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All Journal 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 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] International Journal of Learning Reformation in Elementary Education Global Education Journal Manajemen Pendidikan Konstruktivisme : Jurnal Pendidikan dan Pembelajaran
Hasanah, Enung
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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

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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.
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.
Digital-Based Change Management for Enhancing Vocational Students’ Work Readiness Muhtadin, Muhtadin; Hasanah, Enung; Sukirman, Sukirman
JURNAL AL-TANZIM Vol 10, No 1 (2026)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i1.12307

Abstract

This study aims to develop a digital-based change management model to enhance vocational students’ work readiness in vocational schools. Rapid technological change and evolving industry requirements have intensified the mismatch between vocational graduates’ competencies and labor market expectations. Previous studies highlight that limited digital integration and weak change management reduce the relevance of vocational education. This research employed a qualitative case study involving school leaders, vocational teachers, industry partners, and students. Data were collected through in-depth interviews, observations, and document analysis, and were analyzed thematically using Atlas. Ti 9. The findings indicate that effective digital transformation is shaped by six interrelated factors: the urgency for change, school–industry collaboration, continuous teacher competency development, technology-embedded curriculum implementation, systematic evaluation mechanisms, and graduate outcomes. These factors collectively strengthen students’ technical skills, digital literacy, and employment-readiness. The proposed model demonstrates that adaptive change management and active stakeholder involvement improve curriculum relevance and perceived employability. This study contributes theoretically by enriching perspectives on change management in vocational education and, practically, by offering a contextual framework for digital curriculum development. It recommends continuous curriculum updating, infrastructure investment, and sustained industry partnerships to ensure long-term workforce readiness.
Teachers’ Planning Practices for Deep Learning-Oriented Science Instruction: A Qualitative Case Study in Indonesian Junior High Schools Sayoto, Kawit; Hasanah, Enung; Zuhaery, Muhammad
International Journal of Educational Management and Innovation Vol. 7 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v7i1.14694

Abstract

Background. This study investigates the pedagogical strategies employed by junior secondary science teachers in designing deep Learning–oriented instruction on living systems and cells. Deep Learning is defined as an instructional orientation that promotes conceptual understanding, cognitive integration, and higher-order thinking skills. Methods. Adopting a qualitative case study approach, data were collected from five science teachers across diverse school contexts in Bantul Regency. Empirical evidence was generated through five semi-structured, in-depth interviews conducted between 18-22 July 2025, each lasting 60–90 minutes, complemented by a document analysis of five instructional planning documents, one from each participating teacher. The interviews were guided by a combined curricular and professional noticing framework, enabling systematic examination of teachers’ decision-making processes. Results. The findings reveal three significant insights. First, Grade VIII science lesson planning aligned with the independent curriculum and deep learning principles is structured to support experiences of conceptual understanding, application, and reflection. Conceptual understanding is facilitated through discussions, multiple learning resources, student projects, and presentations; application is emphasized through real-world case studies; and reflection is integrated through the evaluation of learning outcomes and opportunities for personal improvement. Second, teachers anticipate variations in students’ prior knowledge and tendencies toward passive participation. Third, in response, they adopt an asset-based approach and implement instructional steps to promote mindful, meaningful, reflective engagement that extends beyond traditional cognitive assessment. Conclusion. Theoretically, this study contributes to the literature on science pedagogical design by demonstrating how professional noticing can function as an analytic lens for understanding teachers’ planning for deep Learning, particularly in contexts transitioning toward competency-based curricula. The findings also extend existing discussions on deep Learning by illustrating how teachers translate curricular expectations into concrete pedagogical decisions within real classroom constraints.
STRATEGI GURU UNTUK MENINGKATKAN KEMANDIRIAN BELAJAR SISWA SD DENGAN KEBUTUHAN KHUSUS : SYSTEMATIC LITERATURE REVIEW Purwanti, Purwanti; Hasanah, Enung; Zuhaery, Muhammad
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i1.1579

