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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 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] Alifbata: Jurnal Pendidikan Dasar Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora International Journal on Education Insight INSANIA : Jurnal Pemikiran Alternatif Kependidikan Edukasia: Jurnal Pendidikan dan Pembelajaran International Journal of Learning Reformation in Elementary Education Journal Research of Social Science, Economics, and Management Jurnal Pendidikan Indonesia (Japendi) Global Education Journal Jurnal Ilmu Pendidikan dan Pembelajaran 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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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.
Managing Deep Learning to Encourage Independence in Elementary School Students: A Qualitative Case Study Purwanti, Purwanti; Hasanah, Enung; Zuhaery, Muhammad
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 2 (2025): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v6i2.1754

Abstract

Instilling learning independence from an early age is an important step towards creating students who are independent, confident, and capable of lifelong learning. This independence plays an important role in supporting academic success as well as shaping students' character and skills in facing future challenges. This research aims to analyze deep learning management in shaping the learning independence of elementary school students. The approach used is descriptive qualitative with a case study at SD Muhammadiyah Danunegaran. Data were collected through interviews, observations, and documentation. Informants were selected by purposive sampling consisting of class teachers and students. Data analysis used thematic techniques assisted by ATLAS.ti. The results showed seven main themes in deep learning management, including planning, implementation, evaluation, characteristics and importance of learning independence, supporting factors, and challenges. Planning is done collaboratively, implementation places teachers as facilitators, and evaluation uses rubrics, checklists, and observations. Independence is characterized by confidence, initiative, responsibility, and self-learning. School culture is supportive, while challenges come from students' diverse characters and parenting patterns. The findings contribute to the management of deep learning practices in elementary schools, emphasizing how well-managed learning processes can foster students’ independence, as well as their critical and reflective thinking in constructing knowledge.
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): in press
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
Artificial Intelligence in Inclusive Education: A Systematic Review of Teacher Competencies Putra, Ade; Budi Santosa, Achadi; Hasanah, Enung
Alifbata : Jurnal Pendidikan Dasar Vol 6 No 1 (2026): Alifbata
Publisher : STAI Darul Kamal Darul Kamal NW Kembang Kerang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to systematically review the competencies required of teachers to implement AI in the context of inclusive education. A systematic review approach was used, referring to the PRISMA 2020 guidelines. Data sources were obtained from the Scopus and Google Scholar databases, covering publications from 2017 to 2025. Of the total 714 articles identified, eight articles met the inclusion criteria and were analyzed thematically. The results of the study show that the application of AI in inclusive education requires mastery of three main dimensions of teacher competence, namely technical foundations, ethical awareness, and inclusive pedagogy. AI has the potential to strengthen personalized learning, foster equitable access, and improve the psychological well-being of students. However, teacher readiness, training limitations, and weak policy support remain major obstacles to its implementation. This study emphasizes the need to strengthen teachers' AI literacy through targeted professional training, education policies that support inclusivity, and ethical governance that is adaptive to technological dynamics. The results of this review are expected to form the basis for the development of policies and programs to improve teacher competence in the era of artificial intelligence.
Exploring teachers' strategies in planning in-depth learning of science in junior high school Sayoto, Kawit; Hasanah, Enung; Zuhaery, Muhammad; Padmi, Russasmita Sri
International Journal on Education Insight Vol. 7 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v7i1.14148

Abstract

This study aims to construct an effective deep science learning planning model for junior high school teachers on the topic of living systems and cells, focusing on teacher perceptions, student readiness, and the instructional challenges encountered. A descriptive qualitative method was employed, involving in-depth interviews with science teachers and a document study of instructional plans.  The findings reveal that deep science learning planning model is contingent upon a fundamental transformation of the teacher’s role into an instructional orchestrator who integrates spiritual dimensions as substantive learning outcomes. While students exhibited metacognitive gaps in navigating experimental inquiry, the study highlights the efficacy of faded scaffolding strategies and virtual laboratory integration in enhancing student self-efficacy amidst resource constraints. The research concludes that despite the systemic tension between time-intensive inquiry and standardized assessments, the adaptation of flexible scaffolding is crucial for bridging scientific reasoning with national testing policies. These results corroborate existing frameworks on deep learning while providing a practical model for teachers in constructing self-identity through an awareness of the Creator’s design in science.
Principals’ Instructional Leadership Strategies for Building Fostering Meaningful Learning in Primary Schools Abdurrahman, Isvihani; Hasanah, Enung; Sukirman, Sukirman
Tadbir : Jurnal Studi Manajemen Pendidikan Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jsmp.v10i1.14907

