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Henny Suharyati

Universitas Pakuan

Author-ID : 3448850

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RECONSTRUCTING EDUCATIONAL INNOVATION A CONCEPTUAL REVIEW OF CRITICAL PHILOSOPHY PERSPECTIVE BASED ON SOCIAL ISSUE Ai Solihah; Ufiya Putri Adhiyati; Henny Suharyati
Cakrawala Pedagogik Vol. 10 No. 1 (2026): Cakrawala Pedagogik
Publisher : Sekolah Tinggi Keguruan dan Pendidikan Syekh Manshur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51499/cp.v10i1.871

The dominant discourse of educational innovation largely technocratic and market-oriented—tends to neglect emancipatory dimensions, social justice, and the humanization of learners. This condition calls for a more critical philosophical inquiry to reframe how educational innovation is understood. This study aims to reconstruct the concept of educational innovation from the perspective of critical philosophy so that innovation is not merely conceived as a technical improvement, but as a project of liberation and humanization of learners. Employing a qualitative approach, this research adopts a conceptual review design through an in-depth literature study of critical philosophy, philosophy of education, and educational innovation discourse. The primary data sources include books, journal articles, and policy documents that explicitly address critical theory and educational innovation. The analysis proceeded in three stages: identifying key concepts, critically examining the ideological assumptions underpinning mainstream innovation discourse, and reconstructing a conceptual framework of educational innovation grounded in emancipation, dialogue, and social justice. The findings indicate that mainstream educational innovation remains dominated by instrumental rationality and market logics; therefore, it must be reoriented toward innovation that affirms education as a space for forming critical and emancipatory subjects. This study concludes that reconstructing educational innovation within critical philosophy requires a paradigm shift from efficiency- and performativity-driven innovation toward innovation oriented to dialogue, equality, and human emancipation. Theoretically, this study contributes a critical-philosophy-based conceptual framework that may serve as a reference for policymakers, researchers, and educational practitioners in designing more humanistic and transformative innovations.

INNOVATIVE AI-BASED MATHEMATICS LEARNING: A PHILOSOPHICAL PERSPECTIVE OF PRAGMATISM Siti Julaeha; Maria Edistianda Eka Saputri; Henny Suharyati
Cakrawala Pedagogik Vol. 10 No. 1 (2026): Cakrawala Pedagogik
Publisher : Sekolah Tinggi Keguruan dan Pendidikan Syekh Manshur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51499/cp.v10i1.872

The Industrial Revolution 4.0 era has transformed the way humans work, constantly integrating technology. Therefore, mathematics learning needs to be more innovative, contextual, and meaningful to meet the challenges of technological development and social change. The use of Artificial Intelligence (AI) in mathematics learning is considered innovative learning. The implementation of AI-based learning innovations appears to increase the effectiveness, efficiency, and engagement of students in mathematics learning, but not all of them are grounded in philosophical understanding. This article aims to examine innovative AI-based mathematics learning from a pragmatist philosophical perspective, in order to provide a more meaningful, reflective, and contextual conceptual foundation. This study uses a qualitative method with a library research approach, through a critical review of books, journal articles, and relevant scientific publications from the past five years obtained from academic databases such as Google Scholar, Scopus, and ScienceDirect. Data analysis was conducted through the interpretation of texts and discourses and a review of empirical facts to identify patterns, trends, and research gaps related to AI in mathematics learning. The results of the study indicate that although AI is effective in supporting procedural practice and learning engagement, there are conceptual gaps in strengthening the pedagogical foundation, reflective dimensions, and value orientation of learning. Through a pragmatist framework, AI is repositioned not as an epistemic authority but rather as a pedagogical partner that enriches the mathematical learning experience through inquiry, reflection, and meaningfulness in real-world contexts. The study's conclusions emphasize that the success of AI integration in mathematics learning in the Society 5.0 era is determined not only by technological sophistication but primarily by the alignment between pedagogical design, value orientation, and humanistic, democratic, and equitable educational goals.

