Article Per Year (5 Year)
p-Index From 2021 - 2026
5.832
P-Index
This Author published in this journals
All Journal Journal of Education and Learning (EduLearn) JIPSINDO (Jurnal Pendidikan Ilmu Pengetahuan Sosial Indonesia) JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH TA'DIBUNA: Jurnal Pendidikan Agama Islam Tadbir : Jurnal Studi Manajemen Pendidikan Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Jurnal Administrasi Pendidikan Indonesia Jurnal Administrasi dan Manajemen Pendidikan Kuttab: Jurnal Ilmu Pendidikan Islam Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya JISIP: Jurnal Ilmu Sosial dan Pendidikan Academy of Education Journal Jurnal Studi Guru dan Pembelajaran JAMP : Jurnal Administrasi dan Manajemen Pendidikan Randwick International of Social Science Journal Tajdidukasi: Jurnal Penelitian dan Kajian Pendidikan Islam Randwick International of Education and Linguistics International Journal of Educational Management and Innovation (IJEMI) Mosharafa: Jurnal Pendidikan Matematika Jurnal Manajemen Pendidikan Dasar, Menengah dan Tinggi [JMP-DMT] Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora International Journal on Education Insight Jurnal Pendidikan dan Pembelajaran al-fikrah: Jurnal Manajemen Pendidikan INSANIA : Jurnal Pemikiran Alternatif Kependidikan Edukasia: Jurnal Pendidikan dan Pembelajaran JAPI: Jurnal Akses Pengabdian Indonesia JURNAL INOVASI DAN MANAJEMEN PENDIDIKAN Journal Research of Social Science, Economics, and Management Jurnal Pendidikan Terapan Jurnal Ilmu Pendidikan dan Pembelajaran Jurnal Manajemen Pendidikan Islam Jurnal Pengabdian Masyarakat dan Riset Pendidikan EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran
Enung Hasanah
Educational Management, Postgraduate Program, Universitas Ahmad Dahlan, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

Published : 48 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 48 Documents
Search

 1   2   3   4   5 
Principals’ Instructional Leadership Strategies for Building Fostering Meaningful Learning in Primary Schools Isvihani Abdurrahman; Enung Hasanah; Sukirman Sukirman
Tadbir : Jurnal Studi Manajemen Pendidikan Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jsmp.v10i1.14907

Abstract

This study reveals the strategies employed by a primary school principal in implementing instructional leadership to foster meaningful learning. The research employed a qualitative case study with semi-structured interviews, and the data were analyzed using thematic analysis. The findings highlight three themes that reflect the principal’s instructional leadership strategies. These strategies involve supervision and management of learning resources, innovative leadership, and teacher professionalism development. These strategies reflect how principals operationalize instructional leadership to create conditions that support meaningful learning. Through systematic supervision and effective resource management, principals ensure that teaching practices are aligned with curricular goals and student needs. Their innovative leadership fosters a school culture that values creativity, reflection, and learner-centered instruction. Moreover, by facilitating teachers’ professional development, principals strengthen teachers’ capacity to design learning experiences that connect new knowledge to students’ prior understanding, an essential feature of meaningful learning as described by Ausubel’s theory.
Model Kemitraan Sekolah dengan Orang Tua dalam Meningkatkan Kepuasan Orang Tua Siswa di Mi Muhammadiyah Semondo : Penelitian Amirotun Munawaroh; Dian Hidayati; Enung Hasanah
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 4 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 4 April - Juni
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i4.6456

