Beacon: International Journal of Education and Social Studies
Beacon: International Journal of Education and Social Studies (BEACON) is an international peer-reviewed journal that publishes high-quality research in the fields of education and social sciences. The journal welcomes original research articles, literature reviews, case studies, and conceptual papers from researchers, academicians, practitioners, and students worldwide. BEACON is published three times a year in March, July, and November.
The Role of School Principals’ Transformational Leadership in Promoting Technology-Based Learning Innovation Among Teachers at SD Negeri 2 Pagar Kaya
This study aims to describe and analyze the role of the principal’s transformational leadership in encouraging technology-based learning innovation among teachers at SD Negeri 2 Pagar Kaya. This study employed a qualitative approach with a descriptive method. Data collection techniques were conducted through interviews, observations, and documentation involving the principal, teachers, and educational staff as informants. Data analysis used the Miles and Huberman model through data reduction, data display, and conclusion drawing, while data validity was ensured through source and technique triangulation. The results of the study indicate that the principal’s transformational leadership plays an important role in encouraging technology-based learning innovation through motivation, exemplary behavior, support, and opportunities for teachers’ professional development. The learning innovations implemented by teachers include the use of laptops, projectors, learning videos, digital media, the internet, and interactive boards in the learning process. Supporting factors for innovation include principal support, teacher motivation, and the availability of technological facilities, while inhibiting factors include limited infrastructure, differences in teachers’ digital competencies, and limited internet access. This study concludes that the principal’s transformational leadership contributes positively to creating an innovative and adaptive school culture toward technological developments, thereby encouraging teachers to develop technology-based learning creatively and sustainably.
Transformational Leadership; Principal; Technology-Based Learning Innovation; Elementary School Teachers.
Copyright (c) 2026 Beacon: International Journal of Education and Social Studies
The Influence of School Principals’ Transformational Leadership and Pedagogical Competence on the Performance of Elementary School Teachers in Jirak Jaya District, Musi Banyuasin Regency
This study aimed to determine the influence of transformational leadership of school principals and pedagogical competence on the performance of elementary school teachers in Jirak Jaya District, Musi Banyuasin Regency. This research employed a quantitative approach using an explanatory research method. The population consisted of 60 teachers, and all members of the population were selected as the sample using a saturated sampling technique. Data were collected through observation, documentation, and questionnaires using a Likert scale. Data analysis was conducted using multiple linear regression analysis with the assistance of SPSS software. The results showed that transformational leadership of school principals had a positive and significant effect on teacher performance with a t-value of 4.268 > 2.002 and a significance value of 0.000 < 0.05. Pedagogical competence also had a positive and significant effect on teacher performance with a t-value of 5.134 > 2.002 and a significance value of 0.000 < 0.05. Simultaneously, transformational leadership of school principals and pedagogical competence had a positive and significant effect on teacher performance with an F-value of 54.942 > 3.16 and a significance value of 0.000 < 0.05. The coefficient of determination (R²) value of 0.658 indicated that 65.8% of teacher performance was influenced by transformational leadership of school principals and pedagogical competence, while the remaining percentage was influenced by other factors outside this study. Therefore, the better the transformational leadership of school principals and the higher the pedagogical competence of teachers, the better the teachers’ performance in carrying out their professional duties.
Transformational Leadership, Pedagogical Competence, Teacher Performance
Leadership Strategies of the School Principal in Improving the Quality of Learning at the Muaradua Public Elementary School (UPT SD Negeri O3)
This study focuses on the principal's leadership strategy in improving the quality of learning at the UPT SD Negeri 03 Muaradua. The focus is directed at the principal's role as an instructional and transformational leader to create quality learning, which includes academic and non-academic aspects, as well as student readiness to face future challenges. Using a qualitative descriptive approach, the results of this study indicate that the principal's strategic leadership planning has been carried out in a focused and systematic manner. In its implementation, efforts to improve the quality of learning not only focus on academic achievements but also include the development of non-academic aspects and 21st-century skills. This strategic success has a positive impact on improving the quality of the learning process, strengthening teacher performance and professionalism, and significant developments in student learning outcomes and character. Overall, the leadership implemented by the principal contributes significantly to the creation of a more meaningful and quality-oriented learning environment.
