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All Journal Transmisi Jurnal Akuntabilitas Manajemen Pendidikan Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan International Research Based Education Journal International Journal of Artificial Intelligence Research Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Pendidikan : Riset dan Konseptual Jurnal Bidang Pendidikan Dasar Muallimuna : Jurnal Madrasah Ibtidaiyah Cetta: Jurnal Ilmu Pendidikan Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Jurnal Ilmiah Sekolah Dasar J-MPI (Jurnal Manajemen Pendidikan Islam) IJORER : International Journal of Recent Educational Research Jurnal Penelitian Pendidikan Indonesia Jurnal Pendidikan Islam El Midad: Jurnal Jurusan PGMI
Syamsul Hadi
Universitas Negeri Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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KONTRIBUSI LITERASI DIGITAL DAN INTERAKSI BELAJAR ANTAR SISWA TERHADAP KETERAMPILAN MEMECAHKAN MASALAH PEMBELAJARAN IPAS Dewi Nurjanah; Syamsul Hadi; Ahmad Yusuf Sobri
Muallimuna : Jurnal Madrasah Ibtidaiyah Vol 9, No 2 (2024): APRIL 2024
Publisher : Fakultas Studi Islam UNISKA MAB Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/muallimuna.v9i2.13443

Abstract

The improvement of skills relevant to the 21st century focuses on students' ability to explore the surrounding environment. For this it is necessary to train students' problem-solving skills from the natural environment as well as human behavior in public life that require contributions in their achievements. The aim of the study was to determine the contribution of digital literacy and learning interaction between students to IPAS (IPA and IPS) problem-solving skills of 4th grade primary school students in Waru Sidoarjo District. The research uses a quantitative approach of survey methods. The primary data used was obtained directly from the field. Data source 181 respondents across five sampled schools after reduction. The result was that both free variables contributed positively and significantly to the IPAS problem-solving skills of grade IV elementary students. The standard values of the coefficients in each variable showed different values, namely digital literacy of 0.187, while the learning interaction between students was 0.177. The results showed that the digital literacy variable was the more dominant variable
PROBLEMATIKA PENERAPAN SOAL BERBASIS NUMERASI PADA PEMBELAJARAN MATEMATIKA KELAS V SEKOLAH DASAR DI KABUPATEN LOMBOK BARAT Ruhil Ismafitri; Makbul Muksar; Syamsul Hadi; Herjan Haryadi
Muallimuna : Jurnal Madrasah Ibtidaiyah Vol 9, No 2 (2024): APRIL 2024
Publisher : Fakultas Studi Islam UNISKA MAB Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/muallimuna.v9i2.13144

Abstract

Numeracy skills are needed in all aspects of life. Numeracy is the ability to apply number concepts and mathematical skills in everyday life as well as being able to use mathematics practically and have an understanding of information that is expressed mathematically.This study uses a qualitative approach with a multi-case study design. Data were collected through observation, interviews and documentation. The data analysis process is done through single case data analysis and cross case data analysis. The location of the study was conducted at three elementary schools in West Lombok regency, namely SDN 3 Kuripan, SDN 2 Jembatan Kembar Timur and SDN 4 Dasan Geres. The findings from the three schools showed that teachers in constructing numeracy-based problems refer to the components of the numeracy AKM but still in the form of simple questions. In pemanfataanya, numeracy-based questions are not done routinely and according to the needs of ANBK only. The lack of workshops and references as well as the distribution of teaching materials on numeracy in schools is a significant obstacle to the use of numeracy-based problems. While the supporting factor in the form of online sites that discuss examples of numeracy problems and the form of contextualization of the problem in the form of personal, socio-cultural and scientific contexts are still minimal.
The Effects of Problem-Based, Project-Based, and Multicultural Learning on Prosocial Behavior in Elementary School Students Danang Prastyo; Budi Eko Soetjipto; Syamsul Hadi; Ari Sapto Sapto
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 8 No. 5 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v8i5.6204

Abstract

This study aims to determine the influence of Problem-Based Learning, Project Based Learning and Multicookural Based Learning on prosocial behaviour in elementary school students. This study is a type of quasi-experimental research with a model using the Nonequavalen Control Group Postest Design. The research population consisted of 284 public elementary schools (SD) in Surabaya. In comparison, the research sample consisted of grade V students in three schools, namely SDN Margerejo I, SDN Sumur Welut III Surabaya, and SDN Menanggal 601 Surabaya. The data collection technique uses a questionnaire with 30 questions. The research instrument used the Measure of Prosocial Tendencies by adapting Carlo. Data analysis with statistical analysis of ANOVA test. The results of this study concluded the effect of project-based learning on prosocial behaviour in elementary school students with an ANOVA test score sig. < 0.05. These findings show that the project-based learning model can foster prosocial behavior in elementary school students.
Principal-shared instructional leadership in differentiated instruction classrooms: its effect on pedagogical practices Pipit Pudji Astutik; Punaji Setyosari; Anang Santoso; Syamsul Hadi; Shirly Rizki Kusumaningrum
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 10 No. 3 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020243790

