Garuda - Garba Rujukan Digital

Developing Green Leadership in Schools: A Principal's Journey Through Biographical Narrative Analysis for Environmental Sustainability Prasetyo Agung Darmawan; Sururi Sururi; Suryadi Suryadi; Asep Dikdik
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 10 No. 2 (2025): Transformative Islamic education management
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v10i2.169

This study identifies the successful green leadership practices of a primary school principal, serving as a reference for other educational leaders in responding to the global environmental crisis. The Biographical Narrative Interpretive Method (BNIM) was employed to explore the principal's leadership journey through narrative inquiry, with data collected through interviews, observations, and document analysis. Findings were analysed using BNIM procedures, presented thematically, and visualised using NVivo software. The study reveals patterns of green school leadership that contribute to the development of leadership Theory through three specific technical contributions. Methodologically, this research introduces BNIM as a novel approach to exploring environmental leadership development in educational sectors. Theoretically, it establishes an operational framework for green school leadership, comprising five personal values and six measurable leadership practices. It provides a proven implementation model for effectively addressing school environmental challenges. Research contributions are demonstrated through concrete solutions to school environmental problems, including the elimination of waste bins through the universal adoption of reusable containers by students and the transformation of the school into a pilot site for cultivating 60 horticultural trees, promoting sustainable ecological learning. Additionally, six measurable leadership strategies were implemented, encompassing the establishment of vision, sharing environmental knowledge, inspirational communication, stakeholder engagement, proactive behavior, and long-term commitment. These strategies effectively address waste management challenges, promote environmental awareness within the school community, and significantly contribute to the development of green leadership practices in educational institutions

Transformational Leadership of Kiai in Character Building: Exploring Teachers' Lived Experience in Islamic Institutions Mawardi Mawardi; Aan Komariah; Sururi Sururi; Suryadi Suryadi; Mawardi Mawardi; Aan Komariah; Sururi Sururi; Suryadi Suryadi; Eka Prihatin
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 4 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i4.2026.2

This research explores the lived experience of teachers implementing Islamic leadership values in educational institutions through an interpretative phenomenological analysis approach. Involving one teacher participant from an Islamic secondary school undergoing management reform, this study identifies significant gaps between ideal Islamic leadership and practical implementation. Three major themes emerged: an Islamic value-practice gap, in which Islamic principles were formally invoked in institutional discourse yet incompletely operationalized in relational and decision-making structures; a capacity-readiness deficit, in which structural reform was introduced ahead of human resource preparation, producing implementation failure that was rational rather than attitudinal in character; and professional development formalism, in which institutional learning programs were experienced as certification-oriented compliance exercises rather than substantive supports for teacher professional identity. Together, these themes converge on a central finding: theological commitment at the leadership level does not, by itself, produce Islamic value enactment at the organizational level. The study contributes theoretical insights for contextualizing Islamic leadership in modern educational organizations and provides practical recommendations for improving institutional management through participatory governance mechanisms, sequenced capacity building, and professionally relevant learning programs.

School Culture Transformation through Collaborative Leadership Practices Wina Kurniasih; Sururi Sururi; Suryadi Suryadi
Jurnal Pendidikan (Teori dan Praktik) Vol 11 No 1 (2026): Vol. 11 No. 1 (2026): Volume 11, Nomor 1, April 2026
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v11n1.p49-60

This study examines school culture transformation as a foundation for sustainable teacher professional development by analyzing how collaborative leadership is associated with the development of collaborative cultural practices in Indonesian elementary schools. Using a mixed-methods sequential exploratory design, data were collected from 298 teachers across 51 public schools in Purwakarta District and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings indicate that collaborative leadership significantly predicts the development of a collaborative school culture, which in turn is positively related to teacher professional growth and performance. The model explained approximately 30% of the variance in collaborative culture and 38% in teacher performance, with cultural transformation acting as a partial mediator between leadership and teacher outcomes. These results suggest that improvements are associated with processes such as fostering trust and psychological safety, strengthening shared purpose and collective efficacy, and embedding collaborative and reflective routines within school practices. The study concludes that collaborative leadership serves as an important enabling factor in strengthening teacher development and supporting school culture transformation, while emphasizing that such transformation is context-dependent and shaped by broader organizational conditions within Indonesian schools.

