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All Journal Ilmu Pendidikan Jurnal Pendidikan Vokasi Primary: Jurnal Pendidikan Guru Sekolah Dasar JURNAL KONFIKS FKIP e-PROCEEDING JURNAL IQRA´ Al Ishlah Jurnal Pendidikan Ranah: Jurnal Kajian Bahasa Journal on Education Journal of Education, Humaniora and Social Sciences (JEHSS) International Journal of Visual and Performing Arts Ghancaran: Jurnal Pendidikan Bahasa dan Sastra Indonesia Jurnal Educatio FKIP UNMA JIIP (Jurnal Ilmiah Ilmu Pendidikan) Edu Cendikia: Jurnal Ilmiah Kependidikan Journal of Educational Studies Jurnal VARIDIKA Indonesian Journal on Learning and Advanced Education (IJOLAE) SAP (Susunan Artikel Pendidikan) Ranah: Jurnal Kajian Bahasa
Suyono Suyono
Universitas Negeri Malang
Religion Arts Humanities Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Implementasi Gerakan Literasi Sekolah pada Kegiatan Kokurikuler Di SMA Negeri 1 Ngantang Sri Narindra Wahyu Widayat; Suyono Suyono; Gatut Susanto
SAP (Susunan Artikel Pendidikan) Vol. 11 No. 1 (2026): SAP
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/sap.v11i1.3504

Abstract

This study aims to describe the implementation of the School Literacy Movement (GLS) in co-curricular activities at SMA Negeri 1 Ngantang. The research method used is descriptive qualitative. The data of this study is in the form of information about the application of GLS in three stages of literacy, namely habituation, development, and learning in co-curricular activities. In addition, it also describes the application of six aspects of basic literacy such as reading and writing, numeracy, science, financial, digital, and culture or citizenship in co-curricular activities. Data collection was carried out through observation, interviews, and document studies. Data analysis techniques were carried out by data reduction, data presentation, and drawing conclusions from literacy and co-curricular program documents that include program lists, activity classifications, program documentation, and student work portfolios. The results of the study indicate that the three stages of literacy, namely habituation, development, and learning, as well as the six aspects of basic literacy have been well implemented through co-curricular activities. Habitual activities are carried out through reading and writing activities or listening to information from multimodal texts according to the co-curricular activity material. Development activities are carried out by processing reading results into meaningful works that increase the level of critical thinking and creativity. Learning activities integrate six basic literacies into co-curricular activities through interdisciplinary learning. Thus, by implementing literacy in co-curricular activities, both programs, literacy and co-curricular, can run effectively and strengthen each other.
Translanguaging Practices in Primary Education: A Systematic Literature Review of Pedagogical Trends Muhammad Gazali; Suyono Suyono; Ade Eka Anggraini; Khairun Nisa
JURNAL KONFIKS Vol 13 No 2 (2026): KONFIKS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/1t1f1753

Abstract

This systematic literature review examines research trends and pedagogical implications of translanguaging practices in primary education. Drawing on 148 Scopus-indexed publications published between 2015 and 2025, the study analyzes annual publication trends, geographical distribution, research designs, participant focus, developed skills, and students’ linguistic backgrounds. The findings indicate a substantial increase in translanguaging research over the past decade, reflecting a growing recognition of translanguaging as a pedagogical response to multilingual classroom realities in primary education. Research output is predominantly concentrated in a limited number of countries, particularly Spain, the United States, China, and South Africa, revealing imbalances in global knowledge production. Methodologically, qualitative approaches dominate, with students identified as the primary research subjects, underscoring the learner-centered orientation of translanguaging pedagogy. The reviewed studies report that translanguaging supports language development, classroom communication, conceptual understanding, and the legitimization of students’ mother tongues within instructional practices. Translanguaging is most frequently implemented among EFL learners, immigrant students, indigenous communities, and learners in complex multilingual contexts. Overall, this review positions translanguaging as a pedagogical approach that extends beyond linguistic outcomes, offering meaningful implications for inclusive language teaching practices and the sustained use of learners’ linguistic resources in multilingual primary classrooms.
Towards a Global Reconstruction of Indonesian Teacher Competencies: Integrating OECD and UNESCO Frameworks through Mixed Methods Mufarahatus Syarifah; Rizki Amelia; Suyono Suyono; Oktaviani Adhi Suciptaningsih
Journal of Educational Studies Vol. 4 No. 2 (2026): July
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i2.3139

