Abstract:The advancement of digital technology and the transformation of the labor market require vocational high schools (SMKs) to produce graduates who are not only technically competent but also proficient in twenty-first-century…
ury skills. The Office Management and Business Services (MPLB) program requires a quality assurance system capable of supporting the development of critical thinking, creativity, communication, and collaboration skills. This study aims to analyze the implementation of the quality assurance system in SMKs within the MPLB program, examine efforts to strengthen twenty-first-century skills, and identify challenges encountered in its implementation. A descriptive qualitative approach was employed in four public vocational high schools in the Special Region of Yogyakarta through interviews and document analysis. The findings reveal that the quality assurance system is implemented through the evaluation of educational report cards, program monitoring, curriculum alignment with business and industrial partners (DUDIKA), and the strengthening of a school quality culture. The development of twenty-first-century skills is promoted through active and industry-based learning approaches, including Project-Based Learning, Problem-Based Learning, Teaching Factory, and student-centered learning. However, implementation continues to face challenges, including suboptimal coordination, limited teacher competencies, inadequate technological facilities, and insufficient industrial and financial support. The novelty of this study lies in integrating the quality assurance system with the development of twenty-first-century skills specifically within the MPLB program, positioning educational quality not merely toward compliance with standards but also toward the formation of adaptive and work-ready graduates.
Abstract:Principal academic supervision management is a crucial factor in improving elementary school teacher performance amid the increasing demands for educational quality and digital transformation in the Grogol District, Cilegon…
gon City. The background of the study indicates persistent issues in teacher performance, including suboptimal lesson planning, less innovative teaching methods, and limited integration of educational technology. The research problem is formulated as how principals manage academic supervision to enhance teacher performance through planning, implementation, evaluation, and follow-up processes. This study employs a qualitative case study approach involving eleven public elementary schools. The findings reveal that academic supervision is conducted systematically, collaboratively, and continuously through classroom observations, reflective discussions, workshops, and On-the-Job Training supported by the Academic Learning System. The results indicate a 15 percent improvement in teacher performance, increasing from 75 to 95, as well as an 80 percent improvement in school learning achievement. The study concludes that integrated, collaborative, and technology-based academic supervision management significantly enhances teacher professionalism. The novelty of this research lies in the development of a digital-collaborative supervision model that integrates teacher participation, continuous professional development, and real-time digital monitoring systems to ensure more effective, efficient, and measurable teacher performance management. Supporting factors include principal commitment, teacher openness, collaborative school culture, and technological support. In contrast, the main obstacles include time constraints, administrative workload, and variations in teacher competence. The findings imply that academic supervision should be managed as adaptive, participatory, and sustainable professional development oriented toward continuous improvement of learning quality in Indonesian elementary schools, serving as a reference for developing a more effective, systematic, and sustainable digital-collaborative supervision model.
Abstract:This study was motivated by the low level of professional competence among elementary school teachers despite the fact that most teachers have obtained certification and adequate academic qualifications. Curriculum changes,…
es, advances in educational technology, and the demands of 21st-century learning require teachers to possess adaptive, reflective, and collaborative professional competencies. The research problem focused on the influence of reflective practice and best practice on the professional competence of teachers at A-accredited public elementary schools in Cilegon City. The study employed a quantitative approach with a causal-comparative design involving 105 teachers selected through proportionate stratified random sampling. Data were collected using Likert-scale questionnaires and analyzed through multiple linear regression using EViews 12. The results revealed that reflective practice had a positive and significant effect on teachers’ professional competence, with a t-value of 4.697 and a significance value of 0.000. Best practice also demonstrated a positive and significant effect, with a t-value of 5.065 and a significance value of 0.000. Simultaneous testing indicated that reflective practice and best practice jointly had a significant effect on teachers’ professional competence, with an F-value of 43.72 and a coefficient of determination of 52.2%. The findings confirm that reflective and collaborative cultures are capable of improving teachers’ professional quality continuously through learning evaluation, sharing teaching experiences, and developing innovative instructional strategies. The novelty of this study lies in the simultaneous examination of reflective practice and best practice through a quantitative approach within the context of A-accredited public elementary schools in Cilegon City. The findings also demonstrate that best practice exerts a greater influence than reflective practice on the professional competence of elementary school teachers.
