Publication Search

This study aims to: (1) determine the effect of academic supervision on teachers’ ability to design IPAS learning at elementary schools in Mandalle District; (2) examine the effect of TPACK competence on teachers’ ability to design IPAS learning; and (3) analyze the simultaneous influence of academic supervision and TPACK competence on teachers’ ability to design IPAS learning. The research was conducted in elementary schools across Mandalle District from September to October 2025 using a quantitative approach and a causal-comparative (ex post facto) design. A total of 51 teachers were selected through purposive sampling. Data were collected using a Likert-scale questionnaire and analyzed using PLS-SEM with the SmartPLS application.  The results indicate that: (1) academic supervision has a positive and significant effect on teachers’ ability to design IPAS learning (β = 0.168; T = 2.623; p = 0.009), although the effect size is categorized as small (f² = 0.071); (2) TPACK competence has a very strong and significant effect on teachers’ ability to design IPAS learning (β = 0.827; T = 14.299; p = 0.000) with a very large effect size (f² = 3.351), making it the dominant factor influencing lesson design quality; and (3) jointly, academic supervision and TPACK competence explain 85.5% of the variance in teachers’ ability to design IPAS learning, highlighting the importance of synergy between external guidance through supervision and internal teacher competence in mastering TPACK..

This study aims to evaluate the effectiveness of the Artificial Intelligence-Based Learning Media Development Program (P3MP-AI) in enhancing teachers’ technological and pedagogical competencies at SMK Muhammadiyah 2 Malang. The program employed a descriptive approach using both quantitative and qualitative methods, including pre-test and post-test assessments, as well as direct observation of the training process. A total of 30 teachers from various disciplines actively participated in the program conducted on August 12, 2025. The evaluation results revealed an increase in the participants’ average scores from 100 to 130 out of a maximum of 150, indicating a significant improvement in their understanding of AI concepts and applications in education. Beyond competency enhancement, the training also fostered teachers’ confidence, creativity, and ability to integrate AI-based tools into interactive learning media. However, several challenges were identified, such as limited technological resources and time constraints in classroom implementation. Overall, this program has made a tangible contribution to strengthening teachers’ digital literacy and can serve as a replicable professional development model for other vocational schools seeking to advance AI-based educational transformation.