Abstract

Objektif: Penelitian ini bertujuan mengkaji strategi guru dalam meningkatkan kemandirian belajar siswa berkebutuhan khusus di sekolah dasar inklusif. Metode: Penelitian menggunakan pendekatan Systematic Literature Review (SLR) dengan pedoman PRISMA 2020. Penelusuran artikel dilakukan melalui basis data Scopus dengan rentang publikasi 2017–2025. Sebanyak 12 artikel yang memenuhi kriteria inklusi dianalisis secara tematik. Hasil: Hasil kajian menunjukkan bahwa kemandirian belajar siswa berkebutuhan khusus didukung melalui pembelajaran aktif dan terstruktur, penyesuaian tugas, scaffolding, dukungan teman sebaya, serta pemanfaatan teknologi bantu. Penerapan prinsip Universal Design for Learning (UDL) dan penataan lingkungan belajar yang aksesibel turut memperkuat kemampuan siswa untuk belajar secara lebih mandiri. Kolaborasi antara guru, orang tua, dan tenaga pendukung juga berperan penting. Kebaruan: Studi ini menyajikan sintesis ringkas dan terintegrasi mengenai strategi guru dalam menumbuhkan kemandirian belajar siswa berkebutuhan khusus di sekolah dasar inklusif. Kata kunci: pendidikan inklusif, kemandirian belajar, siswa berkebutuhan khusus, strategi guru dan sekolah dasar
Human Resource Management Strategy for Optimizing Elementary School Teacher Professionalism Darmawan, Andi; Hasanah, Enung; Zuhaery, Muhammad
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 10, No 2 (2026): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Maret)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v10i2.10426

Abstract

This study aims to analyze the Human Resources (HR) management strategy in optimizing teacher professionalism at Muhammadiyah Condongcatur Elementary School. Teacher professionalism is a key pillar in ensuring the quality of education at the elementary school level, but the challenges of curriculum dynamics and workload require a comprehensive managerial strategy. This study uses a qualitative approach with a case study. Data were collected through in-depth interviews with the Principal, Vice Principal, and Teachers, as well as observations, and supported by documentation studies. Data analysis was conducted with the help of the Atlas.ti 9 software to map the relationships between managerial variables. The results show that the HR management strategy is carried out through an integrated cycle, including: 1) Linearity-based planning and real needs analysis; 2) Competency development through applied training and inter-disciplinary collaboration; 3) Reflection-based performance evaluation for policy making; and 4) Internalization of Islamic organizational culture as a reinforcement of moral integrity. Although the reward system has been implemented, the aspect of transparency remains a note for future development. In conclusion, the synergy between administrative support, sustainable capacity development, and spiritual values is key to creating a solid ecosystem of teacher professionalism in elementary schools.
Digital Technology-Based Learning Strategies in Junior High Schools: A Case Study at Muhammadiyah 3 Junior High School, Depok, Sleman Puji Lestari, Esty; Martaningsih, Sri Tutur; Hasanah, Enung
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 10, No 2 (2026): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Maret)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v10i2.10405

Abstract

Digital education transformation often focuses solely on infrastructure without addressing managerial aspects and character values. This study aims to analyze digital technology-based learning strategies at SMP Muhammadiyah 3 Depok Sleman, a school that integrates the digital school concept with strengthening Islamic character. Using a qualitative case study design approach, data were collected through in-depth interviews, observations, and documentation of the principal, curriculum, and teachers. Data analysis was conducted with the help of ATLAS.ti 9 software to ensure objectivity and depth of theme categorization. The results show that the school's strategy rests on the integration of the TPACK (Technological Pedagogical Content Knowledge) framework packaged within the POAC (Planning, Organizing, Actuating, Controlling) management unique to Muhammadiyah. Key findings reveal that the success of digitalization lies not only in the availability of devices but also in the formation of a digital ecosystem that aligns with the school's religious identity. This study contributes to the digital school management model in faith-based educational institutions.
Curriculum Management in Encouraging Deep Learning in Vocational High Schools Kusumawati, Nungky; Hasanah, Enung; santosa, Achadi Budi
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 10, No 2 (2026): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Maret)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v10i2.10313

