Article Per Year (5 Year)
p-Index From 2021 - 2026
6.333
P-Index
This Author published in this journals
All Journal Journal of Education and Learning (EduLearn) JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Tadbir : Jurnal Studi Manajemen Pendidikan Syntax Literate: Jurnal Ilmiah Indonesia Pendas : Jurnah Ilmiah Pendidikan Dasar NUSANTARA : Jurnal Ilmu Pengetahuan Sosial AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Indonesian Journal on Learning and Advanced Education (IJOLAE) Jurnal Ilmiah Mandala Education (JIME) JISIP: Jurnal Ilmu Sosial dan Pendidikan Idaarah: Jurnal Manajemen Pendidikan Jurnal Pendidikan Edutama Jurnal Fundadikdas (Fundamental Pendidikan Dasar) Academy of Education Journal EARR Edulab : Majalah Ilmiah Laboratorium Pendidikan SPEKTA (Jurnal Pengabdian Kepada Masyarakat : Teknologi dan Aplikasi) International Journal of Islamic Educational Psychology International Journal of Educational Management and Innovation (IJEMI) Mosharafa: Jurnal Pendidikan Matematika Jurnal Manajemen Pendidikan Dasar, Menengah dan Tinggi [JMP-DMT] Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora INSANIA : Jurnal Pemikiran Alternatif Kependidikan International Journal of Learning Reformation in Elementary Education Jurnal Pendidikan Indonesia (Japendi) Global Education Journal Manajemen Pendidikan Konstruktivisme : Jurnal Pendidikan dan Pembelajaran
Hasanah, Enung
Unknown Affiliation
Religion Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Social Sciences Other

Published : 48 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 48 Documents
Search

 1   2   3   4   5 
Exploring the Intersection of TPACK and Professional Competence: A Study on Differentiated Instruction Development within Indonesia’s Merdeka Curriculum Utari, Varisa Tri; Maryani, Ika; Hasanah, Enung; Suyatno, Suyatno; Mardati, Asih; Bastian, Norma; Karimi, Amir; Reotutor, Mark Angelo C
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 1, January 2025
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v7i1.23450

Abstract

Despite the growing emphasis on differentiated instruction in modern education, there remains a noticeable gap in research examining the integration of Technological, Pedagogical, and Content Knowledge (TPACK) with professional competence, particularly within the context of Indonesia's Merdeka Curriculum. This study aims to assess teachers' levels of TPACK and professional competence in developing differentiated instruction in Yogyakarta, Indonesia, while exploring the correlation between these two variables. Adopting a quantitative correlational research design, the study employed stratified random sampling to select a sample of 84 teachers from eight elementary schools currently implementing the Merdeka Curriculum (Independent Learning Curriculum). Descriptive statistics and hypothesis testing, using the Spearman-Brown formula, were utilized for data analysis. The findings indicate that the participating teachers exhibit moderate levels of both TPACK and professional competence in developing differentiated instruction. Moreover, hypothesis testing revealed a strong and significant correlation between teachers' TPACK and their professional competence in designing differentiated instruction. This research highlights the importance for teacher training institutions to prioritize the development of TPACK, enabling educators to effectively adapt to evolving educational policies.
Pengalaman Siswa SMA di Yogyakarta dalam Proses Pengembangan Kepemimpinan di Sekolah Hasanah, Enung; Supardi, Supardi; Al Badar, M Ikhwan
Jurnal Pendidikan Edutama Vol 9 No 2 (2022): July 2022
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/jpe.v9i2.1365

