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All Journal JMM (Jurnal Masyarakat Mandiri) Linguistics and Elt Journal JCES (Journal of Character Education Society) SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan eL.Muhbib: Jurnal Pemikiran dan Penelitian Pendidikan Dasar Abdi Masyarakat IJECA (International Journal of Education and Curriculum Application) JPIn : Jurnal Pendidik Indonesia Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran JOLLT Journal of Languages and Language Teaching Jurnal Sosial dan Teknologi Jurnal Pengabdian kepada Masyarakat Journal of English Language and Education DIKSI: Jurnal Kajian Pendidikan dan Sosial Pendikdas: Jurnal Pendidikan Dasar Indonesian Journal of EFL and Linguistics Jurnal Indonesia Sosial Sains Jurnal Pendidikan Terapan Journal of Community Empowerment Journal of Educational Studies Jurnal Ilmiah Pengabdian dan Pemberdayaan Masyarakat Inovasi Kurikulum
Lukman Lukman
FKIP, Universitas Muhammadiyah Mataram
Agriculture, Biological Sciences & Forestry Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Other

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Pengembangan Aplikasi SI-PINTER Berbasis VBA Microsoft Excel untuk Mengoptimalkan Kinerja Guru Sekolah Dasar Ni Made Sutini; Lukman Lukman; Abdul Kadir
DIKSI: Jurnal Kajian Pendidikan dan Sosial Vol. 7 No. 2 (2026): Diksi: Jurnal Kajian Pendidikan dan Sosial
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/diksi.v7i2.4612

Abstract

Supervisi akademik merupakan instrumen strategis untuk menjamin profesionalisme pendidik, namun praktiknya sering terkendala oleh subjektivitas dan beban administrasi manual yang menghambat pemetaan kinerja guru secara akurat. Kondisi ini diperparah oleh keterbatasan infrastruktur jaringan internet serta rendahnya literasi komputer sebagian kepala sekolah di wilayah pelaksana, yang membuat adopsi platform supervisi berbasis website berskala nasional sulit diterapkan secara merata. Akibatnya, kepala sekolah kekurangan instrumen evaluasi luring yang andal, praktis, dan mudah dioperasikan secara mandiri. Penelitian ini bertujuan untuk mengembangkan aplikasi SI-PINTER (Sistem Informasi Penilaian dan Terintegrasi Raport Supervisi) berbasis VBA Microsoft Excel guna mengoptimalkan kinerja guru melalui sistem penilaian yang objektif, terukur, dan berbasis data. Masalah tersebut diselesaikan menggunakan metode Research and Development (R&D) dengan model pengembangan 4D (Define, Design, Develop, dan Disseminate). Prosedur penelitian dilaksanakan dengan teknik purposive sampling untuk mengidentifikasi kebutuhan dan melakukan uji coba pada lima SDN binaan di Kecamatan Woha. Tahapan selanjutnya meliputi perancangan dan pengembangan sistem yang divalidasi oleh para ahli, hingga diakhiri dengan fase diseminasi atau penyebaran produk kepada pengguna target. Hasil penelitian menunjukkan bahwa SI-PINTER dikategorikan sangat layak berdasarkan validasi ahli materi dan media. Aplikasi ini terbukti efektif dalam memetakan profil kompetensi guru melalui visualisasi Radar Chart dan penyusunan rekomendasi Rencana Pengembangan Diri (RPD) secara otomatis dalam bentuk raport digital. Simpulan penelitian menyatakan bahwa SI-PINTER merupakan solusi appropriate technology yang praktis dan efektif untuk meningkatkan kinerja guru di sekolah dasar. Implikasinya adalah transformasi budaya supervisi dari sekadar pemenuhan administrasi menjadi instrumen strategis pengembangan kompetensi guru yang adaptif. Penelitian yang akan datang direkomendasikan untuk mengembangkan fitur rekam jejak (history) perfoma guru lintas tahun serta memperluas uji coba pada jenjang pendidikan yang lebih tinggi.
A new paradigm in curriculum development: integrating local and global values Lukman Lukman
Inovasi Kurikulum Vol. 23 No. 2 (2026): Inovasi Kurikulum, May 2026
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v23i2.122