INFORMATION OVERSTIMULATION, STRESS, AND ACADEMIC BURNOUT: AN ONTOLOGICAL ANALYSIS OF SCHOOL LEARNING PRACTICES Nurmala Dewi Qadarsih; Purni Munah Hartuti; Henny Suharyati
Cakrawala Pedagogik Vol. 10 No. 1 (2026): Cakrawala Pedagogik
Publisher : Sekolah Tinggi Keguruan dan Pendidikan Syekh Manshur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51499/cp.v10i1.873

The phenomenon of digitalization of education has resulted in a significant transformation in learning practices in schools, especially through the rapid flow of information received by students. This condition causes symptoms of information overstimulation which has the potential to cause academic stress and learning fatigue. This research aims to examine the ontological essence of information overstimulation, stress, and academic fatigue in the context of learning practices in schools. This research uses a qualitative approach with a critical review of the literature on educational philosophy, educational psychology, and modern learning theory. The findings of this research indicate that, ontologically, information overstimulation is an objective reality that arises from an imbalance between students' cognitive capacities and the demands of an information-rich learning environment. Stress and burnout in learning are understood as psycho-educational entities that are not only individual but also socially and systemically constructive in the educational ecosystem. These findings underscore the need for a reorganization of modern educational practices, taking into account the ontological boundaries of learners as holistic educational subjects. This research implies the importance of learning design that focuses on cognitive balance, psychological well-being, and meaningfulness of learning.

Strategies for Improving Teacher Service Quality Through the Effectiveness of ICT Implementation, Servant Leadership, Knowledge Management, Interpersonal Communication, and Job Satisfaction (Using Path Analysis and Sitorem on Civil Servant Teachers at Public Junior High Schools in Bogor Regency) Sains Rusnadi; Henny Suharyati; Sri Setyaningsih
Enrichment: Journal of Multidisciplinary Research and Development Vol. 3 No. 10 (2026): Enrichment: Journal of Multidisciplinary Research and Development
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/enrichment.v3i10.603

This study aims to determine the strength of variables that are suspected to affect the quality of teacher services. These variables are the Effectiveness of ICT Application, Service Leadership, Knowledge Management, Interpersonal Communication, and Job Satisfaction both directly and indirectly with the variables of teacher service quality. The population of this study is 1,490 civil servant teachers of Bogor Regency State Junior High School. The sampling technique uses Random Sampling, with the Taro Yamane formula with a sample of 211. The results of the study show that: 1) The effectiveness of ICT Implementation (X1) has a direct effect on the Quality of Teacher Services (Y), 2) Servant Leadership (X2) has a direct effect on the Quality of Teacher Services (Y), 3) Knowledge Management (X3) has a direct effect on the Quality of Teacher Services (Y), 4) Interpersonal Communication (X4) has a direct effect on the Quality of Teacher Services (Y), 5) Job Satisfaction (X5) has a direct effect on the Quality of Teacher Services (Y), 6) The Effectiveness of ICT Application (X1) has a direct effect on Job Satisfaction (X5), 7) Serving Leadership (X2) has a direct effect on Job Satisfaction (X5), 8) Knowledge Management (X3) has a direct effect on Job Satisfaction (X5), 9) Interpersonal Communication (X4) has a direct effect on Job Satisfaction (X5), 10) Effectiveness of ICT Application (X1) has an indirect effect on the Quality of Teacher Services (Y) through Job Satisfaction (X5), 11) Serving Leadership (X2) has an indirect effect on the Quality of Teacher Service (Y) through Job Satisfaction (X5), 12) Knowledge Management (X3) has an indirect effect on the Quality of Teacher Service (Y) through Job Satisfaction (X5), 13) Interpersonal Communication (X4) has an indirect effect on the Quality of Teacher Service (Y) through Job Satisfaction (X5). The results of the SITOREM analysis show that there are 12 indicators out of 6 variables that must be improved immediately and 22 indicators out of 6 variables are maintained or developed. This study concludes that strengthening the effectiveness of ICT Application, service leadership, knowledge management, interpersonal communication, and job satisfaction can improve the quality of teacher services.

Beyond Styles: An Integrative Framework of Educational Leadership Theories and Models Afra Fitriani; Ni Putu Saras Dewi; Henny Suharyati
Journal of Educational Management Research Vol. 4 No. 6 (2025)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v4i6.1207

