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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Research Journal on Teacher Professional Development
Aris Nurkhamidi
Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan
Education Social Sciences Other

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Professional Leadership Capabilities of Progressive Islamic Education Teachers Ulul Albab; Aris Nurkhamidi; Ahmad Tarifin; Fatmawati Nur Hasanah; Abdulroya Panaemalae
Research Journal on Teacher Professional Development Vol. 1 No. 2 (2023): Geographical distribution of the author: Indonesia, Nigeria, Thailand
Publisher : FITK UIN Walisongo Semarang

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Abstract

This study aims to analyze the professional abilities of progressive Islamic education leaders. By using literature research methods, this study shows that progressive Islamic education leadership capabilities must: 1) Involve the ability to develop a clear vision and strong educational mission, 2) The ability to inspire and motivate staff, students and other stakeholders. 3), Have good management skills, including resource management, strategic planning, and performance evaluation. 4) Have the ability to communicate effectively to be able to establish good relationships with all parties involved in educational institutions. Above all, an educational leader must have a strong commitment to student learning and development, as well as the ability to adapt to continuous changes in the world of education. These findings provide theoretical contributions in creating effective and sustainable educational leadership for Islamic educational institutions.
Tantangan dan Strategi Guru Sekolah Dasar dalam Menerapkan Pendekatan Deep Learning: Systematic Literature Review Alma Sinta Cahyaningrum; Aris Nurkhamidi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 03 (2026): Volume 12 Nomer 03, September 2026 Publication
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i03.18327

Abstract

The deep learning approach plays a strategic role in enhancing the quality of learning in primary schools, particularly by fostering students' conceptual understanding and critical thinking skills. This study aims to identify the challenges involved and formulate strategies for implementing deep learning in primary school settings. To achieve this, the research employs a Systematic Literature Review (SLR) approach, involving a systematic analysis of scholarly articles published between 2022 and 2026. The findings indicate that key obstacles include teachers' limited understanding of deep learning concepts, varying levels of teacher readiness to apply this approach, and a lack of adequate supporting facilities and infrastructure. Meanwhile, identified implementation strategies include providing professional training for educators, fostering collaboration between teachers and stakeholders, optimizing the use of digital technology, and adopting student-centered learning practices. Ultimately, the successful implementation of deep learning depends heavily on teacher competence, the adequacy of facilities and infrastructure, and the support provided by school authorities and policymakers.
Co-Authors Abdulroya Panaemalae Ahmad Tarifin Alma Sinta Cahyaningrum Fatmawati Nur Hasanah Ulul Albab