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p-Index From 2021 - 2026
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All Journal Al-Ulum: Jurnal Pendidikan Islam Al-Ulum: Jurnal Pendidikan Islam Journal of Islamic Education Students
Hendardi Rizaldi
Universitas Islam Jakarta
Religion Education Languange, Linguistic, Communication & Media Other

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Reorientation of School-Based Curriculum Management to Support the Deep Learning Ecosystem in Elementary Schools Avisina Anadri; Hendardi Rizaldi; Irvan Trisno Trisno Susandi; Rusmal Kahvi; Popi Puadah; Madian Muhammad Muchlis
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 2 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i2.13404

Abstract

Curriculum transformation toward deep learning is often hampered by school management that remains administratively linear. This study aims to analyze strategies for reorienting curriculum management in elementary schools to support a deep learning ecosystem that focuses on essential material and character (6C). The method used was a systematic literature review of policy documents and reputable scientific articles for the 2021-2026 period. Data were analyzed using thematic techniques to identify patterns of management paradigm shifts. The results indicate that schedule flexibility, strengthening professional learning communities, and optimizing technology are key pillars of successful transformation. These findings emphasize the need for a management paradigm shift from "content completion" to "competency mastery" to improve student literacy and numeracy. The implications of this research emphasize that managerial autonomy at the educational unit level is an absolute prerequisite for successful curriculum implementation in elementary schools.
Reorientation of School-Based Curriculum Management to Support the Deep Learning Ecosystem in Elementary Schools Avisina Anadri; Hendardi Rizaldi; Irvan Trisno Trisno Susandi; Rusmal Kahvi; Popi Puadah; Madian Muhammad Muchlis
Al-Ulum: Jurnal Pendidikan Islam Vol 7, No 2 (2026)
Publisher : Yayasan Rahmat Islamiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56114/al-ulum.v7i2.13404

Abstract

Curriculum transformation toward deep learning is often hampered by school management that remains administratively linear. This study aims to analyze strategies for reorienting curriculum management in elementary schools to support a deep learning ecosystem that focuses on essential material and character (6C). The method used was a systematic literature review of policy documents and reputable scientific articles for the 2021-2026 period. Data were analyzed using thematic techniques to identify patterns of management paradigm shifts. The results indicate that schedule flexibility, strengthening professional learning communities, and optimizing technology are key pillars of successful transformation. These findings emphasize the need for a management paradigm shift from "content completion" to "competency mastery" to improve student literacy and numeracy. The implications of this research emphasize that managerial autonomy at the educational unit level is an absolute prerequisite for successful curriculum implementation in elementary schools.
The Relationship Between Family, School, and Community Learning Environments and Student Learning Achievement in Elementary School Syauqi Musfirah Daud Pisba; Fatimah Azzahra; Putri Nadina Shafira Islamy; Irvan Trisno Susandi; Hendardi Rizaldi; Mulki Siregar
Journal of Islamic Education Students (JIES) Vol. 6 No. 2 (2026): Inpress
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/jies.v6i2.17180

Abstract

Student learning achievement is influenced by multiple educational environments, yet previous studies have mostly examined family, school, and community environments separately. Evidence regarding their simultaneous relationships with elementary students' learning achievement remains limited. This study aimed to examine the relationships between family, school, and community environments and students' learning achievement at SDN Batu Ampar 10 PG. A quantitative cross-sectional survey was conducted with 67 students selected through simple random sampling. Data were collected using four-point Likert-scale questionnaires and analyzed using validity and reliability tests, classical assumption tests, multiple linear regression, t-tests, F-test, and the coefficient of determination (R²) in SPSS. The findings showed that all instruments were valid and reliable, while the regression model met the assumptions of normality, multicollinearity, and heteroscedasticity. The school environment (β = 0.478, p < 0.001) and community environment (β = 0.263, p = 0.023) were significantly associated with learning achievement, whereas the family environment, despite showing a positive coefficient (β = 0.179), was not statistically significant (p = 0.074). Collectively, the three environments significantly explained students' learning achievement (F = 29.062, p < 0.001; R² = 0.581). These findings indicate that school and community environments demonstrate stronger associations with learning achievement than the family environment in this context. The study underscores the importance of integrating multiple educational environments to better support elementary students' academic achievement.
Co-Authors Avisina Anadri Fatimah Azzahra Irvan Trisno Susandi Irvan Trisno Trisno Susandi Madian Muhammad Muchlis Mulki Siregar Popi Puadah Putri Nadina Shafira Islamy Rusmal Kahvi Syauqi Musfirah Daud Pisba