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All Journal International Journal of Evaluation and Research in Education (IJERE) Publikasi Pendidikan Al Ishlah Jurnal Pendidikan Jurnal Ecodemica : Jurnal Ekonomi Manajemen dan Bisnis Tadbir : Jurnal Studi Manajemen Pendidikan Cetta: Jurnal Ilmu Pendidikan Jurnal Paedagogy Edunesia : jurnal Ilmiah Pendidikan Didaktika: Jurnal Kependidikan Jurnal Jendela Pendidikan Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat Jurnal Pendidikan Vokasi Raflesia
Sugiarto Sugiarto
Universitas Negeri Jakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Social Sciences Other

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Manajemen Tenaga Pendidik dalam Sekolah Inklusi: Systematic Literatur Review 2015-2025 Selvia Wulandari; Nurhatatti Fuad; Sugiarto Sugiarto
Publikasi Pendidikan Vol 16, No 1 (2026)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/publikan.v16i1.78206

Abstract

This study investigates teacher workforce management in the implementation of inclusive education through a systematic literature review (SLR). Adhering to PRISMA 2020, searches were conducted in Scopus, Google Scholar, Garuda, and SINTA for articles published between 2015 and 2025. Of 120 records identified, 30 articles met the eligibility criteria and were thematically analyzed using the POAC framework (planning, organizing, actuating, controlling). The findings indicate that actuating is the most prominent dimension—particularly teacher training, differentiated instruction, and sustained professional development. Planning and organizing also appear frequently, including needs planning for special education support teachers (GPK), delineation of roles, and collaboration among stakeholders. In contrast, controlling remains comparatively weak and largely administrative. Overall, the management cycle appears incomplete: implementation has progressed, but continuous evaluation remains limited. These results suggest that schools and policymakers should strengthen management holistically to ensure more effective and sustainable implementation of inclusive education. 
Strategic Challenges and Integrated Models for Dual Curriculum Implementation: A Systematic Review (2015–2025) Bening Kirana Jingga; Heru Santosa; Sugiarto Sugiarto; Kamaludin Kamaludin
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 2 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i2.1623

Abstract

The increasing demand for globally competitive yet locally grounded education has encouraged many countries, including Indonesia, to implement dual-curriculum systems integrating national and international frameworks. In Indonesian K–12 schools, this integration commonly involves the national curriculum alongside international programs such as Cambridge, the International Baccalaureate (IB), and the International Primary Curriculum (IPC). While this model offers opportunities to enhance global competence and academic quality, its implementation remains complex and multidimensional. Schools must navigate policy alignment, teacher readiness, curriculum integration, assessment compatibility, and stakeholder coordination simultaneously. Despite growing scholarly attention, existing studies on dual-curriculum implementation remain fragmented, often focusing on isolated variables and failing to provide a comprehensive systemic synthesis. Addressing this gap, the present study employs a PRISMA-guided Systematic Literature Review of 20 peer-reviewed articles published between 2015 and 2025. Through thematic and bibliometric analyses, the study identifies dominant implementation challenges and evolving research trends. As its primary contribution, the research proposes the Integrated Dual Curriculum Implementation (IDCI) Model, a theory-grounded framework designed to support sustainable dual-curriculum practice and inform policy, leadership, and instructional strategies in Indonesia’s evolving education system.
Co-Authors Afifah Ahmad Farid Ajeng Salissa Salsabila Amiruddin Muthi Bening Kirana Jingga Eliana Sari, Eliana Falihin Falihin Farah Putri Arijani Henrikus Wawan Kurniawan Heru Santosa Kamaludin Kamaludin Lina Rizki Hasyyati Masduki Ahmad Matin, Matin Mohammad Sofwan Effendi Muhammad Mukhlis Izzat Muhammad Ragil Firdaus Muria Putriana Nurhatatti Fuad Rahmawati Rasinan Rina Darmawan Robby, Dimas Kurnia Romario Sihaloho Sarkadi, Sarkadi Selvia Wulandari Siti Sarah Siti Zulaikha Suryadi Suryadi Suryadi Suryadi Tjetjep Darmawan Totok Amin Soefijanto Unifah Rosyidi Venny Ayu Febriliana Wahidin Wahidin Wahyu Sri Ambar Arum Winda Listyasari