Analisis Model Evaluasi Program Pendidikan Karakter Islami Pada Satuan Pendidikan Tingkat SD di Kabupaten Pidie Jaya Mukhlis Mukhlis; Djaman Satori; Eka Prihatin; Suryadi Suryadi
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 8, No 3 (2025): Volume 8 No 3 September 2025
Publisher : Universitas Negeri Malang

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

Abstract: This study aims to analyze the implementation of the Islamic character education program in elementary schools in Pidie Jaya Regency using the CIPP evaluation model (Context, Input, Process, Product) to determine its effectiveness, readiness, and the challenges encountered in shaping students’ character. Applying a qualitative evaluative approach, data were collected through observations, in-depth interviews with the education office, school principals, teachers, and community leaders, as well as documentation studies of curricula, assessment instruments, and school activity programs. The findings indicate that in terms of context, the program is strongly supported by local government regulations and the religious culture of the community. In the input component, teacher competence in integrating Islamic character values into learning and the availability of facilities such as prayer rooms, libraries, and character-building spaces vary significantly among schools, influencing program quality. Regarding the process, religious habituation activities such as congregational prayer, Qur’an recitation, and moral guidance are implemented well, although the integration of character values into classroom learning remains inconsistent. In the product component, the program demonstrates positive impacts on students’ behavior, but its effectiveness is hindered by digital exposure, limited parental supervision, and uneven implementation across schools. The study concludes that the program is moderately effective but requires strengthening in teacher capacity, facility provision, and collaboration among the three centers of education: school, family, and community. Recommendations include continuous teacher training, development of adequate supporting facilities, enhancement of digital literacy and supervision, and the establishment of a more systematic and sustainable evaluation mechanism for program improvement. Keywords: Islamic Character Education; CIPP Model; Elementary Schools; Program Evaluation Abstrak: Penelitian ini bertujuan untuk menganalisis pelaksanaan program pendidikan karakter Islami pada satuan pendidikan tingkat sekolah dasar di Kabupaten Pidie Jaya dengan menggunakan model evaluasi CIPP (Context, Input, Process, Product) guna mengetahui efektivitas, kesiapan, dan hambatan program dalam membentuk karakter peserta didik. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian evaluatif melalui teknik observasi, wawancara mendalam dengan dinas pendidikan, kepala sekolah, guru, serta tokoh masyarakat, dan studi dokumentasi terhadap kurikulum, instrumen penilaian, serta program kerja sekolah. Hasil penelitian menunjukkan bahwa dari aspek konteks, program memiliki landasan kebijakan yang kuat melalui Peraturan Bupati serta dukungan budaya masyarakat yang religius. Pada aspek input, ditemukan bahwa kompetensi guru dalam mengintegrasikan nilai karakter Islami serta ketersediaan sarana prasarana seperti mushalla, perpustakaan, dan fasilitas pembinaan akhlak masih belum merata sehingga memengaruhi kualitas implementasi program. Pada aspek proses, kegiatan pembiasaan religius seperti salat berjamaah, tadarus, dan pembinaan akhlak berlangsung baik, tetapi integrasi nilai karakter ke dalam pembelajaran masih belum konsisten di semua sekolah. Pada aspek produk, program memberi dampak positif terhadap perilaku siswa meskipun belum optimal karena adanya pengaruh digitalisasi, rendahnya pengawasan orang tua, dan variasi penerapan antar sekolah. Simpulan penelitian menegaskan bahwa program telah berjalan cukup efektif namun membutuhkan penguatan pada kompetensi guru, fasilitas pendukung, dan sinergi tripusat pendidikan. Saran penelitian meliputi peningkatan pelatihan guru, pengembangan sarana prasarana, penguatan literasi digital, serta evaluasi program yang lebih sistematis dan berkelanjutan. Kata kunci: Pendidikan Karakter Islami; Model CIPP; Sekolah Dasar; Evaluasi Program

Optimizing Learning Communities through a Systematic Literature Review: A Conceptual MOKBA Model for Enhancing Teachers’ Pedagogical Competence Sinta Asih; Suryadi Suryadi; Deni Kadarsah; Nurdin Nurdin; Juliani Musti Khofifah
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.v7i2.1679