This study aims to clarify which leadership configurations most effectively enhance teaching quality and student outcomes in schools. Using a structured literature review guided by PRISMA, we searched Scopus, ERIC, Web of Science, Garuda, and Google Scholar (2014–2024) with Indonesian/English keywords on instructional, transformational, servant/teacher, distributed/visionary, and transactional leadership. Inclusion criteria were peer-reviewed journal articles in educational contexts with clear theoretical grounding and/or empirical evidence; records were screened, full texts appraised (JBI/MMAT), and findings synthesized thematically. Results indicate that no single style is sufficient. The most consistent gains arise from an integrated configuration: (a) instructional leadership to set academic goals, conduct classroom observation–feedback, and align curriculum–assessment; (b) transformational leadership—especially idealized influence, inspirational motivation, and intellectual stimulation—to build commitment and innovation; (c) servant/teacher leadership to strengthen psychological safety and professional ownership; and (d) distributed/visionary structures to secure continuity and strategic direction, with transactional elements used to maintain procedural reliability. This configuration converts trust into classroom practice via data-informed coaching and protected time for PLCs. Implications include designing leadership development that couples moral–relational competencies with auditable instructional routines, revising accreditation to value classroom practice evidence, and investing in data literacy and digital tools to support evidence-based instructional decisions.

EVOLUSI TEORI MENEJEMEN SUMBER DAYA MANUSIA DAN PERILAKU ORGANISASI DI ERA GLOBALISASI : IMPLIKASI TERHADAP STRATEGIC HUMAN RESOURCE MANAGEMENT (SHRM) Deni Nasir Ahmad; Henny Suharyati
Jurnal Ilmiah Manajemen, Ekonomi, & Akuntansi (MEA) Vol 10 No 2 (2026): Edisi Mei - Agustus 2026
Publisher : LPPM STIE Muhammadiah Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31955/mea.v10i2.7561

Penelitian ini bertujuan untuk mengkaji evolusi teori Manajemen Sumber Daya Manusia (MSDM) dan perilaku organisasi serta implikasinya terhadap Strategic Human Resource Management (SHRM) di era globalisasi. Metode yang digunakan adalah pendekatan deskriptif kualitatif melalui studi literatur dari berbagai jurnal ilmiah dalam lima tahun terakhir. Hasil kajian menunjukkan adanya pergeseran paradigma dari pendekatan administratif dan operasional menuju pendekatan strategis yang menempatkan sumber daya manusia sebagai aset utama organisasi. Perilaku organisasi berperan penting dalam memahami faktor psikologis dan sosial yang memengaruhi kinerja individu dan kelompok. Implementasi SHRM terbukti mampu meningkatkan kinerja organisasi melalui rekrutmen yang selektif, pengembangan karyawan, manajemen kinerja yang efektif, pembentukan budaya organisasi yang positif, serta pengelolaan konflik yang konstruktif. Selain itu, integrasi teknologi digital, pengembangan modal psikologis, serta penerapan prinsip keberlanjutan seperti Green Human Resource Management (GHRM) semakin memperkuat peran strategis SDM. Dengan demikian, SHRM menjadi kunci dalam menciptakan keunggulan kompetitif dan ketahanan organisasi dalam menghadapi dinamika globalisasi.

PERAN KEPEMIMPINAN TRANSFORMASIONAL TERHADAP KINERJA INSTRUKTUR PADA PUSDIKLAT MEDIA ILMU INDONESIA Ary Bayu Nugraha; Tirta Safirah Modeong; Henny Suharyati
KENDALI: Economics and Social Humanities Vol. 4 No. 2 (2025): KENDALI: Economics and Social Sciences Humanities, November 2025
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/kendali.v4i2.1122

Penelitian ini bertujuan untuk menganalisis secara mendalam peran kepemimpinan transformasional terhadap peningkatan kinerja instruktur pada Pusdiklat Media Ilmu Indonesia. Fokus utama penelitian ini adalah bagaimana pemimpin mampu menginspirasi, memotivasi, dan memberdayakan instruktur untuk mencapai tujuan organisasi melalui empat dimensi utama kepemimpinan transformasional: idealized influence, inspirational motivation, intellectual stimulation, dan individualized consideration (Bass & Avolio, 1994). Metode penelitian yang digunakan adalah pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui wawancara mendalam, observasi partisipatif, dan dokumentasi internal perusahaan. Analisis data dilakukan dengan teknik analisis tematik Miles dan Huberman, mencakup reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa gaya kepemimpinan transformasional memiliki pengaruh positif yang signifikan terhadap peningkatan produktivitas, loyalitas, dan kepuasan kerja instruktur. Pemimpin transformasional di Pusdiklat Media Ilmu Indonesia terbukti mampu menumbuhkan budaya kerja kolaboratif, meningkatkan motivasi intrinsik, serta mendorong inovasi individu dalam mencapai target organisasi. Hasil ini sejalan dengan berbagai studi terdahulu, baik nasional maupun internasional, yang menegaskan bahwa kepemimpinan transformasional merupakan faktor kunci dalam membangun kinerja unggul dan organisasi yang berdaya saing tinggi. Urgensi penerapan model kepemimpinan transformasional perlu terus diperkuat untuk menjaga keberlanjutan organisasi di tengah dinamika lingkungan bisnis modern.

