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All Journal Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan Edum Journal Jounal of Education and Teaching (JET) Jurnal Pendidikan dan Pengajaran (JPP) Jurnal Pendidikan Terapan Jurnal Lentera Pengabdian Kelola: Jurnal Manajemen Pendidikan
Lilianti lilianti
Administrasi Pendidikan, Universitas Muhammadiyah Kendari
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Toward a Transformative Circular Pedagogy Model: Teacher Agency and Sustainability Education in Rural Island Schools Marlina Deli; Nasir Nasir; Lilianti Lilianti
Jurnal Pendidikan Terapan Vol 4, No 1 March (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i1.863

Abstract

Background: Sustainability education in marginalized rural–island contexts remains insufficiently theorized, particularly where material scarcity and weak institutional support constrain pedagogical practice. Existing Education for Sustainable Development (ESD) literature predominantly reflects well-resourced settings, offering limited insight into how locally available materials, such as school waste, can be reconfigured as meaningful learning resources. Purpose: This study examines how teacher agency mediates the transformation of school waste into sustainability-oriented learning and develops a context-sensitive model of Transformative Circular Pedagogy. Method: A qualitative multiple-case study was conducted in two public senior high schools in Wakatobi, Indonesia. Data were generated through semi-structured interviews, classroom observations, and document analysis, and analyzed using reflexive thematic analysis supported by NVivo to identify cross-case patterns and construct an integrative model. Findings: The analysis reveals four interrelated processes: (1) waste as epistemic resource, (2) teacher agency as pedagogical driver, (3) experiential learning and student transformation, and (4) institutional fragility and innovation limits. These processes operate within a recursive system in which institutional dynamics continuously reshape material conditions, generating new cycles of pedagogical innovation. Conclusion: This study advances a Transformative Circular Pedagogy Model that reconceptualizes waste as an epistemic catalyst and positions teacher agency as the core mechanism of sustainability learning in resource-constrained contexts. Theoretically, it integrates material, pedagogical, and institutional dimensions into a dynamic circular framework. Practically and at the policy level, the findings highlight the urgency of institutionalizing sustainability education through governance alignment, professional support, and resource provision to ensure long-term scalability and impact.
Tantangan dan Optimalisasi Asesmen Digital dalam Transformasi Pembelajaran: Studi Kasus Di SMPN 10 Kendari Asmawati Asmawati; Sahidin Sahidin; La Baso; Dwi Wahyuningsih; Lilianti Lilianti
Kelola: Jurnal Manajemen Pendidikan Vol. 13 No. 1 (2026)
Publisher : Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.jk.2026.v13.i1.p111-123

Abstract

Despite the rapid expansion of digital assessment practices, existing studies largely focus on macro-level implementation or technological effectiveness, with limited attention to how governance, organizational readiness, and user experiences interact within real school contexts, particularly in developing countries. This study examines the implementation of digital assessment in a junior secondary school in Indonesia through a qualitative single-case study approach, highlighting governance dynamics, infrastructure readiness, user experiences, and operational challenges. Data were collected through in-depth interviews, observations, and document analysis involving school leaders, teachers, IT staff, and students, and analyzed using thematic analysis. The findings identify five interconnected themes. The study demonstrates that digital assessment effectiveness emerges not solely from technology adoption but from the interaction between leadership structures, infrastructure conditions, and user adaptation processes. By positioning digital assessment as an organizational and socio-technical practice rather than a purely technological innovation, this case study offers a contextualized theoretical perspective relevant to schools undergoing digital transition. The findings also provide broader insights for education systems in developing contexts, emphasizing that sustainable digital assessment requires governance capacity, equitable access strategies, and adaptive implementation models beyond technological provision alone.
Co-Authors Abubakar Abubakar Adam Adam Adam Adam Adenisatrawan Adenisatrawan Adenisatrawan, Adenisatrawan Amalia, Wa Ode Sari Amaludin, Roni Arfin Arfin Asman Jaya Asmawati Asmawati Asrul Asrul Deluma, Ridwan Dwi Wahyuningsih Endriani, Endriani Halima, Halima Hasmira Said Hasmira Said Hasmiras Said Hasmira Said Herlian Herlian Herliani Herliani Hermanto Hermanto Idhayani, Nurul Juhadira Juhadira Junaidin, Junaidin Junawati, Junawati Juwarti Juwarti Kabiba Kabiba La Baso Marlina Deli Mujiati Mujiati Mujiati Mujiati Multi Mokodompit Ningsih, Sindi Eka Nurlina Nurlina Nurzaima Nurzaima Nurzaima, Nurzaima Puspitasari, Yulinda Rahmawati M Rasid, Rasid Razilu, Zila Ririk Ririk Risnajayanti Risnajayanti Rohmiati Rohmiati Sahidin Sahidin Sitti Salma Syamsuariadi, Syamsuariadi Usman Usman Wa Rosida Yaman La Ndibo Yullyatty Bian Yusril Silfatman