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QUALITY ASSURANCE IN HIGHER EDUCATION Nurdin Nurdin
Jurnal Administrasi Pendidikan Vol 6, No 2 (2009): OCTOBER 2009
Publisher : Universitas Pendidikan Indonesia

Kualitas telah menjadi isu kritis dalam persaingan modern dewasa ini, dan hal itu telah menjadi beban tugas bagi para manager menengah. Dalam tataran abstrak kualitas telah didefinisikan oleh dua pakar penting bidang kualitas yaitu Joseph Juran dan Edward Deming. Mereka berdua telah berhasil menjadikan kualitas sebagai mindset yang berkembang terus dalam kajian managemen, khususnya managemen kualitas. Ouality assurance dalam dunia pendidikan adalah suatu keniscayaan seiring dengan terjadinya turbulensi global, pengertian mutu pendidikan menyangkut refiesi dari sifat manajemen. Setiap pendidikan selalu dirancang dengan tujuan memberi pengaruh permanen atau jangka panjang terhadap perubahan tingkah laku (pengetahuan, keterampilan, dan sikap). Pada umumnya pendidikan diselenggarakan untuk memenuhi tuntutan masyarakat. Oleh karena itu setelah tamat pendidikan, peserta didik diharapkan dapat berkembang

Kepemimpinan Visioner Kepala Sekolah dalam Mengembangkan Program Tatanén di Balé Atikan di Kabupaten Purwakarta dalam Konteks Disrupsi Pendidikan Global Iwan Mochamad Taufik; Aan Komariah; Nurdin Nurdin
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 3, No 3 (2020): Volume 3 No 3 September 2020
Publisher : Universitas Negeri Malang

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Abstract: This study aims to analyze how visionary leadership of school principals contributes to the development of the Tatanén di Balé Atikan program amid the context of global educational disruption, which demands high levels of innovation, creativity, and adaptability. Tatanén di Balé Atikan is a local education policy in Purwakarta Regency that embeds ecological, social, and spiritual values into the learning process to strengthen students’ character, independence, and environmental awareness. This research employs a qualitative approach with a case study method, involving school principals and teachers as key informants. Data were collected through in-depth interviews, observations, and document analysis, and processed using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The findings reveal that school principals with visionary leadership are able to integrate the local values of Tatanén di Balé Atikan into a future-oriented educational vision that is adaptive to global changes. Principals act as innovators, motivators, and collaborators in fostering a school culture that is reflective, adaptive, and ecologically conscious. These findings affirm that visionary leadership strengthens school community participation, enhances the relevance of learning to real-life contexts, and positions the Tatanén di Balé Atikan program as a vehicle for educational transformation. The study recommends strengthening visionary leadership capacity through professional mentoring, continuous reflection, and the development of learning communities within schools. Keywords: visionary leadership; school principal; Tatanén di Balé Atikan; global educational disruption; local wisdom Abstrak: Penelitian ini bertujuan untuk menganalisis bagaimana kepemimpinan visioner kepala sekolah berperan dalam pengembangan program Tatanén di Balé Atikan di tengah konteks disrupsi pendidikan global yang menuntut tingkat inovasi, kreativitas, dan adaptabilitas yang tinggi. Program Tatanén di Balé Atikan merupakan kebijakan pendidikan lokal di Kabupaten Purwakarta yang menanamkan nilai-nilai ekologis, sosial, dan spiritual dalam proses pembelajaran untuk memperkuat karakter, kemandirian, serta kesadaran lingkungan peserta didik. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus, melibatkan kepala sekolah dan guru sebagai informan kunci. Pengumpulan data dilakukan melalui wawancara mendalam, observasi, dan analisis dokumen, serta dianalisis menggunakan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian mengungkapkan bahwa kepala sekolah dengan kepemimpinan visioner mampu mengintegrasikan nilai-nilai lokal Tatanén di Balé Atikan ke dalam visi pendidikan berorientasi masa depan yang adaptif terhadap perubahan global. Kepala sekolah berperan sebagai inovator, motivator, dan kolaborator dalam menumbuhkan budaya sekolah yang reflektif, adaptif, dan berwawasan ekologis. Temuan ini menegaskan bahwa kepemimpinan visioner memperkuat partisipasi komunitas sekolah, meningkatkan relevansi pembelajaran dengan kehidupan nyata, serta menjadikan program Tatanén di Balé Atikan sebagai wahana transformasi pendidikan. Studi ini merekomendasikan penguatan kapasitas kepemimpinan visioner melalui pendampingan profesional, refleksi berkelanjutan, dan pengembangan komunitas belajar di sekolah. Kata kunci: kepemimpinan visioner; kepala sekolah; Tatanén di Balé Atikan; disrupsi pendidikan global; kearifan lokal

Kepemimpinan Visioner Kepala Sekolah dalam Mengembangkan Program Tatanén di Balé Atikan di Kabupaten Purwakarta dalam Konteks Disrupsi Pendidikan Global Iwan Mochamad Taufik; Aan Komariah; Nurdin Nurdin
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 3, No 3 (2020): Volume 3 No 3 September 2020
Publisher : Universitas Negeri Malang

