Article Sidebar

Published
Apr 23, 2026
Download
PDF
Statistic
Read Counter : 2 Download : 0

Main Article Content

Abstract

This study examines the management of teacher competence in implementing Android-based differentiated instruction within a vocational education context. Grounded in the increasing demand for technology-integrated and student-centered learning, this research aims to analyze (1) the managerial processes underlying teacher competence development, (2) the characteristics of Android-based differentiated instruction, and (3) the multidimensional competencies required by teachers. A qualitative descriptive design was employed, with data collected through in-depth interviews, participant observation, and document analysis involving school leaders, teachers, and students at SMK Negeri 2 Palopo, Indonesia. Data were analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. The findings reveal that teacher competence management operates through a systematic cycle of planning, organizing, implementation, and evaluation, supported by institutional structures and continuous professional development. Android-based differentiated instruction is characterized by personalization, interactivity, flexibility, real-time monitoring, and collaborative learning environments. Furthermore, teacher competence is identified as a multidimensional construct encompassing technological, pedagogical, evaluative, managerial, and motivational dimensions. This study contributes to the discourse on digital pedagogy by highlighting that effective technology integration is contingent upon strategic competence management within educational institutions. The findings offer practical implications for policy and practice in enhancing teacher capacity and advancing adaptive, inclusive, and technology-driven learning systems.

Keywords

teacher competence differentiated instruction Android-based learning educational management digital pedagogy

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

In submitting the manuscript to the International Journal of Educational Administration, Management, and Leadership (IJEAMaL), the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • The publication has been approved by the author(s) and by responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and copyright agreement.

License and Copyright Agreement

Authors who publish with the International Journal of Educational Administration, Management, and Leadership (IJEAMaL) agree to the following terms:

  • Authors retain copyright and grant the International Journal of Educational Administration, Management, and Leadership (IJEAMaL) right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  • Authors can enter into separate, additional contractual arrangements for the non-exclusive distribution of the International Journal of Educational Administration, Management, and Leadership (IJEAMaL) published version of the work (e.g., post it to an institutional repository or edit it in a book), with an acknowledgment of its initial publication in this journal.
  • Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) before and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
How to Cite
Hasriyani, H., K, N., & Guntur, M. (2026). Managing Teacher Competence in Android-Based Differentiated Instruction: A Qualitative Study in Indonesian Vocational Education. International Journal of Educational Administration, Management, and Leadership, 5(2), 121-128. Retrieved from https://harpressid.com/IJEAMaL/article/view/299

References

  1. Alfansyur, A., & Mariyani. (2020). Seni mengelola data: Penerapan triangulasi teknik, sumber dan waktu pada penelitian pendidikan sosial. HISTORIS: Jurnal Kajian, Penelitian & Pengembangan Pendidikan Sejarah, 5(2), 146–150.
  2. Boari, Y. (2023). Metodologi penelitian ilmiah: Panduan praktis untuk penelitian berkualitas. Universitas Ottow Geissler Papua.
  3. Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
  4. Fadli, M. R. (2021). Memahami desain metode penelitian kualitatif. Humanika, 21(1), 33–54. https://doi.org/10.21831/hum.v21i1.38075
  5. Faiz, A., Pratama, A., & Kurniawaty, I. (2022). Pembelajaran berdiferensiasi dalam program Guru Penggerak pada modul 2.1. Jurnal Basicedu, 6(2), 2846–2853. https://doi.org/10.31004/basicedu.v6i2.2504
  6. Fitrah, M. (2018). Metodologi penelitian: Penelitian kualitatif, tindakan kelas & studi kasus. CV Jejak.
  7. Guntur, M. (2022). Konsep dasar analisis data kualitatif. Sekolah Tinggi Theologia Jaffray.
  8. Hasanah, E., Maryani, I., & Gestiardi, R. (2023). Model pembelajaran diferensiasi berbasis digital di sekolah. Ika Maryani Publishing.
  9. Kamal, S. (2021). Implementasi pembelajaran berdiferensiasi. Jurnal Pembelajaran dan Pendidikan, 1(1), 1–12.
  10. Kuswanto, J. (2020). Media pembelajaran berbasis Android mata pelajaran desain grafis kelas X. Edutic: Scientific Journal of Informatics Education, 6(2), 78–84. https://doi.org/10.21107/edutic.v6i2.7073
  11. Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. SAGE Publications.
  12. Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
  13. Moleong, L. J. (2005). Metodologi penelitian kualitatif. Remaja Rosdakarya.
  14. Nata, A. (2013). Metodologi studi Islam. Raja Grafindo Persada.
  15. Noor, L. N. F., & Wathoni, K. (2020). Peran pengawas pendidikan agama Islam (PPAI) dalam meningkatkan kompetensi guru PAI di SMP swasta wilayah Kecamatan Sidoarjo Kabupaten Sidoarjo. MA’ALIM: Jurnal Pendidikan Islam, 1(1), 1–24. https://doi.org/10.21154/maalim.v1i01.2185
  16. Sidiq, U., & Choiri, M. M. (2019). Metode penelitian kualitatif di bidang pendidikan. IAIN Ponorogo.
  17. Sugiyono. (2011). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.
  18. Syerlita, R., & Siagian, I. (2024). Dampak perkembangan revolusi industri 4.0 terhadap pendidikan di era globalisasi saat ini. Journal on Education, 7(1), 3508–3515.
  19. Valentino, H., et al. (2022). Design and development of scuba diving learning application mobile-based. Journal of Educational Technology, 11(3), 161–166.
  20. Yusrizal, Y., Safiah, I., & Nurhaidah. (2017). Kompetensi guru dalam memanfaatkan teknologi informasi dan komunikasi sebagai media pembelajaran di SD Negeri 16 Banda Aceh. Jurnal Ilmiah Pendidikan Guru Sekolah Dasar, 2(2), 126–134.