Principal Leadership Strategy; Elementary School; Learning Quality; Instructional Leadership
The Role of Principal Leadership in Developing a Positive Organizational Culture at SDN 18 Sungai Rotan
This study aims to describe the principal’s leadership role in developing a positive organizational culture, the strategies employed to build positive habits, and the supporting and inhibiting factors in the development of organizational culture at SDN 18 Sungai Rotan. This study employed a descriptive qualitative approach involving the principal, teachers, and educational staff selected through purposive sampling. Data were collected through interviews, observations, and documentation. Data were analyzed using the Miles, Huberman, and Saldaña model, which includes data reduction, data display, and conclusion drawing. The findings revealed that the principal implemented open, participatory, communicative, and collaborative leadership, which fostered harmonious working relationships, improved discipline, and strengthened communication and cooperation among school members. The strategies applied included the implementation of the 5S culture, collective prayers, morning literacy activities, regular religious gatherings, flag ceremonies, community service activities, and other character-building programs conducted consistently. Supporting factors included supportive leadership, effective communication, a family-oriented culture, and strong collaboration among school members. Inhibiting factors included limited facilities and infrastructure, internet connectivity issues, uneven technological competence, administrative workloads, and adaptation to changes in work culture. The findings indicate a pattern of positive organizational culture development through exemplary leadership, the habituation of positive values, and the synergy of all school members.
principal leadership; organizational culture; positive habits; elementary school.
Improving the Performance of Teachers at State Elementary School 05 North Indralaya through Academic Supervision and Continuous Professional Development
Teacher performance is essential to improving educational quality and requires continuous support through academic supervision and continuous professional development (CPD). This study explored the planning, implementation, evaluation, and challenges of teacher performance improvement through academic supervision and CPD at SD Negeri 05 Indralaya Utara, Indonesia. A qualitative case study design was employed, involving a school supervisor, principal, teachers, school committee members, administrative staff, and students selected through purposive sampling. Data were collected through semi-structured interviews, observations, and document analysis and analyzed using the interactive model of data reduction, data display, and conclusion drawing, with source and method triangulation ensuring trustworthiness. The findings indicate that teacher performance improvement was achieved through systematic planning, collaborative academic supervision, and continuous professional development activities, including lesson study, peer observation, and professional learning communities. Evaluation showed improvements in instructional practices and student engagement. However, implementation was constrained by teachers' psychological resistance, heavy workloads, digital competency gaps, limited resources, and infrequent supervisory visits. The study concludes that integrating academic supervision with continuous professional development effectively enhances teacher performance when supported by collaborative leadership, stakeholder participation, and continuous evaluation.
Academic Supervision; Continuous Professional Development; Teacher Performance; Primary School; Professional Learning.
The Management of Principal Leadership in Enhancing Teacher Professionalism at SDN 12 Indralaya Utara
The purpose of this study is to find out and describe the leadership management of school principals in fostering teacher professionalism at SDN 12 Indralaya Utara. This research was conducted comprehensively at SDN 12 Indralaya Utara, Ogan Ilir Regency. In this study, the object of the research is "Principal Leadership Management in Fostering Teacher Professionalism at SDN 12 Indralaya Utara. This study uses a qualitative approach with a qualitative descriptive research method. The data collected in this study is in the form of primary data and secondary data. Data collection techniques use observation, interviews and documentation. The data validity technique is carried out by method triangulation, triangulation between researchers, data source triangulation, and theoretical triangulation. The data analysis technique refers to the steps from Miles and Huberman, namely Data Reduction, Data Presentation, and Conclusion Drawn. The result of this study is that the management of the principal's leadership planning in fostering teacher professionalism at SDN 12 Indralaya Utara has been carried out systematically and integrated. The management of the implementation of the principal's leadership in fostering teacher professionalism at SDN 12 Indralaya Utara has been consistent. The implementation of principal leadership management in fostering teacher professionalism at SDN 12 Indralaya Utara faces a number of obstacles that are multidimensional and interrelated. The principal of SDN 12 Indralaya Utara has formulated and implemented creative, collaborative, and adaptive solutions in responding to every obstacle faced.
Management; Leadership; School Principal; Teacher Professionalism; Elementary School.
The Influence of the Principal's Leadership Style and Work Motivation on Teacher Performance at State Senior High School 1 Tanjung Lubuk, Ogan Komering Ilir Regency
This study aimed to examine the effect of principal leadership style and work motivation on teacher performance at SMA Negeri 1 Tanjung Lubuk. The research employed a quantitative approach using a survey method involving 49 teachers as respondents. Data were collected through validated questionnaires and analyzed using descriptive statistics, multiple linear regression, t-tests, and F-tests. The findings revealed that principal leadership style had a positive and significant effect on teacher performance (t = 16.318; p < 0.05). Work motivation also had a positive and significant effect on teacher performance (t = 11.486; p < 0.05). Simultaneously, principal leadership style and work motivation significantly influenced teacher performance (F = 161.643; p < 0.05). The coefficient of determination (R² = 0.875) indicated that 87.5% of the variance in teacher performance could be explained by the two independent variables, while the remaining 12.5% was influenced by other factors. These findings suggest that effective leadership and strong work motivation are essential factors in improving teacher performance. Therefore, schools should focus on strengthening leadership competencies and fostering teacher motivation to enhance educational quality and organizational effectiveness.
