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All Journal Jurnal Ilmu Pendidikan Cakrawala Pendidikan Jurnal Pendidikan Teknologi dan Kejuruan Jurnal Konseling dan Pendidikan Briliant: Jurnal Riset dan Konseptual Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini INVOTEK: Jurnal Inovasi Vokasional dan Teknologi MANAJERIAL Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Administrasi Pendidikan Indonesia Jurnal Administrasi dan Manajemen Pendidikan Dinamisia: Jurnal Pengabdian Kepada Masyarakat JMM (Jurnal Masyarakat Mandiri) IRJE (Indonesian Research Journal in Education) Jurnal Eduscience (JES) Vocatech : Vocational Education and Technology Journal JAMP : Jurnal Administrasi dan Manajemen Pendidikan RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) EARR Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) ABSYARA: Jurnal Pengabdian Pada Masyarakat Didaktika: Jurnal Kependidikan Jurnal Pendidikan Teknik Sipil (JPTS) Jurnal Pendidikan Teknik Bangunan Journal of Innovation and Research in Primary Education Journal of Research and Inovation in Civil Engineering as Applied Science Journal of Education Policy Analysis J-Sil (Jurnal Teknik Sipil dan Lingkungan) Pedagogia : Jurnal Ilmiah Pendidikan Jurnal Abmas
Danny Meirawan
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Social Sciences Transportation Other

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The implementation of augmented reality-based flipbook learning media in improving vocational school students' critical thinking skills in the era of society 5.0 Sabitri, Zenita; Rahayu, Sri; Meirawan, Danny
Jurnal Pendidikan Teknologi Kejuruan Vol 7 No 1 (2024): Regular Issue
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jptk.v7i1.35223

Abstract

In the era of Society 5.0, digitalization has changed the world of education and requires schools to develop creative, critical thinking skills. Vocational schools such as Vocational High Schools (SMK) play an important role in creating students who are ready to face the demands of this era. The use of learning technology, including media such as PowerPoint and modules, has become common but still needs innovation to reach the optimal level. Therefore, the implementation of virtual-based learning media is important. One of the innovations in learning media is the use of flipbooks with Augmented Reality (AR) in vocational schools. The main objective of this research is to measure the level of critical thinking skills of vocational school students. The results showed that the experimental class using Flipbook with AR achieved a significant increase in N-gain value (0.6), indicating the effectiveness of Flipbook with AR in improving students’ understanding. It can be seen from the average results of critical thinking aspects in the experimental class which has a percentage of 85%, while in the control class, it is 55%. Thus, this Flipbook with AR successfully improves students' ability in critical thinking aspects in SMK and shows great potential in the development of interactive learning technology for education.
Management of Inclusive Education in Primary Schools Aishah, Aishah; Sa’ud, Udin Syaefudin; Meirawan, Danny; Nurdin, Diding
BRILIANT: Jurnal Riset dan Konseptual Vol 10 No 4 (2025): Volume 10 Nomor 4, November 2025
Publisher : Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/briliant.v10i4.1986

Abstract

This study aims to analyze the management of inclusive education at the primary school level in Banda Aceh city. The study was conducted in three primary schools, namely SD 20, SD 25 and SD 56 Banda Aceh, using descriptive qualitative methods. Data were collected through observation, in-depth interviews and documentation studies. The results showed that the three schools had implemented inclusive education but with varying levels of readiness and implementation. The management aspects studied included planning, organizing, implementing and evaluating the inclusion program. It was found that factors such as teacher competence, infrastructure, parental support and school policies play an important role in the successful management of inclusive education. The main challenges faced include limited human resources trained in special education, lack of accessible facilities and social stigma towards children with special needs. This study recommends improving teacher training, providing adequate facilities and strengthening collaboration between schools, parents and communities to optimize inclusive education management in primary schools.
Collaborative Leadership in Elementary Education: A Systematic Review of Effective Principal Practices Nurlina Nurlina; Danny Meirawan; Cepi Triatna; Suyadi Suyadi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7661