This study examines how Learning Communities support teachers’ pedagogical competence and proposes the MOKBA (Model for Optimizing Adaptive Learning Communities) as a managerial framework for sustainable professional learning. Using a qualitative systematic literature review guided by PRISMA, 18 articles published from 2020 to 2025 were selected from Google Scholar, DOAJ, and ERIC and analyzed through Miles and Huberman’s interactive model. The synthesis shows that Learning Communities strengthen four core dimensions of pedagogical competence: instructional design, classroom implementation, ICT integration, and assessment literacy. The most effective mechanisms are lesson study, peer coaching, collaborative design, and data-driven reflection. Based on these findings, MOKBA is formulated through four cyclical phases: needs diagnosis, collaborative design, guided implementation, and collective reflection with impact evaluation. The model positions Learning Communities not merely as informal collaboration spaces, but as accountable systems embedded in school quality management. This study contributes a conceptual framework for strengthening teacher professionalism, instructional quality, and sustainable school-based professional development.

Analisis Model Evaluasi Program Pendidikan Karakter Islami Pada Satuan Pendidikan Tingkat SD di Kabupaten Pidie Jaya Mukhlis Mukhlis; Djaman Satori; Eka Prihatin; Suryadi Suryadi
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 8, No 3 (2025): Volume 8 No 3 September 2025
Publisher : Universitas Negeri Malang

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

Abstract: This study aims to analyze the implementation of the Islamic character education program in elementary schools in Pidie Jaya Regency using the CIPP evaluation model (Context, Input, Process, Product) to determine its effectiveness, readiness, and the challenges encountered in shaping students’ character. Applying a qualitative evaluative approach, data were collected through observations, in-depth interviews with the education office, school principals, teachers, and community leaders, as well as documentation studies of curricula, assessment instruments, and school activity programs. The findings indicate that in terms of context, the program is strongly supported by local government regulations and the religious culture of the community. In the input component, teacher competence in integrating Islamic character values into learning and the availability of facilities such as prayer rooms, libraries, and character-building spaces vary significantly among schools, influencing program quality. Regarding the process, religious habituation activities such as congregational prayer, Qur’an recitation, and moral guidance are implemented well, although the integration of character values into classroom learning remains inconsistent. In the product component, the program demonstrates positive impacts on students’ behavior, but its effectiveness is hindered by digital exposure, limited parental supervision, and uneven implementation across schools. The study concludes that the program is moderately effective but requires strengthening in teacher capacity, facility provision, and collaboration among the three centers of education: school, family, and community. Recommendations include continuous teacher training, development of adequate supporting facilities, enhancement of digital literacy and supervision, and the establishment of a more systematic and sustainable evaluation mechanism for program improvement. Keywords: Islamic Character Education; CIPP Model; Elementary Schools; Program Evaluation Abstrak: Penelitian ini bertujuan untuk menganalisis pelaksanaan program pendidikan karakter Islami pada satuan pendidikan tingkat sekolah dasar di Kabupaten Pidie Jaya dengan menggunakan model evaluasi CIPP (Context, Input, Process, Product) guna mengetahui efektivitas, kesiapan, dan hambatan program dalam membentuk karakter peserta didik. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian evaluatif melalui teknik observasi, wawancara mendalam dengan dinas pendidikan, kepala sekolah, guru, serta tokoh masyarakat, dan studi dokumentasi terhadap kurikulum, instrumen penilaian, serta program kerja sekolah. Hasil penelitian menunjukkan bahwa dari aspek konteks, program memiliki landasan kebijakan yang kuat melalui Peraturan Bupati serta dukungan budaya masyarakat yang religius. Pada aspek input, ditemukan bahwa kompetensi guru dalam mengintegrasikan nilai karakter Islami serta ketersediaan sarana prasarana seperti mushalla, perpustakaan, dan fasilitas pembinaan akhlak masih belum merata sehingga memengaruhi kualitas implementasi program. Pada aspek proses, kegiatan pembiasaan religius seperti salat berjamaah, tadarus, dan pembinaan akhlak berlangsung baik, tetapi integrasi nilai karakter ke dalam pembelajaran masih belum konsisten di semua sekolah. Pada aspek produk, program memberi dampak positif terhadap perilaku siswa meskipun belum optimal karena adanya pengaruh digitalisasi, rendahnya pengawasan orang tua, dan variasi penerapan antar sekolah. Simpulan penelitian menegaskan bahwa program telah berjalan cukup efektif namun membutuhkan penguatan pada kompetensi guru, fasilitas pendukung, dan sinergi tripusat pendidikan. Saran penelitian meliputi peningkatan pelatihan guru, pengembangan sarana prasarana, penguatan literasi digital, serta evaluasi program yang lebih sistematis dan berkelanjutan. Kata kunci: Pendidikan Karakter Islami; Model CIPP; Sekolah Dasar; Evaluasi Program