Abstract

This article examines the effect of principal-shared instructional leadership, learners’ characteristics, and differentiated instruction strategies support on the quality of pedagogical practices mediated by classroom interventions. This instructional strategy is used along with the implementation of the independent curriculum, and teachers have to pay attention deeply to students’ learning needs. This study was conducted as explanatory research on mover teachers throughout Indonesia, and 890 teachers participated voluntarily. Path analysis is utilized to estimate variables relationships. The study revealed that principal-shared instructional leadership and differentiated strategies positively and directly affect the quality of pedagogical practices, and learners’ characteristics only contribute to an indirect effect. The findings suggest that school principals have significant roles in mobilizing stakeholders and facilitating learning resources for providing classroom interventions appropriately for students to learn. As an implication, accomplishing the quality of pedagogical practices will be able to achieve students’ learning performances.
Application of Learning Technology as a Strategy for New School Principals to Gain Acceptance Dwi Yani; Syamsul Hadi; Riska Pristiani
Jurnal Penelitian Pendidikan IPA Vol 10 No SpecialIssue (2024): Science Education, Ecotourism, Health Science
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10iSpecialIssue.8041

Abstract

This research aims to describe the use of learning technology as a strategy used by novice principals to gain acceptance in the elementary school environment by novice principals to increase their acceptance in elementary schools. Learning technology includes a variety of tools and platforms that can improve learning quality, administrative efficiency, collaboration with parents, and teacher professional development. By implementing learning technology, novice principals can demonstrate visionary leadership, increase student motivation and engagement, and strengthen relationships with all stakeholders. This research approach uses a qualitative descriptive method with data analysis through in-depth interviews and participant observation at three elementary schools in Mojokerto Regency, namely SDN Tanjungkenongo 2 Pacet, SDN Ketapanrame 2 Trawas, and SDN Pagerluyung 1 Gedeg. The main informant for this research was the school principal and was triangulated with teachers and the school committee. The research results show that the use of learning technology as an innovation by novice school principals has great potential to increase their acceptance in elementary schools. By implementing learning technology, school principals can demonstrate visionary leadership, increase administrative efficiency, support teacher professional development, increase collaboration with parents, and increase student motivation and engagement. These findings provide important insights for educational leaders to improve their leadership effectiveness.
DEVELOPMENT OF E-MODULES TO IMPROVE PERSONAL AND IMAGINATIVE WRITING SKILLS IN ELEMENTARY SCHOOL Kiki Aniskasari; Syamsul Hadi; Dedi Kuswandi
El Midad Vol. 17 No. 3 (2025): elmidad: Jurnal Jurusan PGMI
Publisher : Universitas Islam Negeri Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/elmidad.v17i3.14239

Abstract

This research is motivated by the low ability to write personal and imaginative reclaimed texts in grade III students in one of the elementary schools in Malang. Based on the results of observations and interviews with class teachers, it was found that students had difficulty in compiling ideas sequentially, using language according to the rules, and understanding the structure of the recon text. The objectives of this study are (1) to produce an interactive e-module that is feasible, practical, interesting, and effective to be used in learning to write personal and imaginative rekon texts in grade III elementary school students, and (2) to analyze the effectiveness of the interactive e-module in improving the ability to write personal and imaginative rekon texts. This research uses the Dick and Carey research and development method. The results of the study showed that (1) the interactive e-module was declared feasible to use with a media expert validation score of 100% very feasible and a material expert of 73% feasible; (2) the practicality aspect obtained an average score of 90% practical; (3) the attractiveness aspect obtained an average score of 93% attractive; and (4) the effectiveness aspect is shown by the increase in student learning outcomes with an N-Gain value of 0.80 (high category), where all students achieve scores above the KKM and can write the remastered text in a complete, orderly, logical and in accordance with linguistic rules
Mapping Global Frameworks of AI Governance in Education: A Systematic Policy Review Rizki Amelia; Syamsul Hadi; Radeni Sukma Indra Dewi
J-MPI (Jurnal Manajemen Pendidikan Islam) J-MPI Vol.10, No.2, Desember 2025
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jmpi.v10i2.37545

