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All Journal Jurnal Rekayasa Proses Pendas : Jurnah Ilmiah Pendidikan Dasar Edukasi Islami: Jurnal Pendidikan Islam Jurnal Rekayasa Proses Living Islam: Journal of Islamic Discourses IMPROVEMENT: Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan Jurnal Abdimas Madani dan Lestari (JAMALI) Dirasah : Jurnal Studi Ilmu dan Manajemen Pendidikan Islam BERNAS: Jurnal Pengabdian Kepada Masyarakat Coopetition : Jurnal Ilmiah Manajemen Al Ibtidaiyah: Jurnal Pendidikan Guru Madrasah Ibtidaiyah Iqtisadie: Journal of Islamic Banking and Shariah Economy al-Mawarid Jurnal Syariah dan Hukum (JSYH) Tarbiyah bil Qalam : Jurnal Pendidikan Agama dan Sains Al Basirah Jurnal Pendidikan Islam International Journal of Islamic Thought and Humanities Impressive: Journal of Education RESLAJ: Religion Education Social Laa Roiba Journal International Journal of English Language and Pedagogy Women, Education, and Social Welfare Jurnal Ilmiah Pendidikan Citra Bakti Jurnal Pendidikan dan Inovasi Pembelajaran
Masduki
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Integrasi Nilai Bhinneka Tunggal Ika dalam Projek P5 pada Kurikulum Merdeka: Studi Kasus pada Mata Pelajaran IPS di SMPIT Misbahussudur Kota Depok Hafidhah; Rugaiyah; Masduki
Reslaj: Religion Education Social Laa Roiba Journal Vol. 7 No. 10 (2025): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v7i10.8981

Abstract

This study aims to analyze the implementation of the Bhinneka Tunggal Ika value in the Pancasila Student Profile Strengthening Project (P5) through Social Sciences (IPS) learning at SMPIT Misbahussudur, Depok City. Using a qualitative approach with a case study method, data was collected through interviews, observations, and analysis of curriculum documents. The results of the study indicate that the integration of diversity values ​​is effective when designed collaboratively, linked to the social context of students, and implemented through project-based learning. Activities such as local cultural exploration, cross-cultural dialogue, and student creative actions strengthen awareness of the importance of tolerance and unity in diversity. Despite challenges, such as limited resources and time, strategies such as teacher training and the use of digital media are able to support smooth implementation. IPS learning has proven to be a strategic medium in instilling the Bhinneka Tunggal Ika value contextually and meaningfully.
Implementasi Pendekatan Pembelajaran Deep Learning pada Mata Pelajaran IPA dalam Kurikulum Merdeka Ammy Fidyanti; Rugaiyah; Masduki
Reslaj: Religion Education Social Laa Roiba Journal Vol. 7 No. 10 (2025): RESLAJ: Religion Education Social Laa Roiba Journal
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/reslaj.v7i10.8989

Abstract

This study examines the implementation of the deep learning approach in science subjects in the context of the Independent Curriculum in Indonesia. The background of the study shows that the Indonesian education system faces challenges in improving the quality of meaningful learning and developing 21st century skills. The purpose of the study is to analyze the concepts, principles, and strategies for implementing deep learning in science learning and evaluate their suitability with the Independent Curriculum. The method used is a systematic literature study of scientific literature from reputable international journals for the period 2020-2025. The results of the study show that deep learning in education emphasizes in-depth conceptual understanding, active student involvement, and the development of high-level thinking skills. The implementation of deep learning is in line with the principles of the Independent Curriculum which emphasize meaningful learning, differentiation, and the development of Pancasila student profiles. The conclusion of the study shows that the integration of the deep learning approach can improve the effectiveness of science learning in the Independent Curriculum through problem-based learning strategies, collaborative projects, and the use of adaptive learning technology. The implications of this study are important for the development of education policies and science learning practices in Indonesia.
Developing and Validating a 4D Reflection Rubric for Assessing Teacher Professional Reflection in Narrative Writing Ernawati, Lilis; Eriyanti, Ribut Wahyu; Masduki; Agustin, Siti; Riyanti, Apriani
Women, Education, and Social Welfare Vol. 3 No. 1 (2026): March 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i1.440

