International Journal Of Humanities Education And Social Sciences (IJHESS) E-ISSN: 2808-1765

Volume 3, Number 4, February 2024, Page. 2159 – 2168

Email : [email protected]

Digital Leadership In Improving Teacher Performance During The Covid-19 Pandemic

Luthfi Audia Pribadi1*), Diding Nurdin2), Sarwo Edy3)
1,2)
Universitas Pendidikan Indonesia, Indonesia

*Corresponding Author
Email: [email protected] , [email protected] , [email protected]

Abstract
Education involving digital technology is the latest transformation in the education system, especially during the
COVID-19 pandemic. During the current Covid-19 Pandemic, education must be carried out using online
digitalization between Educators and Students as well as Education Personnel and school committees. The study
aims to overcome the Leadership Model which is influenced by rapid technological developments by changing
the model. This research is a qualitative research using literature study method. Research on literature studies
on learning media for distance learning (online) in early childhood is important to do. The research results show
Traditional Leadership towards Digital Leadership. A leader, especially a stakeholder in the education sector,
needs to know the advantages and disadvantages of the digital world itself and be able to inspire his subordinates
to innovate and defend ideas. Deep acumen applying digital leadership benchmarks demonstrates a fast-paced,
cross-hierarchical, cooperative, and often team-oriented approach to integrating innovation. The novelty of this
research is that it shows that the ability to plan and organize digital leadership programs is important and can
help improve students’ academic performance, despite the COVID-19 pandemic crisis.

Keywords : Digital Leadership, Educator Performance, Covid 19

INTRODUCTION

The world of education is increasingly challenging, especially in the digital era, which
requires school leaders to cultivate the use of digital technology in school administration and
management. Ministry of Education and Culture of the Republic of Indonesia has produced the
ICT Transformation Plan 2019-2023, which was launched to support digital education agenda in
Indonesia (Łobaziewicz, 2017). The Influence of Digital Models on the Performance of
Educators and Staff Education in Pasaman Regency”. Current Covid-19 pandemic, education
must be done by digitizing online between educators and students and Education Personnel with
school committees (Kadiyono et al., 2020). Leadership ModelS Towards Digital Leadership A
leader especially stakeholders interests in the field of education need to know the strengths and
lack of the digital realm itself and being able to have the ability to inspire his subordinates to
develop and defend ideas. Sharpness in implementing digital leadership benchmarks demonstrate
a fast, cross-hierarchical, cooperative, and approach a core team that often integrates innovations
(Mahaputra et al., 2021). This research aims to see the role of Digital Leadership in Formal
Education, especially in public schools (Ridwan, 2021). Digital leadership is a provision for
leaders and prospective leaders to be able to direct the organization which he led to transform
towards digital (Normianti et al., 2019). Goethals explained that digital leadership means
leadership in core sectors of society information such as communications, the press or some
media (Hartiwi et al., 2020). This definition means that digital leadership is leadership in the
information sector like communication, practice, and various media (Robinson et al., 2019). In
this case, digital leadership train leadership in the context of different technological levels
(Naidoo, 2019). Principals are required to train themselves to master digital technology skills,
including the possession of digital technology-focused leadership characteristics (Wu et al.,
2020). Teachers are also encouraged to master ICT and digital technology competencies so as
not to experience difficulties in implementing these changes. Thus, to achieve transformation in

