.-C. (2022). Principal technology leadership and teacher ICT integration. Computers & Education, 182, 104468.
[13] Katuuk, D. A., Rotty, V. N., Lengkong, J. S., & Rawung, R. K. (2021). Pemanfaatan Teknologi Informasi dalam Pembelajaran Online di Masa Pandemic Covid-19 Tantangan Atau Peluang?. Media Manajemen Pendidikan, 4(1), 160-171.
[14] Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge?. Contemporary Issues in Technology and Teacher Education, 9(1), 60–70. (Catatan: Dalam teks juga merujuk pada Mishra & Koehler, 2006).
[15] Lee, Y., & Kim, J. (2023). School readiness for AI-based learning implementation. Computers in the Schools, 40(2), 101–120.
[16] Leithwood, K., & Jantzi, D. (2020). Transformational school leadership for the digital era. Journal of School Leadership, 30(1), 30–55.
[17] Park, S., & Jung, H. (2022). Teachers’ digital literacy and their readiness for coding education. Journal of Computer-Assisted Learning, 38(5), 1250–1264.
[18] Peterson, M., & Walsh, D. (2021). Technological leadership and school digital transformation readiness. Journal of Educational Technology Development and Exchange, 14(2), 45–62.
[19] Pusdatin. (2022). Indonesia Digital Education Outlook 2022. Kemendikbudristek.
[20] Rahmawati, T., & Fitriani, S. (2021). Kepemimpinan kepala sekolah dan kesiapan guru mengintegrasikan teknologi pembelajaran. Jurnal Manajemen Pendidikan, 12(3), 245–259.
[21] Redecker, C. (2021). European framework for the digital competence of educators (DigCompEdu). Publications Office of the European Union.
[22] Republik Indonesia. (2024). Undang-Undang Nomor 59 Tahun 2024 tentang Rencana Pembangunan Jangka Panjang Nasional (RPJPN 2025–2045).
[23] Saerang, H. M., Lembong, J. M., Sumual, S. D. M., & Tuerah, R. M. S. (2023). Strategi Pengembangan Profesionalisme Guru di Era Digital: Tantangan dan Peluang. El-Idare: Journal of Islamic Education Management, 9(1), 65-75.
[24] Sugiyono. (2019). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta. (Catatan: Dalam teks metodologi juga merujuk pada edisi 2017 dan 2022).
[25] Tabachnick dan Fidell. (2021). Using Multivariate Statistics. (Dirujuk dalam validitas dan uji heteroskedastisitas).
[26] Tintingon, J. Y., Lumapow, H. R., & Rotty, V. N. J. (2023). Hambatan Pelaksanaan Pembelajaran Berbasis Teknologi. (Dirujuk dalam tinjauan pustaka).
[27] UNESCO. (2021). Integrating artificial intelligence in secondary education: Global trends and readiness factors. UNESCO Publishing.
[28] Watulingas, M. I., Katuuk, D. A., Lumapouw, H. R., & Lengkong, J. (2024). Development of an Integrated Service Unit Management Model to Optimize Public Services at Universitas Negeri Manado. International Journal of Information Technology and Education, 3(3), 207-224.
[29] Weiner, B. J. et al. (2020). Implementation readiness and organizational change. (Dirujuk dalam konsep kesiapan implementasi).
[30] Widodo, A. (2020). Pengaruh kompetensi digital guru terhadap implementasi pembelajaran berbasis TIK di SMA. Jurnal Teknologi Pendidikan, 22(2), 134–146.
[31] Yamane, Taro. (1967). Elementary Sampling Theory. (Dirujuk dalam penentuan ukuran sampel).
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Yully Kiroyan, Deitje Adolfien Katuuk, Romi Junior Mongdong
This work is licensed under a Creative Commons Attribution 4.0 International License.
