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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Penyuluhan Mimbar Sekolah Dasar Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Abdimas Dewantara Jurnal Pensil : Pendidikan Teknik Sipil SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Jurnal Pengabdian UNDIKMA Ideguru: Jurnal Karya Ilmiah Guru Jurnal Pendidikan Teknik Sipil (JPTS)
Isnantyo, Fajar Danur
Universitas Sebelas Maret
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Strategy for Continuous Quality Improvement at Vocational High School Widodo, Cahyo; Isnantyo, Fajar Danur; Budianto, Aris; Sukatiman, Sukatiman; Wahyudi, Muhamad Nur Azmi
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 1 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i1.6975

Abstract

This study analyzes the implementation of the Sistem Penjaminan Mutu Internal (SPMI) as a strategy for continuous quality improvement at Tambakboyo Vocational High School. Using a qualitative case study approach, data were collected through in-depth interviews with key stakeholders, participatory observation, and document analysis. Interviews involved school principals, teachers, administrative staff, students, and industry partners to gain insights into SPMI implementation. Observations were conducted through direct engagement in school activities, quality assurance meetings, and industry collaboration programs, while document analysis reviewed policies, reports, curriculum guidelines, and employment data. Data were analyzed using a qualitative descriptive approach through data reduction, display, and conclusion drawing, with triangulation ensuring validity. The findings highlight how stakeholders collaborate to align educational quality policies with industry demands through the PPEPP model (Penetapan, Pelaksanaan, Evaluasi, Pengendalian, Peningkatan Standard). Implementing SPMI positively impacts academic and non-academic quality, enhances graduate employability, and strengthens school-industry partnerships. A well-structured organization and consistent quality policies facilitate optimal outcomes, with industry collaboration ensuring curriculum relevance and skill alignment with labor market needs. This strategy enhances graduate competitiveness and serves as a model for addressing global educational and workforce challenges
Pelatihan Implementasi Pendekatan Pembelajaran Deep Learning untuk Meningkatkan Kompetensi Pedagogik Guru SD di Kota Surakarta Atmojo, Idam Ragil Widianto; Muzzazinah, Muzzazinah; Ekawati, Elvin Yusliana; Triastuti, Rini; Isnantyo, Fajar Danur; Sukarno, Sukarno; Ramadian, Rizqi Karisma
Jurnal Pengabdian UNDIKMA Vol. 6 No. 1 (2025): February
Publisher : LPPM Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jpu.v6i1.14507

Abstract

This community service activity aims to improve the pedagogical competence of elementary school teachers in Surakarta City through training in implementing the Deep Learning learning approach. Pedagogical competence includes the ability to understand student characteristics, design learning, and integrate technology to create a deep and enjoyable learning experience. The implementation method of this service included counseling, practice, and individual mentoring. The evaluation instruments used were pre-test and post-test which were analyzed descriptively. The results of this service showed that as many as 20 elementary school teachers in Surakarta showed an increase in the pedagogical ability of 45% in designing and implementing deep learning strategies that focus on critical thinking, creativity, and joyful learning. With the implementation of deep learning, especially joyful learning, teachers are able to create a dynamic and meaningful learning atmosphere for students.
Analysis of HOTS-Based TPACK Ability Based on Self-Assessment of Teacher Professional Education Students Atmojo, Idam Ragil Widianto; Isnantyo, Fajar Danur; Muzzazinah, Muzzazinah; Triastuti, Rini; Ekawati, Elvin Yusliana; Sukarno, Sukarno
Mimbar Sekolah Dasar Vol 12, No 2 (2025)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53400/mimbar-sd.v12i2.87027

Abstract

In the era of 21st-century education, mastery of Technological Pedagogical Content Knowledge (TPACK) is not enough without having higher-order thinking skills (HOTS). This study aimed to analyze HOTS-based TPACK ability in the field of Elementary School Teacher Education (ESTE). This study employed a quantitative descriptive approach with a survey design and data collection through self-assessment instruments. 1644 ESTE students of Teacher Professional Education (TPE) who filled out the instrument from various regions in Indonesia. The students consisted of 94 prospective teachers (Pre-service teachers of TPE) and 1550 TPE students who had become teachers (In-service teachers of TPE). The results showed that ESTE students of TPE showed very good mastery of HOTS-based TPACK. In the Content Knowledge aspect, 90% of students were categorized as having a high level of competence, indicating strong mastery. The ability to solve problems (53.7%) and evaluate student understanding (55.3%) were categorized as medium. In the Pedagogical Knowledge domain, the ability to manage classrooms (69.2%) and select appropriate learning strategies (66.5%) fell into the high category. For Technological Knowledge, 76.2% of students demonstrated a high ability to utilize technology effectively, although 16.9% still had difficulties in evaluating software, which was classified as low. Meanwhile, in the integrative TPACK aspect, 62.8% of students were in the high category in assessing student learning outcomes using a HOTS-based approach. In conclusion, ESTE students of TPE showed very good mastery of HOTS-based TPACK competencies, with high abilities in content knowledge, pedagogy, and technology even though challenges in evaluating software remain to exist. This study implies the need to strengthen training in technology evaluation and the application of higher-order thinking skills to ensure comprehensive and sustainable TPACK competence in teacher education programs.
Co-Authors A.G. Tamrin Alimah, Isnaini Putri Laili Nur Aris Budianto, Aris Arrif'aniy, Fath Fithrotu Zahrotuddina Daryono, Rihab Wit Diva Jaira Arlesa Elvin Yusliana Ekawati Fadia Husna Nabila Fahrudin Ali Fikri Fasihatul Qori’ah Fatin Afifah Idam Ragil Widianto Atmojo Kundari Rahmawati M. Sukarno Mardani Mardani Mita Sofia Muhammad Agphin Ramadhan Muhammad Nurtanto Mutohhari, Farid Muzzazinah Muzzazinah Nur Kholifah Nuur Wachid Abdul Majid Putu Sudira Ramadian, Rizqi Karisma Rini Anggrainingsih Rini Triastuti, Rini Sekarkedhaton, Rhepita Hindun Pangesti Sri Sumarni Sri Sumarni Sri Sumarni Sri Sumarni Suhirman Suhirman Sukatiman Sukatiman Suyitno Suyitno Taufiq Lilo Adi Sucipto Vernanda Atik Dewi Sasanti Wahyudi, Muhamad Nur Azmi WARJU Widodo, Cahyo