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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Administrasi Pendidikan Indonesia Jurnal Administrasi dan Manajemen Pendidikan Pendas : Jurnah Ilmiah Pendidikan Dasar Perspektif Pendidikan dan Keguruan JAMP : Jurnal Administrasi dan Manajemen Pendidikan International Journal on Education Insight Edukasia: Jurnal Pendidikan dan Pembelajaran Vokatek : Jurnal Pengabdian Masyarakat Jurnal Pengabdian Masyarakat dan Riset Pendidikan Journal of Indonesian Progressive Education Journal Basic Education Skills
Muhammad Zuhaery
Universitas Ahmad Dahlan
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Kompetensi Guru Berbasis Psikologi Organisasi dalam Meningkatkan Kinerja Guru di PAUD : Penelitian Arista cahyaningsih; Muhammad Zuhaery; Suyatno Suyatno
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.4782

Abstract

Teacher competence plays a crucial role in improving the quality of education and schools. Therefore, a supportive work environment is essential for its development, leading to improved performance and quality. Teacher competence development is influenced by the organizational psychology of the workplace, which requires optimal implementation and cooperation from all school members. Organizational psychology significantly impacts teacher performance and maximizes results. This study employed qualitative methods with non-test instruments, including in-depth interviews and observations, to understand teachers' perspectives and experiences regarding organizational psychology-based competency development in improving performance in early childhood education (PAUD). The results indicate that a conducive work environment that pays attention to organizational psychology provides a strong foundation for teacher competency development, thereby improving performance, loyalty, and optimizing all aspects of teacher competency.
Manajemen Tahfiz Al-Qur'an Berkemajuan: Pengembangan Model Konseptual melalui Integrasi Fungsi Manajemen, Organizational- Learning, dan Systems Thinking: Penelitian Ave Suakanila Fauzisar; Enung Hasanah; Muhammad Zuhaery
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 5 No. 1 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 5 Nomor 1 (Juli 2026 -
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v5i1.7530

Abstract

Di tengah menurunnya minat masyarakat terhadap sebagian pesantren akibat perubahan demografi, persaingan lembaga pendidikan, dan tuntutan mutu layanan, berbagai inovasi pengelolaan tahfiz telah dikembangkan. Namun, implementasinya masih parsial sehingga belum tersedia model yang menjelaskan keterkaitan antarkomponen secara sistemik sebagai dasar perbaikan berkelanjutan. Penelitian ini bertujuan mengembangkan Model Manajemen Tahfiz Berkemajuan melalui integrasi fungsi manajemen, Organizational Learning, dan Systems Thinking dalam pengelolaan program tahfiz Al-Qur'an. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus di Madrasah Mu'allimin Muhammadiyah Yogyakarta. Data diperoleh melalui observasi partisipatif, wawancara mendalam terhadap 11 informan (pimpinan, musyrif, guru, dan santri), serta analisis dokumen kebijakan dan pelaksanaan program tahfiz. Hasil penelitian menunjukkan bahwa pengelolaan tahfiz tidak berjalan linear melalui Planning, Organizing, Actuating, dan Controlling, melainkan membentuk mekanisme Organizational Learning melalui refleksi, adaptasi, dan inovasi. Perspektif Systems Thinking menunjukkan keterkaitan fungsi manajemen membentuk siklus umpan balik (Causal Feedback Loop) yang mengubah pengalaman organisasi menjadi pengetahuan untuk mendukung perbaikan berkelanjutan.
Strategi Peningkatan Kompetensi Guru dalam Mengelola Pembelajaran Inovatif di SMA Muhamadiyah Pangkalpinang Serly Tasia Putri; ika maryani; Muhammad Zuhaery
JBES (Journal Basic Education Skills) Vol 4 No 1 (2026): JBES (Journal Basic Education Skills)
Publisher : Universitas Muhammadiyah Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35438/jbes.v4i1.340