Abstract

Abstract: Student leadership is essential to be developed so that students can develop their potential better. This study aims to explore the experiences of students in Yogyakarta regarding the implementation of developing student leadership competencies based on the experiences they have experienced. This research is qualitative research in phenomenology that prioritizes extracting data from the main actors of a phenomenon. Participants in this study were 7 students who were selected by purposive sampling. The results showed that 1) Students need sufficient space to be active in leadership activities. 2) Students assess that teachers and parents focus more on academic development than student leadership.  Keywords: Development, student leadership, phenomenology, self-potential.  Abstrak: Kepemimpinan siswa merupakan hal yang sangat penting untuk dikembangkan agar para siswa dapat mengembangkan potensi diri secara lebih baik. Penelitian ini bertujuan untuk mengeksplorasi pengalaman para siswa di Yogyakarta tentang implementasi pengembangan kompetensi kepemimpinan siswa berdasarkan pengalaman yang telah mereka alami. Penelitian ini merupakan penelitian kualitatif fenoemnologi yang mengutamakan penggalian data dari pelaku utama sebuah fenomena. Partisipan dalam penelitian ini adalah 7 orang siswa yang dipilih secara purposive sampling. Hasil penelitian menunjukan bahwa 1) Para siswa membutuhkan ruang yang cukup untuk aktif di kegiatan-kegiatan kepemimpinan. 2) Para siswa menilai bahwa guru dan orang tua lebih fokus pada pengembangan akademik daripada kepemimpinan siswa. Kata Kunci: Pengembangan, Kepemimpinan siswa, fenomenologi, potensi diri.
IMPLEMENTASI GERAKAN SEKOLAH MENYENANGKAN (GSM) DALAM MEMBANGUN STUDENT WELLBEING DI SD NEGERI 002 SAMBALIUNG Indriani, Dinah; Martaningsih, Sri Tutur; Hasanah, Enung
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 01 (2025): Volume 10, Nomor 01 Maret 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i01.22856

Abstract

Penelitian ini bertujuan untuk mendeskripsikan implementasi Gerakan Sekolah Menyenangkan (GSM) di SD Negeri 002 Sambaliung. Metode yang digunakan adalah deskriptif kualitatif, dengan subjek penelitian mencakup kepala sekolah, guru, siswa, serta orang tua siswa yang berperan langsung dalam penerapan program GSM. Instrumen penelitian meliputi panduan wawancara, pedoman observasi, dan dokumentasi. Untuk memastikan keabsahan data, digunakan teknik triangulasi sumber dan triangulasi metode. Analisis data dilakukan melalui tiga tahapan utama, yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa Gerakan Sekolah Menyenangkan merupakan program yang bertujuan menciptakan lingkungan pembelajaran yang lebih positif dan kondusif. Penerapan GSM di sekolah ini dilakukan melalui berbagai strategi, seperti pengaturan ruang kelas, kegiatan senam ceria, serta program literasi. Beberapa faktor yang berpengaruh terhadap keberlangsungan program GSM di SD Negeri 002 Sambaliung meliputi pemahaman seluruh warga sekolah terhadap konsep GSM, modal awal berupa pengetahuan kognitif siswa, kekompakan antar warga sekolah, keterlibatan orang tua dan komite sekolah, serta dukungan finansial dari pihak sekolah
Managing Personalization and Collaboration in Education: A Systematic Review of Educational Practices Hasanah, Enung
JURNAL AL-TANZIM Vol 8, No 3 (2024)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v8i3.8751

Abstract

This systematic literature review analyzes 20 carefully selected documents from the Scopus database. This study explores ways that align with Islamic educational management's principles to balance personalized learning outcomes and community empowerment in academic settings. The selection of documents is based on relevance to the focus and recent developments in Islamic education. The qualitative analysis method uses thematic coding and VOS Viewer. The analysis results indicate that Islamic approaches like collaboration, reflection, and feedback can achieve balanced learning outcomes. Collaborative filtering helps select learning materials according to student's needs, while reflection and feedback strengthen positive interactions and ukhuwah within the learning community. In addition, computer-based learning and e-learning allow students to learn at their own pace. A flexible curriculum allows for adjustments to students' interests by the principle of taysir (making it easy). These findings recommend that educational institutions integrate a multifaceted approach to create an inclusive, adaptive, and Islamic-oriented learning environment. 
Implementation of Accreditation-Based Graduate Quality Assurance in Private Schools Hasanah, Enung; Afriliandhi, Cucu
JURNAL AL-TANZIM Vol 7, No 1 (2023)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v7i1.4537