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Volume 3, Number 4, February 2024, Page. 2159 – 2168
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education school principals and teachers are required to use these skills to improve students’
academic performance, using the methods of digital technology (Lubis et al., 2021).
Principals wanting to implement digital leadership need to wisely use their space and
opportunities to bring great changes to the school culture and thus have a positive impact on the
education system in Malaysia, which aims to use the elements of technology and digital mastery
to enhance student marketability in the 4.0 era of education (Hashim, 2018). Principals need to
identify the best approach to ensure the effective involvement of both teachers and students
(Spiteri et al., 2020). According to Nasreen & Afzal, (2020), the responsibilities of teachers have
become more complex, as they need to be committed to discovering various alternatives to
support the integration of digital technology in teaching and learning. Students are enthusiastic
about digital learning and the use of digital devices such as mobile phones, tablets and so on
because they want to get internet access. According to Wu et al., (2020), there are still school
leaders who are reluctant and misunderstand the use of digital technologies, such as the role of
social media and the advantages of using digital devices. Some principals do not master ICT and
digital technology competencies. According to Laurillard et al., (2018) there is a correlation
between the knowledge of technology integration and principals’ ability to motivate themselves
to implement whole school changes. Aslam et al., (2020) also argue that the principal is the
leader who must initiate and sustain the integrated use of technology in education by modeling
and incorporating technology into their daily management and administrative practices.
Khusniyah, (2021) discovered that the need for school administrators to adapt to technological
developments is crucial, as technological developments will continue to occur. Several studies
mention barriers to the integration of digital technology in learning, such as the fact that teachers
are unable to use digital technology in the classroom due to lack of knowledge, skills, training,
and self-confidence as well as limited facilities. According to Coman et al., (2020), because
teachers do not explore course materials well and do not want to use that time to do coursework
or exercises, digital teaching will depend on the teacher’s computer literacy level and burdens
the teacher with the task of determining learning effectiveness through student assessment. The
report by the Organization for Economic Cooperation and Development (OECD) also outlines
issues preventing the implementation of teaching and learning in digital environments, such as
limited access to and usage of computers. Students are using mobile devices for purposes that
are not educational and the level of student inclination for the use of digital devices leads to
different performance effects. Digital leadership is the leadership to bring about change using
digital devices in the field of educational management. This transformation process requires
leaders to intensify their efforts to mobilize, implement and absorb the use of digital devices as
a medium of teaching and learning through strategic planning aligned with the vision of the
school. Digital leadership is characterized by transformational leadership styles and the use of
digital technology. In this theory, leaders model behavior, and employees will be inspired to
follow suit (Bass, 1989). This style of transformational leadership never changes, it only adapts
to the context. It can be used in all fields but is particularly important in fields that are adapting
to quickly changing technology, where innovation and agility are required. Digital teaching is
teaching that integrates digital technology in student learning. It can take place in all areas of the
curriculum
This leadership directs, facilitates, and coordinates work digital and knowledge processes
in organizations (Tanjung et al., 2021). Digital leadership is not only requires an appreciation of
the potential of information technology and communication to help business leadership, but also
recognition of the limitations of these technologies and how they can be used. Used to project
leadership throughout the organization (Baptiste, 2019).

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RESEARCH METHODS

This research is a qualitative research using literature study method. Research on

literature studies on learning media for distance learning (online) in early childhood is important
to do. To provide an overview to future readers or researchers about learning media that can be
applied to early childhood during distance learning, especially online. The source of this research
data is secondary data in the form of literature that discusses learning media that utilize
technology. Researchers collected various literature discussing digital leadership that can
improve teacher performance to support the online distance learning process (Van Jaarsveld et
al., 2019). The research instrument was the researcher himself by analyzing the literature
according to the research topic. The form of data analysis carried out in a literature study is to
analyze articles or literature related to the topics discussed so as to produce findings in
accordance with the research questions. The flow of this research follows the design of Efron
and Ravid as below (Hou et al., 2019).

Figure 1. Stages Of Literature Study Research

Research is conducted to answer problems, so the first step in conducting research is to have
research questions (Sebastian et al., 2019). The next step taken to answer the research question
is to choose keywords that are appropriate to the research topic. The keywords in this research
are media or technology-based applications in early childhood learning during the Covid-19
pandemic. Furthermore, the literature found will be identified and classified according to
research needs (Monika Semwal et al., 2019). The fourth stage is finding the topic studied in a
literature. Then the topics found from sharing literature are reduced by sub-discussions according
to the keywords in the research. All literature used in the research is cited and included in the
biography (Leithwood, Sun, et al., 2020)

