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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Bahana Manajemen Pendidikan Jurnal Inspirasi Pendidikan Vidya Karya Jurnal Manajemen & Supervisi Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Administrasi dan Manajemen Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar Pedagogik Journal of Islamic Elementary School Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Tadbir Muwahhid Alignment: Journal of Administration and Educational Management Benchmarking: Jurnal Manajemen Pendidikan Islam JURNAL PENDIDIKAN TAMBUSAI Jurnal Inovasi Pendidikan Dasar Jurnal Kesehatan Indonesia Jurnal Caksana: Pendidikan Anak Usia Dini GOLDEN AGE: JURNAL PENDIDIKAN ANAK USIA DINI Jurnal Studi Guru dan Pembelajaran Media Manajemen Pendidikan Jurnal Pendidikan dan Konseling Jurnal Eduscience (JES) JAMP : Jurnal Administrasi dan Manajemen Pendidikan PROGRES PENDIDIKAN Journal On Teacher Education (Jote) Community Development Journal: Jurnal Pengabdian Masyarakat Edunesia : jurnal Ilmiah Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang IJGIE (International Journal of Graduate of Islamic Education) Sekretari & Administrasi (Serasi) MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI Didaktika: Jurnal Kependidikan Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Padaringan : Jurnal Pendidikan Sosiologi Antropologi TEACHING : Jurnal Inovasi Keguruan dan Ilmu Pendidikan LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Edu Cendikia: Jurnal Ilmiah Kependidikan Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) BIOCHEPHY: Journal of Science Education Jurnal Inovasi, Kreatifitas Anak Usia Dini Jurnal Abdimas Kartika Wijayakusuma Journal of Education Research Journal of General Education and Humanities Edukasia: Jurnal Pendidikan dan Pembelajaran Practice of The Science of Teaching Journal: Jurnal Praktisi Pendidikan SENTRI: Jurnal Riset Ilmiah Jurnal Pendidikan, Sains dan Teknologi International Journal of Learning Reformation in Elementary Education Jurnal Pendidikan Indonesia (Japendi) ARMADA : Jurnal Penelitian Multidisiplin Sinar Dunia: Jurnal Riset Sosial Humaniora dan Ilmu Pendidikan Jurnal Pendidikan Terapan Jurnal Pendidikan Sosial dan Konseling Kelola: Jurnal Manajemen Pendidikan Jurnal Konseling Pendidikan Islam Assyfa Learning Journal Walada: Journal of Primary Education Jurnal Kajian Pendidikan dan Psikologi Jurnal Kajian Islam dan Sosial Keagamaan Journal Educational Research and Development Gawi: Journal of Action Research DIKKESH : Jurnal Penelitian Pendidikan dan Kesehatan Open Access DRIVERset Curricula: Journal of Curriculum Development
Ahmad Suriansyah
Universitas Lambung Mangkurat
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Kepemimpinan Kepala Sekolah pada SMA Unggul (Studi Multi Kasus pada SMA Negeri 1 Kuala Kapuas dan SMA Negeri 1 Basarang Kabupaten Kapuas) Desi Riyannie; Ahmad Suriansyah; Wahyu Wahyu
Jurnal Pendidikan Indonesia Vol. 5 No. 7 (2024): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v5i7.3104