Academic Supervision Leadership Model: Transition from Administrative Compliance to Coaching-Based Development Abdullah Abdullah; Djam'an Satori; Sururi Sururi; Suryadi Suryadi; Maria Ulfa
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 9, No 3 (2025): Vol. 9 No. 3 Juli 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um025v9i32025p340

Abstract: Academic supervision represents a critical leadership function for enhancing teaching quality and student learning outcomes. This study employs grounded theory methodology to investigate academic supervision practices in three Madrasah Aliyah Negeri (MAN) schools in Bireuen Regency, Aceh. Through in-depth semi-structured interviews with three school principals and data analysis using ATLAS.ti version 24 with a structured Q&A framework (12 identical questions × 3 informants = 36 unique codes), this research identifies three distinct supervision models along a developmental continuum: (1) administrative mentoring—focused on procedural compliance with minimal impact on teacher development; (2) professional mentoring—demonstrating intermediate mentoring approach with moderate effectiveness; and (3) continuous mentoring—embodying systematic development mechanisms with substantial impact on learning quality. Findings reveal significant gaps between national policy frameworks and school-level practice, alongside structural, human, and material barriers limiting coaching-based supervision implementation. This research proposes a transformative supervision model integrating continuous coaching, reflective practice, collaborative problem-solving, and data-driven decision-making. Contributions include understanding contextual barriers to academic supervision effectiveness in Indonesian Islamic education institutions and practical recommendations for instructional leadership development programs feasible within resource-constrained contexts. Keywords: academic supervision, instructional leadership, teacher development, continuous coaching, learning quality, grounded theory

Teachers' Perceptions of Islamic Leadership Values Implementation in Secondary Schools During Management Reform Mawardi Mawardi; Aan Komariah; Sururi Sururi; Suryadi Suryadi; Eka Prihatin
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 10, No 1 (2025): Vol. 10 No. 1 November 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um025v10i12025p39

Abstract: This phenomenological study explored teacher perceptions of Islamic leadership values implementation in Islamic-based secondary schools (MTS) during management reform. Research involved ten teachers from three MTS in Pandeglang, Banten, Indonesia. Data were collected through semi-structured interviews (60-90 minutes) and analyzed using reflexive thematic analysis with ATLAS.ti software. The study examined five key dimensions: exemplary leadership (qudwah hasanah), interpersonal relations (ukhuwah Islamiyah), participatory decision-making (shura), management reform effectiveness, and teacher competency development. Findings reveal that teachers perceive Islamic leadership as a holistic integration of spiritual and operational dimensions. Notably, management reform synergizes with Islamic values when implemented gradually with cultural sensitivity, enhancing both operational efficiency and spiritual purposes (dakwah and tarbiyah). Teacher development integrates formal training with mentoring and peer support, fostering simultaneous professional competency and spiritual growth. This study provides empirical evidence from teacher perspectives—frontline implementers—demonstrating that modern management innovation and Islamic principles can effectively align in educational practice. Keywords: Islamic leadership; teacher perceptions; management reform; secondary schools; qudwah hasanah

