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All Journal Jurnal Pendidikan Anak Usia Dini Undiksha Pendas : Jurnah Ilmiah Pendidikan Dasar IQRO: Journal of Islamic Education SCHOLASTICA JOURNAL : JURNAL PENDIDIKAN SEKOLAH DASAR DAN PENDIDIKAN DASAR Diklat Review : Jurnal manajemen pendidikan dan pelatihan Journal of K6 Education and Management IJGIE (International Journal of Graduate of Islamic Education) Tunas Nusantara International Journal on Advanced Technology, Engineering, and Information System (IJATEIS) Jurnal Ilmiah Pendidik Indonesia Jurnal Pendidikan, Sains dan Teknologi Journal of General Education Science Jurnal Media Akademik (JMA) Jurnal Intelek Dan Cendikiawan Nusantara Jurnal Imiah Pengabdian Pada Masyarakat (JIPM) Jurnal Pendidikan & Pengajaran Jurnal Inovasi Pembelajaran
Aslamiah
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Strengthening Pedagogical Competence Through Educational Hr Management: A Case Study At SMPN 1 Kotabaru Edy Rakhmadi; Norliani; Muhammad Muhaimin; Aslamiah; Ahmad Suriansyah
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 1 (2026): March
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v7i1.4476

Abstract

The rapid digitalization of education has reshaped pedagogical practices, requiring teachers to continually strengthen their competence in designing, implementing, and evaluating technology-integrated instruction. This study investigates the educational Human Resource Management (HRM) strategies used to enhance teachers’ pedagogical competence in the digital era through a case study at SMPN 1 Kotabaru. Employing a qualitative approach with an exploratory case study design, data were collected from 12 informants, consisting of school leaders, HR development coordinators, and teachers. The data collection techniques included semi-structured interviews, participant observation, and document analysis. Data were analyzed using Miles and Huberman’s interactive model, encompassing data reduction, data display, and conclusion drawing. The findings reveal that HRM strategies are operationalized through four core components: systematic competency needs mapping, practice-based modular training, continuous performance monitoring, and reflective post-training evaluation. Teachers perceive these strategies as supportive, particularly when training emphasizes applicability, collaboration, and contextual problem-solving. Institutional challenges include limited time allocation, resistance to technological changes, and inconsistent training continuity. Five success-inducing factors are identified: visionary leadership, collaborative school culture, reflective evaluation mechanisms, institutional policy support, and teachers’ technological readiness. Theoretically, this study contributes to the discourse on strategic HRM in digital-era education, while practically offering guidance for policymakers and school leaders in designing adaptive and sustainable teacher development systems
Arcaro’s Total Quality Management Principles As A Strategic Approach To Enhancing Educational Service Quality In Indonesia Rahmadi; Muhsinin; Aslamiah; Celiya Cinantya
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 1 (2026): March
Publisher : Master of Islamic Studies Masters Program in the Postgraduate Institute of Islamic Studies Sultan Muhammad Syafiuddin Sambas, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/ijgie.v7i1.4583

Abstract

Total Quality Management (TQM) has developed into a key managerial approach for enhancing educational quality. Arcaro introduced five core TQM principles in the educational context customer focus, total involvement, measurement, continuous improvement, and commitment which serve as a comprehensive framework for organizational improvement. This study examines the applicability of Arcaro’s TQM principles as a strategic approach for strengthening educational service quality in response to 21st-century demands. This research adopts a library study design by reviewing 35 literature sources, including national and international journal articles, authoritative books, and previous empirical studies on TQM implementation in education. The sources were selected based on relevance to TQM theory, publication within the last ten years (except foundational works), and methodological rigor. Data were analyzed through qualitative content analysis, involving categorization, comparison, and synthesis of key concepts across the selected literature. The findings show that Arcaro’s TQM principles align strongly with contemporary national and global quality standards by emphasizing stakeholder satisfaction, collaborative participation, evidence-based evaluation, continuous refinement, and leadership commitment. These principles consistently emerge as a strategic foundation for improving educational service quality, although implementation may be constrained by factors such as limited institutional resources, bureaucratic structures, and resistance to organizational change. Theoretically, this study contributes by reaffirming Arcaro’s TQM as a relevant framework for modern educational quality management. Practically, it offers guidance for schools and higher education institutions seeking structured strategies to enhance service quality through stakeholder engagement, data-driven practices, and continuous improvement mechanisms.
PERAN KECERDASAN EMOSIONAL GURU PADA PENDIDIKAN ANAK USIA DINI Farina, Mahlida; Aslamiah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 In Order
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.38093

