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All Journal FOUNDASIA International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Bestari: Jurnal Pendidikan dan Kebudayaan
Rukiyati
Universitas Negeri Yogyakarta
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Role of Instructional Scaffolding in Enhancing Learner Autonomy Based on the Philosophy of Pragmatic Education: A Systematic Literature Review : Peran Scaffolding Pembelajaran dalam Meningkatkan Otonomi Peserta Didik Berdasarkan Filsafat Pendidikan Pragmatis: Systematic Literature Review Fawziah Zahrawati B; Rukiyati
Bestari: Jurnal Pendidikan dan Kebudayaan Vol. 7 No. 1 (2026): April 2026
Publisher : Sekolah Tinggi Keguruan dan Ilmu Pendidikan (STKIP) Melawi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46368/bjpd.v7i1.4956

Abstract

This study synthesizes the role of instructional scaffolding in enhancing learner autonomy grounded in pragmatic educational philosophy through a Systematic Literature Review. It examines scaffolding characteristics, models, and mechanisms; the conceptualization and operationalization of learner autonomy; and the integration of pragmatic educational principles in existing scholarship. Following the PRISMA 2020 framework, the review draws primarily on Scopus (2015–2025) and one additional source, yielding 31 studies analyzed through thematic-comparative synthesis. Findings show that scaffolding is commonly implemented through modeling, guided practice, structured reflection, cognitive load management, and the gradual release of support. Learner autonomy is operationalized through indicators such as self-regulation, metacognition, intrinsic motivation, self-efficacy, and learning responsibility. Pragmatic principles, particularly experiential learning, contextual adaptation, and reflective practice, consistently emerge across studies. The review concludes that instructional scaffolding serves as a strategic mediating mechanism in fostering the transition from dependence to autonomous learning within an integrated conceptual framework.
LIBRARY RESEARCH: A HISTORICAL-REFLECTIVE ANALYSIS OF THE CHANGES IN THE PARADIGM OF INDONESIAN EDUCATION FROM THE BEGINNING OF INDEPENDENCE TO THE DIGITAL ERA Puput Tri Anggara; Rukiyati
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 4 No. 10 (2025): SEPTEMBER
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijset.v5i1.1377

Abstract

This study examines the paradigm shift in Indonesian education from independence to the digital era through a literature review employing a historical-reflective approach. This study aims to trace the dynamics of national education development and understand how the humanistic values ​​that have been the foundation of education since independence have transformed to face the demands of modernization and technology. Library research methods involve examining scientific articles, historical documents, and related publications to identify patterns of policy change, curriculum focus, and educational orientation. The results show that each historical phase has its own emphasis: the early independence period focused on the formation of national character, the New Order emphasized curriculum stability and centralization, the Reformation era introduced decentralization and flexibility in education, while the digital era demands technological literacy, 21st-century competencies, and the strengthening of digital ethics. Although digitalization opens up opportunities for more flexible and collaborative learning, gaps in infrastructure and educator capacity remain challenges that can widen disparities in education quality between regions. This study emphasizes the importance of integrating historical, humanistic, and technological innovation values ​​to realize an education that is adaptive, inclusive, and relevant to future needs.
Guru Penggerak sebagai Solusi Peningkatan Mutu Pendidik Hani A Maria Fahma; Rukiyati
FOUNDASIA Vol. 16 No. 2 (2025)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/foundasia.v16i2.91935

Abstract

Kualitas pendidikan di Indonesia masih menghadapi tantangan serius, salah satunya ditunjukkan oleh penurunan skor PISA tahun 2022. Hal ini mengindikasikan bahwa mutu pendidikan nasional belum optimal, yang salah satu penyebab utamanya adalah rendahnya kompetensi guru sebagai ujung tombak pembelajaran. Guru dituntut untuk tidak hanya menguasai kompetensi pedagogik, profesional, sosial, dan kepribadian, tetapi juga mampu menjadi pemimpin pembelajaran yang reflektif, kolaboratif, dan inovatif. Penelitian ini bertujuan untuk mengevaluasi efektivitas pelaksanaan Program Guru Penggerak di Provinsi Daerah Istimewa Yogyakarta dengan menggunakan model evaluasi CIPP (Context, Input, Process, Product). Penelitian ini menggunakan mixed methods dengan desain embedded design. Hasil penelitian menunjukkan bahwa program ini efektif dari seluruh aspek evaluasi. Aspek konteks menunjukkan bahwa program relevan dengan kebutuhan dan tantangan pendidikan lokal. Aspek input menilai bahwa proses seleksi, materi pelatihan, dan pendampingan dilaksanakan secara transparan dan sesuai standar. Aspek proses menunjukkan bahwa pelatihan berjalan efektif dengan pendekatan blended learning dan dukungan fasilitator yang kompeten. Sementara itu, aspek produk memperlihatkan peningkatan kompetensi guru dalam kepemimpinan pembelajaran, pengelolaan kelas, serta pengembangan diri dan orang lain.
Co-Authors Fawziah Zahrawati B Hani A Maria Fahma Puput Tri Anggara