Abstract

This study aims to reconstruct Indonesian teacher competency standards by integrating global frameworks developed by the OECD and UNESCO through a mixed-methods approach. Using a sequential explanatory design, the study combined thematic analysis of policy documents, a Systematic Literature Review (SLR), and a quantitative survey involving 58 elementary school teachers in Malang Regency, Indonesia. The thematic analysis examined conceptual differences between national and global competency frameworks, while the SLR synthesized findings from 23 Scopus-indexed articles published between 2015 and 2026 concerning teacher competencies in global educational contexts. The survey measured teachers’ readiness in implementing both national and global competencies. The findings reveal that global teacher competencies have evolved toward multidimensional constructs encompassing pedagogical, digital, professional, social, and contextual dimensions, positioning teachers as transformative agents with reflective, collaborative, and innovative capacities. In contrast, Indonesian teacher competency standards remain predominantly focused on technical and administrative aspects. Survey results indicate that teachers demonstrate strong personal and social competencies, while pedagogical competence and readiness in global dimensions, particularly knowledge creation and digital pedagogy, remain relatively lower. The study proposes an integrative adaptation model that combines multidimensional competency reconstruction, ethical digital pedagogy, teacher agency, continuous professional development, and the integration of global perspectives with local wisdom. The findings provide theoretical contributions to the development of contextualized teacher competency models and practical implications for educational policy and teacher professional development in Indonesia.
Mapping the Paradigm Shift in Teachers’ Roles: A Bibliometric and Survey-Based Analysis in 21st-Century Education Sigit Wibowo; Siti Fatimah; Nuril Nuzulia; Suyono Suyono; Oktaviani Adhi Suciptaningsih; Zahid Zufar At Thaariq
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 11 No. 2 (2026): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v11i2.7849

Abstract

Rapid social and digital transformations have fundamentally reshaped education systems, leading to a redefinition of teachers’ roles in the 21st century that extends beyond technological integration to encompass epistemological, pedagogical, and structural changes. This study aims to analyze the conceptual structure, intellectual evolution, and global collaboration patterns of the paradigm shift in teachers’ roles, while also examining its empirical manifestation in practice. A mixed-method approach with an integrative design was employed, combining a Systematic Literature Review (SLR) based on the PRISMA 2020 protocol, bibliometric analysis, and a quantitative survey. Data were retrieved from the Scopus database (2016–2026), resulting in 85 peer-reviewed articles following a rigorous selection process, and complemented by survey responses from 80 teachers across Indonesia. Bibliometric mapping using VOSviewer reveals that the emerging paradigm is structured across three interrelated dimensions: pedagogical, technological, and structural. The pedagogical dimension reflects a shift from knowledge transmission to collaborative knowledge co-construction, while the technological dimension indicates a transition from ICT integration toward the adoption of artificial intelligence and data-driven adaptive learning systems. The structural dimension highlights the strengthening of teacher agency, reflective professionalism, and the restructuring of teacher education systems. Network analysis shows that global research collaboration remains regionally fragmented, whereas co-citation patterns indicate the emergence of core references, suggesting an ongoing phase of conceptual consolidation. Empirical findings confirm strong pedagogical and professional transformation in practice but reveal a gap in the adoption of advanced technologies such as AI. This study contributes by proposing a multidimensional typology of teachers’ roles—as facilitators, digital learning designers, institutional change agents, and ethical technology curators—thereby advancing theoretical consolidation and providing a foundation for systemic policy reform in 21st-century education.
Co-Authors Ade Eka Anggraini Adjie Rosyidin Agnes Prabaningrum Agung Bella Putra Utama Agustina Purwanti Ahmad Rofiuddin Aji Prasetya Wibawa Albaburrahim Astria Prameswari Burhan Nurgiyantoro Campin Veddayana Dany Moenindyah Handarini, Dany Moenindyah Dawud Dawud Dedi Kuswandi Desy Ratna Syahputri Diah Ayu Puspitasari Didin Widyartono Elma Excavanti Tamaya Endah Tri Priyatni Farid Miftahuddin Felix Andika Dwiyanto Fitri Aldresti Fitriana Kurniawati Gatut Susanto Gegana Jayapada Gwinny Tirza Rarastri Hadi Wardoyo Hermanto Hermanto Ika Sari Wulandari Imam Agus Basuki Imam Suyitno Imbalan Zakaria Imroatul Mufidah Intan Sari Rufiana Iziq Eafifi Bin Ismail Joko Sayono Khairun Nisa Khairun Nisa Maksum Kusubakti Andajani Le Yujing Li Yujing Maryanah Maryanah Masnur Muslich Misrianah Misrianah Mufarahatus Syarifah Muhammad 'Afaf Hasyimy Muhammad Gazali Muhammad Rizal Nia Puspita Sari Nina Nuramalina Norliza Bt Mohd Isa Nova Kristian Nur Aisyah Sefrianah Nurhadi Nuril Nuzulia Nurjihaan Nabiilah Nurul Shofiah Oktaviani Adhi Suciptaningsih Raden Sukma Indra Dewi Radeni Sukma Indra Dewi Redin Surya Bagas Santoso Riswanda Himawan Rizki Amelia Robby Hidajat Roekhan Roekhan Romadhon, Sahrul Rusdhianti Wuryaningrum Sekar Rastri Ardyaputri Shirly Rizki Kusumaningrum Sigit Wibowo Siti Fatimah Sri Narindra Wahyu Widayat Suci Anggraeni Sunaryo HS Sunaryo Sunaryo Syed Ahmad Iskandar Titik Harsiati Transita Pawartani Triyono Triyono Uung Gondo Saputro Victor A. Pogadaev Winanjar Rahayu Yuni Triana Dewi Zaeni, Ilham Ari Elbaith Zahid Zufar At Thaariq Zulmy Faqihuddin Putera