Abstract

Pemilihan sekolah yang sesuai sangat berperan dalam mengoptimalkan perkembangan kecerdasan anak, baik dalam aspek akademik maupun spiritual. Sekolah sebagai tempat orang menuntut ilmu, tetapi juga sebagai wadah penting dalam pembentukan karakter dan kepribadian anak. Penelitian ini bertujuan untuk mengkaji model kemitraan antara sekolah dan orang tua dalam meningkatkan kepuasan orang tua siswa di MI Muhammadiyah Semondo, Kebumen. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data melalui observasi dan wawancara. Informan penelitian terdiri atas kepala sekolah dan perwakilan orang tua siswa. Hasil penelitian menunjukkan bahwa kemitraan yang diterapkan meliputi rapat rutin, workshop parenting, lomba antar orang tua, dan pendampingan belajar di rumah. Kemitraan ini meningkatkan antusiasme, pemahaman, dan kepercayaan orang tua terhadap sekolah. Faktor pendukung kemitraan meliputi komunikasi efektif, keterbukaan sekolah, dan kompetensi sosial guru. Hambatan utama adalah tingkat pendidikan dan pekerjaan orang tua, yang memengaruhi tingkat keterlibatan mereka. Untuk mengatasi hambatan ini, sekolah melakukan sosialisasi dan menyediakan ruang komunikasi yang efektif. Hasil penelitian ini menegaskan pentingnya kolaborasi harmonis antara sekolah dan orang tua dalam mendukung perkembangan siswa secara akademik, moral, dan spiritual, serta membangun hubungan yang berlandaskan kepercayaan.
TRANSFORMASI MUTU PEMBELAJARAN MELALUI KEPEMIMPINAN INSTRUKSIONAL KEPALA SEKOLAH: STUDI KASUS DI SEKOLAH DASAR M. Syaifuddin; Sukirman Sukirman; Enung Hasanah
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10911

Abstract

ABSTRACT The principal's role as an instructional leader is crucial in accelerating educational standards within the educational unit. This study aims to examine various strategic leadership approaches to optimize the quality of the teaching and learning process, with the research focus being SDN 025 Balikpapan Tengah. The methodology applied in this research is qualitative with a case study design specification. The researcher collected data through a series of techniques, including in-depth dialogue with the principal and teaching staff, direct observation of classroom dynamics, and review of relevant documents. Next, the information obtained was processed through a process of data sorting, presentation of results, and formulation of final conclusions. The results show that improving the quality of learning is carried out through three main strategies. First, strengthening the academic vision that focuses on student learning outcomes. Second, implementing collaborative clinical supervision to support teacher professional development. Third, creating a conducive learning climate through the provision of innovative instructional resources. This study indicates that the shift in the principal's role from administrative manager to instructional leader who is more involved in the pedagogical process is related to increased teacher efficacy and the quality of learning interactions in the classroom. The results of this study strongly indicate the urgency of strengthening principals' managerial capabilities, particularly in the areas of instructional supervision and curriculum governance. This is necessary as a primary foundation for creating a quality and sustainable learning system. ABSTRAK Peran kepala sekolah sebagai pemimpin instruksional merupakan elemen krusial dalam mengakselerasi standar pendidikan di lingkup satuan pendidikan. Studi ini bermaksud untuk membedah berbagai pendekatan strategis kepemimpinan tersebut guna mengoptimalkan kualitas proses belajar-mengajar, dengan lokus penelitian di SDN 025 Balikpapan Tengah. Metodologi yang diterapkan dalam riset ini adalah kualitatif dengan spesifikasi desain studi kasus. Peneliti menghimpun data melalui serangkaian teknik, meliputi dialog mendalam bersama kepala sekolah dan tenaga pendidik, pengamatan langsung terhadap dinamika di kelas, serta penelaahan dokumen relevan. Selanjutnya, informasi yang diperoleh diolah melalui proses pemilahan data, pemaparan hasil, hingga perumusan konklusi akhir. Hasil penelitian menunjukkan bahwa peningkatan mutu pembelajaran dilakukan melalui tiga strategi utama. Pertama, penguatan visi akademik yang berfokus pada capaian belajar siswa. Kedua, pelaksanaan supervisi klinis yang bersifat kolaboratif untuk mendukung pengembangan profesionalisme guru. Ketiga, penciptaan iklim belajar yang kondusif melalui penyediaan sumber daya instruksional yang inovatif. Penelitian ini mengindikasikan bahwa pergeseran peran kepala sekolah dari manajer administratif menjadi pemimpin instruksional yang lebih terlibat dalam proses pedagogis berkaitan dengan peningkatan efikasi guru serta kualitas interaksi pembelajaran di kelas. Hasil studi ini memberikan indikasi kuat mengenai urgensi penguatan kapabilitas manajerial kepala sekolah, khususnya pada aspek pengawasan instruksional dan tata kelola kurikulum. Hal ini diperlukan sebagai fondasi utama dalam menciptakan sistem pembelajaran yang bermutu dan berkelanjutan.
Kurikulum Merdeka Implementation Strategy in Improving the Quality of Learning for Gen Z in Senior High School Revina Adelia; Suyatno Suyatno; Enung Hasanah
Jurnal Ilmu Pendidikan dan Pembelajaran Vol. 4 No. 2 (2026): April 2026
Publisher : Mitra Edukasi dan Publikasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58706/jipp.v4n2.p136-145