Principal Leadership Style; Work Motivation; Teacher Performance; School Management; Educational Quality.
The Influence of the Principal's Leadership Style and Interpersonal Communication on Teacher Performance at State Vocational High School 1 Pemulutan Selatan
This study aimed to examine the influence of principal leadership style and interpersonal communication on teacher performance at SMK Negeri 1 Pemulutan Selatan. A quantitative approach with a survey method was employed. Data were collected through validated and reliable questionnaires and analyzed using multiple linear regression, t-tests, F-tests, and the coefficient of determination (R²). The results revealed that principal leadership style had a significant effect on teacher performance, with a significance value of 0.000 (< 0.05). In contrast, interpersonal communication had no significant effect on teacher performance, with a significance value of 0.283 (> 0.05). Simultaneously, principal leadership style and interpersonal communication significantly influenced teacher performance, with a significance value of 0.000 (< 0.05) and an F-value of 13.239. The coefficient of determination (R² = 0.208) indicated that 20.8% of the variance in teacher performance could be explained by the two independent variables, while the remaining 79.2% was influenced by other factors outside the study. These findings suggest that principal leadership style is a critical factor in enhancing teacher performance, whereas interpersonal communication serves as a supporting factor in creating a conducive work environment.
principal leadership style; interpersonal communication; teacher performance; vocational high school; educational management
The Implementation of the Academic Competency Test (ACT) Policy in the New Student Admission System (SPMB) at SMA Negeri 3 Tungkal Jaya
This study aims to examine the implementation of the Academic Competency Test (TKA) policy in the New Student Admission System (SPMB) at SMA Negeri 3 Tungkal Jaya. The research employed a qualitative approach using a descriptive method. Data were collected through observation, interviews, and documentation studies involving the principal, vice principal for student affairs, SPMB committee members, teachers, students, and parents as informants. The data were analyzed through the stages of data reduction, data presentation, and conclusion drawing. The findings revealed that the implementation of the TKA policy in the SPMB was carried out through three main stages: planning, implementation, and evaluation. In general, the policy implementation was conducted fairly well and in accordance with the principles of objectivity, transparency, and accountability. However, several challenges were identified, including limited public understanding of the TKA mechanism, technical issues in the online system, limited school capacity, and psychological pressure experienced by participants. Furthermore, the implementation of this policy generated various impacts on schools, teachers, students, and parents. Positive impacts were reflected in increased objectivity and transparency in the selection process, while negative impacts were associated with unequal access and differences in students’ academic preparedness. Based on these findings, it can be concluded that the implementation of the TKA policy in the SPMB at SMA Negeri 3 Tungkal Jaya has been procedurally effective but not yet fully optimal in substantive terms. Therefore, improvements are needed in the areas of policy dissemination, technical readiness, and equitable access to education in order to enhance the quality of policy implementation in the future.
Policy implementation; Academic Competency Test (TKA); New Student Admission System (SPMB); education.
Analysis of Actor Strategies and Conflicts in the Implementation of Machine Learning in Accounting Management and Organizational Growth
This study analyzes actor strategies and conflicts in the implementation of machine learning (ML) within accounting management and organizational growth. The research is grounded in a qualitative exploratory–descriptive approach involving expert interviews and systematic literature review. A total of 12 experts from accounting, artificial intelligence, and organizational management fields were selected using purposive sampling. The MACTOR (Matrix of Alliances and Conflicts: Tactics, Objectives, Recommendations) methodology was applied to identify actor relationships, strategic objectives, influence structures, and convergence–divergence patterns among stakeholders. The findings reveal that ML adoption in accounting generates both strategic alignment and conflict among actors. Dominant actors, such as business executives and financial managers, play a key role in driving digital transformation, while accountants and auditors tend to resist due to concerns about job displacement and algorithm reliability. Technology developers and regulators act as linkage actors facilitating interaction among stakeholder groups. The analysis also shows strong convergence toward efficiency and automation objectives, while significant divergence occurs in relation to human role preservation and regulatory concerns. Overall, the study highlights that ML implementation in accounting is shaped by complex power dynamics and competing interests among organizational actors.
Machine Learning, Accounting Management, Actor Strategy, Conflict Analysis, MACTOR Methodology
An Exploratory Qualitative Study on University Educators’ Perceptions and Challenges in Implementing Intelligent English Learning Environments in Indonesian Universities
This study explores university English educators’ perceptions, challenges, and strategies in implementing Intelligent Learning Environments (ILEs) in Indonesian higher education institutions. A qualitative exploratory design was employed, involving semi-structured interviews with 10 English lecturers. The data were analyzed using reflexive thematic analysis. The findings reveal that ILEs significantly transform teaching practices by shifting educators’ roles from traditional knowledge providers to facilitators, mentors, and learning designers. These technologies enhance student engagement, motivation, and learning outcomes through adaptive, interactive, and personalized learning experiences. However, several challenges were identified, including limited technological infrastructure, insufficient training, digital inequality, and resistance to pedagogical change. The study also highlights key strategies for effective implementation, such as gradual integration of technology, continuous professional development, and institutional support. Overall, while Intelligent Learning Environments offer substantial benefits for English language teaching in Indonesian universities, their successful implementation depends on educators’ readiness and sustained organizational commitment to digital transformation in education.