The Influence of the Quality of the School Quality Manual and Principal Supervision on Teacher Learning Innovation in Secondary Schools Ruddy Hendriawan; Yulia Rahmawati; Henny Suharyati
Abjadia : International Journal of Education Vol 11, No 1 (2026): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v11i1.35743

This study aims to analyze the effect of the quality of educational quality manuals and principal supervision on teacher innovation in secondary school instruction. Amid ongoing curriculum reforms, many Indonesian schools still face challenges in fostering innovative teaching practices. This research applies a quantitative explanatory method with a Structural Equation Modeling–Partial Least Squares (SEM-PLS) approach to test the influence of two independent variables: quality of the educational quality manual (X1) and principal supervision (X2), on the dependent variable: teacher instructional innovation (Y). The study was conducted at Sekolah Islam Cendekia—covering SD, SMP, and SMA levels—under the management of Yayasan Pribadi Kamila Cianjur, Indonesia, involving 40 respondents selected from this foundation, which has implemented both standardized educational quality manuals and active principal supervision. The results of the outer model analysis show that all indicators are valid (loading factors > 0.7) and reliable (AVE > 0.5, Composite Reliability > 0.9). The inner model results indicate a very high predictive power, where both X1 and X2 simultaneously explain 93.9% of the variance in teacher innovation (R2 = 0.939). Path coefficient testing revealed that the quality of the educational quality manual has a dominant and significant effect on teacher innovation (β = 0.529; p < 0.05), followed by principal supervision which also shows a strong and significant positive effect (β = 0.450; p < 0.05). These findings suggest that teacher innovation is primarily driven by the clarity of quality standards which provide a "safety structure," supported by active mentorship from the principal. Therefore, schools must prioritize the revitalization of quality manuals as living documents and enhance principal coaching practices to create a sustainable innovation ecosystem. The study contributes theoretically to educational leadership and practically to school improvement strategies in Indonesia.

Model Integratif Manajemen Pendidikan Berbasis Human Capital, Intellectual Capital, dan Talent Management Doni Anggoro Ari Santoso; Henny Suharyati
Candradimuka: Journal of Education Vol. 4 No. 2 (2026): Candradimuka: Journal of Education
Publisher : Pusat Penerjemah dan Penyunting Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.60012/cje.v4i2.206

Perubahan lingkungan pendidikan di era berbasis pengetahuan menuntut lembaga pendidikan untuk bertransformasi dari pendekatan administratif menuju pengelolaan strategis. Namun, dalam praktiknya, lembaga pendidikan masih sering mengelola human capital, intellectual capital, dan talent management secara parsial dan terpisah. Artikel ini bertujuan untuk merumuskan secara konseptual model integratif manajemen pendidikan berbasis ketiga konsep tersebut guna meningkatkan mutu, inovasi, kinerja, dan daya saing lembaga pendidikan. Penelitian ini menggunakan pendekatan kualitatif dengan metode kajian pustaka integratif (integrative literature review) melalui analisis isi dan sintesis tematik terhadap literatur terkait. Hasil kajian menunjukkan bahwa human capital berfungsi sebagai fondasi utama penyedia kapasitas dan kompetensi individu. Kemampuan personal ini kemudian dilembagakan melalui intellectual capital agar berubah menjadi aset organisasi berupa sistem, teknologi, budaya akademik, dan jejaring. Sementara itu, talent management berperan sebagai strategi strategis untuk mengidentifikasi, mengembangkan, dan mempertahankan sumber daya manusia potensial secara berkelanjutan. Sebagai simpulan, integrasi antara manusia, sistem pengetahuan, dan strategi talenta menghasilkan kerangka manajemen pendidikan yang utuh dan adaptif untuk menjawab tantangan dunia pendidikan modern.