Abstract

Assessing teacher reflection in narrative texts remains challenging because existing rubrics often privilege explicit analytical writing and may overlook reflective meanings embedded in stories. This study aimed to develop and validate a multidimensional, genre-sensitive 4D Reflection Rubric for assessing pedagogical reflection in teacher-authored short stories. Using a Research and Development design adapted from the 4D model, the study involved 30 in-service elementary school teachers who produced classroom-based narratives, five expert validators, and five independent raters. The rubric was developed across four dimensions: cognitive, affective-relational, ethical, and action-oriented reflection. Data were analyzed using the Content Validity Ratio, Aiken’s V, Intraclass Correlation Coefficient, and descriptive statistics. The findings showed that nine of twelve indicators achieved full expert agreement, while three indicators required refinement. All indicators demonstrated satisfactory clarity, with Aiken’s V values ranging from 0.80 to 0.93. The rubric also showed excellent inter-rater reliability, with an ICC value of 0.90. Ethical reflection emerged as the most prominent dimension, followed by action-oriented and affective-relational reflection, whereas cognitive reflection was less explicitly articulated. These findings indicate that the 4D Reflection Rubric is valid, reliable, and responsive to both explicit and implicit forms of teacher reflection. This study contributes a genre-sensitive assessment tool for strengthening teacher professional development, feedback quality, and institutional capacity building in educational settings.
Problematika Kebijakan Peningkatan Kualitas Guru: Antara Sertifikat dan Realitas di Lapangan Abdul Rosyid; Sahrul Romansah; Sari, Diana Ratna; Masduki
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 Nomor 02, Juni 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.48702

Abstract

Teacher certification policy is one of the government’s strategic instruments to improve teacher professionalism, the quality of learning, and the overall standard of national education. Normatively, teacher certification is intended to provide formal recognition to teachers as professional educators who possess pedagogical, professional, social, and personal competencies. However, the reality in practice indicates that possession of a teaching certificate does not always correlate with improvements in learning quality. This article aims to analyze the challenges of teacher quality improvement policies, particularly the gap between certification and the realities of educational implementation at the school level. This study employs a qualitative approach using a literature review method. The context of the study focuses on UPTD SMPN Satu Atap 2 Gantar, Indramayu Regency, which is characterized as a small school with 3 permanent teachers, 3 non-permanent teachers, and 54 students. The analytical framework is based on George C. Edward III’s policy implementation theory, which includes aspects of communication, resources, disposition, and bureaucratic structure. The findings reveal that teacher certification has not been optimal as an instrument for improving quality due to the dominance of administrative orientation, limited resources, weak post-certification development, teacher workload, and the lack of a strong reflective and collaborative culture within schools. Therefore, certification needs to be integrated with continuous professional development, humanistic academic supervision, teacher learning communities, and impact-based evaluation of learning outcomes to ensure that teacher quality improvement policies become more meaningful and contextual.  
Co-Authors Abdul Rahim Hakimi Abdul Rosyid Abdullah Jarir Adam Anshori Agustin, Siti Ahsin Takiyudin Haniah Alan Rusdiana Ammy Fidyanti Aqsha, Muhammad Farhan Arfiani Yulianti Fiyul Arief Budiman Arum Puri Suryandari Asih, Ria Arista Azhari, Andressa Noviar Darma Yanti, Annisa Dewi Pramesta, Aulia Luthfi Djoko Widodo El-Yunusi, Muhammad Yusron Maulana Erwin Ardianzah Fadoilatul Akmal Fahmi Fardila, Anisah Firmansyah, Deri Hafidhah Hafidhah Harsono Humairoh, Aat Isoh Sukaesah Joko Setiono Khalifah, Hamidatul Lilis Ernawati, Lilis Masduki Masduki MOCHAMAD FEBRI SAYIDIL UMAM Mutiara Diaz Fernanda, Alfina Nina Chairina Nurhaida Lakuana Pamuncak, Mohammad Bintang Pipih Sopiyan Popi Suranti Rahma Wahdiniwaty Ribut Wahyu Eriyanti Rita Dwi Nawanti Riyanti, Apriani Rochimah, Heni Rugaiyah Sahrul Romansah Saptoto, Anang Sari, Diana Ratna Sari, Ovi Hamidah Sehan Rifky Shodiq Purnomo Sirajuddin Siregar, Syahruddin Sri Wahyuni Sutijan Syafei, M. Yani Syafiuddin, Fauzan Azima Vany Vindri Permata Wahyudi Taufan Santoso Zulpan Syarif Supriadi Hasibuan