Intelligent Learning Environments; English Language Teaching; Higher Education; Teacher Perceptions; Qualitative Study.
Enhancing Moral Reasoning and Ethical Decision-Making through Liberal Arts Learning in Higher Education
This study aimed to examine the effect of Grammar Consciousness-Raising Tasks (GCRTs) on the acquisition of English tenses at the higher education level compared to Traditional Grammar Instruction (TGI). A quasi-experimental design was employed involving two groups: an experimental group of 43 university students taught through GCRTs and a control group of 41 students instructed via traditional grammar teaching. The research instruments included a pretest and posttest, classroom observations, and a questionnaire. The data were analyzed using descriptive and inferential statistics with SPSS version 29. The findings revealed that both groups were initially homogeneous at the pretest stage. However, after the intervention, the experimental group significantly outperformed the control group in grammatical accuracy and explicit grammatical knowledge. Classroom observations indicated that GCRTs enhanced learners’ negotiated interaction, motivation, and learner autonomy. Furthermore, questionnaire results showed that most participants expressed highly positive attitudes toward the implementation of GCRTs in grammar learning. In conclusion, GCRTs proved to be more effective than TGI in improving English tense acquisition and in promoting both cognitive and affective aspects of language learning in higher education contexts.
Grammar Consciousness-Raising Tasks; English tense acquisition; grammar instruction; higher education; EFL learners
This study investigates the role of Liberal Arts learning in enhancing moral reasoning and ethical decision-making among university students. In response to increasing ethical challenges in higher education and society, this research explores how pedagogical practices grounded in liberal arts education contribute to students’ moral development. Using a qualitative descriptive approach, the study analyzes how critical thinking, ethical dilemma discussions, and problem-based learning foster moral sensitivity, moral judgment, and ethical action. The findings reveal that liberal arts education provides a structured environment that integrates knowledge, skills, and values, enabling students to develop reflective and responsible decision-making abilities. Furthermore, interactive and student-centered learning strategies such as case studies, collaborative discussions, and experiential learning significantly strengthen students’ capacity to evaluate moral issues critically. The study concludes that liberal arts learning is an effective pedagogical framework for cultivating ethical awareness and moral reasoning in higher education. These findings highlight the importance of embedding structured ethical learning into university curricula to prepare students as morally responsible and socially engaged citizens.
Liberal Arts Education; Moral Reasoning; Ethical Decision-Making; Higher Education; Critical Thinking
The Impact of Psychoeducational Group Facilitation on Treatment Planning Outcomes
This study examined the impact of psychoeducational group facilitation on treatment planning outcomes among adults participating in community-based mental health and counseling programs. Using a mixed-methods explanatory sequential design, quantitative and qualitative data were collected to evaluate changes in treatment goal formulation, intervention suitability, treatment plan relevance, and treatment adherence. Participants attended eight weeks of psychoeducational group sessions facilitated by trained professionals. Quantitative data were analyzed using descriptive statistics, paired-sample t-tests, and multiple regression analysis, while qualitative data were examined through thematic analysis. The findings revealed significant improvements across all treatment planning outcome indicators following participation in psychoeducational groups. Treatment goal formulation demonstrated the greatest improvement, followed by treatment plan relevance and intervention suitability. Regression analysis identified facilitator effectiveness and participant involvement as the strongest predictors of treatment planning outcomes. Qualitative findings further indicated that group cohesion, reflective learning, and collaborative discussions contributed to improved treatment planning decisions. The study concludes that psychoeducational group facilitation plays a significant role in enhancing treatment planning outcomes by strengthening participant engagement, promoting personalized goal setting, and supporting treatment adherence. These findings highlight the value of integrating psychoeducational group facilitation into person-centered treatment planning frameworks.