RESULT AND DISCUSSION

Distance Learning
Distance learning is an ability that is enhanced by certain knowledge or behavior as a result
of experiences that are limited by time and place. In Indonesia the distance learning policy for
the PAUD level is directed in the form of e-learning or online (in the network), and is also known
as Learning From Home (BDR). This policy states that: 1) Learning from home through
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Volume 3, Number 4, February 2024, Page. 2159 – 2168
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online/distance learning is carried out to provide a meaningful learning experience for students,
without being burdened with the demands of completing all curriculum achievements for grade
promotion and graduation; 2) Learning from Home can be focused on life skills education,
including regarding the Covid-19 pandemic; 3) Activities and learning tasks for learning from
home can vary between students, according to their respective interests and conditions, including
considering the gap in access/study facilities at home; 4) Evidence or products of learning
activities from home are given qualitative and useful feedback from the teacher, without being
required to give a quantitative value (Astuti et al., 2020).
Based on the above studies, distance learning in early childhood in Indonesia must still pay
attention to the principle of learning for children, namely learning while playing. This means that
the learning activities carried out must be with playing activities. Learning must also be adapted
to pandemic conditions, so that children understand and can adapt to pandemic conditions that
require everyone to care about health protocols. Washing hands, wearing masks, maintaining
distance and avoiding crowds and bringing personal equipment when in public places such as
eating utensils, equipment for worship and so on. Learning activities can be adapted to the
interests and talents of the child so that the child can do it happily without any demands that
stress the child and can cause the immune system to decrease. Online learning facilities must
also be considered in implementing PJJ in early childhood, so that children's learning rights are
fulfilled.
Researchers understand that the term BDR or Learning from Home used by the
Government implies flexibility. Schools that can implement digitally, can take the e-learning
method. However, for schools that cannot afford it due to various conditions, they can make
adjustments, including carrying out home visits alternately within a period of once a week
distributing worksheets or other media. In this study, researchers focused on online learning,
namely e-learning..
Current conditions require learning to be done online or in online terms, including for early
childhood. Researchers believe that online distance learning can be done for early childhood.
Utilizing the internet network online, by using audio-visual and direct communication, both
through synchorous and asynchorous. Shepherd Chimururi made observations of two children,
and the results were obtained that one child who was given an audio visual stimulus, remembered
it longer and more clearly than a child who was only given a picture of an elephant. He further
said that e-learning has a positive impact because it develops better hand-eye coordination and
motor skills, and this can help children develop problem-solving skills (Leithwood, Harris, et al.,
2020).
The important thing to note is the suitability of the child's experience with technology. The
results of this study indicate that audio-visual media will make it easier for children to understand
learning. In accordance with the stages of cognitive development of children who are in the
preoperational stage. As much as possible the teacher must be creative in holding learning media
so that it is attractive to early childhood.
Parents and teachers still have to consider the stages of child development. The success of
online learning in early childhood is determined by cooperation between teachers and parents in
supporting distance learning activities that are carried out online. Mother's involvement in the
online learning process for children will have a positive impact on children's pre-academic
development (Lam et al., 2022). Parents must be able to manage time, energy and thoughts to
work and accompany children to carry out online learning activities (Ekyana et al., 2021). The
results of the study (Safrizal et al., 2021) revealed that 40% said their parents were busy working,
32% online learning facilities were not supportive and 12% said their learning objectives were
not achieved. The same thing was also found from the results of research (Spadafora et al., 2022)
that the biggest difficulty in implementing online learning at the kindergarten level in Ontario