Abstract

Emotional intelligence is a crucial competence that influences teacher performance and the quality of the learning environment in early childhood education. This study aims to describe the role of teachers’ emotional intelligence in supporting classroom interactions, children’s engagement, and learning effectiveness at PAUD Suka Maju Kandangan. A descriptive qualitative approach was employed, involving three teachers with a minimum of two years of teaching experience. Data were collected through semi-structured interviews based on Goleman’s five dimensions of emotional intelligence and participatory classroom observations. Data analysis consisted of data reduction, data display, and conclusion drawing. The findings indicate that teachers’ emotional intelligence is reflected in their ability to manage emotions, demonstrate self-awareness, self-regulation, motivation, empathy, and social skills, which collectively contribute to a stable, supportive, and conducive classroom atmosphere for young children. Emotional intelligence enables teachers to respond constructively to instructional challenges and to meet children’s developmental needs, particularly in early childhood education settings with limited facilities. This study highlights the integrative nature of emotional intelligence and recommends continuous professional development programs focusing on teachers’ socio-emotional competencies to enhance the overall quality of early childhood education.
Implementasi Kurikulum Merdeka Berbasis Budaya Banjar dalam Meningkatkan Kesadaran Lingkungan Peserta Didik Sekolah Dasar Nadilatu Zahwa; Nurriyanti; Seftiana Anindya Narfa; Salma Safitri; Diani Ayu Pratiwi; Aslamiah
Tunas Nusantara Vol. 8 No. 1 (2026)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/mntygv05

Abstract

The Merdeka Curriculum promotes contextual learning through the use of local culture as part of the learning process. However, the implementation of the Merdeka Curriculum that integrates Banjar culture to enhance elementary students' environmental awareness still requires further investigation. This study aims to describe the implementation of the Banjar culture-based Merdeka Curriculum in enhancing the environmental awareness of fourth-grade students at SDN Murung Raya 5. This study employed a descriptive qualitative approach with a case study design. Data were collected through semi-structured interviews with a purposively selected classroom teacher and documentation of the interview process. The findings show that the implementation of the Merdeka Curriculum was supported by the development of flexible teaching modules, the use of digital media such as Smart TVs and projectors, and diverse learning strategies to accommodate the needs of students with special educational needs. The integration of Banjar local wisdom was implemented through local language learning, the creation of traditional rhymes and poetry, and local food programs. Meanwhile, students' environmental awareness was developed through practical habituation programs, including Clean Saturday, Healthy Saturday, and waste-sorting habits. The findings imply that the use of local culture in learning can serve as a relevant strategy to support the strengthening of character education and environmental education in elementary schools.
IMPLEMENTASI LANDASAN SPIRITUAL KEPEMIMPINAN KEPALA TK DALAM PEMBINAAN KARAKTER ANAK USIA DINI Erni Erawati; Aslamiah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.53103

Abstract

Early childhood character education is the main foundation for future personality development, but its implementation is often hampered by the lack of spiritual role models from institutional leaders. This article aims to analyze the implementation of the spiritual foundation of kindergarten principal leadership in developing early childhood character. The method used is a Systematic Literature Review (SLR) following the PRISMA 2020 guidelines. A literature search was conducted in Google Scholar, Scopus, and SINTA databases for the publication period 2015-2025. The initial identification process found 1,245 articles. After going through the screening stage based on the title and abstract, 85 articles remained. The eligibility stage by assessing the full text resulted in 32 articles that met the inclusion criteria. A total of 18 final articles were synthesized to answer the research objectives. The main findings indicate that the implementation of the spiritual foundation of kindergarten principal leadership is realized through exemplary religious values, the creation of a religious school culture, and the integration of prayers and moral stories in daily activities. Kindergarten principals act as role models who internalize honesty, empathy, and responsibility. The conclusion of this article confirms that the spiritual foundation of a kindergarten principal's leadership contributes significantly to the effectiveness of early childhood character development, but requires ongoing strengthening of the leader's spiritual capacity. Keywords: spiritual foundation, kindergarten principal, character education, early childhood
MENGEMBANGKAN AKTIVITAS, BERPIKIR KRITIS, KERJASAMA, DAN KEMAMPUAN KOGNITIF ANAK MELALUI MODEL PINTU (PROJECT BASED LEARNING DAN PICTURE AND PICTURE) PADA KELOMPOK A DI PAUD AL MUTTAQIN BANJARMASIN Norhayati; Aslamiah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.56555