Abstract:This study aims to explore the construction of students’ contextual understanding of the Qur’anic and Hadith texts and their relevance in addressing the challenges of modern life. The research is motivated by the persistence…
sistence of a textual-normative learning paradigm in Islamic-based teacher education institutions, which risks creating a dichotomy between the authority of sacred texts and the dynamics of contemporary issues. Specifically, this study analyzes the development of critical and reflective thinking competencies among students of the PGSD Program at the private higher education institution STKIP Al Islam Tunas Bangsa in interpreting and actualizing the messages of the Qur’an and Hadith in relation to contemporary social issues. The method employed is Classroom Action Research conducted in two cycles, each consisting of the stages of planning, implementation of contextual learning actions, participant observation, and critical reflection. Data were collected through structured observations of classroom discussion dynamics, in-depth analysis of students’ reflective journals, and evaluation of case analysis projects, which were subsequently processed using thematic analysis. The findings reveal a significant transformation in students’ patterns of religious understanding, shifting from a literal approach toward analytical-contextual competence, as evidenced by their ability to relate religious textual messages to current issues such as digital media ethics, social justice, and environmental sustainability. The implications of this study underscore the urgent need to internalize a contextual approach within the Islamic Religious Education curriculum in private higher education institutions in order to build religious literacy that is applicable and adaptive to the changing times.
Abstract:Educational program evaluation serves as a strategic element to ensure the improvement of learning quality at the elementary school level, particularly as schools are required to be adaptive to students’ diverse learning…
ng needs. A major issue frequently encountered is teachers’ limited capacity to implement evaluation models that are simple, sustainable, and relevant as a basis for instructional decision-making. This study aims to analyze the application of simple evaluation through formative and summative approaches as a systematic effort to enhance the quality of learning in elementary schools. The formative approach is employed throughout the instructional process to provide immediate feedback, identify students’ learning difficulties, and adjust teaching strategies in real time, while the summative approach is applied at the end of the instructional period to assess the level of goal attainment and the overall effectiveness of the program. The findings indicate that a balanced implementation of both approaches enables teachers to design learning activities that are more responsive, measurable, and oriented toward continuous improvement. Practically designed simple evaluations also encourage teachers to take an active role as controllers of learning quality rather than merely as curriculum implementers. The conclusion of this study confirms that the integration of formative and summative evaluation in a simple yet systematic manner effectively improves learning quality while strengthening a reflective culture in elementary school settings. The novelty of this study lies in its emphasis on an evaluation model that is easy to apply, contextual, and oriented toward teachers’ daily pedagogical decision-making, thereby offering a practical alternative for elementary schools with limited formal evaluation resources.
Abstract:Educational program evaluation is understood as a systematic process that functions to assess the level of goal attainment, implementation effectiveness, resource-use efficiency, relevance to stakeholder needs, and sustainability…
inability of educational programs. This article originates from the issue of the limited use of comprehensive evaluation as a basis for educational decision-making, which causes evaluation to be frequently perceived merely as the measurement of learning outcomes. The research problem focuses on how the concepts, functions, and models of educational program evaluation can be comprehensively and applicatively understood based on experts’ perspectives. This study elaborates the ideas of Ralph Tyler, Cronbach, and Stufflebeam, who emphasize evaluation as a provider of meaningful information, a means of identifying program strengths and weaknesses, and a foundation for continuous improvement. The research method employs a literature study by reviewing books, scientific articles, and relevant journals discussing educational evaluation. The findings indicate that evaluation serves a formative function for continuous quality improvement and a summative function as a form of public accountability, encompassing aspects of policy, curriculum, learning processes, learning outcomes, and educational resource management. Various evaluation models, such as CIPP, Provus, Stake, Kirkpatrick, and the Logical Model, are identified as systematic frameworks that are complementary and contextual for application according to program needs. The conclusion confirms that educational program evaluation plays a strategic role in improving learning quality through planned measurement processes, the provision of accurate feedback, and data-based program adjustments. The novelty of this study lies in its comprehensive synthesis of evaluation concepts, functions, and models, presented integratively as a conceptual–practical guide for policymakers and educational practitioners, positioning evaluation not merely as an administrative activity but as an instrument for sustainable educational quality development.