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Canada is the difficulty for teachers and parents to balance work, taking care of the house and
accompanying children learning online. Not having teaching experience and knowledge causes
difficulties for parents in accompanying their children to learn online (Pranitasari, 2020). This is
consistent with research by Muhdi et al (Muhdi et al., 2020) which states that one of the obstacles
to successful online distance learning in early childhood is pedagogical obstacles. So teachers
need to educate parents in accompanying children to learn. Online learning must be made as
interesting as possible so that children are always enthusiastic and motivated (Charles et al.,
2020). Regarding applications that can be used in digital learning for early childhood, Jennifer
and friends (Zosh et al., 2016) explained in their research that applications to be used for early
childhood must use the science of learning about how children actually learn, and the media used
must be active for children, and not passive. This means that the learning media used must
contain learning content according to the principles of learning in children and are active to bring
up scientific learning for early childhood. Learning is encouraged by a constructivist approach,
children can find knowledge for themselves by experiencing it directly, and learning is well
planned as is face-to-face learning in class. One of the characteristics of e-learning is that
teaching materials are independent and can be used accessed at any time, both by students and
by teachers. Apart from that it involves authentic experience, based on investigation and there
must be involvement of students' parents or assistants in the learning process. As stated by the
Science of Learning for choosing useful applications for Education parents or stakeholders such
as teachers need to pay attention to: the meaningfulness of using the application, the content in
the application must be interactive and interesting and provide an exploratory experience that
can achieve learning objectives (Zosh et al., 2016).
The teacher's skills in using technology also affect the success of the distance learning
process carried out online in early childhood. Especially in children's physical and motor
development activities. Research (Yudanto et al., 2022) found that 95.5% of kindergarten
teachers used social media WhatsApp, 10.6% used zoom meetings, 6.1% used Google meet and
66.7% made visits to students' homes. Strengthening the research results of Yudanto et al
(Suhendro, 2020) (Fadhilah et al., 2021) also stated that online distance learning is carried out
by teachers using WhatsApp, text messages and via telephone and utilizing TV media through
TVRI broadcasts showing learning material for all levels of education including for early
childhood (Owan et al., 2019). This means that the distance learning process in early childhood
requires teachers to be able to operate various online applications that support the learning
process, especially for motor-physical development activities and other practical activities.
Several previous studies have examined the use of technology in the early childhood learning
process which can be used as a reference in the online distance learning process. The first
research conducted was conducted by Daviq Chairilsyah (Chairilsyah, 2019), namely regarding
the application of "web-based measurement" to identify the level of gross motor development of
early childhood. Making it easier for parents during a pandemic to measure children's motor
development. Development of interactive multimedia learning to recognize numbers and
Lovandri Dwanda Putra, and Ishartiwi (Putra & Ishartiwi, 2015). This research talks about how
to produce interactive learning multimedia with material on recognizing numbers (1-10) and
letters (A-Z) that are appropriate for use in the early childhood learning process. In terms of
material aspects, learning aspects, display aspects and programming aspects. The purpose of this
research is to produce interactive learning multimedia products to recognize numbers and letters
that are appropriate for early childhood. Multimedia-based early childhood educational games at
the Harapan Bunda Sejati PAUD Foundation by Rahman Rosyadi and Giat Karyono (STMIK
AMIKOM Purwokerto lecturer), the educational games developed are games containing
numbers, letters, calculations or geometric shapes or other things that are difficult for the teacher
to explain , but the content of the material is loosely based, not a structured curriculum published

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by the ministry (Lipska-Ziętkiewicz, 2021). The results of development like this really help
teachers and parents present meaningful learning for children during the learning process from
home, especially online (Mwesiga et al., 2018).
Development of traditional Sasak tribe video game media for preservation culture and local
content learning resources by Hastuti Diah Ikawati, Zul Anwar and Zulfakar, in This
development research was carried out with the aim of facilitating and facilitating students
learning traditional games, it is necessary to develop types of video-based learning resources
(Ikawati et al., 2018). Derek, Eileen, et al also said that the availability of online digital learning
resources that can be freely accessed has an impact on learning models that provide opportunities
for students to learn for life. Furthermore, research on the development of short films to develop
character in early childhood (Kristanto, 2018). Short films can be used as an alternative learning
media for early childhood during distance learning. Of course this development can be carried
out on other aspects of development so as to stimulate all aspects of development in early
childhood (Nurbaeti, 2022).
In short, solving this problem requires leadership digital. Digital leadership is a disposition
for leaders and aspiring leaders to be able to direct the organization they lead towards digital
transformation. Goethals explains that digital leadership matters leadership in key information
society areas such as media, journalism, or certain media (Chandolia et al., 2020). This definition
means that digital leadership is leadership in information areas such as communication, practice,
and various media. In this case, digital leadership train leadership in the context of different
technological levels (Gordon, 2019). This leadership directs, facilitates, and coordinates work
digital and knowledge processes in organizations. Digital leadership is not only requires an
appreciation of the potential of information technology and communication to help business
leadership, but also recognition of the limitations of these technologies and how they can be used
for project leadership in the organization (Hesbol, 2019).
Digital leadership
Digital leadership as described by Tanniru is important process for developing and
sustaining a culture of innovation by bringing ideas to life quickly using IT and business
architectures agile (DeMatthews et al., 2021). Furthermore, digital transformation requires
change top-down organizations, need leaders who are willing and able leveraging digital to
innovate, fail quickly, and create value. The digital era is the term used to refer to the emergence
of the internet digital, especially computer information technology. New media in the digital age
often used to describe digital technology. Leadership (Ford et al., 2020). Digital Leadership a
leader must be extra careful about the new limitations and opportunities that arise as a result of
the development of ICT and must be able to use ICT effectively. For this reason, the leadership
characteristics that will be sought at this time are a leader who has innovation capabilities, digital
skills, strong networks, collaboration, participatory engagement, and vision. In response to this,
in short, there is a need for a digital leadership. Digital leadership is a provision for leaders and
otential leaders to be able to direct the organizations they lead to transform towards digital.
Goethals explain that digital leadership means leadership in the core sectors of the information
society such as communication, press or multiple media
Digital A leader must pay attention to limitations and opportunities emerging from the
development of ICT and must be able to use ICT effectively. For this reason, the leadership
characteristics that will be sought at this time are: leaders with innovation, digital skills, strong
networks, collaboration, participatory engagement, and vision (Meyer et al., 2022). This
definition means that digital leadership is leadership in the information sector such as
communication, practice and multiple media. In this regard, digital leadership trains leadership
in the context of various levels of technology. This leadership directs, facilitates and coordinates
digital work and knowledge processes in organizations.

