Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal Lentera: Jurnal Ilmiah Kependidikan SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan El Midad: Jurnal Jurusan PGMI
Tarekah Hasanah
Universitas Islam Negeri Raden Intan Lampung
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Strategic Foresight dalam Manajemen Pendidikan untuk Membangun Sekolah Masa Depan: Systematic Literature Review Trian Hermawan; Tarekah Hasanah; Wahyu Febriana; Binti Luthfiyah; Nirva Diana; Aan Komariah; Badrudin
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): April - June | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.608

Abstract

Global uncertainty driven by digital disruption, artificial intelligence, ecological risk, social polarization, and shifting skills demand requires schools to move beyond routine annual planning toward anticipatory and future-oriented management. This systematic literature review synthesizes studies on strategic foresight in educational management for building future-ready schools. The review covers publications from 2015 to 2025 and adapts PRISMA 2020 and PRISMA-S principles. Searches were conducted across Scopus, Web of Science Core Collection, ERIC, Google Scholar, and complementary policy sources from OECD and UNESCO. From 1,240 initial records, 286 duplicates and 24 non-target records were removed before screening. After title-abstract screening, full-text eligibility assessment, and quality appraisal, 42 documents were included in the qualitative thematic synthesis. The findings show that strategic foresight in educational management is constructed as an anticipatory capacity rather than a linear prediction mechanism. Key practices include horizon scanning, weak signal analysis, scenario planning, strategy stress-testing, future visioning, professional learning, and adaptive governance. The publication trend indicates two major waves: a foundational phase in 2015 and a policy consolidation phase in 2025. The review proposes the FORESIGHT-SCHOOL model as a conceptual framework for integrating foresight into school planning, implementation, evaluation, and organizational learning. The study contributes to strategic educational management by positioning foresight as a core capability for building adaptive, resilient, and future-ready schools.
Jebakan Toxic Positivity Berlabel Ibadah: Dekonstruksi Makna Amanah dalam Manajemen Kesejahteraan Mental Guru Madrasah Samsul Hadi; Tarekah Hasanah; Muhammad Akmansyah
Lentera: Jurnal Ilmiah Kependidikan Vol. 19 No. 1 (2026): Lentera
Publisher : STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/z8k6by18

Abstract

The mental health of madrasah teachers is a crucial issue often overlooked behind narratives of piety and devotion. This study aims to uncover the phenomenon of toxic positivity labeled as worship and deconstruct the meaning of "amanah" (trustworthiness) often misused in human resource management in madrasahs. Using a library research method with a Critical Discourse Analysis (CDA) approach, this study examines literature on psychology, Islamic education management, and religious texts to identify how religious jargon is used to suppress valid teacher complaints regarding workload and well-being. The findings indicate that toxic positivity in the madrasah environment often manipulates the concepts of "patience" and "sincerity" to normalize labor exploitation, while the meaning of "amanah" has been hegemonized into a one-way obligation from teachers to institutions without fair reciprocity. Through theological deconstruction, this study reformulates the concept of amanah into "bilateral amanah" which integrates the principles of justice ('adl) and self-preservation (hifz al-nafs). This reconstruction offers a new management paradigm where emotional validation and setting work boundaries are viewed as part of worship and an absolute prerequisite for sustainable quality education.
DIGITAL LEARNING GOVERNANCE IN PRIMARY SCHOOLS: TPACK-BASED CURRICULUM INTEGRATION AND PRINCIPAL E-LEADERSHIP Tarekah Hasanah; Agus Pahrudin; Yuberti Yuberti; Achi Rinaldi
El Midad Vol. 18 No. 2 (2026): El-Midad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v18i2.14818

Abstract

The integration of Information and Communication Technology (ICT) in primary education requires more than providing digital devices; it demands a systematic governance model that connects instructional design, curriculum integration, teacher competence, leadership, and evaluation. This study aims to review and synthesize literature on ICT-based learning governance in primary schools (SD/MI), with specific attention to four review items: learning design and evaluation, TPACK-based curriculum integration, the changing role of teachers, and determinant factors affecting implementation, particularly principal e-leadership and digital learning barriers. This study employed a structured narrative literature review supported by a PRISMA-inspired selection process. The selected literature was analyzed thematically by grouping the findings into governance, actor roles, and determinant factors. The results show that effective ICT-based learning governance in primary schools requires structured instructional design through models such as ADDIE, continuous evaluation through frameworks such as CIPP, and curriculum integration guided by TPACK. The findings also indicate that teachers need to shift from being knowledge transmitters to learning designers and facilitators who can align digital tools with pedagogical strategies and subject content. Furthermore, principal e-leadership emerges as a key determinant in building vision, providing infrastructure, supporting teacher training, and supervising digital learning practices. However, implementation is still challenged by digital divides, limited teacher competence, technical burdens, and pedagogical resistance. This study concludes that the success of digital learning in primary schools depends on integrating TPACK-oriented teacher development, systematic learning governance, and strong principal e-leadership
Co-Authors Aan Komariah Achi Rinaldi Agus Pahrudin Badrudin Binti Luthfiyah Muhammad Akmansyah Nirva Diana Samsul Hadi Trian Hermawan Wahyu Febriana Yuberti