Abstract

Penelitian ini bertujuan untuk mengembangkan aktivitas, berpikir kritis, kerjasama, dan kemampuan kognitif anak melalui model PINTU yang merupakan kombinasi Project based learning dan Picture and picture pada Kelompok A PAUD Al-Muttaqin Banjarmasin. Permasalahan penelitian berupa rendahnya aktivitas, berpikir kritis, kerjasama, dan kemampuan kognitif anak akibat pembelajaran yang masih berpusat pada guru dan kurang bervariasinya model pembelajaran. Penelitian menggunakan pendekatan kualitatif dengan jenis Penelitian Tindakan Kelas yang dilaksanakan dalam empat pertemuan dengan subjek penelitian sebanyak 10 anak kelompok A. Teknik pengumpulan data dilakukan melalui observasi aktivitas guru, aktivitas anak, berpikir kritis, kerjasama, dan kemampuan kognitif anak. Analisis data dilakukan secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan aktivitas guru meningkat dari skor 20 menjadi 30 dengan kategori sangat baik. Aktivitas anak meningkat dari 10% menjadi 100%, kemampuan berpikir kritis meningkat dari 10% menjadi 90%, kemampuan kerjasama meningkat dari 20% menjadi 90%, dan kemampuan kognitif meningkat dari 10% menjadi 90%. Dengan demikian, model PINTU terbukti mampu mengembangkan aktivitas, berpikir kritis, kerjasama, dan kemampuan kognitif anak pada Kelompok A PAUD Al-Muttaqin Banjarmasin.
KURIKULUM MERDEKA DAN KURIKULUM BERBASIS CINTA TERHADAP PEMBENTUKAN MURID UNGGUL DI MIS MUHAMMADIYAH 3 AL-FURQAN Inayah, Fahrina; Hikmah; Nurmadina, Azkya; Syifa Agna Nuzila, Lara; Mahfuzhah, Laily; Aslamiah; Ayu Pratiwi, Diani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.57879

Abstract

The implementation of an appropriate curriculum is an important factor in developing outstanding students in both academic and character aspects. This study aims to describe the implementation of the Merdeka Curriculum and Love-Based Curriculum (KBC) in shaping outstanding students at MIS Muhammadiyah 3 Al-Furqan. This research used a qualitative approach with observation, interviews, documentation, and literature review as data collection techniques. The research participants consisted of the principal and the vice principal for curriculum affairs. The findings show that the implementation of the Merdeka Curriculum and KBC was carried out through character strengthening, student-centered learning, teacher professional development, and the habituation of religious and social values. The school also provides opportunities for students to develop their academic and non-academic potential according to their interests and talents. Therefore, the implementation of both curricula contributes positively to producing outstanding, character-driven, and high-achieving students.
MENGEMBANGKAN AKTIVITAS, KREATIVITAS, KEMANDIRIAN DAN KEMAMPUAN KOGNITIF ANAK DALAM MENGELOMPOKKAN BENDA BERDASARKAN BENTUK DAN WARNA MENGGUNAKAN MODEL MENGARANG PADA KELOMPOK B PAUD MUTIARA IBU Rijani; Aslamiah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58617

Abstract

The problem of this study was the low level of children's learning activities, creativity, independence, and cognitive development, particularly in classifying objects based on shape and color. The purpose of this study was to analyze the improvement of children's learning activities, creativity, independence, and cognitive development through the MENGARANG model. This study employed Classroom Action Research conducted in four meetings through the stages of planning, action, observation, and reflection. The research was carried out in Group B of PAUD Mutiara Ibu, involving 11 children. Data were collected through observation. The data were analyzed using qualitative and quantitative methods. The results showed improvements in children's development at the fourth meeting through the implementation of the MENGARANG model. Teacher activity reached 92%, which was categorized as very good, Children's learning activities reached 100%, categorized as all children being active. Children's creativity reached 90%, categorized as almost all children being creative. Children's independence reached 100%, categorized as all children being independent. Furthermore, children's cognitive development reached 100% mastery, achieving the expected developmental criteria of Developing as Expected and Very Well Developed.
MENGEMBANGKAN AKTIVITAS, KEMANDIRIAN, TANGGUNG JAWAB DAN ASPEK MOTORIK HALUS MENGGUNAKAN MODEL PANDU (PROJECT BASED LEARNING DAN DIRECT INSTRUCTION), MEDIA KAIN FLANEL PADA ANAK KELOMPOK B2 TK NEGERI PEMBINA BANJARMASIN TIMUR NI Luh Dila Addelia; Aslamiah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.58651