Abstract

Pendidikan berkualitas erat kaitannya dengan berbagai faktor diantaranya kepemimpinan berkualitas. Kepemimpinan berkualitas akan mewujudkan lembaga pendidikan yang berkualitas. Terdapat masalah umum, seperti banyak sekolah-sekolah yang belum unggul atau terakreditasi A dan kepemimpinan kepala sekolah yang lemah, disebabkan antara lain karena kelemahan dalam sektor manajemen, keterbatasan sarana dan prasarana, pola pikir primitif masyarakat tentang pentingnya pendidikan di masa depan, mutu proses pembelajaran dan prestasi yang masih rendah, kurangnya disiplin dan budaya positif, serta hubungan kemitraan dengan orang tua yang kurang erat. Dari sekian banyak sekolah-sekolah di kabupaten Kapuas, ada 2 sekolah unggul yaitu SMA Negeri 1 Kuala Kapuas dan SMA Negeri 1 Basarang. Penelitian ini bertujuan untuk mendeskripsikan dan menganalisis tentang gaya kepemimpinan kepala sekolah, model pemberdayaan guru dan strategi pengambilan keputusan. Penelitian ini adalah penelitian deskriptif menggunakan pendekatan kualitatif. Instrumen penelitian adalah peneliti sendiri. Pengumpulan data menggunakan wawancara mendalam, observasi dan dokumentasi. Responden penelitian atau informan ditentukan menggunakan teknik purposif dan bersifat snow-ball. Teknik analisis data menggunakan jenis studi multi kasus, model Miles dan Huberman (2014). Uji keabsahan data yaitu validasi internal, validasi eksternal, reliabilitas, dan obyektivitas. Hasil penelitian adalah SMA Negeri 1 Kuala Kapuas dan SMA Negeri 1 Basarang menunjukkan kategori kepemimpinan kepala sekolah yang berbeda yaitu kasus 1 ditemukan gaya kepemimpinan demokratis dan model kepemimpinan situasional sedangkan kasus 2 ditemukan perpaduan gaya kepemimpinan otoriter, kharismatis dan demokratis dengan model kepemimpinan transformasional. Model pemberdayaan guru sudah dilakukan dan terus ditingkatkan melalui Platform Merdeka Mengajar (PMM) secara digitalisasi. Strategi pengambilan keputusan melalui forum rapat dewan guru berdasarkan musyawarah mufakat. Berdasarkan hasil penelitian, dapat disarankan bahwa gaya kepemimpinan seorang pemimpin harus tetap memiliki jiwa dan sifat humanis bagi tim maupun organisasi yang dipimpinnya. Optimalisasi pemberdayaan potensi guru untuk menjadi narasumber dan melakukan pengimbasan di sekolah masing-masing. Menggunakan beberapa model/strategi pengambilan keputusan lainnya seperti pendekatan analisis SWOT, model pengambilan keputusan rasional, model pengambilan keputusan pohon masalah, model pengambilan keputusan berdasarkan lapangan, dalam pemecahan masalah yang dihadapi untuk mencapai tujuan yang ingin dicapai.
Driving Teacher Performance: The Influence Of Principals' Transformational Leadership and Teachers' Work Discipline Through Work Motivation In Pulau Laut Utara District Norliani; Ahmad Suriansyah; Sulistiyana; Aslamiah
IJGIE (International Journal of Graduate of Islamic Education) Vol. 7 No. 2 (2026): September
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.v7i2.5592

Abstract

Teacher performance is one of the primary determinants of educational quality and school effectiveness. However, teacher performance is influenced by various organizational and individual factors. This study aims to analyze the effects of principals' transformational leadership and work discipline on teacher performance through work motivation as an intervening variable in public junior high schools in Pulau Laut Utara District. This research employed a quantitative approach using a survey method. The population consisted of 137 teachers from all public junior high schools in Pulau Laut Utara District, and all participants were included using a saturated sampling technique. Data were collected through Likert-scale questionnaires and analyzed using path analysis, supported by classical assumption tests and the Sobel mediation test with IBM SPSS Statistics. The findings indicate that transformational leadership, work discipline, work motivation, and teacher performance were generally classified as high. Transformational leadership had a positive and significant effect on teacher performance (R² = 0.145) and work motivation (R² = 0.105). Work discipline exerted a positive and significant effect on teacher performance (R² = 0.863) and work motivation (R² = 0.807). Furthermore, work motivation positively and significantly influenced teacher performance (R² = 0.758). Path analysis and the Sobel test confirmed that work motivation significantly mediated the relationship between transformational leadership and teacher performance (Z = 3.88 > 1.96), as well as the relationship between work discipline and teacher performance (Z = 2.60 > 1.96). These findings demonstrate that, although transformational leadership and work discipline directly improve teacher performance, their influence is strengthened through enhanced teacher work motivation. In conclusion, principals’ transformational leadership, work discipline, and work motivation are significant determinants of teacher performance in public junior high schools in North Pulau Laut District. Work motivation functions as a significant mediating variable, highlighting the importance of fostering teachers’ intrinsic motivation alongside strengthening transformational leadership practices and cultivating a strong culture of work discipline to improve educational quality.
Strategi manajemen pendidikan karakter siswa di sekolah dasar unggulan Rahmatullah Zumaini; Ahmad Suriansyah; Suhaimi Suhaimi
Curricula: Journal of Curriculum Development Vol. 5 No. 1 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i1.91466

