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All Journal Jurnal Pendidikan Anak Usia Dini Undiksha Jurnal Inspirasi Pendidikan Jurnal Pendidikan (Teori dan Praktik) 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) Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) International Journal on Advanced Technology, Engineering, and Information System (IJATEIS) JP (Jurnal Pendidikan) : Teori dan Praktik Jurnal Ilmiah Pendidik Indonesia Jurnal Pendidikan, Sains dan Teknologi International Journal of Learning Reformation in Elementary Education Cerdika: Jurnal Ilmiah Indonesia Journal of General Education Science Jurnal Pendidikan Sosial dan Konseling Jurnal Media Akademik (JMA) Jurnal Intelek Dan Cendikiawan Nusantara Jurnal Imiah Pengabdian Pada Masyarakat (JIPM) Jurnal Pendidikan & Pengajaran Jurnal Pendidikan Anak Usia Dini Indonesia CONSISTAN : Jurnal Tadris Matematika Jurnal Inovasi Pembelajaran
Aslamiah
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THE K4F MODEL FOR DEEP LEARNING POLICIES: INTEGRATIVE FRAMEWORK FOR ADAPTIVE GOVERNANCE AND POLICY LEARNING IN EDUCATION Marina Dwi Mayangsari; Ahmad Suriansyah; Aslamiah; Sulistiyana
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 2 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20281625

Abstract

The implementation of public policies often encounters many challenges due to a lack of coordination between sectors, a lack of technological access, and a limited policy learning process. This study used the Integrative Literature Review (ILR) approach. The aim of this study is to create a conceptual model of policy implementation by combining theoretical and empirical results from five reputable international journal articles discussing cross-sector public policies. This study was conducted in four systematic stages: (1) content analysis; (2) thematic mapping; (3) creating a conceptual model; and (4) contextual analysis of education policy issues related to deep learning in Indonesia. This study has novelty in integrative literature synthesis, resulting in the K4F (Key Four Factors Framework) model by comparing four main aspects, including leadership, collaboration, adaptive justice, and sustainable learning through framing elements as a binding element of values and policy direction. The K4F model showed that the success of a policy depends on the dynamic relationship between transformational leadership, collaboration, the social justice principle, and a sustainable policy learning system. This model not only broadens theoretical discourse regarding the understanding of adaptive governance and policy learning in education but also provides a practical contribution as a tool to assess the readiness and effectiveness of the implementation of policy in Indonesia related to learning using deep learning and artificial intelligence (AI) approaches.
Mengembangkan Kemampuan Motorik Halus Melalui Model PjBL Pada Kegiatan Kolase Dina Nur Islami; Aslamiah
Jurnal Pendidikan Anak Usia Dini Indonesia Vol. 3 No. 1 (2026): Jurnal Pendidikan Anak Usia Dini Indonesia
Publisher : YAYASAN YASZOY CAYAHA NUSANTARA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71049/69ecf739

Abstract

Penelitian ini ditujukan untuk menggambarkan aktivitas pendidik, aktivitas peserta didik, serta hasil perkembangan keterampilan motorik halus melalui kegiatan kolase bermotif sasirangan. Penelitian Tindakan Kelas (PTK) ini dilaksanakan dalam empat kali pertemuan dengan subjek penelitian berjumlah 10 orang, yang meliputi 4 anak laki-laki dan 6 anak perempuan di TK Idhata II Banjarmasin. Teknik pengumpulan data diterapkan melalui observasi langsung, wawancara, instrumen lembar observasi, serta penilaian terhadap aktivitas pendidik, aktivitas peserta didik, dan capaian keterampilan motorik halus anak. Data yang terkumpul dianalisis dengan pendekatan kualitatif, kemudian dipaparkan dalam bentuk tabel dan grafik, serta diperkuat dengan indikator keberhasilan yang telah dirumuskan sebelumnya. Hasil penelitian memperlihatkan bahwa aktivitas pendidik termasuk kategori Sangat Baik, aktivitas peserta didik berada pada kategori Sebagian Besar Anak Aktif, dan perkembangan keterampilan motorik halus anak dikategorikan Berkembang Sangat Baik (BSB). Berdasarkan hasil tersebut dapat ditarik kesimpulan bahwa penerapan model Project-Based Learning mampu meningkatkan keterlibatan pendidik, keaktifan peserta didik, serta perkembangan keterampilan motorik halus anak secara signifikan.
Transformational school leadership in wetland environments: Prospects for Indonesian education Setiawan, Muhammad Andri; Aslamiah
Jurnal Inspirasi Pendidikan Vol 16 No 1 (2026): Januari 2026
Publisher : Fakultas Ilmu Pendidikan Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jip.v16i1.13278