Abstract

Contemporary education faces the dual challenge of preparing students for a globally interconnected world while preserving their unique cultural heritage. This study proposes a new curriculum paradigm that synergistically integrates local wisdom, specifically the Tata Tuhu Trasna values from West Nusa Tenggara (NTB), with global values such as the Sustainable Development Goals (SDGs) and 21st-century skills within Indonesia's Kurikulum Merdeka framework. Using a descriptive qualitative methodology, this research identifies glocalization and culturally responsive pedagogy as key theoretical foundations. The study reveals that local wisdom inherently aligns with global imperatives through shared emphasis on sustainability, character development, and community engagement. A comparative analysis of Finnish, Singaporean, and Japanese curriculum models provides insights into implementation strategies. The proposed paradigm demonstrates practical feasibility through a conceptual application at SMPN 15 Mataram, offering concrete strategies for subject integration, project-based learning, and community partnerships. Key recommendations include adopting glocalization frameworks in policy, investing in teacher professional development, developing localized resources, and reforming assessment methods to evaluate holistic outcomes beyond cognitive measures.   Abstrak Pendidikan kontemporer menghadapi tantangan ganda, yaitu mempersiapkan murid untuk menghadapi dunia yang saling terhubung secara global sekaligus melestarikan warisan budaya mereka yang unik. Penelitian ini mengusulkan paradigma kurikulum baru yang secara sinergis mengintegrasikan kearifan lokal, khususnya nilai-nilai Tata Tuhu Trasna dari Nusa Tenggara Barat (NTB), dengan nilai-nilai global seperti Sustainable Development Goals (SDGs) dan keterampilan abad ke-21 dalam kerangka Kurikulum Merdeka Indonesia. Menggunakan metodologi kualitatif deskriptif melalui tinjauan pustaka komprehensif dan refleksi teoretis, penelitian ini mengidentifikasi glokalisasi dan pedagogi yang responsif terhadap budaya sebagai landasan teoretis utama. Studi ini menemukan bahwa kearifan lokal secara inheren selaras dengan keharusan global melalui penekanan bersama pada keberlanjutan, pengembangan karakter, dan keterlibatan masyarakat. Analisis komparatif dengan model kurikulum Finlandia, Singapura, dan Jepang memberikan wawasan strategi implementasi. Paradigma yang diusulkan menunjukkan kelayakan praktis melalui penerapan konseptual di SMPN 15 Mataram, yang menawarkan strategi konkret untuk integrasi mata pelajaran, pembelajaran berbasis proyek, dan kemitraan masyarakat. Rekomendasi utama meliputi adopsi kerangka kerja glokalisasi dalam kebijakan, investasi dalam pengembangan profesional guru, pengembangan sumber daya lokal, serta reformasi metode penilaian untuk mengevaluasi hasil holistik di luar ukuran kognitif. Kata Kunci: glokalisasi; kearifan lokal; Kurikulum Merdeka; pendidikan global; Tata Tuhu Trasna
Teacher performance in carrying out duties as curriculum developers in schools Lukman Lukman; Nurhayati Nurhayati
Inovasi Kurikulum Vol. 21 No. 1 (2024): Inovasi Kurikulum, February 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i1.63517

Abstract

The research aims to determine the competency and performance of Mataram City MTsN 1 teachers in planning, implementing, and evaluating the Merdeka curriculum. The research method used is qualitative. The research location is MTs Mataram City, Mataram City State. The data collection techniques used were observation, interviews, and documentation studies. The research results concluded that teachers' performance in carrying out their duties as curriculum developers generally showed performance in their role as educators. Factors that support teacher performance in carrying out their responsibilities as curriculum developers are the quality of the principal's leadership, teacher educational background, teacher welfare level, school environment, and facilities and infrastructure. Efforts are being made to improve teacher performance, namely empowering teacher development platforms, such as MGMP, providing opportunities for teachers to take part in higher education at state universities and private universities, as well as through various training activities, upgrading, workshops, seminars, improving teacher welfare, the role of supervisors, completing the facilities and infrastructure needed by teachers in carrying out teaching and learning process activities. Recommendations from the results of this research are addressed to school principals, teachers, and future researchers.   Abstrak Tujuan penelitian untuk mengetahui kompetensi dan kinerja guru MTsN 1 Kota Mataram dalam merencanakan, melaksanakan, dan mengevaluasi kurikulum Merdeka. Metode penelitian yang digunakan adalah metode kualitatif. Lokasi penelitian di MTs Kota Mataram Negeri Kota Mataram. Teknik pengumpulan data yang digunakan dalam penelitian adalah dengan observasi, wawancara, dan studi dokumentasi. Hasil penelitian disimpulkan bahwa kinerja guru dalam melaksanakan tugas sebagai pengembang kurikulum secara umum sudah memperlihatkan kinerja yang sesuai dengan perannya selaku pendidik. Faktor-faktor yang mendukung kinerja guru dalam melaksanakan tugas sebagai pengembang kurikulum adalah kualitas kepemimpinan kepala sekolah, latar belakang pendidikan guru, tingkat kesejahteraan guru, lingkungan sekolah, dan sarana dan prasarana. Upaya-upaya yang dilakukan untuk meningkatkan kinerja guru yaitu memberdayakan wadah-wadah pembinaan guru, seperti MGMP, memberi kesempatan kepada guru untuk mengikuti pendidikan yang lebih tinggi di Perguruan Tinggi Negeri dan di Perguruan Tinggi Swasta, maupun melalui berbagai kegiatan pelatihan, penataran, lokakarya, seminar, peningkatan kesejahteraan guru, peran pengawas, melengkapi sarana dan prasarana yang dibutuhkan oleh guru dalam melaksanakan kegiatan proses belajar mengajar. Rekomendasi dari hasil penelitian ini ditujukan kepada, kepala sekolah, guru, serta peneliti selanjutnya. Kata Kunci: Kinerja guru; pengembang kurikulum; pengembangan kurikulum; sekolah
Development and Preliminary Validation of a Contextual Teaching and Learning-Based Indonesian Language Learning Model for Inclusive Primary Schools Herliana Sri Septina; Lukman Lukman; M. Aris Akbar
Jurnal Pendidikan Terapan Vol 4, No 4 September (2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/jupiter.v4i4.1564