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This media is characterized by being able to be manipulated, networked or characterized

the internet, except the internet such as print media, television, magazines, newspapers and others
are not included in the list of new media media. and in general teachers, principals and even
school boards really understand what's going on called digital leadership, so what is done in the
future the Covid-19 pandemic has a positive and positive impact (Shin et al., 2020). Para E-
Leader Challenge digital leaders need to communicate effectively with the public via electronic
means. Even if you don't communicate face to face, it's very difficult to trust someone. So, build
trust with followers in virtual communication is a big challenge for followers leaders because
face-to-face communication does not occur between them (Bellibaş et al., 2022). Also it is very
difficult for a leader to inspire people, motivate them and inspire them to do well in the situation
virtual as he was unable to see their directive reactions and expressions and the instructions
(Osman, 2020). Principals who establish professional improvement practices among teachers can
increase teachers’ confidence to integrate digital teaching and learning. However, Utama,
(2020)found that the functions of the digital learning space have not yet reached the minimum
requirements – which shows that, in Malaysia, principals have not yet been able to fully
implement the constructs of digital leadership. This indicates that the principal needs to fill the
gaps that still exist in his management and administration. The findings of the study also indicate
that digital learning opportunities and digital learning communities are two indicators of
excellence in the professional practice of teachers. Principals need to provide professional
development opportunities to ensure that teachers can acquire the practical skills to develop their
professional practice. Teachers agree that principals encourage the use of ICT and digital
technology across the curriculum. A study by Łobaziewicz, (2017) also pointed out that the
management of school organization by using ICT in teacher supervision can help to overcome
traditional administrative weaknesses and time constraints, and encourage learning outside the
classroom and keeping pace with the developments in ICT and digital technology that continue
to dominate the world of education. Digital leadership is seen as an expression of management
and administration that can support the latest requirements for digital transformation by ensuring
total quality management including motivating, coordinating and evaluating the efforts of all
stakeholders in improving teaching and learning, especially during the COVID-19 pandemic
Even though virtual communication can be done effectively, virtual leaders must still strive
to lead and guide people from afar. This creates a major challenge for a leader in creating a
collaborative virtual culture. It is a culture that helps him to be heard by all his followers so that
they can work with him to achieve common goals. Create a social environment through ICT so
that followers can collaborate with each other and work in a more socially responsible way with
others in mind.

CONCLUSION

The Effect of Digital Models on Educator Performance in the current Covid-19 Pandemic,
education must be done using digitization using Online between Educators with Students and
Education Personnel with school committees. The research aims to address the Leadership
Model influenced by rapid development of Technology by changing Leadership Models.
Traditional to Digital Leadership. A leader in particular Stakeholders in education need to know
the strengths and drawbacks of the digital scope itself and can have capabilities to inspire his
subordinates to innovate and defend ideas. Demonstrated acuity in implementing digital
leadership benchmarks fast, cross-hierarchical, cooperative, and often team-oriented approach
integrate innovation. research aims to see the role Digital Leadership in Formal Education,
especially in Public Schools. This leadership directs, facilitates and coordinates digital Work and

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knowledge processes in organizations. Digital. Leadership requires not only an appreciation of

the potential of Information and communication technology to assist in the Leadership of a
company, but also recognition of the limitations Of these technologies and how they are used in
projecting Leadership throughout the organization. This leadership directs, facilitates, and
coordinates digital work and knowledge processes in organizations. digital leadership not only
requires an appreciation of the potential of information technology and communication to help
business leadership, but also recognition of the limitations of these technologies and how they
can be used. Used to project leadership across all organizations. Leadership digital is a
disposition for leaders and aspiring leaders to be able to direct the organization he leads digitally.

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