Abstract

Collaborative leadership in elementary schools is seen as strategic to address the complexity of education management, although its implementation still faces various challenges. This study systematically examines the collaborative leadership practices of elementary school principals with a focus on principles, managerial strategies, and implementation barriers. A literature review of 14 articles published from 2019 to 2025 obtained through google scholar, Sinta, Garuda, and ScienceDirect. Selection is based on topic relevance, school context, and focus on collaborative leadership. Collaborative leadership is rooted in participation, openness, and shared responsibility. The principal acts as a facilitator who encourages the involvement of teachers, staff, parents, and curriculum development. Prominent strategies include role sharing, deliberation, professional coaching, and external collaboration. The main obstacles are individualistic work culture, limited leadership capacity, and lack of policy support. The success of collaborative leadership is not only determined by the principal's vision, but also by the ability to build a sustainable collaborative climate. These findings contribute to the educational leadership literature and practical implications for principals and policymakers. Further research is suggested to explore the impact of collaborative leadership on student learning outcomes and teacher professional development.
Exploring the Sources of Stress Among Public School Principals: A Comparative Study of Global and Indonesian Perspectives Yosef Budiman; Yadi Suryadi; Johar Permana; Danny Meirawan
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 16 No. 2 (2024)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v16i2.7

Abstract

This study examines the sources of stress among public school principals in Bogor Regency, Indonesia. Using a qualitative approach, four principals from junior and senior high schools were interviewed. The findings indicate that significant stressors include interpersonal conflicts with senior teachers and parents, resource shortages especially financial constraints, and high demands from stakeholders for academic and non-academic achievements. Additional stressors specific to the Indonesian context are pressures from pseudo-journalists, the ambiguity of funding regulations, the implementation of the zoning system in student admissions, and mandatory performance evaluations. The study emphasizes the need for policy reforms to provide clearer guidelines, improve financial support, and offer conflict management training. Addressing these stressors is crucial for enhancing principal well-being and promoting effective school leadership. Future research should explore tailored solutions for these unique challenges in Indonesian public schools.
Advancing vocational education with VocAR-Flip: Improving student’s comprehension in the digital era Meirawan, Danny; Rahayu, Sri; Muktiarni, Muktiarni; Ghinaya, Zahra; Sabitri, Zenita; Ismail, Affero
Jurnal Pendidikan Teknologi Kejuruan Vol 8 No 4 (2025): Regular Issue
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jptk.v8i4.47123

Abstract

In the 21st century, globalization and digital transformation significantly changed patterns of life, including the education sector in Indonesia. Vocational schools were expected to prepare students to compete in the global market; however, they continued to encounter challenges in improving the quality and relevance of learning. This study aimed to develop and evaluate flipbook-based learning media integrated with Augmented Reality (AR) to strengthen students’ engagement, conceptual understanding, and readiness for the digital era. The research employed a pre-experimental method with a one-group pretest–posttest design involving 149 vocational school students in West Java. Data analysis showed that the application of the VocAR-Flip model resulted in an N-gain score of 74.3%, which indicated a high level of effectiveness in improving students’ academic achievement and conceptual understanding. The novelty of this research lies in combining the practicality of flipbook media with the immersive features of AR, producing an interactive learning model that had not been widely applied in vocational education in Indonesia. The findings contribute to the advancement of educational technology by offering an innovative and scalable model that supports Industry 4.0 skills. Furthermore, this research provides benefits for policy reference by highlighting the need to integrate AR-based learning media into vocational school curricula to enhance competitiveness in the global workforce.
How religious education policies work in practice: An empirical model from a school Qur’anic program in Indonesia Muamar, Aam; Permana, Johar; Meirawan, Danny; Prihatin, Eka
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 02 (2025): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i02.52511

Abstract

This study investigates the implementation of religious education policies through an empirical analysis of a Qur'anic program (Sekolah Mengaji) in Indonesia. Using a qualitative research design, the study incorporates in-depth interviews with Islamic Religious Education teachers and observations in seven public junior secondary schools in Bandung regency. The findings reveal that religious education policy is enacted through a multi-layered process influenced by teacher agency, school culture, family involvement, and governance, rather than a direct translation of formal regulations. While policy implementation yielded positive outcomes in Qur'anic literacy and religious habituation, deeper character internalization remained inconsistent and context dependent. Key mechanisms such as teacher role modeling, interpersonal relationships, and instructional discretion were identified as central to linking policy intentions with daily practices. This study offers a model for understanding policy implementation variation across schools and contributes to the scholarship by focusing on the practical mechanisms that shape religious education policies.
Inovasi Pembelajaran Guru PAUD melalui Komunitas Belajar untuk Peningkatan Mutu Pendidikan Wachyu, Meike Imelda; Meirawan, Danny; Triatna, Cepi; Sururi, Sururi; Nurlina, Nurlina
Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini Vol. 9 No. 6 (2025)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/obsesi.v9i6.7686

