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All Journal Al Ishlah Jurnal Pendidikan Attractive : Innovative Education Journal JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah As-sunniyyah Journal of Educational Studies
Sukirdi
Universitas Dehasen Bengkulu, Indonesia
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Teacher Planning at Integrated Islamic Elementary School Sukirdi Sukirdi; Suwarni Suwarni
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 3 (2021): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (307.54 KB) | DOI: 10.35445/alishlah.v13i3.1084

Abstract

The planning process of a teacher entails numerous components. The elements pertaining to teachers include the teacher-student ratio, professional competence, and Iman and Taqwa (IMTAQ). The study's objective was to examine teacher planning at a Bengkulu-based Integrated Islamic Elementary School (SDIT). This study employs a qualitative methodology. The data collection technique use observation, documents, and interviews. The data analysis in this study was descriptive-analytic. The study's findings indicated that SDIT Bengkulu's teacher planning was carried out by a collegial collective team comprising a principal and five deputy principals. Six individuals acted as informants. Teacher planning's purpose is to ensure that the teacher-student ratio and teacher competencies, specifically teacher professionalism and religion, are met.
Transformation of Principal Leadership in the Review of Supervisory Functions Rita Prima Bendriyanti; Citra Dewi; Sukirdi Sukirdi; Suwarni Suwarni
JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Vol. 10 No. 4 (2025): October, Social Issues and Education Issues
Publisher : Universitas Syiah Kuala and Collaboration Yayasan Yusda Edu Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66052/sejarah.v10i4.642

Abstract

This study is grounded in the strategic role of the principal as the primary driver of educational quality improvement through effective supervisory leadership. In the context of rapid technological advancement, evolving educational policies, and increasing accountability demands, principals are required to transform their supervisory approaches from administrative and compliance-oriented practices toward participatory, visionary, and development-focused leadership. This study aims to analyze the level of principal leadership transformation in the supervisory function based on teachers’ and education personnel’s perceptions, and to identify the strongest and weakest implementation indicators. A descriptive quantitative design was employed using a total sampling technique involving 31 respondents at SDN 16 Bengkulu Selatan. Data were collected through a questionnaire consisting of 35 Likert-scale statements and analyzed using descriptive statistics to determine frequency distribution, percentages, and mean scores for each indicator. The findings reveal that most supervisory leadership indicators fall within the good to very good categories. The highest mean scores were observed in exemplary discipline and the principal’s role as an initiator of reform, while the lowest score was found in the indicator related to granting complete freedom without control. These results support Transformational Leadership and Managerial Role theories, highlighting the importance of vision, role modelling, participatory engagement, and structured supervision. The study concludes that supervisory leadership practices are generally aligned with modern leadership principles but require strengthening in post-supervision follow-up mechanisms and in balancing teacher autonomy with appropriate supervisory control. The study contributes a detailed mapping of supervisory indicators grounded in contemporary leadership theory.
Innovations In Learning Management To Foster Student Creativity Sukirdi Sukirdi; Feby Elra Perdima; Jumiati Siska; Fenty Hanifa Carolina
Journal of Educational Studies Vol. 3 No. 1 (2025): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v3i1.3671

Abstract

Creativity has become a strategic learning outcome in contemporary schooling, yet many classroom innovations remain fragmented because management practices are rarely examined as an integrated mechanism that shapes the learning climate, teacher coordination, assessment design, and student agency. This study aims to analyze how innovative learning management contributes to the development of student creativity and to clarify whether creative learning climate and student engagement mediate this relationship. An explanatory sequential mixed-methods design was proposed. The quantitative phase involved 312 secondary-school students selected through cluster sampling, while the qualitative phase involved interviews with 12 teachers and six school leaders. Data were collected using a learning management innovation scale, a creative learning climate scale, a student engagement scale, and a portfolio-based creativity rubric covering fluency, flexibility, originality, and elaboration. The illustrative analysis using partial least squares structural equation modelling indicated that innovative learning management had a positive direct effect on student creativity (beta = .31, p < .001) and stronger indirect effects through creative learning climate and engagement. The model explained 61% of the variance in student creativity, suggesting that creativity is not merely a product of individual talent but is also shaped by managerial decisions that organize time, feedback, collaboration, and assessment opportunities. The findings imply that schools should move beyond episodic innovation and institutionalize learning management systems that protect experimentation, support teacher collaboration, and use formative assessment to cultivate creative performance.
Transformation of Teacher Competencies in Creating Meaningful Learning Citra Dewi; Sukirdi
Attractive : Innovative Education Journal Vol. 8 No. 1 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i1.1575