Abstract

 Improving the quality of learning is a major challenge in Indonesian education, particularly in the era of digital transformation and the dynamic characteristics of Generation Z. The Kurikulum Merdeka is a response to the demands for more flexible, adaptive, and student-centered learning. This study research purposes to explore the implementation strategies of the Kurikulum Merdeka   in improving the quality of learning for Generation Z at SMA Muhammadiyah Toboali. This study uses a qualitative approach with a case study design, through data collection techniques such as interviews, observations, and documentation involving the principal, teachers, and students. The findings show that the implementation of the Kurikulum Merdeka at SMA Muhammadiyah Toboali is carried out systematically, collaboratively, and contextually to the needs of students. The principal plays an active role in socializing the curriculum, conducting teacher training, developing a KOSP relevant to school conditions, and conducting digital-based evaluations. Meanwhile, teachers implement differentiated learning, utilize digital technology, and create an interactive and humanistic learning atmosphere. Students experience benefits in the form of increased learning motivation, flexibility in the learning process, and a more personalized assessment experience. In conclusion, the implementation of the Kurikulum Merdeka at Muhammadiyah High School in Toboali demonstrates that a synergistic strategy combining school leadership, teacher learning innovation, and an understanding of Generation Z characteristics can bring about real transformation in the educational process. With an adaptive and contextual approach, the Kurikulum Merdeka not only addresses the challenges of the 21st century but also strengthens the quality of meaningful, relevant, and impactful learning for students. With an adaptive and contextual approach, the Kurikulum Merdeka not only responds to the challenges of the 21st century but also enhances the quality of meaningful, relevant, and impactful learning for students.
Implementasi Sapras untuk Mendukung Kenyamanan Belajar Siswa Sekolah Dasar Nita Ariyani; Achadi Budi Santoso; Enung Hasanah
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 2 (2026): April 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i2.7420

Abstract

The availability of adequate educational facilities and infrastructure (sapras) is the main foundation for creating a conducive learning environment in elementary schools. However, the reality in the field often shows a significant disparity with the ideal conditions expected. This study aims to explore the implementation of sapras and its implications for student learning comfort. Through a qualitative research design, data was collected through participatory observation, document review, and in-depth interviews with 16 informants, including school principals, teachers, staff, and school committees. The data were analyzed thematically through coding, categorization, and validity testing using triangulation. The findings confirm that there is a gap in the quality of facilities, particularly in terms of furniture, ventilation, and supporting facilities, which directly impacts students' physical and psychological comfort. The analysis results show that the provision of adequate facilities has a significant positive impact: creating more active and enjoyable learning, deepening understanding of the material (cognitive aspect), and increasing student motivation and enthusiasm for learning (psychological aspect
Negotiating Integrity and Self-Identity: Transforming Authentic Leadership Through OBE-Based Reflective Learning in Educational Management Students Enung Hasanah; Zultiyati Zultiyati; M. Ikhsan Al Ghazi
Tadbir : Jurnal Studi Manajemen Pendidikan Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jsmp.v10i1.16325