Abstract

Penelitian ini menganalisis inovasi pembelajaran guru PAUD melalui praktik komunitas belajar sebagai upaya pengembangan profesional berkelanjutan dan mutu lembaga. Kajian literatur ini menelaah 20 artikel terbitan tahun 2018–2025 yang diperoleh melalui perangkat Publish or Perish dari basis data Google Scholar. Hasil kajian menunjukkan bahwa komunitas belajar mendorong inovasi pembelajaran melalui refleksi kolektif, kolaborasi sejawat, dan kepemimpinan suportif, menghasilkan pembelajaran berbasis proyek, pemanfaatan media digital sederhana, dan pendekatan inklusif yang kontekstual. Komunitas belajar juga memperkuat budaya reflektif berkelanjutan yang berdampak pada mutu lembaga PAUD. Kajian ini menegaskan kontribusi teoretis bahwa komunitas belajar merupakan mekanisme inti pengembangan profesional guru yang mengintegrasikan kompetensi, kolaborasi, dan inovasi. Dari sisi kebijakan, diperlukan integrasi komunitas belajar dalam sistem pengembangan profesional berkelanjutan melalui dukungan regulasi, pendampingan, dan penguatan ekosistem kelembagaan agar berfungsi sebagai penggerak inovasi dan peningkatan mutu PAUD di Indonesia.
Pemetaan Kemampuan Mahasiswa Dalam Penulisan Akademik Sebagai Dasar Sistem Pembelajaran Pendidikan Tinggi Berbasis AI Rahayu, Sri; Rahmawati, Hanifah Indah; Ghinaya, Zahra; Meirawan, Danny; Sukadi, Sukadi; Purwanto, Dedi; Iswardhany, Rieske; Sofia, Dewi Ayu; Amin, Rais
VOCATECH: Vocational Education and Technology Journal Vol 7, No 2 (2025): December
Publisher : Akademi Komunitas Negeri Aceh Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38038/vocatech.v7i2.248

Abstract

AbstractRecent advancements in Artificial Intelligence (AI) technology have yet to fully address fundamental challenges in academic writing within the context of higher education. Most existing systems remain focused on surface-level corrections, offering limited support for students struggling to construct logical arguments, organize ideas coherently, and adhere to the structural conventions of academic discourse. This study aims to analyze and map students’ academic writing proficiency as a foundation for developing AI-based learning systems that are responsive to actual needs in higher education. Employing a descriptive quantitative approach, data were collected through a closed-ended online questionnaire distributed via Google Forms. The instrument was designed based on five key dimensions: writing structure, language proficiency, argumentation and logic, referencing, and technical skills, using a 5-point Likert scale. A total of 132 final-year students from various Indonesian universities—particularly those in construction-related disciplines—participated in the study. Contextual analysis was conducted based on study programs, and data validity was enhanced through triangulation. The findings reveal that while most students fall within the “competent” category, notable deficiencies remain in language mastery and logical argumentation, preventing many from reaching a “highly competent” level. These results highlight persistent gaps in academic literacy that necessitate innovative learning interventions. The development of AI-assisted systems capable of delivering both technical and conceptual feedback is therefore essential to improving the quality of student academic writing. Further research is recommended to design an integrated AI-based academic writing platform and to expand the study population across institutions to strengthen the generalizability of the findings. AbstrakSaat ini, kemajuan teknologi Artificial Intelligence (AI) dalam pendidikan tinggi belum sepenuhnya mampu menjawab tantangan mendasar dalam hal penulisan akademik mahasiswa. Banyak sistem yang tersedia masih berfokus pada perbaikan teknis, sementara mahasiswa kerap mengalami kesulitan dalam menyusun argumen logis, mengorganisasi ide secara koheren, dan memahami struktur wacana akademik secara utuh. Penelitian ini bertujuan untuk menganalisis dan memetakan kemampuan menulis akademik mahasiswa sebagai dasar dalam merancang sistem pembelajaran berbasis AI yang relevan dengan kebutuhan aktual di pendidikan tinggi. Metode yang digunakan adalah pendekatan kuantitatif deskriptif melalui penyebaran angket tertutup menggunakan kuesioner daring berbasis Google Form. Instrumen dirancang berdasarkan lima aspek utama: struktur penulisan, penguasaan bahasa, argumentasi dan logika, penggunaan referensi, serta keterampilan teknik, dengan skala Likert 1–5. Responden terdiri atas 132 mahasiswa tingkat akhir dari berbagai perguruan tinggi di Indonesia, khususnya dari rumpun keilmuan teknik konstruksi. Data dianalisis secara kontekstual berdasarkan program studi serta diverifikasi melalui triangulasi untuk meningkatkan validitas hasil. Temuan menunjukkan bahwa sebagian besar mahasiswa berada pada kategori “mampu” dalam menulis akademik, namun belum mencapai kategori “sangat mampu”, terutama pada aspek penguasaan bahasa dan argumentasi logis. Hasil ini mengindikasikan adanya kesenjangan dalam keterampilan literasi akademik yang memerlukan intervensi pembelajaran inovatif. Oleh karena itu, pengembangan sistem pembelajaran berbasis AI yang mampu memberikan umpan balik teknis dan konseptual secara adaptif menjadi penting untuk mendorong peningkatan kualitas penulisan ilmiah mahasiswa. Rekomendasi penelitian lanjutan mencakup pengembangan sistem AI terintegrasi dan perluasan populasi lintas institusi guna memperluas generalisasi hasil.
PELATIHAN PENGEMBANGAN MODEL SUPERVISI AKADEMIK BERBASIS MENTORING UNTUK PENINGKATAN KEMAMPUAN SUVERVISI GURU DI SEKOLAH DASAR Muamar, Muhammad Rezeki; Meirawan, Danny; Munir, Munir; Herawan, Endang; Octavira, Ira Nadya
JMM (Jurnal Masyarakat Mandiri) Vol 8, No 6 (2024): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v8i6.27014

