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Achadi Budi Santosa

Universitas Ahmad Dahlan, Indonesia

Author-ID : 2653732

Religion Aerospace Engineering Arts Humanities Automotive Engineering Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Peran Sekolah dalam Pencegahan Kerusakan Lingkungan Melalui Implementasi Kurikulum P5 dan Program Adiwiyata Budi Mulyadi; Achadi Budi Santosa; Enung Hasanah
Jurnal Manajemen Pendidikan Dasar, Menengah dan Tinggi [JMP-DMT] Vol 7, No 1 (2026): JURNAL JMP-DMT
Publisher : UMSU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmp-dmt.v7i1.27217

Kerusakan lingkungan di Indonesia pada tahun 2024-2025 menunjukkan tren yang semakin kompleks akibat laju pembangunan ekonomi, eksploitasi sumber daya alam, serta lemahnya kesadaran ekologis masyarakat. Situasi tersebut berdampak langsung terhadap dunia pendidikan, baik dari aspek kesehatan warga sekolah hingga keberlangsungan kegiatan belajar. Penelitian ini bertujuan mengidentifikasi peran sekolah dalam pencegahan kerusakan lingkungan melalui implementasi program Adiwiyata dan Projek Penguatan Profil Pelajar Pancasila P5 dalam konteks kebijakan nasional. Pada penelitian ini metode yang digunakan ialah library research dengan analisis terhadap berbagai regulasi pemerintah dan literatur akademik terkini. Hasil kajian menunjukkan bahwa Adiwiyata dan P5 memiliki potensi strategis dalam membentuk karakter ekologis siswa melalui pendekatan pembelajaran berbasis aksi dan kelembagaan sekolah hijau. Namun, implementasi keduanya masih terhambat oleh keterbatasan kapasitas guru, pendanaan, serta ketidakselarasan kebijakan antara Kementerian LHK dan Kemendikbudristek. Penelitian ini merekomendasikan penguatan integrasi kebijakan lintas sektor, peningkatan kompetensi pendidik, serta pembentukan ekosistem kolaboratif berbasis penta-helix agar sekolah dapat berfungsi sebagai living laboratory pendidikan keberlanjutan. Dengan demikian, integrasi Adiwiyata dan P5 dapat menjadi fondasi transformasi pendidikan ekologis yang adaptif terhadap tantangan lingkungan masa depan Indonesia.

A Framework for the Systemic Implementation of Differentiated Instruction: A Case Study from Madrasah Tsanawiyah Al Abror Muhammad Zuhaery; Achadi Budi Santosa; Edhy Susatya
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 2 (2025): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v17i2.8132

This study aims to analyze the organizational model for implementing differentiated instruction to achieve student learning mastery at Madrasah Tsanawiyah Al Abror, an Islamic junior high school in Indonesia. A qualitative case study design was employed, involving data collection through in-depth interviews, classroom observations, and a systematic analysis of curriculum documents conducted over four months. Ten key participants took part, including the principal, vice-principal for curriculum, and eight teachers. The findings reveal four interdependent pillars: first, the institutionalization of diagnostic assessments providing a data-driven foundation for instructional planning; second, the flexible implementation of differentiation in content, process, product, and learning environment to meet diverse student needs; third, continuous teacher competence development fostered through active Professional Learning Communities (PLCs); and fourth, the establishment of a supporting infrastructure via a shared repository of teaching materials. These pillars collectively form a sustainable ecosystem that enables teachers to respond effectively to the diversity of their students. The study concludes that successful differentiated instruction requires shifting the focus from individual teacher efforts to developing organizational capacity and collaborative culture at the school level.

Implementation The Implementation of the Population - Aware School Program at Kemala Bhayangkari Elementary School in Reducing the Phenomenon of Early Marriage Tri Lestari; Enung Hasanah; Achadi Budi Santosa
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 2 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i2.545

Early marriage and teenage pregnancies under the age of 20 remain a significant issue in Balikpapan, especially due to their adverse effects on adolescents' reproductive health and future well-being. This study aims to analyze the implementation of the Population-Aware School Program (Sekolah Siaga Kependudukan/SSK) at Kemala Bhayangkari Elementary School as a strategy for preventing early marriage through reproductive health education. The study employed a qualitative case study approach. Data were collected through interviews, observations, and documentation conducted from April to June 2026 involving the principal, the SSK coordinator, and lower- and upper-grade teachers as research participants. Data were analyzed using the Planning, Organizing, Actuating, and Controlling (POAC) management framework and Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The findings indicate that the implementation of the SSK Program is effective through four key managerial actions: leading, communicating, motivating, and coordinating. These strategies demonstrate that early reproductive health education, implemented through structured school programs, enhances students’ awareness and serves as a protective factor against early marriage. This study provides empirical evidence that school-based reproductive health education can contribute to preventing early marriage and offers practical insights for strengthening population education programs in Indonesian elementary schools.