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

Abstract: This study aims to analyze how visionary leadership of school principals contributes to the development of the Tatanén di Balé Atikan program amid the context of global educational disruption, which demands high levels of innovation, creativity, and adaptability. Tatanén di Balé Atikan is a local education policy in Purwakarta Regency that embeds ecological, social, and spiritual values into the learning process to strengthen students’ character, independence, and environmental awareness. This research employs a qualitative approach with a case study method, involving school principals and teachers as key informants. Data were collected through in-depth interviews, observations, and document analysis, and processed using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. The findings reveal that school principals with visionary leadership are able to integrate the local values of Tatanén di Balé Atikan into a future-oriented educational vision that is adaptive to global changes. Principals act as innovators, motivators, and collaborators in fostering a school culture that is reflective, adaptive, and ecologically conscious. These findings affirm that visionary leadership strengthens school community participation, enhances the relevance of learning to real-life contexts, and positions the Tatanén di Balé Atikan program as a vehicle for educational transformation. The study recommends strengthening visionary leadership capacity through professional mentoring, continuous reflection, and the development of learning communities within schools. Keywords: visionary leadership; school principal; Tatanén di Balé Atikan; global educational disruption; local wisdom Abstrak: Penelitian ini bertujuan untuk menganalisis bagaimana kepemimpinan visioner kepala sekolah berperan dalam pengembangan program Tatanén di Balé Atikan di tengah konteks disrupsi pendidikan global yang menuntut tingkat inovasi, kreativitas, dan adaptabilitas yang tinggi. Program Tatanén di Balé Atikan merupakan kebijakan pendidikan lokal di Kabupaten Purwakarta yang menanamkan nilai-nilai ekologis, sosial, dan spiritual dalam proses pembelajaran untuk memperkuat karakter, kemandirian, serta kesadaran lingkungan peserta didik. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus, melibatkan kepala sekolah dan guru sebagai informan kunci. Pengumpulan data dilakukan melalui wawancara mendalam, observasi, dan analisis dokumen, serta dianalisis menggunakan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian mengungkapkan bahwa kepala sekolah dengan kepemimpinan visioner mampu mengintegrasikan nilai-nilai lokal Tatanén di Balé Atikan ke dalam visi pendidikan berorientasi masa depan yang adaptif terhadap perubahan global. Kepala sekolah berperan sebagai inovator, motivator, dan kolaborator dalam menumbuhkan budaya sekolah yang reflektif, adaptif, dan berwawasan ekologis. Temuan ini menegaskan bahwa kepemimpinan visioner memperkuat partisipasi komunitas sekolah, meningkatkan relevansi pembelajaran dengan kehidupan nyata, serta menjadikan program Tatanén di Balé Atikan sebagai wahana transformasi pendidikan. Studi ini merekomendasikan penguatan kapasitas kepemimpinan visioner melalui pendampingan profesional, refleksi berkelanjutan, dan pengembangan komunitas belajar di sekolah. Kata kunci: kepemimpinan visioner; kepala sekolah; Tatanén di Balé Atikan; disrupsi pendidikan global; kearifan lokal

Discipline-Based Disparities and Measurement Validity in TPACK: A Meta-Synthesis of Teacher Professional Development Evidence in Indonesia (2015–2025) Iyam Siti Maryam; Nurdin Nurdin; Cepi Triatna; Adimiharja Kusumadipraja; Juliani Musti Khofifah
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 2 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i2.1667

This study synthesizes empirical evidence on Technological Pedagogical Content Knowledge (TPACK) in Indonesia through a Systematic Literature Review using the PRISMA 2020 protocol and thematic meta-synthesis. Articles were retrieved from Scopus, Web of Science, ERIC, and Google Scholar, yielding 22 peer-reviewed studies published between 2015 and 2025. The review identifies three consistent patterns. First, TPACK profiles differ across disciplines: language teachers generally show high technological confidence but limited pedagogical integration, whereas science and elementary teachers demonstrate stronger content-pedagogical foundations yet weaker technological integration. Second, most early studies rely on self-report instruments, which tend to inflate perceived competence; more recent studies using Rasch modeling and confirmatory factor analysis provide stronger measurement validity. Third, collaborative, practice-based professional development models, such as lesson study, project-based learning, and reflective practicum, are more effective than short-term ICT workshops. Overall, the evidence highlights the need for discipline-sensitive training, valid assessment, and sustainable teacher development policies across Indonesian education systems and institutions.