Eksplorasi Peran Strategis Pendidikan Inovasi dan Kewirausahaan dalam Pengembangan Keterampilan Kewirausahaan Mahasiswa Liu Lifeng; Suryadi Suryadi; Sururi Sururi
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: This study aims to map the strategic role of innovation and entrepreneurship education in enhancing students’ entrepreneurial skills through a Systematic Literature Review (SLR) combined with bibliometric analysis. The study responds to the growing demand for higher education institutions to prepare graduates who are not only academically competent but also innovative, adaptive, opportunity-oriented, and capable of creating value in a dynamic global economy. Data were collected from the Scopus database within the 2021–2026 period. After the screening process based on relevance, document type, and thematic alignment, 39 documents were selected and analyzed using VOSviewer and descriptive statistics. VOSviewer was used to identify keyword co-occurrence patterns, thematic clusters, and research trends, while descriptive statistics were used to examine publication distribution by year, author, institutional affiliation, country, and citation count. The findings reveal that innovation and entrepreneurship education plays a strategic role in developing students’ entrepreneurial skills through experiential learning, project-based learning, digital technology integration, design thinking, co-creation, and innovation-oriented pedagogy. The keyword co-occurrence analysis indicates that entrepreneurship education, higher education, innovation, experiential learning, sustainability, and digital transformation are central themes in the research landscape. The distribution of authors and institutions shows that this field remains open, interdisciplinary, and relatively fragmented, indicating opportunities for stronger collaboration among scholars and institutions. Geographically, the contributions are spread across various countries, with China, Finland, South Africa, and the United Kingdom appearing as prominent contributors, while developing countries also demonstrate increasing research engagement. This study concludes that innovation and entrepreneurship education should be understood as a strategic learning ecosystem rather than merely a curricular component. Higher education institutions are recommended to strengthen experiential learning, technology-based pedagogy, institutional support, and cross-sector collaboration to enhance the relevance and effectiveness of entrepreneurship education in developing students’ entrepreneurial skills. Keywords: Entrepreneurship Education; Innovation Education; Entrepreneurial Skills; Higher Education; Bibliometric Analysis Abstrak: Penelitian ini bertujuan untuk memetakan peran strategis pendidikan inovasi dan kewirausahaan dalam meningkatkan keterampilan kewirausahaan mahasiswa melalui pendekatan Systematic Literature Review (SLR) yang dikombinasikan dengan analisis bibliometrik. Penelitian ini dilatarbelakangi oleh meningkatnya kebutuhan perguruan tinggi untuk menghasilkan lulusan yang tidak hanya memiliki kompetensi akademik, tetapi juga mampu berpikir inovatif, adaptif, mengenali peluang, dan menciptakan nilai dalam dinamika ekonomi global. Data penelitian diperoleh dari database Scopus pada periode 2021–2026. Setelah melalui proses penyaringan berdasarkan relevansi, jenis dokumen, dan kesesuaian tema, sebanyak 39 dokumen dianalisis menggunakan VOSviewer dan statistik deskriptif. VOSviewer digunakan untuk mengidentifikasi pola ko-kemunculan kata kunci, klaster tematik, dan tren penelitian, sedangkan statistik deskriptif digunakan untuk melihat distribusi publikasi berdasarkan tahun, penulis, afiliasi institusi, negara, dan jumlah sitasi. Hasil penelitian menunjukkan bahwa pendidikan inovasi dan kewirausahaan memiliki peran strategis dalam mengembangkan keterampilan kewirausahaan mahasiswa melalui pembelajaran berbasis pengalaman, pembelajaran berbasis proyek, integrasi teknologi digital, design thinking, co-creation, serta pendekatan pedagogis yang berorientasi pada inovasi. Analisis kata kunci menunjukkan bahwa entrepreneurship education, higher education, innovation, experiential learning, sustainability, dan digital transformation menjadi tema sentral dalam lanskap penelitian. Distribusi penulis dan institusi menunjukkan bahwa bidang ini masih terbuka, interdisipliner, dan relatif terfragmentasi, sehingga membuka peluang penguatan kolaborasi akademik lintas institusi dan lintas negara. Secara geografis, kontribusi penelitian tersebar di berbagai negara, dengan China, Finlandia, Afrika Selatan, dan Inggris sebagai kontributor menonjol, sementara negara berkembang juga menunjukkan keterlibatan riset yang semakin meningkat. Penelitian ini menyimpulkan bahwa pendidikan inovasi dan kewirausahaan perlu dipahami sebagai ekosistem pembelajaran strategis, bukan hanya sebagai komponen kurikulum. Perguruan tinggi disarankan untuk memperkuat pembelajaran berbasis pengalaman, pedagogi berbasis teknologi, dukungan institusional, dan kolaborasi lintas sektor guna meningkatkan efektivitas pendidikan kewirausahaan dalam membentuk keterampilan kewirausahaan mahasiswa. Kata kunci: Pendidikan Kewirausahaan; Pendidikan Inovasi; Keterampilan Kewirausahaan; Pendidikan Tinggi; Analisis Bibliometrik