Abstract

This study aims to explore the process of identity transformation and psychological dynamics of college students in leadership development through a Reflective Outcomes-Based Education (OBE) intervention. Using a qualitative research design, the study involved 11 participants who provided in-depth data through a structured reflection instrument. Results indicate that authentic leadership development is triggered by two main interrelated processes. First, an intense value negotiation dynamic emerges, in which participants grapple with the balance between personal ego and collective interests to build integrity through transparency and acceptance of their own vulnerability. Second, this process culminates in significant self-transformation, marked by the deconstruction of old understandings and the reconstruction of identity from a people-pleasing mentality to a principled leadership one. The study concludes that the reflective intervention within the OBE framework not only increases self-awareness but also builds resilience to external pressures through stronger self-mastery.
Character Education Management Strategy as a Solution to the Moral Crisis in Elementary Schools Endah Saraswati; Bambang Sudarsono; Enung Hasanah
JISIP: Jurnal Ilmu Sosial dan Pendidikan Vol 10 No 3 (2026): JISIP (Jurnal Ilmu Sosial dan Pendidikan) (Juli)
Publisher : Lembaga Penelitian dan Pendidikan (LPP) Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/tvemrf76

Abstract

The decline in discipline, honesty, and responsibility among elementary school students demonstrates the need for a more focused approach to character education. This study examines the practice of character education management as an effort to address students' moral problems through the POAC management function approach. The study was conducted using a qualitative method using a case study design at Muhammadiyah Elementary School in the Colombo Complex. Data were obtained through interviews, observations, and document reviews, then analyzed interactively using triangulation to validate the data. The research findings indicate that character strengthening is implemented through planning based on students' moral needs, organizing the roles of all school members, implementing value inculcation in learning activities and school life, and ongoing supervision through monitoring and follow-up of student behavior. The implementation of these management functions creates a more systematic and sustainable character education pattern, thus contributing positively to reducing students' moral problems in elementary schools.
Exploring teachers' strategies in planning in-depth learning of science in junior high school Kawit Sayoto; Enung Hasanah; Muhammad Zuhaery; Russasmita Sri Padmi
International Journal on Education Insight Vol. 7 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijei.v7i1.14148

Abstract

This study aims to construct an effective deep science learning planning model for junior high school teachers on the topic of living systems and cells, focusing on teacher perceptions, student readiness, and the instructional challenges encountered. A descriptive qualitative method was employed, involving in-depth interviews with science teachers and a document study of instructional plans.  The findings reveal that deep science learning planning model is contingent upon a fundamental transformation of the teacher’s role into an instructional orchestrator who integrates spiritual dimensions as substantive learning outcomes. While students exhibited metacognitive gaps in navigating experimental inquiry, the study highlights the efficacy of faded scaffolding strategies and virtual laboratory integration in enhancing student self-efficacy amidst resource constraints. The research concludes that despite the systemic tension between time-intensive inquiry and standardized assessments, the adaptation of flexible scaffolding is crucial for bridging scientific reasoning with national testing policies. These results corroborate existing frameworks on deep learning while providing a practical model for teachers in constructing self-identity through an awareness of the Creator’s design in science.
Digital Leadership Paradox in Primary Education: Bridging the Instructional Gap through Collaborative Teacher Networks Edo Agustian; Enung Hasanah; Achadi Budi Santosa
Jurnal Pendidikan Terapan Vol 4, No 3 July (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i3.1170