Abstract

This study aims to analyze the implementation of accreditation-based graduate quality assurance at private junior high schools in Sleman, Yogyakarta Special Region. This research design is qualitative research. The subjects of this study consisted of school principals, deputy principals, teachers, employees, parents and students, who received an A accreditation rating. Data collection was carried out through in-depth individual interviews, observation and documentation. The study results a show that accreditation-based quality assurance on the graduate quality component is carried out by applying adaptive, contextualized, and cooperative principles. The results of this study imply that implementing school quality assurance is not just managing administration but requires the development of a state of mind from all stakeholders.
Development Strategy of Teacher Competence with the 70-20-10 Model for SDG-Aligned Community-Based Education: A Literature Review Hasanah, Enung; Ghazi, M Ikhsan Al
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 30 No 1 (2025)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v30i1.11257

Abstract

Education plays a vital role in shaping the development of society and the nation. In a rapidly changing world, teachers are key players in preparing the next generation to face increasingly complex challenges. Within this dynamic context, improving teacher competencies has become a critical need. One alternative approach is the 70-20-10 Model, which combines formal learning, informal learning, and learning through experience, while also integrating community-based learning, and social engagement to support the Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education) and SDG 17 (Partnerships for the Goals). This paper explores the key principles of the 70-20-10 Model in the context of teacher professional development and its potential to encourage local and global collaboration for achieving inclusive, equitable, and sustainable education outcomes. Through a comprehensive literature review, this study discusses the implications, benefits, and challenges related to the implementation of this model. The findings highlight that the 70-20-10 Model provides a solid framework for continuous teacher development, where 10% of learning comes from structured activities such as workshops or training sessions, 20% from collaborative learning through interactions with peers and mentors (both online and offline), and 70% from practical classroom experience integrated with community involvement. However, the implementation of this model also faces several challenges, including limited resources, resistance to change, and difficulties in measuring learning outcomes. Therefore, to fully realize the potential of this model, strong commitment from all stakeholders is needed, along with supportive systems and well-planned strategies that are responsive to both local contexts and global education priorities.
PERAN KEPEMIMPINAN KEPALA SEKOLAH DALAM MENINGKATKAN MUTU SEKOLAH Reskia Ulfah, Ame; Amalia, Dinna; Hasanah, Enung
NUSANTARA : Jurnal Ilmu Pengetahuan Sosial Vol 10, No 11 (2023): NUSANTARA : Jurnal Ilmu Pengetahuan Sosial
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jips.v10i11.2023.4899-4906

Abstract

Kepemimpinan di sekolah ialah kewajiban berguna yang wajib dicoba oleh kepala sekolah. Perihal ini sebab salah satu bagian terutama dalam suatu badan merupakan kepemimpinan, sukses tidaknya sesuatu badan didetetapkan oleh kepemimpinan seseorang atasan dalam melaksanakan usahanya. Dengan begitu kualitas pembelajaran disebuah sekolah tidak hendak melonjak bila tidak terdapat pengembangan serta transformasi yang dicoba oleh kepala sekolah berlaku seperti arahan. Kepala sekolah dalam melaksanakan kedudukan kepemimpinannya wajib tetap berusaha membagikan transformasi kearah yang lebih maju dengan melaksanakan manajemen kenaikan kualitas. Dalam penerapannya kepala sekolah senantiasa mengaitkan masyarakat sekolah supaya bersama merasakan kalau sekolah ialah kepunyaan bersama. Dalam melaksanakan kepemimpinannya, kepala sekolah SMP Negeri 3 Bakam sudah penuhi tanggung jawab serta kedudukannya guna menggapai tujuan sekolah yang diharapkan serta menghasilkan atmosfer kegiatan yang mendukung serta mengasyikkan. Peran kepemimpinan yang dijalankan kepala sekolah SMP Negeri 3 Bakam yaitu yang pertama sebagai educator, kepala sekolah mengarahkan dan membina setiap guru agar melaksanakan tugas pengajaran secara tepat dan benar. sebagai manager, kepala sekolah telah melakukan peranan manajemennya. Peranan manajemen yang diartikan merupakan pemograman, pengorganisasian, penerapan, pengawasan, serta penilaian.
Why do Gen Z choose teaching as careers? exploring extrinsic motivations of Gen Z to become teacher in Indonesia Suyatno, Suyatno; Patimah, Lilis; Wantini, Wantini; Maryani, Ika; Hasanah, Enung; Arqam, Mhd. Lailan; Fadlillah, M.
Journal of Education and Learning (EduLearn) Vol 20, No 1: February 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i1.22981