Abstract

Purpose: This study aimed to develop a Contextual Teaching and Learning (CTL)-based Indonesian language learning model for inclusive primary schools by addressing instructional challenges associated with teacher-centered practices and limited accommodation of diverse learner characteristics. Methods: The study employed a Research and Development (R&D) approach with a qualitative design. Data were collected through classroom observations, semi-structured interviews, document analysis, and expert validation. The model was developed through five stages: needs analysis, model design, expert validation, limited implementation, and model refinement. Data were analyzed using thematic analysis and methodological triangulation to enhance the credibility of the findings. Findings: The needs analysis indicated that conventional instructional practices were insufficient to address the diverse learning characteristics of students in inclusive classrooms. Based on these findings, a CTL-based instructional model was developed by integrating contextual learning principles, differentiated instruction, collaborative learning, reflection, and authentic assessment into a coherent instructional framework. The study resulted in a preliminary instructional model that was conceptually validated and designed to support inclusive Indonesian language learning. However, the effectiveness of the model in improving students' learning outcomes has not yet been empirically evaluated. Research Implications: The developed model provides a conceptual framework that may assist teachers in designing more adaptive and inclusive Indonesian language instruction. Further studies involving broader implementation and effectiveness testing are required before wider adoption. Originality: This study contributes to the development of a CTL-based instructional model specifically designed for Indonesian language learning in inclusive primary schools by integrating contextual learning principles with inclusive pedagogical practices into a single instructional framework.
The Influence of Learning Motivation and Peer Support on Student Commitment in Peace Education: Evidence from Indonesian Junior High Schools Dian Eka Mayasari; Dwi Priyo Utomo; Dwi Poedji Astuti; Hidayati Hidayati; Lukman Lukman; Suhupawati Suhupawati
Journal of Educational Studies Vol. 4 No. 2 (2026): July
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to examine the influence of learning motivation and peer social support on students’ learning commitment within the context of peace education in junior high schools. The novelty of this study lies in integrating three psychosocial variables into a single empirical model in the underexplored context of peace education in Indonesia. A quantitative approach with an associative causal design was employed, involving 148 students selected through proportional stratified random sampling. Data were collected using a validated and reliable Likert-scale questionnaire and analyzed using multiple linear regression. The results reveal that learning motivation (? = 0.45; p < 0.001) and peer social support (? = 0.33; p < 0.001) have significant effects on learning commitment, both partially and simultaneously (R² = 0.689; p < 0.001). Learning motivation emerged as the stronger predictor compared to peer support. These findings highlight that strengthening students’ learning commitment in peace education requires a psychosocial approach that integrates both internal and external factors. This study provides practical implications for designing learning strategies that foster intrinsic motivation and supportive peer interactions in school settings.
Co-Authors Abdul Kadir Asbah, Asbah Baiq Harly Widayanti Bukhori Muslim Dea Ananta M Dian Eka Mayasari Dian Lindri Dwi Poedji Astuti Dwi Priyo Utomo Edi Edi Enma Oktaviani Etika Ariyani Fatimah Furkan Furkan Furkan Furkan Furkan Furkan herliana Sri Septina Hidayati Hidayati Hidayati Hidayati Hijril Hijril Hijril Ismail, Hijril Hirsan, Fariz Primadi Ilham Ilham Imam Sofian Intan Savia Fitri irwand irwandi Islahuddin Islahuddin Junaidin Junaidin Junita Ulhusna Khairil Anwar Linda Sekar Utami M Aris Akbar M. Isnaini Muhamad Fajri Mustamin H. Idris Ni Made Sutini Nicole Whitworth Nurdin Nurdin Nurhayati, Nurhayati Ramlah Ramlah Safril Safril Samson Olusola Olatunji Saraturahmiyati Saraturahmiyati Sari, Nursina Sarif Syahrudin Sirajuddin Sirajuddin Siti Hasanah Sopian Aulia Suhupawati, Suhupawati Supratman Supratman Supriyadi Supriyadi Syfril Syfril Yulia Isnaini Zedi Muttaqin Zulkarnain, Zulkarnain