Abstract

Education is a primary foundation for sustainable community development and increasing national competitiveness in the era of globalization. Teachers have a strategic function and role in the development of the educational sector, therefore it is necessary to develop them as a dignified profession. To be able to carry out their functions properly, teachers are required to have teacher competencies. This study aims to determine strategies for improving teacher competency in managing innovative learning at SMA Muhammadiyah Pangkalpinang. The method used in this study is qualitative with a case study approach. Data collection techniques through interviews, observation and documentation. The research data sources include the principal, vice principal and several teachers. The results of this study indicate that strategies for improving teacher competency in managing innovative learning include involving teachers in MGMP, supervision and participating in training both in school and outside of school. In efforts to improve teacher competency, there are several supporting factors that can strengthen the effectiveness and success of the improvement strategy to be implemented. One factor that can expedite the process of improving teacher competency is institutional support.
Strategi Manajemen Pembelajaran Matematika dengan Pendekatan Deep Learning pada Siswa Kelas 1 SD Nomas Indah Larasati; Dian Hidayati; Muhammad Zuhaery
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 9, No 2 (2026): Volume 9 No 2 Juni 2026
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: Mathematics learning in early elementary school requires strategies that build students' in-depth conceptual understanding through process stages, not just outcomes, in accordance with their cognitive developmental stages. This study aims to describe mathematics learning management strategies using a deep learning approach for first-grade students at Muhammadiyah Elementary School, Komplek Kolombo.The study used a qualitative, descriptive approach. Data were obtained through interviews, observations, and documentation involving the principal, vice principal for curriculum, and first-grade teachers. Data analysis was conducted using the Miles and Huberman interactive model, which includes data reduction, data presentation, and conclusion drawing, with the assistance of the ATLAS.ti 9 application. The results of the study indicate that the deep learning-based mathematics learning management strategy is implemented through integrated planning, organizing, implementing, and monitoring stages. In the planning stage, teachers analyze student characteristics, the curriculum, and learning needs to design meaningful learning. The organizing stage includes classroom management, scheduling, and the fair and flexible use of resources and teaching aids. The learning implementation applies differentiation practices, mentoring supervision, and reflective learning communication. The monitoring stage is carried out through in-depth cognitive assessment, problem-solving evaluation, and standardization and reporting that emphasize thinking processes and conceptual understanding. It is concluded that the implementation of the deep learning-based mathematics learning management strategy can encourage student-centered learning, strengthen conceptual understanding, and develop critical thinking and problem-solving skills from the early grades of elementary school. Keywords: learning management, mathematics, deep learning, elementary school, qualitative research. Abstrak: Pembelajaran matematika di kelas awal sekolah dasar menuntut strategi yang mampu membangun pemahaman konsep siswa secara mendalam melalui tahapan proses tidak hanya hasil, sesuai dengan tahap perkembangan kognitifnya. Penelitian ini bertujuan untuk mendeskripsikan strategi manajemen pembelajaran matematika dengan pendekatan deep learning pada siswa kelas 1 di SD Muhammadiyah Komplek Kolombo. Penelitian menggunakan pendekatan kualitatif dengan jenis deskriptif. Data diperoleh melalui wawancara, observasi, dan dokumentasi yang melibatkan kepala sekolah, wakil kepala sekolah bidang kurikulum, dan guru kelas 1. Analisis data dilakukan menggunakan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, serta penarikan kesimpulan, dengan bantuan aplikasi ATLAS.ti 9. Hasil penelitian menunjukkan bahwa strategi manajemen pembelajaran matematika berbasis deep learning dilaksanakan melalui tahapan perencanaan, pengorganisasian, pelaksanaan, dan pengawasan yang saling terintegrasi. Pada tahap perencanaan, guru melakukan analisis karakteristik siswa, kurikulum, serta kebutuhan belajar untuk merancang pembelajaran bermakna. Tahap pengorganisasian mencakup pengelolaan kelas, penjadwalan, serta pemanfaatan sumber daya dan alat peraga secara adil dan fleksibel. Pelaksanaan pembelajaran menerapkan praktik diferensiasi, supervisi pendampingan, serta komunikasi belajar yang reflektif. Tahap pengawasan dilakukan melalui penilaian kognitif mendalam, evaluasi problem solving, serta standardisasi dan pelaporan yang menekankan proses berpikir dan pemahaman konsep. Disimpulkan bahwa penerapan strategi manajemen pembelajaran matematika berbasis deep learning mampu mendorong pembelajaran yang berpusat pada siswa, memperkuat pemahaman konseptual, serta mengembangkan kemampuan berpikir kritis dan pemecahan masalah sejak kelas awal sekolah dasar. Kata kunci: manajemen pembelajaran, matematika, deep learning, sekolah dasar, penelitian kualitatif.
Implementasi Technological Pedagogical Content Knowledge (TPACK) dalam Meningkatkan Kualitas Pembelajaran di SDN 01 Kendawangan Riyadhul Jannah; Dian Hidayati; Muhammad Zuhaery
Jurnal Penelitian Pendidikan IPA Vol 12 No 7 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i7.15541

