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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] Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora 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 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.
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 Budi Mulyadi 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 M Ikhsan Al Ghazi Maeswaty, Agnes Devita Muhtadin Muhtadin Ningsih, Oktasari Wardia Nofridasari , Erlita Ayu Nofridasari, Erlita Ayu Nopriyani, Ari Okimustava Okimustava Patimah, Lilis Pradikta, Zendy Priyanta Priyanta, Priyanta 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