Abstract

Immersive learning is a crucial need in vocational education to address the ever-changing dynamics of the workplace. However, its implementation in Vocational High Schools (SMK) still faces obstacles, particularly related to curriculum management, which tends to be administrative in nature. This study aims to describe in depth the implementation of curriculum management in encouraging deep learning in vocational schools, identifying supporting and inhibiting factors, and revealing school strategies in strengthening learning that aligns with the principles of the Independent Curriculum. This study used a descriptive qualitative approach and was conducted at SMK PGRI 01 Sukorejo, Kendal. Data were collected through semi-structured interviews, participant observation, and documentation studies involving the principal, vice principal for curriculum, teachers, and students. Data analysis was conducted using the interactive model of Miles, Huberman, and Saldaña, which includes data reduction, data presentation, conclusion drawing, and verification. The results of the study show that deep learning At SMK PGRI 01 Sukorejo, curriculum management strategies encompass vision-based planning, active and contextual learning, reflective evaluation and supervision, and continuous improvement. These strategies have positively impacted student engagement, increased understanding, critical thinking skills, and readiness to enter the workforce. Despite challenges such as differences in teacher readiness and student abilities, the school has been able to overcome them through a phased approach and a strengthened learning culture. This research underscores the importance of strategic and collaborative curriculum management as a key to success in deep learning in vocational schools.
Teacher Strategies in Administering Remedial Exams to Improve Learning Achievement of Arithmetic Operations Material in Elementary Schools Prasetyaningrum, Ratna Budi; Hasanah, Enung; Zuhaery, Muhammad
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 10, No 2 (2026): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Maret)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jisip.v10i2.10315

Abstract

This study aims to analyze teacher strategies in administering remedial exams to improve the learning achievement of arithmetic operations in elementary schools. The study used a qualitative case study design with a qualitative approach conducted at Muhammadiyah Condongcatur Elementary School, Sleman Regency, Yogyakarta Special Region. The research subjects consisted of one fourth-grade teacher and two fourth-grade students who experienced difficulties in learning mathematics. Data were collected through in-depth interviews and documentation, then analyzed interactively through the stages of data collection, data reduction, data presentation, and conclusion. The results showed that teacher strategies in administering remedial exams include four main aspects, namely planning, implementation, monitoring or supervision, and remedial strategies. In the planning aspect, teachers make special schedules, give preliminary assignments, adjust the form of questions, and communicate intensively with students and parents. In the implementation aspect, remedial exams are carried out in a controlled manner with an emphasis on honesty, independence, and teacher guidance. The monitoring aspect is carried out through gradual corrections and re-discussions to diagnose student misconceptions. Remedial strategies are applied flexibly, adaptively, and repeatedly until learning completeness is achieved according to the principles of mastery learning. The main obstacle identified was students' low mastery of the prerequisite material. This study concluded that pedagogically and diagnostically managed remedial exams can significantly improve learning outcomes, not just improve academic grades.
Co-Authors Achadi Budi Santosa Afrikasari, Fitri Afriliandhi, Cucu Al Badar, M Ikhwan Al-Amien , Muhammad Muliya Ali, Sahid Andi Darmawan Asih Mardati, Asih Ave Suakanila Fauzisar, Ave Suakanila Badar, M. Ikhwan Al Bagas, Muhammad Hasnan Bambang Sudarsono Bastian, Norma Burhanudin Burhanudin Casmini Casmini, Casmini Dinna Amalia Eko Cahyono, Eko Fauzia Fauzia Ghazi, M Ikhsan Al Hendro Widodo Hernita Hidayah, Dian Hidayati, Dian Ika Maryani Indramayanti, Vivi Silvi Indriani, Dinah Karimi, Amir Kasim, Mat Kusuma, Ica Lalitya Kusumawati, Nungky M Ikhsan Al Ghazi Maeswaty, Agnes Devita Muhtadin Muhtadin Nofridasari , Erlita Ayu Nofridasari, Erlita Ayu Nopriyani, Ari Okimustava Okimustava Pradikta, Zendy Prasetyaningrum, Ratna Budi Priyanta Priyanta, Priyanta Puji Lestari, Esty PURWANTI PURWANTI Rasjidah, Nur Reotutor, Mark Angelo C Reskia Ulfah, Ame Rina Rina Safitri, Febri Sahrul Akbar Sataroh, Sindy Sayoto, Kawit 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 Wening, Muslimah Hikmah Widodo Widyaningrum, Atik Wijayanto, Asnawi Wiyana, Adi Yuliana, Rohmah Zaki Dhamayanti1, Miki Zuhaery, Muhammad Zultiyanti, Zultiyanti