Abstract

This study is motivated by the importance of strengthening character education in leading elementary schools to shape students who are noble in character, disciplined, and responsible. This study aims to describe the character education management strategies implemented at SD Negeri 15 Belimbing and SD Negeri 3 Belimbing Raya, Tabalong Regency. This research employed a qualitative approach with a multi-site study design. Data were collected through observation, interviews, and documentation, and then analyzed descriptively. The results show that character education management strategies in both schools are implemented by aligning vision and mission with character values, empowering teachers through continuous training, cultivating character values through routine activities and role modeling, and strengthening school–parent partnerships to support character habituation at home. These findings indicate that the success of character education is determined not only by school programs but also by the synergy of all school members and families. The conclusion of this study emphasizes that collaborative leadership plays a strategic role in achieving character-based excellence in schools.
The influence of ethical leadership, organizational justice, and work engagement on teacher loyalty Komala Hidayatun Najiyah; Ahmad Suriansyah; Ngadimun Ngadimun
Curricula: Journal of Curriculum Development Vol. 4 No. 2 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i2.87252

Abstract

Teacher loyalty is a crucial aspect in maintaining the stability and effectiveness of education in primary schools, as reflected in teachers' willingness to work consistently, their reluctance to easily change workplaces, and their positive attitude towards school policies. This study was motivated by the importance of creating a fair work environment and fostering ethical leadership to increase teachers' emotional and professional engagement. This study was conducted to describe and analyze the influence of ethical leadership, organizational justice, and work engagement on the loyalty of SDN teachers in West Pulaulaut Subdistrict. The research method used is a correlational method with a quantitative approach analyzed using path analysis within the framework of Structural Equation Modeling based on Partial Least Squares (SEM-PLS). The sample consisted of 90 teachers, selected through a total sampling technique. The results showed that organizational justice and work engagement have a significant direct effect on teacher loyalty. In contrast, ethical leadership has no direct effect but an indirect effect through work engagement. The findings confirm the important role of justice and work engagement in shaping teacher loyalty, as well as the strategic position of ethical leadership as a factor that supports engagement.   Abstrak Loyalitas guru merupakan aspek penting dalam menjaga stabilitas dan efektivitas pendidikan di sekolah dasar yang tercermin dari kesediaan guru untuk bekerja secara konsisten, tidak mudah berpindah tempat kerja, serta menunjukkan sikap positif terhadap kebijakan sekolah. Penelitian ini dilatarbelakangi oleh pentingnya menciptakan iklim kerja yang adil dan kepemimpinan yang etis agar guru lebih terlibat secara emosional dan profesional. Penelitian ini dilakukan untuk menggambarkan dan menganalisis pengaruh kepemimpinan etis, keadilan organisasi, dan keterlibatan kerja terhadap loyalitas guru SDN di Kecamatan Pulaulaut Barat. Metode penelitian yang digunakan adalah metode korelasional dengan pendekatan kuantitatif yang dianalisis menggunakan path analysis dalam kerangka Structural Equation Modeling berbasis Partial Least Squares (SEM-PLS). Sampel berjumlah 90 orang guru yang ditentukan melalui teknik total sampling. Hasil penelitian menunjukkan bahwa keadilan organisasi dan keterlibatan kerja memiliki pengaruh langsung signifikan terhadap loyalitas guru, sedangkan kepemimpinan etis tidak berpengaruh langsung tetapi berpengaruh secara tidak langsung melalui keterlibatan kerja. Temuan ini menegaskan pentingnya peran keadilan dan keterlibatan kerja dalam membentuk loyalitas guru, serta posisi strategis kepemimpinan etis sebagai faktor yang mendukung keterlibatan tersebut. Kata Kunci: keadilan organisasi; kepemimpinan etis; keterlibatan kerja; loyalitas guru
Adiwiyata-based school environment management: A multi-case study in Banjarmasin Noviani Noviani; Ahmad Suriansyah; Sulistiyana Sulistiyana
Curricula: Journal of Curriculum Development Vol. 4 No. 2 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i2.87291