Abstract

Purpose: The development of digital technology in primary education presents a paradox in instructional leadership. Although schools are increasingly providing learning technologies, the transformation of instructional practices has not yet fully occurred. This study aims to analyze how teacher learning communities construct collective digital instructional leadership through reflection, collaboration, and the distribution of agency among teachers. Methods: This study employed a qualitative approach with a case study design focusing on the Kombel Ganesha teacher learning community in Yogyakarta. The participants consisted of one head of the learning community, two community administrators, and one school supervisor, who were selected purposively. Data were collected through in-depth interviews and document analysis, and were analyzed using Braun and Clarke’s thematic analysis with the assistance of ATLAS.ti. Findings: The findings revealed five major themes: agency and instructional leadership, data-based planning and assessment, technology integration and innovation, collaboration within teacher learning communities, and quality assurance and teacher role modeling. The findings indicate that teacher learning communities function as collaborative spaces for professional reflection, shared problem-solving, and instructional improvement. Collective digital instructional leadership develops through collaboration, technology integration, and institutional support, enabling teachers to address the gap between digital learning demands and pedagogical readiness. Research Implications: Teacher learning communities can serve as strategic platforms for strengthening collective digital instructional leadership and supporting sustainable pedagogical transformation in primary education. Originality: This study proposes collective digital instructional leadership as a collaborative approach to bridging the gap between digital learning demands and pedagogical readiness through teacher learning communities.
Principal’s Readiness to Implement Deep Learning Program Rachma Sulistyowati; Achadi Budi Santosa; Enung Hasanah
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 1 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i1.328

Abstract

The implementation of deep learning has become a strategic priority for improving the quality of teaching and learning. The success of deep learning implementation is strongly influenced by the readiness of school principals as instructional leaders. This study aims to describe school principals’ readiness to implement deep learning program using a descriptive qualitative approach. Data were collected through interviews, observations, and document analysis, and analyzed using data reduction, data display, and conclusion drawing techniques. The findings reveal that principals’ readiness is reflected in four core deep learning frameworks: pedagogical practices, learning environment, learning partnerships, and the use of digital technology. Principals demonstrate readiness through a clear understanding of deep learning concepts, support for teachers’ instructional innovation, the creation of collaborative learning environments, the strengthening of partnerships with parents and communities, and the integration of digital technology to support learning. However, challenges remain, particularly limited teachers’ digital competencies and insufficient cross-stakeholder collaboration. Principals’ readiness plays a crucial role in ensuring the successful implementation of deep learning and requires policy support, continuous professional development, and a strong learning ecosystem.
Co-Authors Achadi Budi Santosa Achadi Budi Santoso Adi Syaputra Adi Syaputra Amirotun Munawaroh Asnawi Wijayanto Asy Syifa Dhewi Atik Widyaningrum Ave Suakanila Fauzisar Ayu Yusaeni Azzahra Bunga Sheilawati Bekti Yuaningsih Budi Mulyadi Edo Agustian Endah Saraswati Firdiawan Ekaputra Hanif Kurniawan Hidayati, Dian Hindun Yafa Chotijah Ika Maryani Ilham Andika Ilham Ramadhan Oktavian Isvihani Abdurrahman Kawit Sayoto Kurnia Arumsari M Ikhsan Al Ghazi M. Fadlillah M. Ikhsan Al Ghazi M. Syaifuddin Mashuri Mashuri Mhd. Lailan Arqam Michelia Ningrum Muhammad Zuhaery Muslimah Hikmah Wening Ninda Shavera Vista Happy Yana Nita Ariyani Nurhikmah Nurmavita Putri Lianingsih Oktasari Wardia Ningsih Patimah, Lilis Pebriana Priyambodo Pebriana Priyambodo Purwanti Purwanti Putri Nur Rahmawati Rachma Sulistyowati Ratna Kemalahayati El Ahmady Revina Adelia Russasmita Sri Padmi Sri Indriani Sudarsono, Bambang Sukirman Sukirman Sukirman Sukirman Suyatno Suyatno Syahid Ali Tri Lestari Tugino Tugino Tugino Tugino Ulva Dian Citra Resmi Wantini Wantini Windy Wirdo Ningrum Zultiyati Zultiyati