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All Journal JURNAL PENELITIAN ILMU PENDIDIKAN Jurnal Manajemen Pendidikan: Jurnal Ilmiah Administrasi, Manajemen dan Kepemimpinan Pendidikan INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni Tekno - Pedagogi : Jurnal Teknologi Pendidikan Publikasi Pendidikan Jurnal Akuntabilitas Manajemen Pendidikan Jurnal Prima Edukasia Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) JURNAL TEKNIK HIDRAULIK JURNAL SUMBER DAYA AIR Jurnal Eduscience (JES) RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) TANJAK: Journal of Education and Teaching Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Teknik Sumber Daya Air Journal of Educational Sciences Journal of Innovation and Research in Primary Education Profesi Pendidikan Dasar Multidisciplinary Indonesian Center Journal Journal of Social Science Utilizing Technology Curricula: Journal of Curriculum Development
Slamet Lestari
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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Curriculum management through the Mangunwijaya Curriculum Tree in primary education Faizah Nadela; Slamet Lestari
Curricula: Journal of Curriculum Development Vol. 4 No. 2 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i2.90301

Abstract

Curriculum management plays a crucial role in ensuring that primary education provides children with meaningful learning experiences. In Indonesia, challenges in curriculum governance often arise from top-down approaches and limited teacher participation, which reduce the relevance of learning to students’ real-life contexts. This study aims to analyze how curriculum management at Mangunan Experimental Primary School addresses these issues by applying Y.B. Mangunwijaya’s humanistic philosophy through the Pohon Kurikulum Mangunwijaya (PKM) or Mangunwijaya Curriculum Tree. The research employed a qualitative case study design to gain a comprehensive understanding of curriculum planning, implementation, and evaluation. Data were collected from principals, teachers, curriculum coordinators, and the Educational Development Laboratory through in-depth interviews, participant observation, and document analysis, with triangulation of sources and methods to ensure validity. The findings indicate that curriculum planning is participatory, conducted through foundation and school-level workshops guided by the Understanding by Design framework and the integration of seven child capacities. Implementation emphasizes inquiry-based and contextual learning supported by distinctive programs, while evaluation combines narrative classroom assessments withs systematic supervision. PKM thus illustrates curriculum management as a participatory and humanistic process that fosters holistic student development.   Abstrak Manajemen kurikulum memiliki peran penting dalam memastikan pendidikan dasar mampu memberikan pengalaman belajar yang bermakna bagi anak. Di Indonesia, tata kelola kurikulum kerap menghadapi kendala akibat pendekatan yang bersifat top-down dan keterlibatan guru yang terbatas, sehingga mengurangi relevansi pembelajaran dengan konteks kehidupan nyata peserta didik. Penelitian ini bertujuan untuk menganalisis bagaimana manajemen kurikulum di SD Eksperimental Mangunan mengatasi permasalahan tersebut melalui penerapan filosofi humanistik Y.B. Mangunwijaya yang diwujudkan dalam Pohon Kurikulum Mangunwijaya (PKM). Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus untuk memperoleh pemahaman mendalam mengenai perencanaan, pelaksanaan, dan evaluasi kurikulum. Data dikumpulkan dari kepala sekolah, guru, koordinator kurikulum, dan tim Laboratorium Pendidikan melalui wawancara mendalam, observasi partisipatif, dan analisis dokumen, dengan triangulasi sumber dan teknik untuk menjaga validitas. Hasil penelitian menunjukkan bahwa perencanaan dilakukan secara partisipatif melalui lokakarya di tingkat yayasan dan sekolah dengan pendekatan Understanding by Design serta integrasi tujuh modal dasar anak. Pelaksanaan menekankan pembelajaran kontekstual dan berbasis inkuiri melalui program khas, sementara evaluasi menggabungkan asesmen naratif di kelas dengan supervisi sistematis. PKM mencerminkan manajemen kurikulum sebagai proses partisipatif dan humanistik yang mendorong perkembangan murid secara holistik. Kata Kunci: kurikulum humanis; manajemen kurikulum; pendidikan sekolah dasar; PKM; Pohon Kurikulum Mangunwijaya
The Influence of Principals' Managerial Competence, Organizational Climate, and Digital Literacy on Teacher Performance in Gaung District, Indragiri Hilir Regency, Riau Province Nurmila Nurmila; Yuni Astuti; Slamet Lestari
TANJAK Vol 7 No 2 (2026): Agustus
Publisher : Jurusan Tarbiyah dan Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/tanjak.v7i2.3056

