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All Journal jurnal niara Pendas : Jurnah Ilmiah Pendidikan Dasar Istawa: Jurnal Pendidikan Islam PrimEarly : Jurnal Kajian Pendidikan Dasar dan Anak Usia Dini (Journal of Primary and Early Childhood Education Studies
Nirva Diana
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Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Analisis Implementasi Etika Profesi Dan Kode Etik Guru Dalam Pembentukan Karakter Peserta Didik Agus Faisal Asyha; Yeni Astuti; Raden Roro Atmim Nurona; Nirva Diana
Jurnal Niara Vol. 18 No. 1 (2025): Mei
Publisher : FAKULTAS ILMU ADMINISTRASI UNIVERSITAS LANCANG KUNING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/niara.v18i1.27521

Abstract

Penelitian ini bertujuan untuk menganalisis implementasi etika profesi dan kode etik guru dalam pembentukan karakter peserta didik. Etika profesi guru merupakan seperangkat norma yang menjadi landasan perilaku guru, sedangkan kode etik guru adalah aturan praktis yang mengikat dalam pelaksanaan tugas profesional. Dengan menggunakan metode studi literatur, penelitian ini mengidentifikasi hubungan antara konsistensi penerapan etika profesi guru dan perkembangan karakter siswa. Hasil analisis menunjukkan bahwa guru yang menerapkan nilai-nilai etika seperti keadilan, tanggung jawab, dan rasa hormat mampu menciptakan lingkungan pembelajaran yang kondusif serta menjadi teladan efektif bagi siswa. Namun, terdapat hambatan seperti kurangnya pelatihan dan pemahaman guru mengenai implementasi etika profesi. Penelitian ini menegaskan pentingnya dukungan institusional, kebijakan sekolah yang mendukung, dan program pelatihan berkelanjutan untuk memperkuat peran guru dalam membentuk karakter peserta didik. Penelitian ini berkontribusi pada pemahaman mengenai peran etika profesi dalam pendidikan serta memberikan rekomendasi praktis untuk implementasinya di sekolah
Islam Dan Hak Anak: Tanggung Jawab Keluarga Dan Sekolah Dalam Pembentukan Akhlak Anak Usia Dini Ahmad Ilham Fadli; Dwi Suci Rahma Putri; Dimas Raba Pramodana; Erlina; Umi Hijriyah; Nirva Diana
PrimEarly : Jurnal Kajian Pendidikan Dasar dan Anak Usia Dini Vol. 7 No. 2 (2024): Desember
Publisher : Fakultas Pendidikan, Universitas Sultan Muhammad Syafiuddin Sambas

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37567/primearly.v7i2.3368

Abstract

Morals can reflect personality as well as can describe a character that contains goodness called good morals or noble morals, and contains badness called bad morals or noble morals. Noble morals, and bad morals are called bad morals or despicable morals. Despicable morals. Aiming to provide knowledge to parents and teachers to see the character education that exists in pre-school children before they enter elementary school. Elementary school age. In this case, teachers and parents, especially teachers, play a very important role in strengthening character education for students. Play a role in strengthening character education for their students, where teachers must exemplify what is conveyed and will be imitated by their students. The importance of the role of Islam in the formation of early childhood morals through the responsibility of family and school. Responsibility of family and school. The method used in this research is approach (Library Research). With the results of the research The role of parents and teachers in realising Islamic character has a reciprocal relationship. Islamic character has a reciprocal relationship. Family as the basis for initial formation while the school as a complement to children's character education
KEBIJAKAN SISTEM PENDIDIKAN ISLAM MULTIDISIPLINER Shelvia Loviana; Rima Kasturi; Nirva Diana; Eti Hadiati; Meriyati
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Terbit
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.35955

Abstract

This study aims to analyze the implementation of a multidisciplinary Islamic education system policy in Indonesia and the role of Islamic educational leadership in supporting its success. The background of this research is based on the dichotomy between religious and general knowledge, which has long been a fundamental problem in Islamic education. Through library research and policy analysis, this study finds that multidisciplinary Islamic education is a crucial strategy in addressing the challenges of the Industrial Revolution 4.0 and Society 5.0. Key findings indicate that the Ministry of Religious Affairs has implemented policy transformation through curriculum integration, madrasah digitalization, and religious moderation programs. However, obstacles remain in the form of cultural resistance, limited human resources, and gaps in access to technology. Adaptive, collaborative, and Islamic-value-based leadership are key to strengthening the multidisciplinary Islamic education system in the future.
The Development OQEAC-Based Academic Supervision Management Model: Enhancing Quality and Performance Junaina; Safitri Agustina; Tarekah Hasanah; Nirva Diana; Agus Pahrudin
ISTAWA Vol 10 No 2 (2025): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ijpi.v10i2.13049