Co-Authors Abdul Rahmat Acep Rahmat Acep Rahmat, Acep Adawiah, Siti Asiah Ade S Natawiria Afra Fitriani Agustin Wijayanti Agustina Ramadhianti Ahiruddin Ai Asmanah Ai Solihah Al-Fitrie, Ahmad Lazuardi Albertin Pawarrangan Alhidayatuddiniyah T.W. Amira Nadhira Andrean Hartanu Wibowo Angkarini, Tri Anjani, Khairul Tri Anjani, Khairul Tri Anna Rufaidah Anna Rufaidah Ardhi Sasongko Ari Irawan ARI IRAWAN Ary Bayu Nugraha Avini Nurazhimah Arfa Bon, Abdul Talib Burju Ruth Chatarina Febriyanti Chatarina Febriyanti Chatarina Febriyanti Citra Dewi Dedi Yusar Dendy Saeful Zen Deni Nasir Ahmad Dian Wulandari Dian Wulandari Dinar Saharani Dinar Saharani Dwi Aprillia Setia Asih Dyah Kristyowati Efri Gresinta Eka Suhardi Ema Rachmawati Entis Sutisna Eri Sarimanah Eva Nurul Candra Eva Nurul Candra Evi Fitriyanti Fakhruddin, Nadya Hertya Putri Febriyanti, Chatarina Fiqra Muhamad Nazib Fitrian, Andry Giry Marhento Gresinta , Efri Griet Helena Hagung Yudistiro Utomo Haki Rodian Haposan Andi Hariningsih, Agnes Setyowati Herfina Herfina Hidayat, Nandang Iman Indrati Iman Indrati Iman Indrati Irfan Hadi Irfan Maulana Sidik Irfan Maulana Sidik Irham Ramdani Irwinda Firdana Amali Iskandar, Deden Janita Rahma Mayestika Kania Rubiati Kazwaini Kazwaini Khairul Tri Anjani Kodariyah Kodariyah Kristiningsih Kristiningsih Kusuma, Andre Fahrezi Laihad, Griet Helena Leny Hartati Lina Novita Lina Novita, Lina Maria Edistianda Eka Saputri Maria Ulfah Marsha Angelina US Maya Nurfitriyanti Miqdar, Ade Rizlan Saeful Mulyadi Mulyadi Mulyati , N, Lina Nadhira, Amira Nanang Sutisna Nandang Hidayat Nazib, Fiqra Muhamad Ni Made Widisanti S Ni Putu Saras Dewi Nirwana, Hanita Nisrina Alimah Adriyanto Nunung Nuryani Nur Alamsyah, Nur Nur Rahman Nurhayati Nurmala Dewi Qadarsih Octavia, Maria Okke Rosmala Dewi Patras, Yuyun Elisabeth Peni Apriyani Pulungan, Asri Purnama Pasande Purnamawati, Risa Fahriyani Purni Munah Hartuti Rahmawati Rahmawati, Rahmawati Rais Hidayat RAIS HIDAYAT, RAIS Ratu Dini Andhiyani Seminingrat Regina Nova Tiansyah Resty Widya Kurniasari Rima Novia Ulfa Rima Ulfa Rinaldi, Aprian Rini Sriyanti Rita Prima Bendriyanti Rohmat TZ Roni Jayawinangun Rosenta Saragih Ruddy Hendriawan Rukbi, Dasep Ahmad Ryan Adi Nugroho Sains Rusnadi Santoso, Doni Anggoro Ari Santy Handayani Sari Rejeki Sasongko S Putro Sembiring, Rinawati Seminingrat, Ratu Dini Andhiyani Shinta Dwi Handayani Shita Dewi Ratih Permatasari Sifak, Sifak Siti Julaeha Sri Setyaningsih Suhendra Sumardi Sumardi Sunaryo, Widodo Suryo Lestari Sussy Susanti Sutji Harjanto Suwarni Suwarni Tanti Ardianti Tanti Rizkya, Ratu Tirta Safirah Modeong Trisnanurlita Herisetyanti Tuty Kuniawaty Saragih TZ, Rohmat Ufiya Putri Adhiyati Ulfa Norma Asyifa Widanengsih Fujiastuti Widanengsih Fujiastuti Widodo Sunaryo Widyatmike Gede Mulawarman Widyawati, Wiwik Yully Yelni Rahmawati Yulaikhah, Siti Yulia Rahmawati Yunia Mulyani Azis Yunita Endra Megiati YUYUN ELIZABETH PATRAS, YUYUN ELIZABETH

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