Abstract

This study aimed to analyze the implementation of Technological Pedagogical Content Knowledge (TPACK) in enhancing learning quality at SDN 01 Kendawangan as a contribution to achieving Sustainable Development Goal 4 (SDG 4: Quality Education). A qualitative case study approach was employed involving one principal and three classroom teachers representing lower and upper grades. Data were collected through classroom observations, semi-structured interviews, and document analysis. Data were analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing and verification. The findings revealed that teachers integrated technological, pedagogical, and content knowledge into lesson planning, classroom instruction, and assessment by utilizing digital learning media, interactive presentations, and online educational resources. This implementation enhanced students' participation in classroom activities, facilitated their understanding of abstract concepts through visual and interactive learning materials, and encouraged more active learning interactions. However, challenges remained, including limited technological infrastructure, uneven digital competencies among teachers, and unstable internet connectivity. Continuous professional development and institutional support are therefore essential to strengthen teachers' TPACK competencies. In conclusion, the implementation of TPACK contributes to improving learning quality and supports the achievement of SDG 4 by promoting inclusive, technology-integrated, and student-centered learning practices in primary education.
Integrating Life Skills into the Curriculum to Enhance Student Well-Being at SMP Alam Balikpapan Winarni Winarni; Dian Hidayati; Muhammad Zuhaery
Journal of Indonesian Progressive Education Vol. 3 No. 2 (2026)
Publisher : Early Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63617/jipe.v3i2.235

Abstract

Student well-being has recently received serious attention from the government, as reflected in the policy of providing free nutritious meals. This study aims to examine the extent to which life skills embedded in the curriculum contribute to improving student wellbeing. The research employed a qualitative case study approach involving one principal, one teacher, and two eighth-grade students as participants. Data were collected through observation, interviews, and document analysis, while data validity was ensured through triangulation of data sources and research techniques. The findings indicate that the principal of SMP Alam Balikpapan plays a crucial role not only as an administrative manager but also as a visionary leader who directs school policies and culture toward strengthening life skills and student wellbeing. The principal actively integrates life skills into the curriculum, promotes experiential learning, and creates a safe learning environment that supports students’ social and emotional development. This role is reinforced through collaboration with teachers and support for instructional innovation. The implementation of contextual learning through outdoor activities and real-world projects has been shown to enhance students’ independence, responsibility, leadership, cooperation, and self-regulation, leading to increased self-confidence, resilience, and positive social relationships as key components of student wellbeing.
Integrating POSDCORB Management and the PERMA Model for Student Well-Being in Inclusive Elementary Schools Maulida Kafilaturrohmah; Muhammad Zuhaery; Dian Hidayati
Vokatek: Jurnal Pengabdian Masyarakat Volume 4: Issue 2 (Agustus 2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/vokatek.v4i2.1588