Sistem Manajemen Berbasis Data dalam Kurikulum Merdeka Nur Khabibah; Suyata Suyata; Achadi Budi Santosa
Jurnal Locus Penelitian dan Pengabdian Vol. 5 No. 7 (2026): JURNAL LOCUS: Penelitian dan Pengabdian
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/locus.v5i7.6213

Dalam upaya meningkatkan mutu pendidikan, pemerintah Indonesia terus melakukan evaluasi dan pembaruan terhadap kurikulum pendidikan. Kebijakan terbaru ini dirancang untuk menyesuaikan dengan perkembangan zaman dan kebutuhan dunia kerja yang semakin dinamis. Penelitian ini bertujuan untuk mengungkap bagaimana penerapan sistem manajemen berbais data dalam kurikulum Merdeka di sekolah. Penelitian dilakukan di di SMAN 2 Bantul dengan rentang waktu satu bulan. Penelitian ini berwujud penelitian kualitatif. Sumber data meliputi pihak staf administrasi (admin sekolah). Pengumpulan data dilaksanakan melalui wawancara, serta dokumentasi. Analisis data bersifat deskriptif. Temuan penelitian menunjukkan: (1) Penerapan system manajemen berbasis data sangat efektif dalam penerapan kurikulum merdeka; dan (2) Sekolah telah mampu memanfaatkan dan menyampaikan data maupun informasi yang tersedia di sekolah demi kemajuan pendidikan di SMAN 2 Bantul. Ketika sekolah mampu menerapkan dan memaksimalkan manajemen data dan informasi sekolah, maka diharapkan sekolah akan lebih mudah dan lebih baik dalam memberikan pelayanan kepada siswa, orang tua maupun masyarakat. Dengan demikian permasalahan informasi dan kemajuan pendidikan dapat terpantau dengan baik.

Digital-Based Deep Learning in Elementary Education: Implementation, Supporting Ecosystem, and Sustainability Challenges Megawati; Achadi Budi Santosa; Sukirman
Indonesian Technology and Education Journal Vol 4 No 2 (2026): Agustus
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/itej.v4i2.1437

The integration of digital technology into elementary education creates opportunities for more contextual, collaborative, and meaningful learning. However, limited evidence explains how digital tools, pedagogical practices, school leadership, and organizational support interact to facilitate deep learning in primary schools. This study aimed to describe the implementation of digital-based deep learning and identify the factors supporting and hindering its sustainability. A descriptive qualitative design was employed involving one principal and four teachers selected through purposive sampling. Data were collected through in-depth interviews, four classroom observations, and document analysis, then analyzed through coding, categorization, theme development, data display, and conclusion verification. Trustworthiness was strengthened through source and technique triangulation. The findings reveal that digital-based deep learning emerged through the interaction of a supportive digital school ecosystem, purposeful technology integration, and contextual learning activities. Chromebooks, interactive displays, Google Classroom, and Google Workspace for Education were used to support collaborative data collection, authentic tasks, presentations, and classroom interaction. Observed activities reflected characteristics of mindful learning through explicit learning objectives and reflection; meaningful learning through authentic tasks, problem solving, and connections with real-world contexts; and joyful learning through curiosity, collaboration, and active student participation. Implementation was further supported by digital-oriented school leadership, peer mentoring, teacher learning communities, infrastructure, stakeholder support, and regular monitoring and evaluation. Challenges included internet instability, device maintenance, electricity constraints, and varying levels of teacher readiness. Teachers responded by combining digital and conventional learning and preparing alternative activities when technical disruptions occurred. These findings indicate that sustainable digital-based deep learning depends not merely on technology availability but on the alignment of digital infrastructure, pedagogical capacity, collaborative school culture, leadership, stakeholder support, and continuous and systematic evaluation practices.