Abstract

The effectiveness of the Adiwiyata program is highly dependent on inspirational school leadership, ongoing training for teachers, and synergy between schools and supportive communities. This study aims to provide an in-depth description of how teacher empowerment, partnerships with various stakeholders, and school principal leadership strategies contribute to the environmental management of Adiwiyata-based schools. The research employed a multi-case study method with a descriptive qualitative approach. The study was conducted at two Adiwiyata schools in Banjarmasin: SDN-SN Pengambangan 5 Banjarmasin and SDIT Ukhuwah 2 Banjarmasin. Data collection techniques included in-depth interviews, direct field observations, and analysis of relevant documents. The findings indicate that the successful implementation of the Adiwiyata Program in both schools is strongly influenced by three key factors: first, teacher empowerment, reflected in active involvement in environmental teams and the integration of environmental awareness values into the learning process; second, effective partnerships between schools, local governments, foundations, and surrounding communities; and third, school leadership that is adaptive, collaborative, and capable of fostering a school culture oriented toward environmental conservation. These findings provide an example of best practices that can serve as a reference for other schools in developing sustainable and integrated environmental programs within their educational ecosystems.   Abstrak Efektivitas program Adiwiyata sangat tergantung pada kepemimpinan kepala sekolah yang inspiratif, pelatihan berkelanjutan bagi guru, dan sinergi antara sekolah dan komunitas yang mendukung. Penelitian ini bertujuan untuk mendeskripsikan secara mendalam bagaimana pemberdayaan guru, kemitraan dengan berbagai pihak, serta strategi kepemimpinan kepala sekolah berkontribusi dalam pengelolaan lingkungan sekolah berbasis Adiwiyata. Metode yang digunakan adalah studi multi kasus dengan pendekatan kualitatif deskriptif. Penelitian ini dilakukan di dua sekolah Adiwiyata Banjarmasin, yaitu di SDN-SN Pengambangan 5 Banjarmasin dan SDIT Ukhuwah 2 Banjarmasin. Teknik pengumpulan data dilakukan melalui wawancara mendalam, observasi langsung di lapangan, serta analisis dokumentasi yang relevan. Hasil penelitian menunjukkan bahwa keberhasilan implementasi Program Adiwiyata di kedua sekolah tersebut sangat dipengaruhi oleh tiga faktor kunci: pertama, pemberdayaan guru yang tercermin dari keterlibatan aktif dalam tim lingkungan dan pengintegrasian nilai-nilai peduli lingkungan dalam pembelajaran; kedua, kemitraan yang efektif antara sekolah dengan pemerintah daerah, yayasan, serta masyarakat sekitar; dan ketiga, kepemimpinan kepala sekolah yang bersifat adaptif, kolaboratif, serta mampu membangun budaya sekolah yang berorientasi pada pelestarian lingkungan. Temuan ini memberikan gambaran praktik baik yang dapat dijadikan rujukan oleh sekolah lain dalam mengembangkan program lingkungan yang berkelanjutan dan terintegrasi dalam ekosistem pendidikan. Kata Kunci: Adiwiyata; manajemen lingkungan; sekolah Adiwiyata
Strategi Kepemimpinan Kepala Sekolah dalam Pemberdayaan Komite Sekolah Dasar Kecamatan Astambul Milawati Milawati; Ahmad Suriansyah; Metroyadi Metroyadi
ARMADA : Jurnal Penelitian Multidisiplin Vol. 4 No. 8 (2026): ARMADA : Jurnal Penelitian Multidisplin, Agustus 2026
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Pemberdayaan komite sekolah penting dalam memperkuat partisipasi masyarakat dan mendukung pengelolaan pendidikan yang kolaboratif. Namun, peran komite sekolah masih sering terbatas pada fungsi administratif dan belum dilibatkan secara optimal dalam pengembangan program sekolah. Penelitian ini bertujuan menganalisis nilai-nilai konektivitas kepala sekolah dalam memberdayakan komite sekolah, mendeskripsikan pola komunikasi, serta menjelaskan mekanisme pengambilan keputusan dalam pemberdayaan program komite sekolah di SDN Danau Salak 1 dan SDN Danau Salak 2, Kecamatan Astambul, Kabupaten Banjar. Penelitian menggunakan pendekatan kualitatif dengan metode studi multisitus. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi dengan melibatkan kepala sekolah, anggota komite, dan guru. Analisis data menggunakan model interaktif Miles dan Huberman melalui reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pemberdayaan komite dibangun melalui nilai-nilai konektivitas berbasis budaya lokal dan keagamaan, komunikasi partisipatif-kolaboratif, serta pengambilan keputusan melalui musyawarah. Strategi tersebut memperkuat kemitraan sekolah dan komite serta meningkatkan partisipasi masyarakat. Strategi kepemimpinan berbasis konektivitas efektif membangun kolaborasi sekolah dan masyarakat, khususnya pada pendidikan dasar di wilayah perdesaan.
Strategi Manajemen Mutu Berbasis Data di UPTD SMPN 3 Pelaihari dan UPTD SMPN 5 Pelaihari Rodhiyatul Addaiyah; Ahmad Suriansyah; Sulistiyana Sulistiyana
ARMADA : Jurnal Penelitian Multidisiplin Vol. 4 No. 8 (2026): ARMADA : Jurnal Penelitian Multidisplin, Agustus 2026
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