Abstract

Teacher performance is a key indicator of educational quality. However, suboptimal principals' managerial competence, an unconducive organizational climate, and limited teachers' digital literacy remain important challenges associated with teacher performance, particularly in Gaung District, Indragiri Hilir Regency, Riau Province. This study aimed to examine the relationships between principals' managerial competence, organizational climate, and digital literacy and teacher performance, both individually and simultaneously. A quantitative survey design was employed involving 206 elementary school teachers selected through total sampling. Data were collected using validated and reliable Likert-scale questionnaires and analyzed using multiple linear regression. The regression model was statistically significant (F(3, 202) = 75.975, p < .001), with an Adjusted R² of .523 and an R² of .530, indicating that the model explained 53.0% of the variance in teacher performance. Partially, principals' managerial competence (? = .426), organizational climate (? = .377), and digital literacy (? = .278) were positively and significantly associated with teacher performance. Based on the standardized beta coefficients, principals' managerial competence emerged as the strongest predictor in the model. These findings indicate that teacher performance is positively associated with principals' managerial competence, a supportive organizational climate, and teachers' digital literacy. Given the cross-sectional design, the results should be interpreted as predictive associations rather than causal relationships. Strengthening these three aspects may support efforts to improve the quality of teaching and learning in elementary schools.
Full Day School and Learning Design in Indonesian Elementary Education Etikasari, Chryase; Lestari, Slamet
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 1 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/dad7de20

Abstract

Full Day School extends students’ time at school, but additional instructional time does not automatically guarantee meaningful learning. This study aims to systematically synthesize evidence on how FDS is translated into learning design in Indonesian elementary education. A Systematic Literature Review (SLR) was conducted using studies published between 2015 and 2025. Literature was identified through Google Scholar and selected using predetermined inclusion and exclusion criteria, followed by identification, screening, eligibility assessment, and inclusion based on the PRISMA framework. Sixteen articles were included in the final synthesis and analyzed thematically across five dimensions: organization of extended learning time, learning activity design, teacher pedagogical adaptation, student engagement and learning experience, and curriculum alignment and contextual conditions. The findings indicate that the educational value of FDS depends less on the duration of schooling than on how additional time is organized into varied, active, and meaningful learning experiences. Teacher creativity, pedagogical adaptation, curriculum alignment, school management, infrastructure, and parental support further shape implementation quality. The study contributes a pedagogical perspective by repositioning FDS as a learning-design challenge and provides a basis for developing more purposeful and context-sensitive extended-day learning practices.
Co-Authors Al Akbar, Byan Farras Alfina Bakti Pertiwi Ambakisye Mwakalindile Angga Pandu Wijaya, Angga Pandu Arief Yulianto Asmaa Abusamra Asyraf , Muhammad Rifqi Azizah, Nazula Nur Baiquni Rahmat Bustari, Meilina Devi Monita Kristyningsih Dwi Esti Andriani Dyssa Arfiesta Valentin Fajri Etikasari, Chryase Faizah Nadela Firyal Fatin Oktaviani Heri Supriyana Herlambang , Iqbal Fauzan Imam Rohmanudin Indah Puji Rahayu Ishakputra, Jonathan Angelo Jingga, Atika Mega Julius Jonas Mbawala Khalil Zaman Kusumaningrum, Ambar Maria Margaretha Wahyuningrum Handayani Mark Gabriel Wagan Aguilar Maturbongs, Lodovika Maulida Ridani Muhammad Qusnul Labib Nancy Nayoan Nasa, Herlina Nurmila Nurmila Nursa Muhammad Pandit Isbianti Putit, Lennora Qotrunada Assyifany, Akmalunisa Rachman, Muhammad Alix Ramadhani Chandraningrum, Aura Refizuliana, Refizuliana Ria Annisa RINI RINI Setiawan Wayoi, Deny Sri Hartati Sukirjo, Sukirjo Suwito Eko Pramono Suyud Suyud Thuok David Tina Rahmawati Udik Budi Wibowo Widia Murni Wijaya Yulia Rahmawati, Yulia Yuni Astuti Yuniarti, Taty Yunita Sari