Abstract

The post-pandemic transition has widened the basic literacy gap among early grade students, often triggering academic anxiety and disrupting their psychological well-being. This study analyzes how an inclusive elementary school implemented a scaffolding program to improve student well-being through systematic institutional management. Using a qualitative case study design, the research was conducted at Muhammadiyah Condongcatur Elementary School, Yogyakarta. Data were collected through semi-structured interviews with four key informants: the Deputy Head of Human Resources, the Deputy Head of Curriculum, a first-grade teacher, and a guidance counselor. Data analysis was conducted using thematic coding through ATLAS.ti 9 software. Findings indicate that integrated school governance, characterized by selective staffing, humanistic guidance with gradual reductions in support, and cross-staff coordination, provides a framework that supports targeted pedagogical interventions. Rather than claiming a direct causal relationship, the data suggest that this managerial synergy contextually enables students to achieve incremental “small wins” in reading and writing, thereby fostering a classroom environment attuned to positive emotions, engagement, and achievement. In conclusion, aligning administrative management with adaptive learning support in the classroom is crucial to building a sustainable mental health ecosystem for early grade students facing literacy barriers.
Principal Strategies for Teacher Professional Development at TK IT Al Ittihad Pekanbaru Afriliana; Enung Hasanah; Muhammad Zuhaery
Vokatek: Jurnal Pengabdian Masyarakat Volume 4: Issue 2 (Agustus 2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/vokatek.v4i2.1674

Abstract

Teacher professional development is essential for improving the quality of early childhood education and requires effective principal strategies to support continuous professional learning. However, evidence on such strategies in integrated Islamic early childhood education settings remains limited. This study aimed to analyse principal strategies for teacher professional development at TK IT Al Ittihad Pekanbaru, Indonesia. A descriptive qualitative single-case study was conducted involving four purposively selected participants, comprising the principal, vice principal, and two teachers. Data were collected through semi-structured interviews, non-participant observations, and document analysis, and analysed using Braun and Clarke’s reflexive thematic analysis supported by ATLAS.ti 9. The findings revealed eight interconnected themes: strategic planning, teacher professional development initiatives, competency strengthening, professional learning culture, monitoring and evaluation, follow-up actions, supporting factors, and implementation barriers. The findings suggest that, within the context of TK IT Al Ittihad Pekanbaru, teacher professional development was perceived to be supported through interconnected practices involving instructional leadership, collaborative professional learning, continuous improvement, and the integration of Islamic values. These findings contribute to the educational leadership literature by providing contextual evidence on principal strategies for teacher professional development in integrated Islamic early childhood education settings.
Character Education Strategies in Indonesian Language Instruction for Fostering Politeness and Discipline in Elementary Schools Amalia Oktaviyani Fikamulyana; Dian Hidayati; Muhammad Zuhaery
Vokatek: Jurnal Pengabdian Masyarakat Volume 4: Issue 2 (Agustus 2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/vokatek.v4i2.1680

Abstract

Character education plays a vital role in fostering politeness and discipline among elementary school students. Indonesian Language instruction provides a strategic context for character development because language use reflects students' attitudes, discipline, and social behavior. This study aimed to describe the strategies of a character education program implemented through Indonesian Language instruction to foster politeness and discipline in an elementary school. A qualitative case study was conducted at SD Muhammadiyah Kadisoka, Yogyakarta, Indonesia, over a four-month period. The participants consisted of one principal, one vice principal for curriculum affairs, one fifth-grade Indonesian Language teacher, and one purposively selected fifth-grade student who participated in the interviews. Data were collected through interviews, classroom observations involving fifth-grade students, and document analysis and were validated using source and technique triangulation. The findings indicate that character education was implemented through three interconnected strategies: (1) integrating politeness and discipline values into lesson planning, (2) implementing learning activities based on teacher modeling, classroom rules, and habitual use of polite language, and (3) reinforcing moral knowledge, moral feeling, and moral action throughout the learning process. Evidence from classroom observations showed that students generally demonstrated polite language use, compliance with classroom norms, and positive communication during learning activities, while the interviewed student's perspectives complemented these observational findings. The study proposes a conceptual model illustrating how Indonesian Language instruction can support the integration of character education within the school context. These findings provide practical guidance for teachers and school leaders in implementing systematic and integrated character education programs.
Co-Authors Achadi Budi Santosa Afriliana Amalia Oktaviyani Fikamulyana Arista cahyaningsih Ave Suakanila Fauzisar Badrul Tamam Edhy Susatya Edy Wahono Enung Hasanah Fristianingsih Hidayati, Dian Ida Farida Ika Maryani Juliastuti Purwanti Kawit Sayoto Maulida Kafilaturrohmah Nomas Indah Larasati Purwanti Purwanti Riyadhul Jannah Russasmita Sri Padmi Serly Tasia Putri Suyatno Suyatno Winarni Winarni