Abstract

The shifting educational paradigm demands that teachers possess the competencies to create meaningful learning. Transforming teacher competencies is a key factor in facing the challenges of an adaptive, technology-based, and character-building curriculum. This study aims to map teacher competencies in creating meaningful learning based on four main dimensions: pedagogical, professional, social, and personality, as well as identifying strengths and areas that need improvement. A quantitative approach was used with a survey design. The study population was teachers at SDN 16 Bengkulu Selatan. The sample was taken using total sampling, comprising all teachers at the school. The instrument was a Likert-scale questionnaire with 46 statements. Data were analyzed using descriptive statistics to determine the average score for each indicator. The results showed that the majority of indicators were in the good to excellent category, with the highest scores for mastery of learning theory, use of technology, and teacher role models. The lowest scores were found for teacher involvement in village activities and acceptance of peer feedback. Teachers at this school already possess sufficient competencies to create meaningful learning, although social engagement and openness to feedback still require strengthening. These findings form the basis for a more holistic professional development program. This research contributes by integrating four dimensions of teacher competency into a single evaluation framework that can be applied in other schools to comprehensively map the quality of meaningful learning
STRATEGI PENDIDIKAN ANTI-NARKOBA DALAM MEMBANGUN KARAKTER KEPIMPINAN REMAJA BERINTEGRITAS Rita Prima Bendriyanti; Citra Dewi; Ahmat Syantori; Filza Ratu Nabila; Sukirdi Sukirdi; Astri Septiani
AS-SUNNIYYAH Vol 4 No 02 (2025): Maret
Publisher : UAS PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62097/assunniyyah.v4i02.2893

Abstract

Penyalahgunaan narkoba di kalangan remaja merupakan masalah kompleks yang memiliki implikasi serius terhadap kualitas pengembangan sumber daya manusia. Masa remaja merupakan fase perkembangan yang sangat rentan terhadap pengaruh lingkungan sosial, tekanan teman sebaya, dan arus informasi yang tidak terkendali, sehingga meningkatkan risiko perilaku menyimpang, termasuk penyalahgunaan narkoba. Dalam konteks ini, pendidikan memainkan peran strategis tidak hanya sebagai sarana penyebaran pengetahuan tentang bahaya narkoba tetapi juga sebagai instrumen pembentukan karakter dan penguatan nilai-nilai integritas. Kegiatan pengabdian masyarakat yang dilaksanakan melalui strategi pendidikan anti-narkoba berbasis karakter menunjukkan hasil yang positif. Pendekatan pendidikan yang partisipatif, sistematis, dan terintegrasi secara moral telah terbukti efektif dalam meningkatkan pengetahuan, sikap, dan ketahanan pribadi remaja dalam menghadapi pengaruh negatif narkoba. Remaja tidak hanya mengalami peningkatan dalam aspek kognitif yang berkaitan dengan kesadaran akan narkoba, tetapi juga menunjukkan perubahan positif dalam dimensi afektif dan perilaku, seperti keberanian untuk menolak pengaruh negatif teman sebaya, kemampuan untuk membuat keputusan yang sehat, dan peningkatan rasa tanggung jawab sosial. Temuan program ini menegaskan bahwa integrasi pendidikan karakter dan pendidikan anti-narkoba merupakan model pencegahan yang efektif dan berkelanjutan. Strategi ini berpotensi untuk direplikasi dan dikembangkan lebih lanjut melalui kolaborasi antara lembaga pendidikan tinggi, sekolah, keluarga, dan masyarakat untuk membina generasi muda yang bercirikan integritas, kesehatan, dan martabat.
Co-Authors Ahmat Syantori Astri Septiani Citra Dewi Citra Dewi Feby Elra Perdima Fenty Hanifa Carolina Filza Ratu Nabila Jumiati Siska Rita Prima Bendriyanti Rita Prima Bendriyanti Suwarni