Optimizing Learning Performance through Digital Media Integration, Teacher Literacy, and School Leadership

ABSTRACT: This article examines the optimization of learning performance through the integration of digital media, teacher digital literacy, and school leadership at the secondary education level. This study uses a qualitative approach involving two schools (High School and Madrasah Aliyah) through interview, observation, and documentation techniques. The results of the study show that the integration of digital media has been carried out systematically and adaptively through the use of PowerPoint, YouTube, interactive applications, and online learning platforms such as Google Classroom and Google Forms. Teachers’ digital literacy is in the good category and plays a role as a foundation in optimizing the use of technology for interactive, contextual, and student-centered learning. The leadership of the principal functions as a leverage factor through strategic policies, the provision of infrastructure, and continuous academic supervision. The synergy of these three aspects has been proven to be able to optimize learning performance which is characterized by increasing teacher creativity, the effectiveness of the learning process, and the active participation of students. However, technical constraints and network limitations are still a challenge in the optimization process. This study confirms that optimizing digital-based learning performance requires a systemic approach that integrates teacher competence, leadership support, and sustainable use of technology.

KEYWORDS: digital media integration, teacher digital literacy, school leadership, learning performance optimization, secondary education