Abstract:This study aims to comprehensively analyze the capacity of educational institution leaders in managing institutional problem-solving processes through a qualitative literature review approach that focuses on integrating…
theoretical concepts and contemporary educational leadership practices. The study highlights critical stages of leadership, including problem identification and diagnosis, the design of contextually relevant solution strategies, the implementation of adaptive actions, and reflection-based evaluation to ensure continuous improvement. The synthesis of the literature reveals that successful problem-solving is significantly influenced by leaders’ ability to integrate transformational, instructional, and adaptive leadership styles that foster collective participation, professional collaboration, and the establishment of a progressive learning culture. Effective leadership is characterized by reflective capacity, data-driven decision-making, and the ability to create a supportive work climate for innovation and change. Conversely, recurring challenges include limited resources, resistance to transformation, misaligned external policies, and administrative burdens that constrain managerial flexibility. Based on these findings, this study emphasizes the importance of developing context-based leadership models that position problem-solving as a core competency through enhanced data literacy, emotional intelligence, and continuous reflective learning. The main contribution of this article lies in strengthening the theoretical foundation of 21st-century educational leadership and providing practical recommendations for school leaders, policymakers, and leadership training developers to build resilient, adaptive, and continuously improving educational organizations.
Abstract:Inclusive education is a global mandate that emphasizes the importance of providing education that ensures access, participation, and learning success for all students, including children with special needs (CSN). In this…
s context, children with mild intellectual disabilities present unique challenges, particularly related to limitations in cognitive aspects, social adaptation, and self-regulation. The main issue addressed in this study is how structured individual learning strategies can be effectively implemented to support the achievement of competencies for students with mild intellectual disabilities in inclusive elementary school settings. The aim of this research is to conduct a theoretical review of the effectiveness of the Individualized Education Program (IEP) as a pedagogical approach based on individual needs, responsive to the unique characteristics of learners. The method used is a systematic literature review with a qualitative-descriptive approach through the examination of scientific publications, academic books, and national policies related to inclusive education and differentiated learning services. The analysis results show that the IEP plays a strategic role in optimally accommodating the learning needs of students with mild intellectual disabilities, emphasizing flexible planning, realistic goals, and progress-oriented evaluation. The effectiveness of the IEP increases significantly when it is designed through cross-professional collaboration among general education teachers, special education teachers, and parents. The conclusion of this study affirms that the implementation of IEP not only strengthens the pedagogical dimension of inclusive education but also promotes a paradigm shift towards more adaptive and humanistic education. The novelty of this study lies in the conceptual integration and practical implementation of the IEP for students with mild intellectual disabilities in elementary schools, which remains limited within the scope of national research.
Abstract:This research aims to: 1) Describe the curriculum planning, curricular, co-curricular, and extracurricular activities in the implementation of the Merdeka Curriculum. 2) Describe the implementation of the curriculum, curricular,…
ricular, co-curricular, and extracurricular activities in the implementation of the Merdeka Curriculum. 3) Describe the evaluation of the curriculum, curricular, co-curricular, and extracurricular activities in the implementation of the Merdeka Curriculum. This study adopts a case study approach to explore the issue in depth using qualitative methods. The techniques employed include interviews, observations, and documentation. The main respondents in this study are the principal and teachers of Grade I and IV at SDK Pagal 1, Cibal District, Manggarai, East Nusa Tenggara. The planning of the Merdeka Curriculum at SDK Pagal 1, Cibal District, has not yet reached an optimal level. The main obstacle lies in the challenges of planning co-curricular activities, where a lack of teacher understanding and limited references are the primary issues. The implementation of the Merdeka Curriculum in this school has also not reached its full potential, particularly in co-curricular activities. The evaluation of the Merdeka Curriculum’s implementation focuses more on the aspects of teaching methods, the use of learning media, the availability of adequate facilities, and challenges in executing co-curricular activities. Therefore, further implications are highly necessary to enhance and enrich the implementation of the Merdeka Curriculum in the school.
Abstract:Learning is a process of improvement for everyone, especially teachers in guiding their students to gain maximum experience in achieving learning goals, both in learning the Koran. The purpose of writing is to describe the…
he application of Al-Qur’an learning at TPQ Al-Anshary. This research method is qualitative, namely research in the field. Descriptive research in collecting information on the symptoms obtained. Data collection techniques use field observation methods, documentation and interviews. The results of the research are the implementation of Al-Qur’an Learning Methods at TPQ Al-Anshary following the directions implemented by the institution. The application of learning methods is carried out through several activity strategies, namely opening activities, core activities and closing activities. The opening activity begins with jointly reciting the Al-Fatihah letter and reciting Asamul Husna, as well as the core activity using the classical method, and finally the closing activity which ends with carrying out an evaluation of each individual student and ending with reading a prayer.