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All Journal Tekno - Pedagogi : Jurnal Teknologi Pendidikan Jurnal Akuntabilitas Manajemen Pendidikan Jurnal Manajemen & Supervisi Pendidikan Tadbir : Jurnal Studi Manajemen Pendidikan Journal of Education and Instruction (JOEAI) Alignment: Journal of Administration and Educational Management Jurnal Sosial Humaniora EDUKATIF : JURNAL ILMU PENDIDIKAN International Journal for Educational and Vocational Studies Indonesian Journal of Applied Research (IJAR) Jurnal Pendidikan Fisika dan Sains (JPFS) Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Bima Abdi: Jurnal Pengabdian Masyarakat Educivilia: Jurnal Pengabdian Pada Masyarakat Mejuajua Indonesian Journal of Physical Education and Sport Science (IJPESS) Jendela ASWAJA Journal of Educational Sciences Lamahu: Jurnal Pengabdian Masyarakat Terintegrasi SINAU : Jurnal Ilmu Pendidikan dan Humaniora Jurnal Riset Teknologi dan Inovasi Pedidikan (JARTIKA) Indonesian Journal of Classroom Action Research (IJCAR) Jurnal Eksplorasi Bimbingan dan Konseling Journal of Educational Studies Indonesian Journal on Learning and Advanced Education (IJOLAE)
Endang Sri Budi Herawati
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Analisis Kesiapan Guru Sekolah Dasar dalam Implementasi Kurikulum Merdeka Heryahya, Andang; Herawati, Endang Sri Budi; Susandi, Ardi Dwi; Zulaiha, Fanni
JOEAI (Journal of Education and Instruction) Vol. 5 No. 2 (2022): Journal of Education and Instruction (JOEAI)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/joeai.v5i2.4826

Abstract

The aims of this study were (1) to describe the understanding of elementary school teachers in Cirebon City about independent curriculum policies, (2) to describe the readiness of elementary school teachers in Cirebon City to formulate learning objectives for the Pancasila profile, (3) to describe the readiness of elementary school teachers in Cirebon City to implement learning 21st century, and (4) describes the readiness of elementary school teachers in Cirebon City in identifying students' self-potential. This study uses a survey research design and needs assessment. The population of this study were public elementary school teachers in Cirebon City. There are 128 public elementary schools in Cirebon city, so the population of this study is 768 teachers. The sample was determined using simple random sampling technique. Based on Issac Michael's table with a 5% sampling error, a total sample of 238 teachers was obtained. The data collection technique uses a questionnaire instrument given to teachers and interviews with several key informants. The key informants in this study were the Head of Basic Education in Cirebon City and several school principals. The results of this study are (1) public elementary school teachers in Cirebon City understand the essence of the Independent Curriculum policy, (2) public elementary school teachers in Cirebon city understand in formulating learning objectives for Pancasila student profiles, (3) public elementary school teachers in the city Cirebon is ready to implement 21st century learning, (4) Public Elementary School teachers in Cirebon City are ready to identify various kinds of potential in students. Based on these results, it can be concluded that SD Negri teachers in Cirebon City are ready to implement the independent curriculum in classroom learning. Keyword: Analysis, Elementary School Teacher Readiness, Implementation of the Independent Curriculum
Instructional Leadership for Strengthening Technology-Responsive Teacher Competence in Deep Learning Yuniarti, Yuniarti; Herawati, Endang Sri Budi
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 3 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

The increasing complexity of twenty-first-century education requires school leaders to foster teacher competence that integrates pedagogical innovation with technology-responsive instructional practices to support deep learning. This study synthesizes empirical evidence on the contribution of instructional leadership to strengthening teacher competence for implementing deep learning within contemporary educational contexts. A Systematic Literature Review (SLR) was conducted following the PRISMA 2020 guidelines by analyzing 16 empirical studies published between 2016 and 2025 and retrieved from Scopus-indexed sources. The selected studies were examined through a thematic synthesis to identify recurring patterns, leadership practices, and professional development strategies that enhance teachers' pedagogical capacity. The findings indicate that instructional leadership plays a pivotal role in developing technology-responsive teacher competence by promoting collaborative professional learning, strengthening academic supervision, facilitating continuous professional development, and encouraging reflective instructional practices. Effective school leaders also support the integration of technology-enhanced pedagogies through coaching, professional learning communities, lesson study, and project-based learning, enabling teachers to design meaningful learning experiences that foster higher-order thinking and student engagement. Furthermore, the review demonstrates that instructional leadership contributes to the creation of sustainable learning ecosystems in which pedagogical innovation and technology integration reinforce the implementation of deep learning. These findings highlight the strategic importance of instructional leadership in advancing technology-responsive teaching practices and provide implications for leadership development programs, teacher professional learning, and educational policies aimed at supporting pedagogical transformation in the digital era.
Leveraging Education Report Technology for Data-Driven School Planning and Teacher Performance Litasari, Rini; Herawati, Endang Sri Budi
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 4 (2026): Tekno-Pedagogi| In Progress|
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