Abstract

The problem in this study is the low activity, independence, responsibility and fine motor aspects of children in coordinating eyes and hands in the learning process. The purpose of this study is to describe the activities of teachers, and analyze the increase in children's activities, independence, responsibility and fine motor aspects in weaving activities using flannel cloth media. This type of research is a class action research (PTK) which is carried out in 4 meetings. The setting of this research was carried out in the B2 group of Kindergarten TK Negeri Pembina Banjarmasin Timur with a total of 15 children. The data collection technique was obtained through observation sheets. The data analysis in this study uses descriptive qualitative data analysis techniques described with tables and graphs. The results of the study showed that there was an increase in development at the 4th meeting through the PANDU model, teacher activities obtained a percentage of 96% with very good criteria, children's activities obtained a percentage of 93% with the criteria of all active children, children's independence obtained a percentage of 93% with the criteria of all children being independent, children's responsibility obtained a percentage of 93% with the criteria of all children being responsible and the results of the development of children's fine motor aspects obtained a percentage 100% achieved the expected completeness, which is included in the criteria of Very Good Development
Co-Authors A.A. Ketut Agung Cahyawan W Abdul Iwani Agustina, Fajariah Ahmad Rawaul Sidqi Ahmad Ridho Ahmad Suriansyah Ahmad Widhoni Aina Dheabadra Aisya Fayruza Aisyah Akhmad, Lotfhi Alfiansa, Sendi Alfiansyah, Sendi Andini, Mina Arif Rahman Aulia Safitri Ayu Pratiwi, Diani Ayuningtias, Nan Celia Cinantiya Celia Cinantya Celiya Cinantya Chresty Anggreani Cinantya, Celia Darmiyati Desy Aulia Utami Diani Ayu Pratiwi Diani Ayu Pratiwi Dody Alfayed Dwi Wahyuningsih, Dwi Dwiyana Damayanti, Putri Edy Rakhmadi Erni Erawati Evatriana Malanita Fa'izah, Nurul Farina, Mahlida Fatimatuz Zhahra Febriani, Heri Ghina Shalihah Gusti Hidayati HARAHAP, FITRIANI Hayatun Syifa Helyatul Khodizah Hidayatul Afifah Hikmah Husnul Hatimah Hutri Hidayah Inayah, Fahrina Indriyanti, Lina Ishak Istyadji, Maya Juaini Khadijah khoiru nisa M. Faisal M. Muhaimin Mahfuzhah, Laily Mahmudah, Laila Maimunah Mardhiyyah, Mardhiyyah Marini Marsanda, Annisa Masliani Maulana, Mahfuz afif Maulida Norsyifa Mayasari Milawati Milla Ignatesia Ginting Muhammad Febri Mawardi Muhammad Irham Muhammad Muhaimin Muhammad Syafi'e Muhammad Syahman Rizani Muhsinin Murni, Seroja Mustika Nur Oktaviani Muthalib , Arifin Abdul Nadia Azizah Nadilatu Zahwa Najlaa Annisa Faadiyah Najma Soraya Najwa Ulya Nugrahaini NI Luh Dila Addelia Nindi Ilma Nabila Noorhapizah Norhayati Norliani Nova Soraya Novi Handayani Novitawati Novitawati Nur Adzkia Kamilah Nur Inayah Nurhaliza Oktaviana Nurlaila Dwe Khairiyati Nurmadina, Azkya Nurriyanti Nurul Amira NURUL AZIZAH Oktavia, Khalida Prasetyarini, Try Ajeng Putri Natasya Azzahra Putri Normeiliani Rachmayani , Ririanti Rahayu, Isnaniah Rahmadi Rahman, Siti Muthia Rahmani Hafizi Rahmi Nur ‘Aini Rakhmat Afriza Rama Aditya Pratama Rama Meiagriza Ramadhani, Octavia Ramadhanie, Annisa RATNA PURWANTI Ratna Yulinda Refia Refianti, Wahdah Resyadilla Azkia Rijani Rilo Pambudi Triantoro Rizky Amelia Rusda, Rusda Rusmiati, Antung Rustam Effendi Safitri, Syiva Saleh , Muhammad Salma Safitri Sari Wahdati Seftiana Anindya Narfa Septiana Devi Puspitasari Setyawati Astin Bakti, Ni Wayan Shafa' Muthi'ah Shintiya Andini Shopia Nabila Sinulingga, Am Siti Mulkaf Lailawati Siti Munawarah Siti Noor Halisa Siti Nor Shahada Siti Nurhaliza Azzahra Suhaimi Suhardin Sulistri Mawaddah Suriansyah Suriansyah , Ahmad SUTRISNO Suyoto Syifa Agna Nuzila, Lara Syifa Layli Zubaidah Wahdah Refia Rafianti Wahyu Zahran Zaliha