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Abstract

Penelitian ini dilatarbelakangi oleh tuntutan peningkatan mutu pendidikan SMP di Indonesia, khususnya pada aspek literasi, numerasi, kinerja guru, dan efektivitas kemitraan sekolah. Rendahnya capaian PISA serta terbatasnya pengambilan keputusan berbasis bukti mendorong penerapan manajemen mutu berbasis data secara sistematis dan akuntabel. Penelitian ini bertujuan mendeskripsikan dan membandingkan strategi kepemimpinan kepala sekolah, pemberdayaan guru, dan kemitraan stakeholder dalam implementasi manajemen mutu berbasis data di UPTD SMPN 3 Pelaihari dan UPTD SMPN 5 Pelaihari. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus multisitus. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam, dan analisis dokumentasi, kemudian dianalisis secara induktif menggunakan model interaktif. Hasil penelitian menunjukkan bahwa kedua sekolah memanfaatkan data akademik dan non-akademik dalam perencanaan, supervisi, dan evaluasi, tetapi menerapkan pendekatan berbeda. SMPN 3 menonjolkan kepemimpinan terstruktur dan formal, sedangkan SMPN 5 menerapkan pendekatan lebih partisipatif melalui coaching dan integrasi teknologi. Efektivitas manajemen mutu berbasis data ditentukan oleh kepemimpinan adaptif, pemberdayaan guru profesional, dan kolaborasi stakeholder yang partisipatif sesuai karakteristik sekolah.
Constructivist Theory in Early Childhood Education: A Literature Review of Teacher Strategies and Active Learning Nur Syahida Zaria; Ahmad Suriansyah; Rizky Amelia
Ceria: Jurnal Program Studi Pendidikan Anak Usia Dini Vol. 15 No. 2 (2026): Ceria Jurnal Pendidikan Anak Usia Dini
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/ceria.v15i2.16410

Abstract

Constructivist theory remains an important foundation in early childhood education as it positions children as active learners who construct knowledge through learning experiences. This study aims to analyze the implementation of constructivist theory in early childhood education by examining teacher strategies and active learning practices. A qualitative literature review approach was employed. Data were collected from Scopus, Google Scholar, and Garuda databases. A total of 15 articles met the inclusion criteria, consisting of 5 Scopus-indexed international articles and 10 national articles indexed at least in SINTA 3, published between 2022 and 2024. The findings indicate that constructivist learning is implemented through play-based learning, problem-based learning, project-based learning, game-based learning, center-based learning, and the STEAM approach. Teachers act as facilitators who support children's exploration, social interaction, and meaningful learning experiences. Constructivist learning contributes to the development of creativity, critical thinking, problem-solving skills, social skills, and character. This review confirms the relevance of constructivism in early childhood education and proposes a conceptual synthesis linking teacher facilitation, active learning, knowledge construction, and child development.
HOLISTIC EDUCATION, SCHOOL CULTURE, AND WORK MOTIVATION ON THE PERFORMANCE OF EARLY CHILDHOOD EDUCATION TEACHERS IN SOUTH KALIMANTAN Citra Hapsari; Aslamiah Aslamiah; Ahmad Suriansyah
Jurnal Kajian Pendidikan dan Psikologi Vol. 4 No. 1 (2026): Jurnal Kajian Pendidikan dan Psikologi
Publisher : PT Altin Riset Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61397/jkpp.v4i1.561

