The rapid advancement of digital technology in education necessitates effective management of digital learning infrastructure to support the enhancement of teachers’ professional competence. In practice, however, the management of digital learning infrastructure in schools has not been fully optimized, particularly in planning, organizing, utilization, and evaluation and supervision, resulting in underutilized digital facilities. This study aims to analyze the management of digital learning infrastructure in improving teachers’ professional competence. This research employed a qualitative approach with a descriptive design and was conducted in an elementary school. The research subjects included the principal, teachers, and educational staff. Data were obtained from primary and secondary sources through in-depth interviews, observations, and documentation. Interview guidelines and observation sheets were used as research instruments. Data validity was ensured through source and technique triangulation, while data analysis involved data reduction, data display, and conclusion drawing. The findings reveal that planning was carried out participatively based on teachers’ needs. The organization of digital infrastructure involved clear task distribution, defined responsibilities, and collaborative coordination. Utilization of digital learning infrastructure supported pedagogical innovation and diverse instructional methods. Evaluation and supervision were conducted through continuous feedback and a coaching-oriented approach. Overall, effective management of digital learning infrastructure significantly contributes to enhancing teachers’ professional competence, highlighting the need for sustainable and integrated management practices in schools.
Alia Wulandari, Sofwan Adiputra, Arman Arman et al.· Ensiklopedia Jurnal Pendidik...· 0 citations
This study addresses the growing need for effective strategies to improve students’ mastery of Arabic vocabulary (mufradat), particularly amid persistent reliance on conventional memorization practices. The study aimed to examine the nature of the singing method and synthesize empirical evidence regarding its effectiveness in enhancing Arabic vocabulary mastery. A systematic literature review (SLR) was employed to analyze recent studies published primarily between 2021 and 2026. Relevant literature was identified through structured searching, screened using predetermined inclusion and exclusion criteria, assessed for methodological quality, and synthesized through descriptive comparison and thematic analysis. The findings revealed a predominantly positive pattern across the reviewed studies. Singing-based instruction improved vocabulary achievement, memorization, recall, pronunciation, motivation, and learner engagement. Quantitative studies reported substantial gains in post-test scores, N-Gain values, and statistically significant differences, while qualitative studies emphasized improved participation and more enjoyable learning experiences. The synthesis further indicated that effectiveness was strongest when singing was integrated with repetition, appropriate vocabulary selection, movement, visual support, and opportunities for recall and application. The study concludes that singing represents a promising, adaptable, and learner-centered strategy for Arabic vocabulary instruction. The findings contribute theoretically by strengthening understanding of multimodal vocabulary learning and practically by informing teachers’ instructional design. Future research should use larger samples, standardized measures, longer interventions, and stronger comparative designs.
M. Hasyim, Isna Seftiana Arni, A. Suhaedi et al.· Journal Of Education, Teachi...· 0 citations
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