Psychoeducational Groups; Treatment Planning; Participant Engagement; Group Facilitation; Mental Health
Integration of Local Culture as an Effort to Prevent Religious-Based Social Conflicts in Indonesia
This study examines the role of local culture integration in reducing the potential for religious-based social conflict in Indonesia. Using a quantitative approach, data were collected through surveys involving 1,000 respondents from 34 provinces selected by multi-stage random sampling. The analysis was conducted using descriptive statistics, correlation analysis, multiple regression, and significance testing to examine the relationship between cultural integration variables and conflict potential. The findings indicate that local cultural integration has a significant but relatively limited effect in reducing religious-based social conflict, contributing 5.7% of the variance. Among the examined variables, tolerance strengthening, cultural accommodation, and spiritual strengthening show the strongest negative and significant relationships with conflict indicators such as intolerance, perceived threat, and support for violence. However, some cultural dimensions such as personal development and environmental harmony are not statistically significant predictors. These results suggest that while local culture plays an important role as a social stabilizer, broader structural factors also influence conflict dynamics in plural societies. The study concludes that strengthening cultural accommodation and tolerance-based values is essential in maintaining social harmony in Indonesia, but it must be supported by economic, political, and institutional factors to achieve more comprehensive conflict prevention.
local culture; religious conflict; cultural accommodation; tolerance; Indonesia
Teaching and Learning Through Active Learning in Online Higher Education: Strategies, Challenges, and Future Directions
This study aims to analyze the implementation of active learning in virtual higher education environments using Moodle and to examine lecturers’ perceptions of pedagogical strategies, teaching challenges, and its effectiveness in supporting the learning process. A non-experimental quantitative approach with a descriptive-exploratory design was employed, involving 32 lecturers from the Systems Engineering Department at the University of Córdoba. The research instrument consisted of a Likert-scale questionnaire covering four dimensions: frequency of use, perceived importance, perceived difficulty, and satisfaction level. The results show that lecturers hold positive perceptions of active learning, particularly in enhancing collaboration and communication. However, a gap exists between conceptual understanding and practical implementation, especially in the use of advanced interactive learning strategies. While satisfaction with communication tools is high, challenges remain in developing virtual learning communities and designing interactive learning activities. The study highlights the importance of continuous training and institutional support to enhance the effectiveness of active learning in virtual environments.
Active Learning; Virtual Learning Environment; Higher Education; Moodle; Pedagogical Strategies
Self-Identification and Racial Preference in Urban and Rural Primary School Children from South Sumatra, Indonesia
This study examines self-identification and racial preference among primary school children in urban and rural areas of South Sumatra, Indonesia. Using a qualitative case study approach, data were collected from 24 students through an adapted Doll Test to explore early perceptions of skin color, identity, and social evaluation. The findings reveal that most children tend to associate lighter skin tones with positive attributes such as beauty, goodness, and higher socio-economic status, while darker skin tones are more frequently linked to negative stereotypes. However, some participants demonstrated more inclusive and flexible perspectives, indicating variability in early racial attitudes. Interestingly, self-identification did not always align with preference, as many children still identified with darker-skinned dolls despite favoring lighter skin in other judgments. Limited exposure to diverse representations was also found to influence children’s perceptions. The study highlights the role of social environment, cultural narratives, and representation in shaping early identity formation and bias. It emphasizes the importance of inclusive education and diverse learning materials to foster tolerance and reduce racial stereotyping in early childhood development.
self-identification; racial preference; children; South Sumatra; Doll Test
Advancing Disability Inclusion and Mental Well-Being in Higher Education: Institutional Strategies and Public Policy Perspectives
This study investigates the relationship between institutional inclusion strategies, public policy implementation, and the mental well-being of university students with disabilities in higher education. Using a quantitative, descriptive-correlational design, data were collected from 350 students with disabilities enrolled in public and private universities. The instruments included a structured questionnaire measuring institutional inclusion strategies and psychological well-being based on Ryff’s model. Data were analyzed using descriptive statistics, Pearson correlation, and independent-samples t-tests. The results reveal a significant positive correlation between institutional inclusion strategies and mental well-being (r = 0.68, p < 0.001). Curricular adaptations and technological accessibility showed the strongest associations with psychological well-being. Students in private universities reported higher levels of inclusion and well-being compared to those in public institutions. Furthermore, students with psychosocial disabilities exhibited lower levels of mental well-being than other disability groups. The findings highlight the importance of effective institutional strategies and robust public policies in promoting inclusive higher education environments that support both academic participation and psychological well-being. The study contributes to understanding how inclusive practices influence student well-being and provides implications for policy development and institutional improvement.
Inclusive education; mental well-being; disability inclusion; higher education; public policy.
The Effectiveness of Cooperative Learning in Enhancing Physical Fitness Components in Physical Education Classes
This study aimed to examine the effectiveness of cooperative learning in enhancing students' physical fitness components in physical education classes. A quasi-experimental design employing a pretest-posttest control group approach was used. A total of 32 students participated in the study and were divided into an experimental group (n = 16), which received cooperative learning instruction, and a control group (n = 16), which received conventional instruction. The physical fitness components assessed included flexibility, agility, muscular strength, speed, and balance. Data were collected through physical fitness tests administered before and after the intervention. Descriptive statistics, paired-samples t-tests, and independent-samples t-tests were used to analyze the data with the assistance of SPSS software. The findings revealed that the experimental group showed significantly greater improvements in all measured physical fitness components compared to the control group (p < 0.05). Cooperative learning enhanced students’ active participation, peer interaction, learning motivation, and opportunities for meaningful practice. These results indicate that cooperative learning is an effective instructional strategy for improving students’ physical fitness in physical education settings. Therefore, physical education teachers are encouraged to incorporate cooperative learning strategies into their instructional practices to maximize students’ physical and social development.
