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All Journal Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) International Journal Corner of Educational Research (IJCER)
Iqbal Arpannudin
Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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Analisis Dampak Kesenjangan Akses Bimbingan Belajar terhadap Pemenuhan Hak Pendidikan Warga Negara Indonesia Martini; Iqbal Arpannudin
Jurnal Manajemen Pendidikan dan Ilmu Sosial Vol. 7 No. 2 (2026): Jurnal Manajemen Pendidikan dan Ilmu Sosial (Februari - Maret 2026)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v7i2.7272

Abstract

Pemenuhan hak pendidikan warga negara menjadi salah satu tujuan utama negara. Penelitian ini bertujuan untuk menganalisis dampak kesenjangan akses bimbingan belajar terhadap pemenuhan hak pendidikan warga negara dengan metode penelitian Systematic Literature Review (SLR). Pencarian literatur dilakukan melalui beberapa basis data seperti Google Scholar, Scopus, SINTA serta Taylor dan Francis dalam rentang waktu 2020-2025. Hasil penelitian menunjukkan bahwa kesenjangan akses bimbingan belajar mencerminkan struktur ketidakadilan sosial yang menyebabkan hak pendidikan tidak terpenuhi secara setara. Kemampuan finansial menjadi faktor utama dalam mengakses bimbingan belajar. Anak-anak dari keluarga yang ekonominya rendah tidak dapat mengakses bimbingan belajar secara konsisten sehingga akan lebih rendah prestasi belajarnya. Sebalinya anak-anak dari keluarga yang ekonominya memadai dapat mengakses bimbingan belajar secara konsisten akan memiliki prestasi belajar yang lebih baik. Selain faktor ekonomi, kondisi geografis meliputi sulitnya akses ke sekolah, kurangnya fasilitas sekolah, rendahnya minat guru, perbedaan status sosial, agama, ekonomi, dan perbedaan perspektif tentang pendidikan juga memperluas ketidakmerataan pemenuhan hak pendidikan warga negara. Kesenjangan akses bimbingan belajar ini bertentangan dengan UUD 1945 pasal 31 ayat 1 dan 2 yang menegaskan bahwa setiap warga negara wajib mengikuti pendidikan dasar dan pemerintah wajib membiayainya.
Assessing Teachers’ Understanding and Readiness for Implementing Deep Learning in Pancasila Education: A Descriptive Study in Ponorogo, Indonesia Johan Dwi Saputro; Iqbal Arpannudin; Muhammad Fikri Alvinca; Budi Mulyono
International Journal Corner of Educational Research Vol. 5 No. 1 (2026): July 2026
Publisher : CV. Tripe Konsultan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54012/ijcer.v5i1.872

Abstract

The shift toward the Merdeka Curriculum in Indonesia positions deep learning — an approach emphasising cognitive, emotional, and metacognitive engagement through exploration, reflection, and meaning-making — as central to classroom practice. In Pancasila Education, this approach carries particular strategic importance because learning outcomes extend beyond civic knowledge to the internalisation and reflective application of Pancasila values in everyday life. Prior studies indicate that teachers’ conceptual grasp of curriculum reform often outpaces their capacity to translate it consistently into differentiated, exploratory, and reflective classroom practice, revealing a persistent gap between understanding and readiness. This study aimed to describe the level of Pancasila Education teachers’ understanding of, and readiness to implement, deep learning at the senior high school level in Ponorogo Regency, Indonesia. A quantitative approach with a descriptive survey design was employed. Respondents comprised 16 Pancasila Education teachers drawn from eight public senior high schools representing the western, eastern, northern, and southern regions of Ponorogo Regency. Data were collected using a 24-item, four-point Likert-scale questionnaire measuring understanding and readiness across four deep learning dimensions: pedagogical practices, learning partnerships, learning environments, and leveraging digital. Data were analysed using descriptive statistics. The overall level of teachers’ understanding and readiness fell into the moderate category, with a mean score of 62.82. The understanding variable obtained a mean of 23.82, with 56.25% of respondents in the moderate category, while the readiness variable obtained a mean of 24.18, with 56.25% of respondents likewise in the moderate category. Teachers already possess a conceptual foundation and an initial readiness to implement deep learning, but this foundation has not yet developed into strong and evenly distributed practice. Contextual, practice-oriented, and sustained professional development is therefore needed to strengthen implementation.
Co-Authors Budi Mulyono Johan Dwi Saputro Martini Muhammad Fikri Alvinca