Driving Educational Quality in Resource-Constrained Schools: A Mixed-Methods Study on ICT Integration and Pedagogical Adaptation

Nabila Ratu Fidella; Abubakar Abubakar; Ishak Bagea; Feni Febrianti; Muh Ainul Basyirah

doi:10.63924/jsid.v8i1.355

Authors

Nabila Ratu Fidella Universitas Muhammadiyah Kendari
Abubakar Abubakar Universitas Muhammadiyah Kendari
Ishak Bagea Universitas Muhammadiyah Kendari
Feni Febrianti Universitas Bima Internasional MFH
Muh Ainul Basyirah Universiras Negeri Yogyakarta

DOI:

https://doi.org/10.63924/jsid.v8i1.355

Keywords:

Technology Integration, Educational Quality, TPACK Framework, Mixed-Methods Research, Secondary Education

Abstract

The integration of Information and Communication Technology (ICT) is widely recognized as a driver of educational modernization, empirical insights into its systemic implementation within resource-constrained secondary schools in the Global South remain limited. Grounded in the Technological Pedagogical Content Knowledge (TPACK) framework and the Technology Acceptance Model (TAM), this study investigated the structural conditions, pedagogical strategies, and learning outcomes associated with ICT adoption at SMP Negeri 5 Kendari, Indonesia. An explanatory sequential mixed-methods design was employed, combining quantitative formative assessment data (N = 120) with qualitative data gathered through classroom observations, semi-structured teacher interviews, focus group discussions, and document analysis. Quantitative results revealed a statistically significant improvement in post-intervention student academic performance, with the cohort mean score rising from 72.50 to 84.20 (t(119)=14.32,p<0.001,d=1.58) and classical mastery expanding from 65.0% to 88.0%. Qualitative findings articulated three core mechanisms driving these gains: multi-modal concept visualization, heightened student engagement catalyzed by gamified assessment platforms, and teacher adaptive capacity in mitigating localized connectivity constraints through offline hybrid media. These findings demonstrate that while digital hardware establishes essential baseline conditions, teacher pedagogical alignment remains the primary determinant of educational quality enhancement. Practically, school administrators and policymakers must prioritize context-aware pedagogical training and offline-capable digital tools over simple hardware procurement.

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