Education Financing Resilience Strategy in Muhammadiyah Elementary Schools Muhammad Ghossan Nazhif Dhiya'elhaq; Ika Maryani; Achadi Budi Santosa
Journal of Management Studies and Development Vol. 4 No. 02 (2025): Journal of Management Studies and Development
Publisher : The Indonesian Institute of Science and Technology Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56741/jmsd.v4i02.1026

School financing plays a crucial role in supporting the quality of education and requires effective management and governance. This study explores the financing resilience strategy of an elementary school with limited managerial and financial capacity, including the challenges it encounters and the solutions it applies. The data were collected using a qualitative descriptive approach through in-depth interviews and documentation. The primary data sources were the school principal and treasurer, with supporting documents as secondary sources. This research was conducted at Muhammadiyah Girikerto Elementary School, Sleman, Special Region of Yogyakarta. Data analysis involved data reduction, data display, and conclusion drawing. The results indicate that the school has implemented a comprehensive financing strategy encompassing planning, execution, and evaluation stages. Despite limited resources, the school has effectively addressed financing challenges, ensuring the continuity of teaching and learning activities. These findings underscore the importance of a robust financing resilience strategy in maintaining educational quality, particularly in developing schools with limited resources.

Co-Authors Akhmad Farizal Alfiatun Fitriani Ulfah Andriyani Andriyani Apri Retnaningsih Apri Winge Adindo Ari Wibowo Bahi, Calits Mumbahij Bambang Sudarsono Bela, Dinda Velita Budi Mulyadi Budi Mulyadi Burhanudin Burhanudin Chika Nurcahyani Timur Cindy Fadzilla Dedy Setyawan Dwi Haikal Mubarroq Dwi Hartanto Dwi Rohmadi Dwi Sulisworo Edhy Susatya Edo Agustian Edy Wahono Eko Poerwanto Enung Hasanah Enung Hasanah Farizal, Akhmad Fathurohman Fathurohman Fathurohman Fathurohman, Fathurohman Fitnathul Khikmah Fitri Nur Mahmudah Fitriyah, Idatul Fitriyah, Idatul Hadi Sutopo Hasanah, Enung Hendra Mahardika Hendra Mahardika, Hendra Hidayati, Dian HOTMAULINA SIHOTANG Ika Maryani Ilham Andika Putra Ilham Andika Putra Iriyani, Dania Rithma Danti Jannah, Mailatul Juliastuti Purwanti Kristoforus Buku Kriswanto, Didi Kusumawati, Nungky Kusyudiyanto, Nugroho Maeswaty, Agnes Devita Megawati Mudrikah Mudrikah Muhammad Abdul Rahman Muhammad Ghossan Nazhif Dhiya'elhaq Muhammad Muliya Al-amien Muhammad Mulya Al-Amien Muhammad Zuhaery Narsi, Narsi Nasaruddin, Datuk Muhammad Nita Listiyani Nur Khabibah Nurkholis Nurkholis Nurkholis Nurkholis Okimustava Okimustava Pradana, Arga Prihanarko, Arvenda Pujiati Suyata Purwanti, Juliastuti Putra, Ilham Andika Rachma Sulistyowati Rafiq Mubarak Rafiq Mubarak Rafiq, Abdul Rahmannisa Juita Usmar Roni Elistanto Sandy Syapriyuda Sanjun, Cindy Joe Saryadi, Wahyu Septiyani Septiyani Septy Rahma Qoiriyah Shaafi, Nur Farha Siti Partini Suardiman Sri Tutur Martaningsih Sri Wahyuni Subaidi Subaidi Suhasti, Asih Sukirman Sukirman Sukirman Sukirman Sukirman Sukirman Sukirman Supriyanto*, Bambang Suyata Suyata Suyata SUYATNO Suyatno Suyatno Suyatno Suyatno Suyatno Suyatno Syapriyuda, Sandy Tri Lestari Trianik Widyaningrum Utami, Widya Uye, Emmanuel Etim Vira Nurohma Yalanyta Wening, Muslimah Hikmah Wening, Muslimah Hikmah Wiwin Wiwin, Wiwin Yunita Nur Rahmawati Zuhaery, Muhammad

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