Abstract

The decision to become teacher is greatly influenced by certain motivations such as altruistic, intrinsic, and extrinsic. Examining these motivations influencing individuals’ decisions to become teachers is essential for sustainable professional development. This is because no previous publication has focused on Generation Z’s (Gen Z) extrinsic motivations to pursue teaching profession. Therefore, this study aimed to explore motivations of Gen Z to become teachers in elementary schools. A qualitative analysis was adopted with a focus group discussion method including 58 pre-service teachers learning at the primary school teacher education program. Furthermore, the participants in the analysis were aged 18-22 years and also fell into the Gen Z category. Data obtained from the participants was further analyzed using thematic analysis. The results showed that extrinsic motivations underlying the desire of Gen Z to become teachers originated from the high social respect teaching receives from society, the promise of prosperity, and adequate employment opportunities. Extrinsic motivations also originated from childhood experiences inspired by religious teachings and the parents. The study further emphasized the importance of understanding the participants’ motivations for entering teaching profession to improve recruitment systems, providing motivation, set hours and workloads, as well as welfare systems for Gen Z teachers.
Co-Authors Achadi Budi Santosa Afrikasari, Fitri Afriliandhi, Cucu Al Badar, M Ikhwan Al-Amien , Muhammad Muliya Ali, Sahid Arqam, Mhd. Lailan Asih Mardati, Asih Ave Suakanila Fauzisar, Ave Suakanila Badar, M. Ikhwan Al Bambang Sudarsono Bastian, Norma Burhanudin Burhanudin Casmini Casmini, Casmini Dinna Amalia Eko Cahyono, Eko Fadlillah, M Fauzia Fauzia Ghazi, M Ikhsan Al Hendro Widodo Hernita Hidayah, Dian Hidayati, Dian Ika Maryani Indramayanti, Vivi Silvi Indriani, Dinah Jaoharoh, Siti Allifah Karimi, Amir Kasim, Mat Kusuma, Ica Lalitya M Ikhsan Al Ghazi Maeswaty, Agnes Devita Ningsih, Oktasari Wardia Nofridasari , Erlita Ayu Nofridasari, Erlita Ayu Nopriyani, Ari Okimustava Okimustava Patimah, Lilis Pradikta, Zendy Priyanta Priyanta, Priyanta Rasjidah, Nur Reotutor, Mark Angelo C Reskia Ulfah, Ame Rina Rina Safitri, Febri Sahrul Akbar Sataroh, Sindy Sri Indriani Sri Tutur Martaningsih Sukirman Sukirman Sumarbini, Sumarbini Sunarti, Tri Supardi Supardi Suyata Suyata Suyatno Suyatno Syamsiah, Dian Nur Syaputra, Adi Tobing, Putri Utari, Varisa Tri Wantini Wantini Wening, Muslimah Hikmah Widodo Widyaningrum, Atik Wijayanto, Asnawi Wiyana, Adi Yuliana, Rohmah Zaki Dhamayanti1, Miki Zuhaery, Muhammad Zultiyanti, Zultiyanti