Abstract

This study aims to analyze and map the characteristics of school leadership in wetland environments and to evaluate the prospects for implementing an ecological–social leadership model in Indonesia, particularly in South Kalimantan province. Using a systematic–descriptive literature review, the research synthesized twenty peer-reviewed articles published between 2019 and 2025 that examined school leadership practices in ecologically extreme regions across Asia, Africa, and South America. The data were collected through a structured matrix and analyzed thematically to identify patterns of leadership adaptation in flood-prone and geographically isolated contexts. The results show that effective school leadership in wetland environments requires a multidimensional capacity that integrates transformational, instructional, and sustainable–ecological leadership. Transformational leadership strengthens teacher motivation and collective vision; instructional leadership enhances teaching quality and contextual learning; while sustainable leadership ensures school resilience through ecological awareness and community collaboration. The findings further indicate that leadership effectiveness is influenced by internal factors, such as competence, adaptability, and communication, and external factors, including policy support, organizational culture, and local wisdom. The study concludes that an ecological–social leadership framework, grounded in Banjar cultural values such as gawi sabumi (collective cooperation) and environmental stewardship, provides a viable model for improving educational leadership in wetland-based schools. This integrative model bridges global leadership theory with Indonesia’s socio-ecological realities, contributing to the pursuit of resilient, equitable, and sustainable education. Future research is recommended to validate this framework through empirical studies and policy implementation in other ecologically vulnerable regions.
Early Childhood Education Leadership Grounded in Wetland Ecology: A Contextual Environment-Based Approach Maimunah; Aslamiah
International Journal of Learning Reformation in Elementary Education Vol. 5 No. 02 (2026): Article in Press - International Journal of Learning Reformation in Elementary
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/IISTR.ijlree.001937

Abstract

Principals' adaptive leadership within local ecological contexts remains an underexplored area in early childhood education (ECE) literature, particularly in regions characterized by distinctive ecosystems such as wetlands. This study aims to examine adaptive leadership practices in an Islamic ECE institution situated within the wetland ecosystem of South Kalimantan, Indonesia. Employing a qualitative approach with a single case study design, data were collected through participatory observation, in-depth interviews with the school principal, teachers, and parents, and document analysis. Inductive thematic analysis was applied, with validation conducted through source triangulation and member checking. The findings reveal three principal dimensions of adaptive leadership: first, the formulation of an institutionally religious and contextually grounded vision aligned with the wetland ecosystem; second, curriculum integration through consistent habituation strategies embedding Islamic and ecological values within daily learning activities; and third, the development of participatory community partnerships among the school, parents, and surrounding community. These three dimensions are demonstrably mutually reinforcing, collectively shaping a school culture that is religious in character, ecologically sensitive, and adaptively responsive. Theoretically, these findings extend Heifetz's adaptive leadership framework by incorporating a spiritual-ecological dimension, and enrich place-based education theory within the context of Islamic educational institutions. Practically, this study underscores the importance of designing leadership capacity-building programs that are responsive to ecological contexts and locally grounded religious values.
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 Alghar, Muhammad Zia Ananda, Awalia Rizky Andini, Mina Arif Rahman Aulia Safitri Ayu Pratiwi, Diani Ayuningtias, Nan Besse Maryani Celia Cinantiya Celia Cinantya Celiya Cinantya Chresty Anggreani Cinantya, Celia Darmiyati Desy Aulia Utami Dewi Yulistiadi, Citra Ayu Diani Ayu Pratiwi Diani Ayu Pratiwi Dina Nur Islami Dody Alfayed Dwi Wahyuningsih, Dwi Dwiyana Damayanti, Putri Edy Rakhmadi Evatriana Malanita Fa'izah, Nurul Farina, Mahlida Fatimatuz Zhahra Febriani, Heri Fitri, Khumayra Ghina Shalihah Gusti Hidayati HARAHAP, FITRIANI Hayatun Syifa Helyatul Khodizah Hidayatul Afifah Husnul Hatimah Hutri Hidayah Indriyanti, Lina Ishak Istyadji, Maya Juaini Kaltsum, Umi Khadijah Khalidah, Noor khoiru nisa Lubis, Nisa Cahya Pertiwi M. Faisal M. Muhaimin Mahmudah, Laila Mahmudah, Rifa’atul Maimunah Mardhiyyah, Mardhiyyah Marina Dwi Mayangsari Marini Marsanda, Annisa Masliani Maulana Akbari Maulana, Mahfuz afif Maulida Maulida Norsyifa Mawaddaturrahmah 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 Nahdia Najlaa Annisa Faadiyah Najma Soraya Najwa Ulya Nugrahaini Niken Larasati Nindi Ilma Nabila Noorhapizah Nor Aulia Maulidarrahmah Norliani Nova Soraya Novi Handayani Novitawati Novitawati Nur Adzkia Kamilah Nur Amalina Arifah Nur Inayah Nurhaliza Oktaviana Nurlaila Dwe Khairiyati Nurul Amira NURUL AZIZAH Oktavia, Khalida Prasetyarini, Try Ajeng Putri Natasya Azzahra Putri Normeiliani Rachmayani , Ririanti Rahayu, Isnaniah Rahmadi Rahman, Siti Muthia Rahmani Hafizi Rahmawati, Sintya Rahmi Nur ‘Aini Rakhmat Afriza Rama Aditya Pratama Rama Meiagriza Ramadhani, Octavia Ramadhanie, Annisa RATNA PURWANTI Ratna Yulinda Refia Refianti, Wahdah Resyadilla Azkia Rilo Pambudi Triantoro Rina Sari Lubis Rizky Amelia Rizqi, Noor Halifah Rosadi, Soraya Putri Rusda, Rusda Rusmiati, Antung Rustam Effendi Safitri, Syiva Saleh , Muhammad Sari Wahdati Septiana Devi Puspitasari Setiawan, Muhammad Andri 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 Solly Aryza Suhaimi Suhardin Sulis Anggraeni Sulistiyana Sulistri Mawaddah Suriansyah Suriansyah , Ahmad SUTRISNO Suyoto Syifa Layli Zubaidah Wahdah Refia Rafianti Wahdah, Novia Wahyu Zahran Zaliha