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Achmad Ridwan
Universitas Negeri Jakarta
Aerospace Engineering Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Materials Science & Nanotechnology Neuroscience Physics Social Sciences Other

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Academic Supervision by School Supervisors in the Merdeka Belajar Paradigm to Achieve High School Students' Learning Achievements in East Manggarai Regency, NTT Leonardus Jafar; Achmad Ridwan; Mahdiyah
Eduvest - Journal of Universal Studies Vol. 6 No. 5 (2026): Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v6i5.52707

Abstract

This study explores the role of academic supervision conducted by school supervisors within the Merdeka Belajar paradigm and its contribution to improving high school students’ learning achievement in East Manggarai Regency, Nusa Tenggara Timur. Using a mixed-method approach with the CIPP evaluation model, this research combines quantitative and qualitative data to obtain comprehensive insights regarding the implementation, impact, and challenges of academic supervision. The findings reveal that academic supervision has been carried out systematically and contextually, beginning with needs analysis, collaborative planning, and implementation through coaching, mentoring, observation, and reflective dialogue. Supervision contributes to improving the quality of teaching practices, classroom management, teacher professionalism, student engagement, and the tendency of improved learning outcomes. Teachers also perceive academic supervision positively, acknowledging its role in strengthening planning, instructional strategies, and formative assessment. However, the study also identifies several constraints, including varied teacher understanding of Merdeka Belajar, limited facilities, administrative burden, uneven implementation, and insufficient follow-up support, resulting in learning achievements that have not yet been evenly improved across schools. Overall, academic supervision remains a strategic instrument to support the implementation of Merdeka Belajar and enhance student learning achievement, but it requires more consistent, contextual, and sustainable strengthening through improved mentoring, capacity building, and policy support.
STUDI KOMPARATIF MODEL PENDIDIKAN INDONESIA DAN AMERIKA SERIKAT Setria Majuita; Ridha Zulfatun Nafisah; Muktiningsih Nurjayadi; Achmad Ridwan
Jurnal Tunas Bangsa Vol 13 No 1 (2026)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/tunasbangsa.v13i1.3693

Abstract

Studi komparatif pendidikan berperan krusial dalam menganalisis respons sistem pendidikan nasional terhadap tantangan global serta dalam mengeksplorasi ruang pembelajaran kebijakan (policy learning). Artikel ini menyajikan kajian literatur komparatif yang bertujuan untuk menganalisis secara kritis perbedaan dan persamaan model pendidikan Indonesia dan Amerika Serikat, dengan fokus pada interaksi antara empat pilar utama: kurikulum, sistem evaluasi, tata kelola, dan profesionalisme guru. Penelitian menggunakan metode narrative review komparatif interpretatif terhadap sumber-sumber primer berupa artikel jurnal internasional dan jurnal nasional, dokumen kebijakan resmi, serta laporan lembaga multilateral yang diterbitkan dalam dekade terakhir (2015-2025). Analisis tematik dan komparatif kontekstual mengungkapkan polarisasi paradigmatil. Indonesia menerapkan desentralisasi pendidikan yang terkendali dengan tetap memperkuat standar nasional melalui kebijakan Kurikulum Merdeka dan Asesmen Nasional, yang diimplementasikan secara bertahap dan menyeluruh mulai dari jenjang Sekolah Dasar (SD), Sekolah Menengah Pertama (SMP/SLTP), hingga Sekolah Menengah Atas dan Kejuruan (SMA/SMK). Sementara AS menganut desentralisasi kompetitif dengan otonomi luas di tingkat negara bagian dan distrik. Perbedaan ini menghasilkan trade-off antara keseragaman dan keadilan (equity) di Indonesia, serta inovasi dan fragmentasi di AS. Kajian menyimpulkan bahwa pengembangan kebijakan Indonesia memerlukan model hibrid yang memadukan kejelasan tujuan nasional dengan otonomi bermakna dan akuntabilitas konstruktif. Kontribusi artikel terletak pada sintesis integratif yang menawarkan implikasi kebijakan kontekstual, menghindari transfer kebijakan yang simplistik.Abstract Comparative education studies play a crucial role in analyzing the response of national education systems to global challenges and in exploring policy learning. This article presents a comparative literature review that aims to critically analyze the differences and similarities between the Indonesian and US education models, focusing on the interaction between four main pillars: curriculum, evaluation systems, governance, and teacher professionalism. The research uses an interpretive comparative narrative review method of primary sources in the form of international and national journal articles, official policy documents, and reports from multilateral institutions published in the last decade (2015-2025). Thematic and contextual comparative analysis reveals a paradigmatic polarization. Indonesia implements controlled decentralization of education while maintaining national standards through the Merdeka Curriculum and National Assessment policies, which are being implemented gradually and comprehensively from elementary school (SD), junior high school (SMP/SLTP), to senior high school and vocational school (SMA/SMK). while the US embraces competitive decentralization with broad autonomy at the state and district levels. These differences result in trade-offs between uniformity and equity in Indonesia, and innovation and fragmentation in the US. The study concludes that policy development in Indonesia requires a hybrid model that combines clear national objectives with meaningful autonomy and constructive accountability. The article's contribution lies in its integrative synthesis, which offers contextual policy implications and avoids simplistic policy transfers.
Co-Authors Alin Mardiah Awaluddin Tjalla Chintia Fatimah Dian Pertiwi Josua Elsa Mahardika Fitriyuni Miralda Siregar Ibrahim Ibrahim Januar Pribadi Kiswandari Kiswandari Leonardus Jafar Mahdiyah Muktiningsih Nurjayadi Nurbaity Nurbaity Nuridayanti Nuridayanti Pramita Cucu Mawarni Pramita Cucu Mawarni Ridha Zulfatun Nafisah RIYADI Setria Majuita Sitti Syarah Sylvia Faustine Sylvia Faustine Tritiyatma Hadinugrahaningsih Wardani Rahayu Yoga Budi Bhakti Yuli Rahmawati