Education Report Technology has emerged as a strategic digital platform for supporting data-driven school planning, strengthening instructional decision-making, and enhancing teacher performance within evidence-based educational management. This study aims to synthesize current evidence regarding how Education Report Technology contributes to school planning and teacher performance through the implementation of Data-Driven Decision Making (DDDM). A Systematic Literature Review (SLR) was conducted following the PRISMA framework. One hundred articles indexed in Scopus and other relevant databases were initially identified, with ten studies meeting the predefined inclusion criteria for in-depth thematic synthesis. The analysis generated four major themes. First, digital data literacy and principals’ managerial competence are essential for transforming educational data into meaningful planning and instructional improvement. Second, Education Report Technology, including digital dashboards and Education Management Information Systems (EMIS), supports evidence-based school planning and contributes to teacher performance, although its effectiveness varies according to institutional readiness. Third, implementation is constrained by inadequate digital infrastructure, limited data literacy, and weak data-driven organizational culture. Fourth, effective interventions include data literacy training, technology-supported teacher appraisal systems based on the Balanced Scorecard (BSC) and PDCA framework, and collaborative data dialogue supported by digital platforms. The findings indicate that Education Report Technology functions not merely as an administrative reporting tool but as an educational technology ecosystem that facilitates continuous school improvement, teacher professional growth, and evidence-informed instructional practices. These findings provide practical implications for policymakers, school leaders, and teachers seeking to optimize digital technologies for sustainable educational quality improvement.
Pendampingan Guru dalam Pemanfaatan Big Data untuk Optimalisasi Asesmen Pembelajaran di SMP Muhammadiyah Sleman Endang Sri Budi Herawati; Priadi Surya; Zaenal Mustofa
Bima Abdi: Jurnal Pengabdian Masyarakat Vol. 6 No. 1 (2026): Bima Abdi: Jurnal Pengabdian Masyarakat
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/bajpm.v6i1.3493

Abstract

Permasalahan utama yang dihadapi mitra meliputi pengelolaan data asesmen yang masih bersifat manual, belum terintegrasinya sistem asesmen pembelajaran, serta keterbatasan pemahaman guru dalam memanfaatkan data asesmen sebagai dasar pengambilan keputusan pembelajaran. Kegiatan Pengabdian kepada Masyarakat (PkM) ini bertujuan untuk meningkatkan kapasitas guru dalam mengelola asesmen pembelajaran berbasis data melalui pendampingan pemanfaatan big data sebagai bagian dari penguatan manajemen pendidikan modern. Kegiatan dilaksanakan di SMP Muhammadiyah Sleman dengan melibatkan guru, tenaga kependidikan, dan kepala sekolah sebagai mitra sasaran.  Metode pelaksanaan kegiatan menggunakan pendekatan In–On–In, yang meliputi pelatihan awal, pendampingan praktik, serta penguatan dan refleksi. Intervensi dilakukan melalui pelatihan konsep asesmen berbasis data dan pembelajaran mendalam, pendampingan penyusunan perangkat pembelajaran, serta pengembangan dan uji coba Sistem Informasi Manajemen Data Asesmen (SIMDA Sekolah) dan Learning Management System (LMS) berbasis asesmen. Hasil kegiatan menunjukkan adanya peningkatan kompetensi guru dalam memahami dan menerapkan asesmen berbasis data, yang ditunjukkan melalui peningkatan hasil pre–post test serta kemampuan guru dalam menyusun dan mengimplementasikan perangkat pembelajaran berbasis data. Seluruh peserta berhasil menyusun RPP berbasis pembelajaran mendalam dan melakukan simulasi pemanfaatan sistem asesmen digital. Selain itu, pengembangan awal SIMDA Sekolah dan LMS berbasis asesmen memberikan dasar bagi sekolah dalam mengelola data pembelajaran secara lebih terstruktur dan berkelanjutan. Secara keseluruhan, kegiatan PkM ini memberikan kontribusi nyata dalam penguatan kompetensi guru dan kesiapan sekolah dalam mengadopsi manajemen pembelajaran berbasis data. Pendampingan pemanfaatan big data terbukti relevan dan aplikatif untuk mendukung optimalisasi asesmen pembelajaran serta peningkatan mutu pendidikan di sekolah mitra.
The Effect of Teachers' Pedagogical Readiness on The Implementation of Deep Learning-Based Instruction in The Merdeka Curriculum Mohamad Johan Romadhona; Endang Sri Budi Herawati
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 10, No 2 (2026): Vol. 10 No. 2 Maret 2026
Publisher : Universitas Negeri Malang

