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All Journal Jurnal Locus Penelitian dan Pengabdian Journal of Social and Scientific Education
Erma Roza
Universitas Riau
Aerospace Engineering Automotive Engineering Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Integrasi Pedagogi Montessori dan Nilai-Nilai Islam di Alif Montessori School Pekanbaru: Studi Tentang Identitas, Distingsi, dan Inovasi Pendidikan Kartika Sari; Rionar Rambe; Erma Roza; Muhammad Yogi Riyantama Isjoni; Erlisnawati Erlisnawati
Jurnal Locus Penelitian dan Pengabdian Vol. 5 No. 5 (2026): JURNAL LOCUS: Penelitian dan Pengabdian
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/locus.v5i5.5845

Abstract

Penelitian ini bertujuan untuk merancang penyelidikan kualitatif tentang integrasi pedagogi Montessori dan nilai-nilai Islam di Sekolah Montessori Alif Pekanbaru dalam kaitannya dengan identitas sekolah, perbedaan institusional, dan inovasi pendidikan. Pendidikan anak usia dini merupakan fase penting bagi perkembangan kognitif, sosial-emosional, moral, dan spiritual anak. Dalam konteks keluarga Muslim, pendidikan anak usia dini diharapkan tidak hanya mempersiapkan anak secara akademis tetapi juga menumbuhkan iman, tata krama, moralitas, kebiasaan beribadah, dan kecintaan terhadap Al-Qur'an. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus. Data direncanakan akan dikumpulkan melalui observasi kegiatan sekolah sehari-hari, wawancara semi-terstruktur dengan kepala sekolah, guru, manajemen, dan orang tua, serta analisis dokumen sekolah. Data akan dianalisis menggunakan model Miles, Huberman, dan Saldaña, yang terdiri dari kondensasi data, penyajian data, dan penarikan kesimpulan/verifikasi. Artikel ini mengusulkan kerangka temuan yang diharapkan yang mencakup praktik integrasi Montessori-Islam, identitas Sekolah Montessori Islam, perbedaan institusional, dan inovasi dalam pendidikan anak usia dini Islam. Studi ini diharapkan dapat memberikan kontribusi pada bidang pendidikan anak usia dini Islami, Montessori Islami, identitas sekolah, dan inovasi pendidikan anak usia dini.
Negotiating Professionalism in Montessori Schools: Organizational Culture and Professional Development Among Generation Z Employees Rita Kurnia; Daviq Chairilsyah; Kartika Sari; Erma Roza; Rionar Rambe; Riza Purnama Sari; Musaroh Musaroh
Journal of Social and Scientific Education Vol. 3 No. 2 (2026): Journal of Social and Scientific Education
Publisher : South Sulawesi Education Development

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/josse.v3i2.737

Abstract

Educational organizations increasingly employ younger workers who are often classified as Generation Z, yet little is known about how such employees negotiate work values within value-based school cultures. In this study, Generation Z functions as a sampling context rather than an explanatory variable, and no intergenerational comparison is intended. This study examined how younger employees within this sampling context construct professionalism in two Montessori schools in Pekanbaru, Indonesia, and how educational-management practices shape their professional development. A qualitative multiple-case design involved 10 employees aged 22–29 years, comprising eight teachers and two administrative staff; the empirical analysis used participant interview excerpts, critical incidents, a 12-code analytical framework, within-case analysis, cross-case comparison, and negative/deviant case examination. Four themes were identified. Structured professional autonomy described agency as meaningful when paired with competence, clear boundaries, trust, and accountability. Internalization of Montessori purpose showed movement from institutional rules toward professional judgment oriented to educational purpose and children’s needs. Developmental feedback and mentoring supported prepared-adult formation when they promoted reflection, competence, and self-regulation, whereas excessive monitoring could reduce initiative. Negotiated accountability captured how employees balanced agency with consequences for children, colleagues, parents, and the organization. Cross-case analysis showed that School A emphasized role clarity, coordination, and procedural reliability, whereas School B emphasized trust, reflective mentoring, and professional judgment. Integratively, the findings support negotiated professionalism as a developmental process linking agency, organizational values, professional learning, and responsibility. Montessori schools should therefore stage autonomy and feedback according to demonstrated competence, role boundaries, and decision risk rather than presumed generational preference.
Co-Authors Daviq Chairilsyah Erlisnawati Erlisnawati Kartika Sari M. Yogi Riyantama Isjoni Musaroh Musaroh Rionar Rambe Rita Kurnia Riza Purnama Sari