Abstract

Abstrak: Pelatihan pengembangan model supervisi akademik berbasis mentoring sangat penting untuk meningkatkan kualitas supervisi guru di sekolah dasar, guna mendukung tercapainya standar pendidikan yang optimal.Pelatihan Pengembangan Model Supervisi Akademik Berbasis Mentoring di Sekolah Dasar bertujuan untuk meningkatkan kemampuan supervisi kepala sekolah dan guru senior dalam mendampingi guru-guru junior melalui pendekatan mentoring. Metode yang digunakan meliputi ceramah, praktik, dan diskusi kelompok terfokus yang dirancang untuk memastikan pemahaman dan penerapan yang maksimal. Model ini dirancang untuk memberikan bimbingan yang lebih kolaboratif, reflektif, dan berkelanjutan, sehingga dapat mendukung pengembangan profesionalisme guru dalam konteks supervisi akademik yang lebih efektif dan efisien.Peserta pelatihan terdiri dari 20 guru sekolah dasar yang terlibat secara aktif dalam proses supervisi. Evaluasi dilakukan melalui wawancara, angket, dan observasi untuk mendapatkan gambaran komprehensif tentang perkembangan kompetensi para peserta. Peserta pelatihan diharapkan mampu memahami dan menerapkan teknik observasi kelas, memberikan umpan balik yang konstruktif, serta membangun hubungan mentoring yang mendukung pengembangan keterampilan mengajar guru junior. Hasil evaluasi mitra menunjukkan Pemahaman Konsep Supervisi Berbasis Mentoring sebesar 84%, Frekuensi Implementasi sebesar 76%, Pemberian Umpan Balik sebesar 86%, Dokumentasi Supervisi sebesar 86%, Tantangan dalam Implementasi sebesar 88%, Kepuasan Peserta terhadap Pelatihan sebesar 92% dan Rekomendasi Tindak Lanjut sebesar 86%.Abstract: Training on the development of a mentoring-based academic supervision model is very important to improve the quality of teacher supervision in elementary schools, in order to support the achievement of optimal educational standards. Training on the Development of a Mentoring-Based Academic Supervision Model in Elementary Schools aims to improve the supervisory abilities of school principals and senior teachers in assisting teachers. junior teachers through a mentoring approach. The methods used include lectures, practice, and focus group discussions designed to ensure maximum understanding and application. This model is designed to provide more collaborative, reflective and sustainable guidance, so that it can support the development of teacher professionalism in the context of more effective and efficient academic supervision. The training participants consist of 20 elementary school teachers who are actively involved in the supervision process. Evaluation is carried out through interviews, questionnaires and observations to get a comprehensive picture of the development of the participants' competencies. Training participants are expected to be able to understand and apply classroom observation techniques, provide constructive feedback, and build mentoring relationships that support the development of junior teachers' teaching skills. Evaluation results show understanding of the concept of mentoring-based supervision at 84%, frequency of implementation at 76%, providing feedback at 86%, documentation for supervision at 86%, challenges in implementation at 88%, participant satisfaction with training at 92% and follow-up recommendations at 86%.
Development Of A Quality Management Model Using The Synthesis Framework Approach at The Association of Universities Saepulloh, Isep; Permana, Johar; Meirawan, Danny; Aedi, Nur; Pribadi, Luthfi Audia; Sjøberg, Svein
Jurnal Ilmu Pendidikan Vol 31, No 2 (2025): December
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v31i2p328-342