Abstract

This study presents a systematic literature review (SLR) that analyzes 23 articles and policy documents published between 2020 and 2025, with a focus on AI Governance in Education (AIGE). The main goal of this review was to identify: (1) existing frameworks and policies, (2) the core components of these governance systems, and (3) the similarities and differences in their implementation across various countries. By applying the PRISMA protocol, the analysis integrates global, regional, national, and institutional perspectives to develop an Integrated AIGE Model ultimately. The key findings suggest that the approach to governing AI in education has undergone a significant shift. It has moved away from a purely regulatory control model toward a more multidimensional and participatory ecosystem. This new system is fundamentally built upon ethical, institutional, and collaborative principles. Globally, Frameworks like the UNESCO Recommendation on the Ethics of AI and the OECD AI Principles have established shared, crucial values such as transparency, accountability, fairness, and human-centeredness. Regionally, initiatives such as the ASEAN Guide on AI Governance and Ethics and the African Union's AI Strategy underscore the critical importance of inclusiveness and capacity building. Nationally: High-capacity countries (e.g., Singapore, Korea, Australia) tend to adopt more compliance-oriented models (based on audits and formal regulations). Emerging economies (e.g., India, Indonesia, Nigeria) primarily focus on digital readiness, AI literacy, and ethical awareness as their main priorities. Despite the contextual diversity, there is a strong consensus on the moral foundations (convergence), but a significant divergence in the actual governance structures and enforcement mechanisms. Global North frameworks are typically formalized and audit-based, whereas Global South models are more adaptive, community-oriented, and capacity-driven. Synthesizing these insights, the research proposes the Integrated AIGE Model, which consists of four interconnected dimensions: structural architecture, normative foundations, functional mechanisms, and actor networks. The model emphasizes that sustainable AI governance in education requires hybrid systems that successfully integrate global ethical standards with local contextualization. The overarching aim is to foster innovation that remains equitable, inclusive, and human-centered.
Integrating Islamic Values in Community Service: Strengthening Competence and Character in Vocational Education Izuddin Syarif; Achmad Supriyanto; Syamsul Hadi; Asep Sunandar; Supriyanto Supriyanto; Fantika Febry Puspitasari; Sumarno
Nazhruna: Jurnal Pendidikan Islam Vol. 9 No. 1 (2026): Transformative Islamic Education in Pesantren and Madrasah
Publisher : Universitas Pesantren Kh abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/nzh.v9i1.419

Abstract

This study investigates the effectiveness of community service-based learning in electrical installation techniques for vocational high school students in South Kalimantan. It addresses key challenges in vocational education, including the gap between hard and soft skills, limited practical facilities, insufficient character formation, and weak community participation. Using a qualitative case study with an Accidental Ethnography approach, data were gathered from 89 respondents through observation, interviews, and documentation from 2020 to 2024. The findings reveal that students’ involvement in home electrical installation repairs enhances both their technical competence and customer satisfaction, as indicated by reliability, assurance, attention, responsiveness, and tangible results. Values of social worship, intention, responsibility, and care were effectively internalized, reaching an average achievement of 92%. The program achieved a 100% completion rate and over 96% customer satisfaction. In total, 412 students contributed to 226 service points in 88 households, making community homes serve as contextual learning laboratories that also address limited school facilities. Since 2024, interschool collaboration has expanded the program’s reach and impact. The study concludes that community service-based learning transforms vocational education by producing graduates who are technically skilled, ethically grounded, and socially beneficial, reinforcing emotional, social, and spiritual intelligence.
Co-Authors Achmad Supriyanto Amiirohana Mayasari Anang Santoso Ari Sapto Ari Sapto Sapto Aryuna Kusuma Tria Dewi Asep Sunandar Budi Eko Soetjipto Cahya Wahyuning Ilahi Cindya Alfi Danang Prastyo Dedi Kuswandi Deny Setiawan Dewi Nurjanah Dhia Suprianti Didik Nurhadi Dwi Yani Elpires Muhamad Niku Fantika Febry Puspitasari Fatik Lutviana Anggraini Fauzatul Ma'rufah Rohmanurmeta Hanurawan, Fattah Herawati Susilo Herjan Haryadi I Nyoman Sudana Degeng I Wayan Dasna Ibrahim Bafadal Izuddin Syarif Khorid Agustin Kiki Aniskasari Lia Yuliati Lorencia Endah Cahya Ningrum Maisyaroh Makbul Muksar Mohamad Fatih Mohammad Zainuddin, Mohammad Munzil Najih Gilang Ramadhan Nur'im Septi Lestari Pipit Pudji Astutik Punaji Setyosari Purnomo, Purnomo Radeni Sukma Indra Dewi Rina Rifqie Mariana Riska Pristiani Rizki Amelia Roswina Dianawati Ruhil Ismafitri Shirly Rizki Kusumaningrum Subanji Subanji Sumarno Supriyanto Supriyanto Tuwoso Viving Laila Widiyanti Widiyanti Yoggy Febriawan Yuli Sutoto Yulianti Yulianti Yusuf Sobri, Ahmad