Cooperative Learning; Physical Fitness; Physical Education; Physical Activity; Student Engagement.
Examining the Effects of Digital Transformation Adoption Determinants on Personnel Competencies in Indonesian Higher Education Institutions
Digital transformation has become a strategic necessity for higher education institutions seeking to enhance educational quality, operational efficiency, and institutional competitiveness. This study aims to examine the effects of digital transformation adoption determinants on personnel competencies in Indonesian higher education institutions. A mixed-methods approach with an explanatory sequential design was employed. Quantitative data were collected from 420 respondents representing public and private higher education institutions across Indonesia, while qualitative data were obtained through in-depth interviews with key stakeholders. Data were analyzed using Structural Equation Modeling (SEM) and thematic analysis. The findings reveal that organizational culture, organizational structure, and artificial intelligence (AI) adoption have positive and significant effects on digital transformation adoption. Furthermore, organizational culture, organizational structure, AI adoption, and digital transformation adoption positively influence personnel competencies. Digital transformation adoption was identified as the strongest predictor of personnel competency development and serves as a mediating variable between organizational factors and personnel competencies. Based on the empirical findings, this study proposes the Digital Transformation Adoption and Personnel Competency (DTAPC) Model, which provides a strategic framework for supporting workforce development and successful digital transformation initiatives in Indonesian higher education institutions. The study contributes to the growing literature on digital transformation by highlighting the importance of organizational and technological factors in enhancing human resource competencies in the higher education sector.
digital transformation, organizational culture; artificial intelligence; personnel competency; higher education.
Copyright (c) 2025 Beacon: International Journal of Education and Social Studies
Teachers’ Practices in Implementing the Merdeka Curriculum in English Classes at Junior High Schools in Bekasi City
This study aimed to explore teachers’ practices in implementing the Merdeka Curriculum in English classes at junior high schools in Bekasi City. A qualitative case study design was employed to gain an in-depth understanding of teachers’ experiences and instructional practices. The participants consisted of three English teachers from three junior high schools selected through purposive sampling based on their experience in implementing the Merdeka Curriculum. Data were collected through semi-structured interviews, classroom observations, and document analysis. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, which includes data condensation, data display, conclusion drawing, and verification. The findings revealed that teachers exercised considerable autonomy in designing instructional activities that accommodated students’ diverse needs and learning characteristics. Various student-centered teaching strategies, including Project-Based Learning, collaborative learning, and the Genre-Based Approach, were implemented to enhance student engagement and language learning outcomes. Technology integration was also utilized to support interactive learning experiences. In terms of assessment, teachers employed authentic assessment methods such as projects, presentations, portfolios, and peer assessment, reflecting the principles of the Merdeka Curriculum. However, several challenges remained, including limited time for developing differentiated instruction, diverse student abilities, and the need for continuous professional development. The study concludes that the implementation of the Merdeka Curriculum in English classrooms at junior high schools in Bekasi City has promoted more flexible, student-centered, and competency-based teaching practices while highlighting the importance of ongoing support for teachers.
Merdeka Curriculum, Teachers’ Practices, English Language Teaching, Junior High School, Differentiated Instruction
The Role of Paradoxical Leadership Behaviors in Promoting Sustainable Organizational Performance
This study aims to examine the role of paradoxical leadership behaviors in promoting sustainable organizational performance. Using a quantitative survey approach, data were collected from 351 respondents, including department heads and academic staff in higher education institutions. Paradoxical leadership behaviors were measured through five dimensions: treating subordinates uniformly while allowing individualization, combining self-centeredness with other-centeredness, maintaining decision control while allowing autonomy, enforcing work requirements while allowing flexibility, and maintaining both distance and closeness. Sustainable organizational performance was assessed through economic, social, and environmental dimensions. Data were analyzed using descriptive statistics and regression analysis. The findings revealed that all dimensions of paradoxical leadership behaviors have a positive and significant effect on sustainable organizational performance. Furthermore, paradoxical leadership behaviors emerged as a strong predictor, explaining 84.7% of the variance in sustainable organizational performance. These results indicate that leaders who effectively balance competing and contradictory demands are better positioned to enhance organizational sustainability by simultaneously improving economic, social, and environmental performance.
Paradoxical Leadership Behaviors; Sustainable Organizational Performance; Leadership Effectiveness; Organizational Sustainability; Higher Education Institutions.