Abstract

This study aims to determine the development of a quality management model using the SYNTHESIS Framework approach in association universities. This study was conducted in the province of West Java, an area known as one of the centers of higher education in Indonesia. West Java has a number of Association Universities that play an important role in providing quality education for the community. From a planning and implementation perspective, there is a positive trend toward a more systematic, participatory, and values-based quality management system. The quality planning process at institutions such as Halim Sanusi University and STEBI PUI Bogor has begun to be directed beyond meeting administrative demands to become rooted in a holistic and contextual institutional vision. In terms of planning, quality policies have been strategically designed to accommodate the direction of institutional development, stakeholder needs, and national accreditation requirements. This planning is characterized by the involvement of leaders, quality assurance units, and various elements of the academic community through deliberation forums, quality workshops, and integration into the strategic plan (Renstra) and annual work program. This demonstrates efforts to synchronize quality planning documents with actual implementation in the field. Meanwhile, from an implementation perspective, it was found that quality policies in several units have begun to be implemented using a systems-based approach and a continuous quality improvement cycle. However, implementation still faces challenges such as gaps in human resource capacity, limitations in information technology, and inconsistencies in quality control across all levels. Nevertheless, the collective spirit to implement a culture of quality has grown and continues to be strengthened through training, coaching, and regular monitoring and evaluation. The policy system for integrated quality management at the Association of Higher Education Institutions has shown significant progress, particularly in terms of institutional awareness and strengthening the quality structure. However, the full success of this policy depends heavily on consistent implementation, increased human resource capacity, and a long-term commitment to cultivating quality as an integral part of higher education management
Co-Authors Aam Muramar Aan Komariah Aan Komariah Abdul Aziz Wahab Achmadwati, Winda Affero Ismail, Affero Aishah Aishah, Aishah Amin Rais Ana Ana Arum Sulastri Ayhuan, Welhelmina Febriana Azmi, Mutiara Nabila Cepi Triatna, Cepi Cicih Sutarsih Dedi Purwanto Dedi Purwanto, Dedi Dedy Achmad Kurniady Dewi Ayu Sofia Dewi Ayu Sofia Didik Agus Triwiyono Diding Nurdin, Diding Djam’an Satori Eka Prihatin Endang Herawan Endang Herawan Eri Kurniawan Fauzan, Mochammad Rizal Fauzi Rahmanullah Fauzi, Rafi Zahran Firman Suryadi Rahman Gaffar, Fakry Gandra, Mario Ghinaya, Zahra Hanifah Indah Rahmawati Humeirah, Mutia Shafa Irawati Sabban Iswardhany, Rieske Johar Permana Khairul Azan Kholifatul Husna Asri Kholifatul Husna Asri Kholifatul Husna Asri Lilis Widaningsih M. S. Barliana Mayya Mayya Muamar, Aam Muamar, Muhammad Rezeki Muktiarni, Muktiarni Mulyani, Heni Munir Munir, Munir Nano Sukmana Nuphanudin, Nuphanudin Nur Aedi, Nur Nurlina Nurlina Octavira, Ira Nadya Pribadi, Luthfi Audia Prihatin, Eka Purwanto, Dedy Rahmadani, Annisa Rahmawati, Hanifah Indah Ramadhan, Nazar Caesar Rieske Iswardhany Rika Aryanti Sa’ud, Udin Syaefudin Sabitri, Zenita Saepulloh, Isep Salsabilla, Julia Rachma Sapwan, Andika Saton, Djam’an Satori, Djam'an Sa’ud, Udin Syaefudin Siti Kurniawati Siti Wulansari, Siti Sjøberg, Svein SRI RAHAYU Sri Rahayu Sudjani Sudjani Sukadi Sukadi Sukadi Sukadi Sururi . Sururi Sururi, Sururi sutarsih, cicih Suyadi Suyadi Taufani C Kurniatun Udin Syaefudin Sa’ud Udin Syaefudin Sa’ud Wachyu, Meike Imelda Yadi Suryadi Yadi Suryadi Yayah Huliatunisa Yayah Rahyasih, Yayah Yosef Budiman Zahra Ghinaya