Rasdiana Rasdiana
@pddikti.kemdikbud.go.id
Educational Administration/Faculty of Education
State University of Malang
Rasdiana is a postgraduate student in Educational Management, Department of Educational Administration, Faculty of Education, in State University of Malang. She is one of Lembaga Pengelola Pendidikan (LPDP) awardee Scholarship. Her research interest is related to educational leadership, educational supervision, and educational administration topics in general.
EDUCATION
Master of Educational Management
RESEARCH, TEACHING, or OTHER INTERESTS
Education
Scopus Publications
Scholar Citations
Scholar h-index
Scholar i10-index
Scopus Publications
Rasdiana, Bambang Budi Wiyono, Ali Imron, Lailatul Rahma, Nur Arifah, Reza Azhari, Elfira, Irvine Sibula, and Muh. Asrandy Maharmawan
MDPI AG
The educational landscape has been significantly influenced by the rapid development of technology, especially in the instructional process. Examining teachers’ professional digital competence (TPDC) in Indonesia, a developing country, is of utmost importance. It is vital to comprehend the extent of professional digital competence among teachers to identify potential gaps and areas for improvement through training programs. This investigation aims to shed light on disparities and formulate strategies to bridge the digital divide. In this context, the principal’s instructional e-supervision (PIS) and technology leadership (PTL) play a pivotal role in nurturing a school’s digital culture (SDC). This culture is crucial for ensuring the effectiveness of the collaborative learning process that meets the needs of students in this digital-savvy era. Therefore, this study delves into the structural impact of PIS and PTL on TPDC mediated by SDC. Quantitative methods were employed to address research hypotheses through structural equation modeling (SEM) analysis with AMOS, utilizing inner and outer model techniques. Carried out in seven senior high schools in Indonesia, the research involved 257 productive teachers randomly selected from a population of 450. The findings revealed that PIS directly influences TPDC, albeit with the most negligible coefficient (0.192). Simultaneously, PTL directly impacts SDC (0.663) and TPDC (0.229). Moreover, SDC significantly influences TPDC (0.816). However, the direct coefficient of PTL has a more substantial impact on SDC than on TPDC. Consequently, the structural model suggests that PTL will profoundly influence TPDC when mediated by SDC (0.541). In light of these results, this study recommends the application of principal technology leadership-based humbleness for future research.
Kamilatun Nisa, Ali Imron, Rasdiana Rasdiana, A. Yusuf Sobri, Rofik Hariyadi, Rayhan Adi Anggara, Rudyman Rudyman, Dedi Risaldi, Fithrotul Azizah, M. Rafi Attamimi,et al.
EnPress Publisher
This research investigates the impact of digital academic supervision (DAS) on teacher professionalism (TP), with a focus on the mediating role of personal learning networks (PLNs) and their implication for educational policy. Using Partial Least Squares Structural Equation Modeling (PLS-SEM), data were collected from 276 teachers in prestigious secondary schools in East Java, Indonesia. The study uses a regression model design to explore direct and mediated effects between DAS, PLNs, and TP. Findings demonstrate that DAS directly impacts both PLNs (0.638) and TP (0.550), while PLNs also directly influence TP (0.293). Mediated analysis indicates that DAS enhances TP through PLNs (0.187). These results underscore the importance of digital tools in academic supervision, fostering collaboration, and promoting teacher professional development. The empirical evidence supports the effectiveness of DAS in enhancing teacher professionalism, suggesting significant implications for educational policy and practice in Indonesia in terms of regulatory framework, such as data privacy and security, standardization, training programs, and certification and accreditation.