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Abstract

Abstract: This study investigated the effect of teachers' pedagogical readiness on the implementation of deep learning-based instruction within the Merdeka Curriculum. A quantitative correlational design with an explanatory research approach was employed involving 78 public junior high school teachers in Dander District, Bojonegoro Regency, Indonesia, selected through total sampling. Data were collected using a structured Likert-scale questionnaire and analyzed using simple linear regression. The research instrument demonstrated satisfactory validity and reliability, while the assumptions of normality, linearity, and homoscedasticity were fulfilled, indicating that the regression model was appropriate for hypothesis testing. The findings revealed that teachers' pedagogical readiness had a positive and statistically significant effect on the implementation of deep learning-based instruction (R = 0.747; R² = 0.558; p < 0.001), explaining 55.8% of the variance in instructional implementation. These findings demonstrate that pedagogical readiness plays a pivotal role in enabling teachers to translate the principles of the Merdeka Curriculum into meaningful, student-centered learning practices. This study contributes empirical evidence that teachers' pedagogical readiness is a key determinant of successful deep learning-based instruction and underscores the importance of sustained professional development, academic supervision, and continuous pedagogical support to strengthen instructional quality. Keywords: teachers' pedagogical readiness; deep learning-based instruction; Merdeka Curriculum; pedagogical competence; instructional implementation.
Co-Authors Abdul Kholik Abdul Kholiq Adiman Adiman Ahmad Gawdy Prananosa Aji Wibowo Alfatia Amini Andes Safarandes Asmara, Andes Safarandes Andi Kiswanto Aprilia, Triana Ardi Dwi Susandi Arif Rahman Aris Suharyadi Asiyah, Dewi Asiyah Awal Chaeruddin Dafid Slamet Setiana Dewi Wahyuni Dwika Resti Ayuntina Ela Nurlaila Endra Sayekti Erma Kusumawardhani Faizah, Iis Fanni Zulaiha Fhany, Siti Fitriana Tjiptasari Fitriana, Destri Fitriyah Nurdianah Gumpanat Boriboon Heri Supriyana Heryahya, Andang Iis Siti Aisah Indah Nurrosman Ismail Ismail Ismail Jumira Warlizasusi Litasari, Rini Moh. Adim Mohamad Johan Romadhona Muhamad Suhardi Muhammad Zakaria Muhammad, Amiruddin Naerofah Naufalia Nuraya Naufalia Nuraya Novita Sari, Maya Nur Rina Priyani Mirsa Nurwakiah, Nurwakiah Pisol, Mohd Izzuddin Mohd Priadi Surya Rachmawati, Sela Ramadhan, Alfa Rezky Reza Rachmadtullah Rusi Rusmiati Aliyyah Rusmiati Aliyyah Sari, Lidya Puspita Sari, Maya Novita Setya Raharja Sinta, Neng Siti Siti Nur Paridotul Rahmadhan Sri Wahyuni Ulfah Subasman, Iman Sujanto, Bejdo Sujanto, Bejdo Sukirjo, Sukirjo Suryadi Suryadi Suryadi Suryadi Susan Febiantina Syekh Hamdani Taruna, Azis Tina Rahmawati Widia Murni Wijaya Widiyan, Agung Purwa Winarti, Dian Wirya, Erhan Angga Wiwik Wijayanti Yuni Astuti Yuniarti Yuniarti Zaenal Mustofa