This study aims to determine the effect of the principal's digital leadership on vocational teachers' reflection practice, mediated by the variables of trust, self-efficacy, and work involvement. This study uses path analysis with modeling using SEM (AMOS). The sample of this research is 637 (N=340 females and N=297 males) vocational high school teachers in Malang Raya, East Java, Indonesia. The researchers have used a purposive random sampling technique to meet the objectives of this research. The investigators have used a 86 item questionnaire to collect data on the studied variables. Based on the fit model's estimation, there is a direct and indirect relationship between the five variables used. The variables of trust, self-efficacy, and job involvement contributed significantly to intervening variables. It can be concluded that the moderating variable strengthens the framework for the relationship between digital leadership and teacher reflective practices. The new relationship formed is a direct contribution of digital leadership to work engagement with a magnitude of 0.120 and a direct relationship made between digital leadership and the reflective practice of teachers of 0.168. This relationship has a positive impact on teacher actions. These results indicate that the teacher appreciates the Principal's leadership, who both supports facilitates the learning process in using technology in the learning process. Moreover, teachers feel motivated and excited to reflect on their learning because of the leaders who have digital characters. The teacher considered leaders with digital personalities more open and tended to free them to manage the class.

Enhancing the quality of student competencies effectively cannot be separated from the development of learning resources through technological innovation. In-teractive multimedia is an innovative learning resource that can be integrated with Project-Based Learning, which is a solution to the problems that occur for 2D Animation Making. The purpose of this study is to develop interactive multime-dia and assess the effectiveness of its application in Project-Based Learning (PjBL) for 2D animation making. The researchers applied the Research and De-velopment method using the 4D model. This study was conducted at the Univer-sitas Muhammadiyah Sidoarjo, with a total of 66 students of Information Tech-nology Education. Based on the results of the study, validation by material and media experts showed that interactive multimedia learning media is excellent and feasible to use. The effectiveness of the application of interactive multimedia in PjBL has a significant positive effect on learning achievement for making 2D an-imations.

This article uncovers learning methods and teaches moral integrity and leadership in training a six-year cadre. The empirical voicing moral integrity problem affects many people from various countries, including Indonesia. Moreover, moral decadence and value inconsistency are increasing among young potential national leaders, which is urgently noted through moral integrity education and superior human resources at madrasah boarding schools that develop integrative and longlife learning. This has led to many proposals for improving integrity. A qualitative design with a phenomenological approach was used in this research, while the participants' criteria consisted of educators, alumni, national figures, and organizational leaders totaling 25 people. Furthermore, the learning method is developed after the data collection and integrated, leading to the moral integrity internalization of prospective leaders with a superior cadre formation scheme. As a result, the method fosters integrity and leadership in various ways, contributing to the development of leadership talents and moral integrity character in Islamic education programs. Therefore, this helps in adaptation and strengthening characters in other fields, including preventive action, promoting academic integrity success, and valuable to knowledge by educators at large.

Students’ spatial ability plays an important role in instruction with dynamic and static visualizations. This research was aimed at describing 1) the difference in learning achievement between the students who learned from dynamic visualization and static visualization, 2) the difference in learning achievement among students who have high spatial ability and those who have low spatial ability, and 3) the interaction between type of visualization and spatial ability on learning achievement. This research used the non-equivalent control group quasi-experimental design. The sample consisted of 115 eighth grade students in Singaraja, Indonesia. The data were collected by learning achievement test and Paper Folding Test. The data were analyzed using ANCOVA. The results showed that:1) there was a significant difference in learning achievement between the students who learned from dynamic visualization and static visualization; 2) there was a significant difference in learning achievement between the students who have high spatial ability and those who have low spatial ability, and 3) there was no interaction between visualization type and spatial ability on learning achievement. Therefore, the different combination of the types of visualization and sequence of presentation and relation with individual characteristic can be elaborated more in the further research. Keywords: dynamic visualization, learning achievement, science instruction, spatial ability, static visualization.

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