Investigating Entrepreneurial Self-Efficacy as a Predictor of Improvisational Behavior in Private Higher Education Organizations
This study examines the influence of entrepreneurial self-efficacy on improvisational behavior in private higher education organizations. In an increasingly dynamic and competitive educational environment, leaders are required to adapt quickly and make effective decisions in response to uncertainty and rapid change. Entrepreneurial self-efficacy refers to an individual's belief in their ability to successfully perform entrepreneurial tasks, while improvisational behavior reflects the capacity to develop and implement spontaneous actions when facing unexpected situations. Using a quantitative survey approach, data were collected from leaders and administrators of private higher education institutions. Entrepreneurial self-efficacy was measured through five dimensions: entrepreneurial creativity, planning ability, resource organization, ambiguity management, and financial knowledge. Improvisational behavior was assessed through innovation, proactiveness, and risk-taking. The findings indicate that entrepreneurial self-efficacy has a positive and significant effect on improvisational behavior. All dimensions of entrepreneurial self-efficacy contribute to enhancing improvisational behavior, with ambiguity management and entrepreneurial creativity emerging as the strongest predictors. These results highlight the importance of entrepreneurial self-efficacy as a strategic leadership competency that promotes adaptability, innovation, and responsiveness in private higher education organizations.
Entrepreneurial Self-Efficacy; Improvisational Behavior; Private Higher Education Organizations; Entrepreneurial Leadership; Organizational Adaptability
Deep Learning-Based Framework for Developing Accurate Predictive Models in Learning Management Systems
The rapid adoption of Learning Management Systems (LMSs) in higher education has generated large volumes of educational data that can be utilized to improve teaching and learning processes. However, the increasing complexity of learner behavior and the diversity of educational interactions present significant challenges for accurately predicting student performance and learning outcomes. This study aims to develop a deep learning-based framework for constructing accurate predictive models within LMS environments. The proposed framework integrates learner interaction logs, assessment results, engagement metrics, and behavioral indicators to identify learning patterns and forecast academic performance. A literature-based approach was employed to examine recent developments in LMS analytics, adaptive learning, educational data mining, and deep learning applications in education. The findings indicate that deep learning techniques, particularly Deep Neural Networks (DNNs), outperform conventional machine learning approaches in handling high-dimensional educational datasets and predicting learner outcomes. Furthermore, the integration of predictive analytics, adaptive learning, recommender systems, and sentiment analysis can significantly enhance personalized learning experiences and support timely educational interventions. The proposed framework contributes to the development of intelligent LMS environments capable of improving learning effectiveness, student retention, and data-driven decision-making in higher education.
Deep Learning; Learning Management System; Predictive Analytics; Student Performance Prediction; Educational Data Mining
The Function of Schools in Promoting Psychological Resilience Among Secondary School Learners Amid Crisis Conditions
This study examines the function of schools in promoting psychological resilience among secondary school learners during crisis conditions. A mixed-methods design was employed, integrating quantitative data collected through standardized questionnaires and qualitative data obtained from semi-structured interviews. The findings indicate a significant negative correlation between psychological resilience and perceived stress, suggesting that students with higher resilience levels experience lower stress. Participation in school-based intervention programs was identified as a significant predictor of resilience. Qualitative results revealed that schools enhance resilience through three key mechanisms: developing coping skills and psychological knowledge, strengthening peer and school-based social support systems, and providing structured environments that foster emotional stability during crises. However, challenges such as limited resources, inconsistent student engagement, and implementation barriers were also identified. Overall, the study concludes that schools play a crucial role not only as educational institutions but also as protective environments that foster psychological resilience among adolescents during crisis situations.
Psychological resilience; School-based intervention; Secondary students; Crisis conditions; Mental health support
A Sociological Study of the Adaptation of Local Cultural Values in Community Organizational Activities in the Special Region of Yogyakarta
This study aims to analyze how local cultural values are adapted within community organizational activities in the Special Region of Yogyakarta. A qualitative research approach with a case study design was employed. Data were collected through semi-structured interviews, participant observation, and document analysis involving 15 informants, including community leaders, organizational members, and local residents. The findings reveal that cultural values such as gotong royong (mutual cooperation), respect for elders, and consensus-based decision-making remain the fundamental principles guiding community organizational activities. These values are not only preserved but also reinterpreted and adjusted in response to social change and modernization. Sociological factors such as social structure, leadership patterns, generational differences, as well as technological and governmental influences, play significant roles in shaping this cultural adaptation process. The study concludes that community organizations in Yogyakarta successfully maintain a balance between cultural preservation and modernization, resulting in sustained social cohesion and organizational effectiveness.