Abstract

This study aimed to develop a scientifically-grounded academic supervision model using the OQEAC (Observing, Questioning, Experimenting, Associating, Communicating) framework to enhance the quality of teaching and professional development in Madrasah Ibtidaiyah in Tulang Bawang, Indonesia. The model was designed to address gaps identified in the existing academic supervision system, including inadequate teacher planning, ineffective learning processes, and the lack of authentic assessment practices. A systematic, evidence-based approach was employed to ensure that the model was tailored to meet the specific needs of teachers. After an in-depth literature review, needs analysis, and expert validation, a pilot trial was conducted with teachers and supervisors, yielding positive feedback on the model's practicality and effectiveness. The study's findings contribute to the growing body of research on improving academic supervision in Indonesia, offering an innovative, structured, and contextually relevant model for enhancing teacher competency and promoting continuous professional development. Future research is suggested to expand this model’s application to other educational contexts, particularly in urban and rural schools across Indonesia.
Instructional Supervision, Teacher Self-Efficacy, and the Strengthening of Teacher Competence on Islamic Education: A Literature Review Nurani; Desmawati; Evi Gusliana; Nirva Diana; Agus Pahrudin
ISTAWA Vol 10 No 2 (2025): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

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Abstract

This study examines the role of instructional supervision in strengthening teacher competence, with a specific focus on the mediating influence of teacher self-efficacy. Despite the recognized importance of supervision in educational improvement, existing literature remains fragmented regarding how supervisory practices, teacher confidence, and competence are interconnected. A structured literature review was conducted, systematically searching peer-reviewed articles from major databases including Scopus, Web of Science, ERIC, and ScienceDirect, using keywords such as “instructional supervision,” “teacher competence,” and “teacher self-efficacy.” Studies published in English between 2000 and 2024 that addressed supervision in school contexts and reported theoretical or empirical findings on teacher competence were included, while non-peer-reviewed and unrelated studies were excluded. The review synthesized findings from diverse methodological designs using thematic analysis, identifying three key patterns: instructional supervision improves pedagogical practice through structured guidance and feedback, teacher self-efficacy mediates the translation of supervisory input into competence gains, and collaborative and reflective supervision approaches amplify both confidence and performance. The analysis highlights that effective supervision is most impactful when it addresses cognitive, behavioral, and affective dimensions of teacher development, integrating practical support with psychological empowerment. The novelty of this review lies in positioning teacher self-efficacy as a central mechanism linking supervision and competence, offering a more holistic understanding than previously reported in isolated studies. These findings have significant implications for educational policy and practice, suggesting that school leaders and supervisors should implement developmental, collaborative, and self-efficacy enhancing supervisory models to optimize teacher professional growth and instructional quality across diverse educational settings.
Clinical Supervision in Primary Education within Islamic Educational Perspectives: A Contemporary Literature Review on Mentoring, Reflective Practice, and Teacher Professional Development Merita Diana; Samsul Hadi; Wahyu Febriana; Binti Luthfiah; Nirva Diana; Agus Paharudin
ISTAWA Vol 10 No 2 (2025): Istawa: Jurnal Pendidikan Islam
Publisher : Postgraduate Program Magister Pendidikan Agama Islam

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Abstract

This literature review examines the evolving role of clinical supervision in strengthening instructional quality and teacher professional development within primary education. Drawing on peer-reviewed articles, books, and empirical reports published between 2020 and 2025, the review synthesizes contemporary perspectives on supervisory models, mentoring practices, reflective processes, and the integration of digital technologies. Using an interpretive qualitative approach, the analysis identifies four major themes: (1) a shift from directive, compliance-based supervision toward collaborative and dialogic models; (2) the expanding role of mentoring as a relational support system that enhances novice teachers’ confidence, identity formation, and pedagogical competence; (3) reflective practice as a central mechanism enabling teachers to analyze instructional decisions, interpret student learning, and improve adaptability; and (4) the growing influence of digital tools such as video observations, online feedback platforms, and virtual mentoring communities in facilitating accessible, evidence-based supervisory interactions. The findings highlight that effective clinical supervision emerges when mentoring, reflective dialogue, and digital mediation function synergistically to support continuous teacher growth. However, challenges remain, including uneven digital literacy, limited cross-contextual evidence, and the absence of integrated frameworks connecting these developmental elements. This review calls for context-responsive, technology-enhanced, and conceptually unified models of clinical supervision that better align with the complex instructional demands of primary education.
Co-Authors Agus Faisal Asyha Agus Paharudin Agus Pahrudin Ahmad Ilham Fadli Binti Luthfiah Desmawati Dimas Raba Pramodana Dwi Suci Rahma Putri ERLINA Eti Hadiati Evi Gusliana Junaina Merita Diana Nurani Raden Roro Atmim Nurona Rima Kasturi Safitri Agustina Samsul Hadi Shelvia Loviana Tarekah Hasanah Umi Hijriyah Wahyu Febriana Yeni Astuti