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Digital Instructional Leadership for Strengthening Teacher Discipline and Improving Learning Quality: A Qualitative Study at SMA Negeri 5 Palu

Tekno - Pedagogi : Jurnal Teknologi Pendidikan · Vol. 16 No. 3 (2026) · hlm. 195–208

DOI
10.22437/teknopedagogi.v16i3
ISSN
2715-7415, 2088-205X
Terbit
2026-06-26
Penerbit
Program Magister Teknologi Pendidikan Universitas Jambi
Bahasa
en
Lisensi
creativecommons.org/licenses/by/4.0

Abstrak

Digital instructional leadership has become increasingly important in supporting evidence-based school management and improving instructional quality. This study aimed to explore how digital instructional leadership was implemented to strengthen teacher discipline and improve learning quality at SMA Negeri 5 Palu. A qualitative descriptive approach was employed involving the principal and teachers as research participants. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing. The findings reveal that digital instructional leadership was implemented through four interconnected practices: data-informed teacher monitoring, instructional supervision, continuous professional development, and adaptive leadership in addressing implementation challenges. Attendance records, teaching journals, classroom supervision, and instructional documentation functioned as evidence-based tools supporting leadership decisions, strengthening teacher accountability, and promoting continuous instructional improvement. In addition, In-House Training (IHT), mentoring, and professional feedback enhanced teachers' pedagogical competence and reinforced professional discipline. Despite challenges related to personal circumstances, contextual conditions, and varying levels of professional commitment, the principal successfully integrated monitoring, supervision, coaching, and professional learning into a coherent instructional improvement system. The study concludes that digital instructional leadership strengthens teacher professionalism and contributes to sustainable improvements in learning quality through evidence-informed instructional management.

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26 penulis · 66 tautan kepenulisan bersama · 35 lintas organisasi

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  • Politeknik Pertanian Negeri Payakumbuh
  • Universitas Islam Negeri Ar-Raniry
  • Universiti Sains Malaysia
  • IPB University
  • Dokuz Eylül University
  • Universitas Halu Oleo
  • Sunan Gunung Djati State Islamic University Bandung
  • Organisasi lain
  • Afiliasi tidak diketahui
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Rekan penulisOrganisasiArtikel bersama
M. Saleh M. SalehAfiliasi tidak diketahui1
La Ode SafuanUniversitas Halu Oleo1
Muhmmad ArfandiAfiliasi tidak diketahui1
Arroyyan RamlyAfiliasi tidak diketahui1
Atha Mahdi MuhammadAfiliasi tidak diketahui1
Annisa Nur SalamSunan Gunung Djati State Islamic University Bandung1
Lailatul MasrurahAfiliasi tidak diketahui1
Ali RidwanAfiliasi tidak diketahui1
Khaerul AnwarAfiliasi tidak diketahui1
Husni Abdul AzisAfiliasi tidak diketahui1
Asyifa Nadia JasmineUniversitas Gadjah Mada1
Jasafat JasafatUniversitas Islam Negeri Ar-Raniry1
Syamira BalqisUniversitas Islam Negeri Ar-Raniry1
Noor Shakirah Mat AkhirUniversiti Sains Malaysia1
Dyah Tjahyandari SuryaningtyasIPB University1
Budi MulyantoIPB University1
Rina AlfinaPoliteknik Pertanian Negeri Payakumbuh1
Candra NugrahaBakrie University1
Auzia AsmanPoliteknik Pertanian Negeri Payakumbuh1
NovfirmanPoliteknik Pertanian Negeri Payakumbuh1
Syaiful AnwarUniversiti Sains Malaysia1
Yuni Hartinah PulunganAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/pedagogi/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Digital Instructional Leadership for Strengthening Teacher Discipline and Improving Learning Quality: A Qualitative Study at SMA Negeri 5 Palu</dc:title>
	<dc:creator xml:lang="en">Yulisa, Yulisa</dc:creator>
	<dc:creator xml:lang="en">Iskandar, Iskandar</dc:creator>
	<dc:creator xml:lang="en">Nongtji, Minarni</dc:creator>
	<dc:creator xml:lang="en">Juraid, Juraid</dc:creator>
	<dc:subject xml:lang="en">Data-Informed Leadership</dc:subject>
	<dc:subject xml:lang="en">Digital Instructional Leadership</dc:subject>
	<dc:subject xml:lang="en">Instructional Supervision</dc:subject>
	<dc:subject xml:lang="en">Learning Quality</dc:subject>
	<dc:subject xml:lang="en">Teacher Discipline</dc:subject>
	<dc:description xml:lang="en">Digital instructional leadership has become increasingly important in supporting evidence-based school management and improving instructional quality. This study aimed to explore how digital instructional leadership was implemented to strengthen teacher discipline and improve learning quality at SMA Negeri 5 Palu. A qualitative descriptive approach was employed involving the principal and teachers as research participants. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing. The findings reveal that digital instructional leadership was implemented through four interconnected practices: data-informed teacher monitoring, instructional supervision, continuous professional development, and adaptive leadership in addressing implementation challenges. Attendance records, teaching journals, classroom supervision, and instructional documentation functioned as evidence-based tools supporting leadership decisions, strengthening teacher accountability, and promoting continuous instructional improvement. In addition, In-House Training (IHT), mentoring, and professional feedback enhanced teachers' pedagogical competence and reinforced professional discipline. Despite challenges related to personal circumstances, contextual conditions, and varying levels of professional commitment, the principal successfully integrated monitoring, supervision, coaching, and professional learning into a coherent instructional improvement system. The study concludes that digital instructional leadership strengthens teacher professionalism and contributes to sustainable improvements in learning quality through evidence-informed instructional management.</dc:description>
	<dc:publisher xml:lang="en">Program Magister Teknologi Pendidikan Universitas Jambi</dc:publisher>
	<dc:date>2026-06-26</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/pedagogi/article/view/57625</dc:identifier>
	<dc:identifier>10.22437/teknopedagogi.v16i3</dc:identifier>
	<dc:source xml:lang="en">Tekno - Pedagogi : Jurnal Teknologi Pendidikan; Vol. 16 No. 3 (2026): Tekno-Pedagogi; 195-208</dc:source>
	<dc:source>2715-7415</dc:source>
	<dc:source>2088-205X</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/pedagogi/article/view/57625/24830</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Yulisa Yulisa, Iskandar Iskandar, Minarni Nongtji, Juraid Juraid</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
</oai_dc:dc>