local culture; community organization; gotong royong; social adaptation; Yogyakarta
The Role of Local Wisdom in Addressing Urbanization Challenges: An Evaluation of Social Change toward Traditional Culture in Riau
Urbanization has become one of the primary drivers of social and cultural transformation in many regions, including Riau Province, Indonesia. Rapid urban development contributes positively to economic growth and modernization but also poses significant challenges to the preservation of traditional culture and local wisdom. This study aims to examine the role of local wisdom in addressing urbanization challenges and to evaluate the social changes affecting traditional culture in Riau. A qualitative research approach was employed using purposive sampling techniques. Data were collected through in-depth interviews, focus group discussions (FGDs), and participant observations involving traditional leaders, cultural practitioners, academics, and community members with extensive knowledge of local cultural dynamics. The findings reveal that urbanization has altered cultural spaces, social interaction patterns, and traditional practices within local communities. Nevertheless, local wisdom has demonstrated remarkable resilience through various adaptive strategies, including cultural festivals, revitalization of traditional practices, digital documentation of cultural heritage, and the integration of cultural values into urban development initiatives. Furthermore, local wisdom continues to play a significant role in maintaining social cohesion, strengthening cultural identity, and supporting sustainable development. The study concludes that urbanization does not necessarily result in the disappearance of traditional culture; instead, it can provide opportunities for the development of innovative and adaptive forms of cultural preservation that remain relevant in contemporary society.
Local Wisdom; Urbanization; Social Change; Traditional Culture; Riau
From AI Tools to Language Mastery: Investigating the Contribution of Generative AI to Undergraduate Foreign Language Learning Outcomes
The integration of Generative Artificial Intelligence (AI) has transformed foreign language learning by providing learners with personalized, interactive, and adaptive learning experiences. This study investigates the contribution of Generative AI to foreign language learning outcomes among undergraduate students. Employing a mixed-methods research design, the study involved 93 participants consisting of foreign language learners and instructors from various higher education institutions. Quantitative data were collected through an online questionnaire, while qualitative data were obtained through semi-structured interviews. The quantitative findings revealed that students generally held positive perceptions of Generative AI, particularly regarding its contribution to overall language proficiency (M = 4.15), language skill development (M = 4.06), learner motivation and engagement (M = 4.01), and the ability to overcome language learning challenges (M = 3.90). Qualitative findings further identified five major themes: enhancement of language skills, increased learner motivation and engagement, personalized and adaptive learning experiences, pedagogical implications, and challenges associated with AI integration. The study concludes that Generative AI has significant potential to facilitate language mastery and improve foreign language learning outcomes in higher education. However, its successful implementation requires a balanced approach that combines technological innovation with effective pedagogical practices and ethical considerations.
Generative Artificial Intelligence; Foreign Language Learning; Language Mastery; Learning Outcomes; Higher Education
Digital Innovation and Market Transformation for Sustainable Cultural Heritage Tourism Development
Cultural heritage tourism plays a strategic role in promoting economic growth while preserving the cultural and historical identity of communities. However, rapid technological advancement and changing tourist behavior require heritage destinations to adopt more innovative and sustainable approaches. This study aims to analyze the role of digital innovation and market transformation in supporting sustainable cultural heritage tourism development. A mixed-methods approach was employed, integrating quantitative and qualitative data collected through surveys, interviews, focus group discussions, and document analysis. The findings reveal that the implementation of digital technologies such as Virtual Reality (VR), Augmented Reality (AR), digital platforms, and technology-driven marketing strategies significantly enhances tourist satisfaction, visitor engagement, destination image, and awareness of cultural heritage preservation. Furthermore, market transformation through stakeholder collaboration, digital marketing, and community empowerment contributes positively to economic growth, community participation, and destination sustainability. The study concludes that the synergy between digital innovation and market transformation provides an effective pathway toward building competitive, inclusive, and sustainable cultural heritage tourism ecosystems.
Digital Innovation; Market Transformation; Cultural Heritage Tourism; Tourism Sustainability; Tourism Technology.
Mapping the Future of Teaching and Learning in a Post-Humanist Academic Landscape
This study explores the direction of teaching and learning in the posthuman era by examining key theoretical perspectives, namely post-anthropocentrism, new materialism, Actor–Network Theory (ANT), and post-phenomenology. The study is based on a literature review of relevant academic sources to understand how educational practices are reshaped by rapid technological development and the Fourth Industrial Revolution. The findings indicate that learning is no longer an exclusively human cognitive process, but rather an emergent outcome of interactions among humans, non-human actors, and material environments. Technologies, digital platforms, and material objects are found to actively participate in shaping knowledge construction and learning experiences. Furthermore, the role of teachers shifts from knowledge authorities to facilitators within dynamic learning networks. The study concludes that posthuman educational thought promotes a more distributed, adaptive, and interconnected model of learning that reflects contemporary socio-technical realities.
Posthumanism; Teaching and Learning; New Materialism; Actor–Network Theory; Post-Phenomenology.
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