Analisis Pengaruh Kompetensi Guru terhadap Peningkatan Hard Skills Siswa dalam Penerapan Project-Based Learning pada Mata Pelajaran Kejuruan di SMK Maya Yusti Fardian; Dedy Achmad Kurniady; Suryadi Suryadi; Nugraha Suharto
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: Vocational education plays a strategic role in preparing graduates with technical skills or hard skills that are relevant to the demands of the labor market and industrial transformation. In vocational high schools, Project-Based Learning (PjBL) is widely regarded as an effective learning approach because it enables students to develop practical competencies through direct involvement in designing, implementing, and evaluating real-world projects. However, the effectiveness of PjBL does not only depend on the learning model itself, but also on teachers’ competence in planning project activities, facilitating collaboration, integrating technology, and assessing students’ performance-based outcomes. This study aims to analyze the development of research on the relationship between teacher competence and the improvement of students’ hard skills in the implementation of PjBL in vocational subjects at vocational high schools. This study employed a bibliometric literature review approach using publication data from the Scopus database during the 2021–2026 period. A total of 30 relevant publications were analyzed using VOSviewer to map publication trends, keyword co-occurrence networks, author distribution, institutional affiliations, and country contributions. The findings show that vocational education appears as the central keyword connected to project-based learning, teacher competence, digital competence, vocational curriculum, and technology integration. The results also indicate that research in this field is still distributed across various authors and institutions, suggesting that the topic remains open for further development and collaboration. In terms of country distribution, Indonesia contributes the highest number of publications in the analyzed dataset, followed by Spain, Russia, and Thailand. This study concludes that teacher competence is a key factor in the successful implementation of PjBL for improving students’ technical skills in vocational education. Therefore, strengthening teachers’ pedagogical, professional, and digital competencies is essential to support effective project-based vocational learning. Keywords: teacher competence, project based learning, vocational education, hard skills, bibliometric analysis. Abstrak: Pendidikan kejuruan memiliki peran strategis dalam mempersiapkan lulusan yang memiliki keterampilan teknis atau hard skills yang relevan dengan kebutuhan pasar kerja dan transformasi industri. Pada jenjang Sekolah Menengah Kejuruan (SMK), Project-Based Learning (PjBL) dipandang sebagai salah satu pendekatan pembelajaran yang efektif karena memungkinkan siswa mengembangkan kompetensi praktis melalui keterlibatan langsung dalam merancang, melaksanakan, dan mengevaluasi proyek nyata. Namun, efektivitas PjBL tidak hanya ditentukan oleh model pembelajaran itu sendiri, tetapi juga oleh kompetensi guru dalam merancang aktivitas proyek, memfasilitasi kolaborasi, mengintegrasikan teknologi, serta menilai hasil belajar berbasis kinerja. Penelitian ini bertujuan untuk menganalisis perkembangan penelitian mengenai hubungan antara kompetensi guru dan peningkatan hard skills siswa dalam penerapan PjBL pada mata pelajaran kejuruan di SMK. Penelitian ini menggunakan pendekatan bibliometric literature review dengan data publikasi dari database Scopus pada periode 2021–2026. Sebanyak 30 publikasi yang relevan dianalisis menggunakan VOSviewer untuk memetakan tren publikasi, jaringan ko-kemunculan kata kunci, distribusi penulis, afiliasi institusi, dan kontribusi negara. Hasil penelitian menunjukkan bahwa kata kunci vocational education menjadi pusat jaringan yang terhubung dengan project-based learning, teacher competence, digital competence, vocational curriculum, dan technology integration. Temuan juga menunjukkan bahwa penelitian pada bidang ini masih tersebar pada berbagai penulis dan institusi, sehingga topik ini masih terbuka untuk dikembangkan melalui kolaborasi penelitian yang lebih luas. Berdasarkan distribusi negara, Indonesia menjadi negara dengan kontribusi publikasi terbanyak dalam dataset yang dianalisis, diikuti oleh Spanyol, Rusia, dan Thailand. Penelitian ini menyimpulkan bahwa kompetensi guru merupakan faktor kunci dalam keberhasilan implementasi PjBL untuk meningkatkan keterampilan teknis siswa pada pendidikan kejuruan. Oleh karena itu, penguatan kompetensi pedagogik, profesional, dan digital guru sangat penting untuk mendukung pembelajaran kejuruan berbasis proyek secara efektif. Kata kunci: kompetensi guru, project based learning, pendidikan kejuruan, hard skills, bibliometrik

Title

Found 24 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 24 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 24 Documents
Search