Abstract

This study examined the effects of holistic education and school culture on the performance of early childhood education (ECE) teachers, with work motivation as a mediating variable, in ECE institutions participating in the Holistic Character-Based Education (PHBK) program in South Kalimantan, Indonesia. A quantitative explanatory design was employed involving 113 ECE teachers from 16 core and Level 5 Developing ECE institutions across eight regencies/cities. Data were collected using five-point Likert-scale questionnaires measuring holistic education, school culture, work motivation, and teacher performance. Data were analyzed using descriptive statistics and path analysis, with the Sobel test used to examine mediation effects. The findings demonstrated that holistic education significantly predicted work motivation (β = 0.653, p < .001) and teacher performance (β = 0.201, p = .006). School culture significantly predicted work motivation (β = 0.753, p < .001) and teacher performance (β = 0.164, p = .047). Work motivation significantly predicted teacher performance (β = 0.591, p < .001). Furthermore, work motivation significantly mediated the effects of holistic education and school culture on teacher performance, with indirect effects of 0.386 and 0.445, respectively. The model explained 76.7% of the variance in teacher performance. These findings highlight the importance of integrating value-based professional development, supportive school cultures, and intrinsic work motivation to strengthen sustainable teacher performance in ECE.
IMPLEMENTASI PEMBELAJARAN KONTEKSTUAL BERBASIS LAHAN BASAH SEBAGAI UPAYA OPTIMALISASI PERKEMBANGAN ANAK USIA DINI Farah Dhafiya; Ahmad Suriansyah; Rizky Amelia
LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/learning.v6i4.15297