Abstract

This study reveals the strategies employed by a primary school principal in implementing instructional leadership to foster meaningful learning. The research employed a qualitative case study with semi-structured interviews, and the data were analyzed using thematic analysis. The findings highlight three themes that reflect the principal’s instructional leadership strategies. These strategies involve supervision and management of learning resources, innovative leadership, and teacher professionalism development. These strategies reflect how principals operationalize instructional leadership to create conditions that support meaningful learning. Through systematic supervision and effective resource management, principals ensure that teaching practices are aligned with curricular goals and student needs. Their innovative leadership fosters a school culture that values creativity, reflection, and learner-centered instruction. Moreover, by facilitating teachers’ professional development, principals strengthen teachers’ capacity to design learning experiences that connect new knowledge to students’ prior understanding, an essential feature of meaningful learning as described by Ausubel’s theory.
Kurikulum Merdeka Implementation Strategy in Improving the Quality of Learning for Gen Z in Senior High School Adelia, Revina; Suyatno, Suyatno; Hasanah, Enung
Jurnal Ilmu Pendidikan dan Pembelajaran Vol. 4 No. 2 (2026): April 2026
Publisher : Mitra Edukasi dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58706/jipp.v4n2.p136-145

Abstract

 Improving the quality of learning is a major challenge in Indonesian education, particularly in the era of digital transformation and the dynamic characteristics of Generation Z. The Kurikulum Merdeka is a response to the demands for more flexible, adaptive, and student-centered learning. This study research purposes to explore the implementation strategies of the Kurikulum Merdeka   in improving the quality of learning for Generation Z at SMA Muhammadiyah Toboali. This study uses a qualitative approach with a case study design, through data collection techniques such as interviews, observations, and documentation involving the principal, teachers, and students. The findings show that the implementation of the Kurikulum Merdeka at SMA Muhammadiyah Toboali is carried out systematically, collaboratively, and contextually to the needs of students. The principal plays an active role in socializing the curriculum, conducting teacher training, developing a KOSP relevant to school conditions, and conducting digital-based evaluations. Meanwhile, teachers implement differentiated learning, utilize digital technology, and create an interactive and humanistic learning atmosphere. Students experience benefits in the form of increased learning motivation, flexibility in the learning process, and a more personalized assessment experience. In conclusion, the implementation of the Kurikulum Merdeka at Muhammadiyah High School in Toboali demonstrates that a synergistic strategy combining school leadership, teacher learning innovation, and an understanding of Generation Z characteristics can bring about real transformation in the educational process. With an adaptive and contextual approach, the Kurikulum Merdeka not only addresses the challenges of the 21st century but also strengthens the quality of meaningful, relevant, and impactful learning for students. With an adaptive and contextual approach, the Kurikulum Merdeka not only responds to the challenges of the 21st century but also enhances the quality of meaningful, relevant, and impactful learning for students.
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.
Co-Authors Abdurrahman, Isvihani Achadi Budi Santosa Ade Putra Adelia, Revina Afrikasari, Fitri Afriliandhi, Cucu Al Badar, M Ikhwan Al-Amien , Muhammad Muliya Ali, Sahid Andi Darmawan Arqam, Mhd. Lailan Asih Mardati, Asih Ave Suakanila Fauzisar, Ave Suakanila Badar, M. Ikhwan Al Bagas, Muhammad Hasnan Bambang Sudarsono Bastian, Norma Budi Mulyadi Budi Santosa, Achadi 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 Kemalahayati El Ahmady, Ratna Kusuma, Ica Lalitya Kusumawati, Nungky M Ikhsan Al Ghazi Maeswaty, Agnes Devita Muhtadin Muhtadin Ningsih, Oktasari Wardia Nofridasari , Erlita Ayu Nofridasari, Erlita Ayu Nopriyani, Ari Okimustava Okimustava Padmi, Russasmita Sri Patimah, Lilis 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 Wantini Wantini Wening, Muslimah Hikmah Widodo Widyaningrum, Atik Wijayanto, Asnawi Wiyana, Adi Yuliana, Rohmah Zaki Dhamayanti1, Miki Zuhaery, Muhammad Zultiyanti, Zultiyanti