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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar
Qoriah Rahmawati
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REKONSTRUKSI ZONASI PENDIDIKAN DASAR DAN LAYANAN INKLUSIF MELALUI TATA KELOLA BERBASIS DATA Qoriah Rahmawati; Fadlullah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.51692

Abstract

Primary school zoning policy has been implemented as a strategy to reduce disparities in educational access through a geographically based approach. However, previous studies indicate that equal access does not automatically lead to educational equity, particularly when school quality, resource distribution, and institutional readiness remain uneven across regions. At the same time, inclusive education emphasizes the importance of addressing the diverse learning needs of students, yet its implementation is often disconnected from zoning policy. This study aims to reconstruct primary education zoning policy through an integrative approach that connects spatial distribution, school capacity, and student needs within a data-driven governance framework. The study employed a conceptual research design using literature synthesis and critical analysis of educational policies. The findings resulted in the development of the Integrated Inclusive Zoning Management Model (IIZMM), which consists of four interconnected components: zoning policy design, inclusive capacity, adaptive school management, and data-driven governance. The study reveals that the main challenge of zoning implementation lies not in the policy concept itself, but in fragmented implementation that fails to integrate access, quality, and inclusion in a systemic manner. The main contribution of this study is the development of a data-driven educational governance model that links equitable access, inclusive education, and quality improvement within a coherent and sustainable framework for primary education.
TRANSFORMATIVE TEACHER LEADERSHIP FRAMEWORK (TTLF): KERANGKA KONSEPTUAL TRANSFORMASI PEMBELAJARAN SAINS Qoriah Rahmawati; Syadeli
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.56260

Abstract

The demands of twenty-first-century education require learning environments that foster critical thinking, reflection, and meaningful knowledge construction. Although Teacher Leadership Theory, Conceptual Change Theory, and Transformative Learning Theory have contributed significantly to educational research, these perspectives are often examined separately. This study aims to develop the Transformative Teacher Leadership Framework (TTLF) by integrating these theories within science education. An Integrative Literature Review (ILR) was conducted using thematic synthesis consisting of open coding, axial coding, and selective coding. The analysis identified four major themes: transformational teacher leadership as a driver of learning transformation, conceptual change as a mechanism of cognitive transformation, perspective transformation as an indicator of deep learning, and the integration of pedagogical, cognitive, and perspective transformations. Based on these findings, TTLF was developed as a conceptual framework comprising three interconnected dimensions: Pedagogical Transformation, Cognitive Transformation, and Perspective Transformation. The framework positions transformational teacher leadership as a catalyst for conceptual change and perspective transformation, ultimately promoting reflective, critical, and meaningful learning. TTLF contributes to educational theory and provides a foundation for future empirical studies in science education.  
Co-Authors Fadlullah Syadeli