Abstract

Early childhood learning requires concrete, meaningful learning experiences that are appropriate to the environmental context in which children grow. However, learning practices in early childhood education centers often still focus on worksheets and simple academic activities, thereby limiting children's opportunities to explore their surroundings. This study aimed to describe the implementation of constructivist theory in wetland-based learning through artificial river exploration activities for early childhood at PAUD Fantasha Banjarbaru. The study used a descriptive quantitative approach supported by qualitative data, involving six children aged 4–6 years as subjects. Data were collected through structured observation using a child development checklist instrument and documentation of learning activities, then analyzed descriptively through calculation of mean scores and achievement percentages per developmental aspect, supported by qualitative descriptions of developmental patterns and dynamics. The findings indicate that contextual learning based on wetlands can stimulate children’s development holistically, achieving an overall mean score of 2.99 out of 4.00, with 64% of total evaluations categorized as Developing as Expected (BSH) and Very Well Developed (BSB). The specific achievement scores across developmental aspects were fine motor (3.67), socio-emotional (3.33), Religious and Moral Values/NAM (3.17), cognitive (2.93), language (2.83), and creativity (2.00). Fine motor and socio-emotional aspects showed the most optimal development, while the creativity aspect requires more sustained and structured stimulation. Environmental exploration activities indicate the potential to provide children with opportunities to build knowledge through direct interaction with concrete objects, increase active engagement, and develop social skills through interaction with peers and teachers. Therefore, utilizing wetland environments as a source of contextual learning shows potential as an effective strategy in supporting the holistic development of early childhood while simultaneously strengthening the relevance of learning to the local environment of South Kalimantan. ABSTRAK Pembelajaran anak usia dini membutuhkan pengalaman belajar yang konkret, bermakna, dan sesuai dengan konteks lingkungan tempat anak tumbuh. Namun, praktik pembelajaran di PAUD masih sering berfokus pada lembar kerja dan aktivitas akademik sederhana, sehingga kesempatan anak untuk mengeksplorasi lingkungan sekitar menjadi terbatas. Penelitian ini bertujuan mendeskripsikan implementasi teori konstruktivisme dalam pembelajaran berbasis lahan basah melalui kegiatan eksplorasi sungai buatan pada anak usia dini di PAUD Fantasha Banjarbaru. Penelitian menggunakan pendekatan deskriptif kuantitatif dengan dukungan data kualitatif, melibatkan enam anak dengan rentang usia 4–6 tahun sebagai subjek penelitian. Data dikumpulkan melalui observasi terstruktur menggunakan instrumen checklist perkembangan anak dan dokumentasi kegiatan pembelajaran. Data observasi dianalisis secara deskriptif kuantitatif melalui penghitungan skor rata-rata dan persentase capaian per aspek perkembangan, didukung deskripsi kualitatif untuk menjelaskan pola dan dinamika perkembangan anak. Hasil penelitian menunjukkan bahwa pembelajaran kontekstual berbasis lahan basah mampu menstimulasi perkembangan anak secara holistik dengan rata-rata skor keseluruhan sebesar 2,99 (skala 4) dan 64% total penilaian berada pada kategori Berkembang Sesuai Harapan (BSH) dan Berkembang Sangat Baik (BSB). Rincian capaian skor per aspek perkembangan meliputi: motorik halus (3,67), sosial-emosional (3,33), Nilai Agama dan Moral/NAM (3,17), kognitif (2,93), bahasa (2,83), serta kreativitas (2,00). Aspek motorik halus dan sosial-emosional menunjukkan perkembangan yang paling optimal, sementara aspek kreativitas memerlukan stimulasi yang lebih berkelanjutan dan terstruktur. Kegiatan eksplorasi lingkungan mengindikasikan potensi keberhasilan dalam memberikan kesempatan kepada anak untuk membangun pengetahuan melalui interaksi langsung dengan objek konkret, meningkatkan keterlibatan aktif, serta mengembangkan kemampuan sosial melalui interaksi dengan teman sebaya dan guru. Dengan demikian, pemanfaatan lingkungan lahan basah sebagai sumber belajar kontekstual menunjukkan potensi sebagai strategi yang efektif dalam mendukung perkembangan anak usia dini secara holistik sekaligus memperkuat relevansi pembelajaran dengan lingkungan lokal Kalimantan Selatan.  