Optimizing Learning Communities through a Systematic Literature Review: A Conceptual MOKBA Model for Enhancing Teachers’ Pedagogical Competence Sinta Asih; Suryadi Suryadi; Deni Kadarsah; Nurdin Nurdin; Juliani Musti Khofifah
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 2 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i2.1679

This study examines how Learning Communities support teachers’ pedagogical competence and proposes the MOKBA (Model for Optimizing Adaptive Learning Communities) as a managerial framework for sustainable professional learning. Using a qualitative systematic literature review guided by PRISMA, 18 articles published from 2020 to 2025 were selected from Google Scholar, DOAJ, and ERIC and analyzed through Miles and Huberman’s interactive model. The synthesis shows that Learning Communities strengthen four core dimensions of pedagogical competence: instructional design, classroom implementation, ICT integration, and assessment literacy. The most effective mechanisms are lesson study, peer coaching, collaborative design, and data-driven reflection. Based on these findings, MOKBA is formulated through four cyclical phases: needs diagnosis, collaborative design, guided implementation, and collective reflection with impact evaluation. The model positions Learning Communities not merely as informal collaboration spaces, but as accountable systems embedded in school quality management. This study contributes a conceptual framework for strengthening teacher professionalism, instructional quality, and sustainable school-based professional development.

Principals’ Transformational Leadership and Its Role in Shaping Teachers’ Differentiated Instruction and Student Achievement: A Systematic Literature Review Dede Wiwif Furqoni; Diding Nurdin; Nurdin Nurdin
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 10, No 2 (2026): Vol. 10 No. 2 Maret 2026
Publisher : Universitas Negeri Malang

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Abstract: This study aimed to examine how principals’ transformational leadership is positioned in the recent literature as a factor shaping teachers’ differentiated instruction and student achievement. Using a Systematic Literature Review (SLR) supported by bibliometric mapping, the study analyzed 27 Scopus-indexed publications published between 2021 and 2026. The dataset was retrieved through a structured search strategy using the keywords transformational leadership, principal or school leader, and differentiated learning or adaptive teaching, and was analyzed descriptively through Scopus indicators and VOSviewer keyword co-occurrence mapping. The findings show that differentiated instruction occupies the most central position in the literature, functioning as the conceptual link between leadership, teaching practice, learner diversity, and academic outcomes. The bibliometric results also reveal that the field remains concentrated in a limited number of authors, institutions, and countries, with Australia and the United States dominating publication output. Substantively, the reviewed studies indicate that principals’ transformational leadership influences student achievement mainly through indirect pathways, especially by improving teacher motivation, professional capacity, collaboration, and readiness to implement differentiated instruction. However, the relationship is not linear, as its effectiveness depends on contextual conditions such as teacher beliefs, assessment literacy, class composition, institutional support, and national policy environments. This study concludes that transformational leadership should be understood as a catalytic mechanism that strengthens teachers’ ability to deliver differentiated instruction in heterogeneous classrooms. It is therefore suggested that future research adopt more integrative and comparative designs, while policymakers and school leaders should prioritize professional development, formative assessment support, and collaborative cultures that enable differentiated instruction to be implemented more consistently and effectively. Keywords: differentiated instruction; school principals; student achievement; transformational leadership.

Analisis Ketimpangan Akses Pendidikan antara Wilayah Perkotaan dan Pedesaan di Indonesia dalam Mendukung Pemerataan Pendidikan Menuju Indonesia Emas 2045 Farida Bilqis; Arik Anfasa Salsabil; Diana Hildianti; Nurdin Nurdin
Indonesian Journal of Innovation Multidisipliner Research Vol. 4 No. 2 (2026): April - Juni
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v4i2.1078

Pendidikan merupakan hak dasar setiap warga negara dan berperan penting dalam pembangunan sumber daya manusia. Namun, Indonesia masih menghadapi ketimpangan akses pendidikan antara wilayah perkotaan dan pedesaan yang ditandai oleh perbedaan infrastruktur pendidikan, distribusi guru, akses teknologi, dan kondisi sosial ekonomi masyarakat. Penelitian ini bertujuan menganalisis faktor penyebab ketimpangan pendidikan, mengevaluasi implementasi kebijakan pemerataan pendidikan, serta mengkaji implikasinya terhadap pencapaian Indonesia Emas 2045. Penelitian menggunakan metode studi literatur dengan mengkaji berbagai jurnal ilmiah, buku, dokumen kebijakan, dan data statistik pendidikan. Analisis dilakukan menggunakan teknik content analysis untuk mengidentifikasi tema-tema utama yang berkaitan dengan ketimpangan pendidikan. Hasil kajian menunjukkan bahwa faktor geografis, sosial ekonomi, keterbatasan infrastruktur, distribusi guru yang tidak merata, dan kesenjangan digital menjadi penyebab utama ketimpangan pendidikan. Berbagai kebijakan pemerintah, seperti Program Indonesia Pintar, Bantuan Operasional Sekolah, Program Guru Penggerak, Sekolah Penggerak, dan Digitalisasi Sekolah, telah berkontribusi dalam meningkatkan akses pendidikan, meskipun implementasinya masih menghadapi berbagai kendala. Ketimpangan pendidikan berpotensi menghambat peningkatan kualitas sumber daya manusia dan pencapaian Indonesia Emas 2045. Oleh karena itu, diperlukan strategi pemerataan pendidikan yang berkelanjutan dan berbasis kebutuhan daerah untuk mewujudkan pendidikan yang inklusif dan berkualitas.

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