Proceedings of International Conference on Science, Education, and Technology

Empowering Inclusive and Sustainable Educational Transformation Through Learning Communities and School Supervision

Suyanto Suyanto, Fakhruddin Fakhruddin, Muhammad Khafid — Tue, 22 Jul 2025 00:00:00 +0700

This paper explores how integrated roles of school supervision, educational facilitation, and learning community evaluation can significantly contribute to realizing inclusive and equitable quality education for all. Grounded in the Indonesian context of the Driving Schools Program and the emergence of grassroots learning communities. The study aims to analyze the impacts of systemic support provided by school supervisors and facilitators in transforming school culture and pedagogy. Using a qualitative descriptive approach, data were collected through observation, interviews, and documentation from several public and private junior secondary schools. The findings highlight the importance of collaborative supervision, reflective learning cycles, and evidence-based mentoring in enhancing teacher professionalism and student-centered practices. The study underscores the pivotal role of learning communities as dynamic ecosystems to sustain educational change and promote equity. This paper contributes to the discourse on education for all by offering practical insights on how leadership moderation, contextualized facilitation, and community-based monitoring can advance inclusive education systems.

Inclusive Leadership in Enhancing Teacher Performance in Digital Transformation Era

Retno Kusumo Dewi, Suwito Eko Pramono, Agus Wahyudin — Tue, 22 Jul 2025 00:00:00 +0700

The era of digital transformation has brought major changes to the world of education, including in the learning system, teaching process, and the use of digital technology in schools. Although it is expected that there will be an increase in teacher performance, various challenges are still faced, such as limited digital competence, gaps in access to technology, and low student achievement in international assessments. This study aims to examine the role of inclusive leadership in improving teacher performance in responding to the challenges of the Digital Transformation Era. Using a qualitative descriptive approach with a literature study method, this study analyzes various scientific publications that focus on inclusive leadership, teacher performance, and digital transformation in education. The results of the study show that inclusive leadership, which is characterized by openness, empathy, and collaboration, is able to create a supportive and adaptive work environment, empower teachers, strengthen digital literacy, and encourage learning innovation. Inclusive leaders are able to understand the diversity of teacher readiness, provide space for professional development, and create a sense of psychological safety. In conclusion, inclusive leadership is an effective strategy in improving teacher performance in the era of digital transformation, which has an impact on the quality of teaching and student learning outcomes.

Analysis of the Validity of Psycho-pedagogical Variable Constructs in Improving the Performance of Inclusive School Teachers in Indonesia

Vanda Estetika Siswandari, Erni Suharini, Sungkowo Edy Mulyono, Titi Prihatin — Wed, 23 Jul 2025 00:00:00 +0700

This study aims to analyze the construct validity of psycho-pedagogical variables consisting of pedagogical competence, organizational culture, self-efficacy, and spiritual intelligence in an effort to improve teacher performance in inclusive schools. The study was conducted with a quantitative approach using the SEM-PLS analysis technique. Data were obtained from 250 teachers who teach in inclusive schools in Semarang City. The results showed that all indicators in each construct had a loading factor value of > 0.7, Average Variance Extracted (AVE) > 0.5, and Composite Reliability (CR) > 0.7, indicating that all variables had good construct validity. These findings contribute to the development of measuring instruments in the context of inclusive education and provide an empirical basis for policy making to improve teacher quality.

Development of Problem-Based Learning Teaching Materials on Heat and Temperature to Improve High School Students' Critical and Creative Thinking Skills

Sukandar Sukandar, Ani Rusilowati, Agus Wahyudin — Wed, 23 Jul 2025 00:00:00 +0700

Critical and creative thinking skills are part of the High-Order Thinking Skills required by the Independent Curriculum and 21st century education. It is hoped that students will be able to analyze, evaluate, and create creative solutions in learning, especially in science subjects at the high school level. The purpose of this study is to produce problem-based learning tools on temperature and heat materials to improve the critical and creative thinking skills of valid high school students, to find out the practicality and effectiveness of problem-based learning tools on temperature and heat materials to improve the critical thinking and creative thinking skills of high school students. This research is a development research. Data collection through tests, observations, questionnaires and documentation. The development model used is 3-D (Define, Design, Develop) which includes the stages of definition, design, and development. The tools developed consist of syllabus, lesson plans, worksheets, student teaching materials, and learning outcome tests. The trial was carried out at SMA Negeri 1 Kudus in the experimental class and the control class. Validation by three validators showed an average score: 3.51 syllabus; Learning Implementation Plan 3.73; student worksheet 3.73; Student Achievement 3.54; Critical Thinking Observation Sheet 3.71; and creativity 3.67 out of a maximum score of 4. The learning outcome test is declared valid, balanced in difficulty, well distinguished, and reliable. Practicality is shown from the teacher's response (average 4.60) and the teacher's ability to manage learning (average 4.59). Effectiveness was shown by an increase in the learning outcomes of experimental students, critical thinking skills by 79%, and creativity by 54%. These devices are proven to be valid, practical, and effective.