Co-Authors Abdi Oriza Adelia Sofirin Adisty Zahratuljannah Agnesia Fitriani Agung Cahyo ramadhan Agus Rifani Syaifuddin Ahmad Alim Bachri Ahmad Khaliq Syamsalwa Ahmad Syahminan Aidatin Nufus Akhmad Fadhilah Akhmad Riandy Agusta Alfina Dwi Saputri Ali Mustadi Aliza Rifka Zuhairiah Ambo Sakka Amellia Saputeri Amisha Ramadhayanti Angela Anida Safitri Anisa Rizki Maulida Anita Inayati Anugrah Mitria Sari Arini Rusda Arta Mulya Budi Harsono Arta Mulya Budi Harsono Arta Mulya Budi Harsono Arta Mulya Budi Harsono Arta Mulya Budi Harsono Arta Mulya Budi Harsono Arta Mulya Budi Harsono Arta Mulya Budi Harsono Arta Mulya Budi Harsono Arta Mulyo Budi Harsono Arum Muslikah Aslamiah Aslamiah Aslamiah Aslamiah Aslamiah Aslamiah Aslamiah Aslamiah Aslamiah Aslamiah Aslamiah Aslamiah Aslamiah, Aslamiah Asniwati Asniwati Aulia Nur Hapisah Aulia Rahmah Aulia Widi Astuti Ayu Anindia Ayu Mutia Sari Bagus Aulia Iskandar Bagus Aulia Iskandar Budi Santoso Celia Cinantya Cici Syifa Utami Cindy Syahita Azzahra Citra Hapsari Desi Riyannie Dewi Yuliana Difa sri utami Dwi Septian Edi Fakhrin Eka Diah Nur Apriliani Eka Mutmainnah Elma Mufida Ervina Yuwinda Farah Dhafiya Farisha Norrahmah Fathul Jannah Fatimah Azzahra Fetty Dachliani Sukma Hadani Hadani Halimatus Sa&#039;diah Halimatussa&#039;diyah Halimatussa&#039;diyah Hamidah Hasna Kamaliya Hasnah Hasnah Hendry Hermawan Hidayatur Rahmah Huda Binti Isma&#039;il Ahmadi Huriah Huriah Husnul Khotimah Husnul Khotimah Hutri Hidayah Ilham Cahyo Indah Kurniasih Indah Puspita Sari Intan Diya Pitaloka Intan Qurrota Aini Irma Irma Irma Irma Iseu Widiartina Ismawiyah Ismawiyah Ismi Khairun Nisa Ismi Khairun Nisa Ita Rahmiyani Jannatul Radhaina Jauhar Latipah Jubaidah Julaiha Julaiha Karunia lestari Karyono Ibnu Ahmad Khairati Olfah Khairatunnisa Khairatunnisa Khairul Efendi Khairunnisa Khairunnisa Khalida Nabila Agustin Khoirunisa Eka Ramadhani Komala Hidayatun Najiyah Kristesia Elda Kristian Hengki Ladya Mariama Puspita Latifa Putri Ridhaningtyas Latifa Putri Ridhaningtyas Lestari, Nana Citrawati Lilis Apriyanti Lynis Mindarwati M. Hasbi Fadillah M. Ziyan Takhqiqi Arsyad Mahmudah . Maimunah Maimunah Maimunah Marina Dwi Mayangsari Maulana Rizqi Megawati Megawati Metroyadi Metroyadi Metroyadi Metroyadi Mi&#039;at Mi&#039;at Miftahur Rizki Milawati Milawati Mina Zuyyina Ramadhani Mubarok Mubarok Muhamad Hasby Munawar Muhammad Andri Setiawan Muhammad Arsyad Muhammad Diki Saputra Muhammad Diki Saputra Muhammad Fitriadi Muhammad Hafiz Anshari Muhammad Hasan Basri Muhammad Ihsan Haris Muhammad Ikhsan Fahruraji Muhammad Naufal Muhammad Qolbi Muhammad Rijali Hadi Muhammad Rindi Muhammad Rustam Effendi Muhammad Triyoso Muhammad Ziyan Takhqiqi Arsyad Muhsinah Annisa Muhsinin Muhsinin Mujiyat Mujiyat Munawarah Mustotiah Mustotiah Mutia Nadia Azizah Nadya Febrina Naila Aniyah Najma Soraya Nayla Salsabila Nazella Putri Fadila Ngadimun Ngadimun Ngadimun Ngadimun Ni Kadek Sabna Monika Ni Wayan Kurnia Widya Wati Ni'matul Aufa Nida Adzkia Nisa Ananda Nisrina Qurratu’ Ain Nofirman, Nofirman Noor Hafizah Noor Hariani Noor Liana Noorhapizah Nopri Setiawan Nor Alifa Khalida Nor Anisa Nor Azizah Noraisyah Noraziza norazmi sari Norliani Nova Khoirunnisa Witanti Nova Soraya Noviani Noviani Novitawati Novitawati Nunik Surani Nur Adzkia Kamilah Nur Aisya Nur Anisa Khadijah Nur Anisa Khadijah Nur Kholis Nur Rahmadaniyah Nur Ramadhanianti Nur Syahida Zaria Nurdohiyah Nurdohiyah Nurhalisa Khatami Nurlaila Dwe Khairiyati Nursyipa Nurul Erisa Octavia Ramadhani Patmawati Patmawati Puji Nurwidayati Widayati Puspa Herliana Putri Ade Utari Putri Andini Putri Elok Maufikhoh Putri Natasya Azzahra Qurota Ayun Rahmadina Dina Rahmaniah Rahmaniah Rahmatullah Zumaini Rahmiani, Risna Raihani Raihani Ratna Purwanti Ratna Purwanti Ratna Purwanti Ratna Purwanti Ratna Purwanti Ratu Noor Khalidah Raudhatul Madina Retty Marinda Rezky Amalia Ria Aprianti ridha addiina soraya Ridhatul Jannah Rika Yuliani Riki Anggara Putra Risda Risma Widia Safitri Rizky Amelia Rodhiyatul Addaiyah Rose Widodari Rosvania Wibisono Rukhmana, Trisna Rustam Effendi Sahbana Ridha Saliyah Salsabela Ashlin Sari Mubarokati Sari Wahdati Septina Wijayanti Septy Rovana Septy Rovana Shafa' Muthi'ah Shaffira Rahmiati4 Sherwina Ranisa Shinta Dwi Nanda Shofiatun Najiah Sinta Puspa Ningrum Siska Lefheya Siti Fatimah Siti Fatimah Siti Hajar Nurhasanah Siti Hajar Nurhasanah Siti Hajar Nurhasanah Siti Noor Halisa Siti Raisyah Siti Zainab Muthia Ulfah Suhaimi Suhaimi Suhaimi Suhaimi Suhaimi, Suhaimi Sulaiman Sulaiman Sulistiyana Sulistiyana Sulistiyana Sulistiyana Sulistiyana Sulistiyana Sulistiyana Sulistri Mawaddah Sulistyana Sulistyana Sunarno Basuki Surya Ramadhani Syalsyabila Alisyia Vchananda syifaaulia Sylviana Ira Rosanti Tanti Apriani Tasya Amelia Ramadhani Tataq Harjuna Piranggada Tiara Titania Qhaifa Maidah Tri Ananda Setiyani Tri Maulida Sari Tri Muthoharoh Tria Nur Qana’ah Ulfia Nurul Anisa Ulfia Nurul Annisa Valery Yulie Veronica Octadewi Taradifa Vrahmeta Amelia Oktasya Wafa Nur Azizah Wahdah Refia Rafianti Wahdah Refia Rafianti Wahyu Wahyu Wahyu Wahyu Widy Noviani Winda Wiwik Indrasari Yeprina Prihatini Asie Yogi Prihandoko Yogi Prihandoko Yuliana Yuliana zahratun nisa Zain Ahmad Fauzi Zamzani Zamzani Zenfrianto, Zenfrianto Zerdy Firnanda Ramadhan