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All Journal Jurnal Dedikasi Jurnal Bestari Humanus: Jurnal ilmiah Ilmu-ilmu Humaniora Jurnal Pendidikan Dasar Nusantara Jurnal Al-Tadzkiyyah JINOP (Jurnal Inovasi Pembelajaran) KEMBARA Panrita Abdi - Jurnal Pengabdian pada Masyarakat Al Ishlah Jurnal Pendidikan SOSIOHUMANIKA Pendas : Jurnah Ilmiah Pendidikan Dasar MATAPPA: Jurnal Pengabdian Kepada Masyarakat Literasi: Jurnal Ilmiah Pendidikan Bahasa, Sastra Indonesia dan Daerah Acuity : Journal of English Language Pedagogy, Literature and Culture ESTETIK : Jurnal Bahasa Indonesia Bahtera Indonesia; Jurnal Penelitian Bahasa dan Sastra Indonesia JPDI (Jurnal Pendidikan Dasar Indonesia) Jurnal Civic Hukum Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat LEARNING : Jurnal Inovasi Penelitian Pendidikan dan Pembelajaran Jurnal Penelitian International Journal of Community Engagement Payungi Assyfa Learning Journal Jurnal Ilmiah Research Student JPPG (Jurnal Pendidikan Profesi Guru) Al-Hayat: Journal of Islamic Education Edumaspul: Jurnal Pendidikan
Hari Sunaryo
Universitas Muhammadiyah Malang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Building a Learning Community: Deep Learning Implementation at SMP Muhammadiyah 9 Surabaya Amirul Fatah, Novi; Eriyanti, Ribut Wahyu; Sunaryo, Hari
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 1 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i1.30331

Abstract

Education does not only function as a process of knowledge transfer, but also plays a role in shaping character, values, and 21st century skills. The implementation of deep learning requires a paradigm shift from teacher-centered learning to learner-centered learning. The success of deep learning implementation is greatly influenced by the role of schools as learning communities that involve all school members and stakeholders. This article aims to describe the good practices of SMP Muhammadiyah 9 Surabaya as a learning community in supporting deep learning based on the Merdeka Curriculum. This study uses a qualitative descriptive approach based on good practices carried out through On-the-Job Training (OJT) activities in the odd semester of the 2025/2026 academic year. The implementation stages include assess, design, implement, measure, and reflect. The results of the study show an increase in teacher collaboration through professional learning communities, increased student involvement in learning activities, and stronger partnerships between schools, parents, and the community. This program encourages the formation of a culture of reflection and continuous learning in the school environment. The findings of the study indicate that schools as learning communities are an effective strategy in supporting meaningful and sustainable deep learning.
Utilization of Artificial Intelligence-Based Canva as an Adaptive Learning Media for Students with Intellectual Disabilities Fauzi, Ali; Eriyanti, Ribut Wahyu; Sunaryo, Hari
Al-Tadzkiyyah: Jurnal Pendidikan Islam Vol 17 No 1 (2026): Al-Tadzkiyyah: Jurnal Pendidikan Islam
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/atjpi.v17i1.30351

Abstract

Students with intellectual disabilities frequently encounter cognitive and adaptive learning barriers that require structured, visual, and personalized instructional support within inclusive education environments. Despite the rapid advancement of artificial intelligence (AI) technologies in education, limited studies have examined the pedagogical potential of AI-supported design platforms such as Canva for adaptive learning in this population. This study aims to analyze the role of AI-based Canva as an adaptive learning medium for students with intellectual disabilities through a systematic literature review combined with thematic analysis of recent research on AI integration, visual learning media, and inclusive instructional practices. The findings indicate that AI-supported Canva facilitates material simplification, multimodal visualization, and flexible content personalization that enhance student engagement, conceptual understanding, and accessibility of learning materials while supporting teachers in implementing differentiated instruction. In addition, the platform contributes to improving instructional efficiency and promoting inclusive learning environments when supported by adequate pedagogical planning and digital literacy competencies. This study contributes to the literature by proposing a conceptual framework for integrating AI-based Canva as an adaptive visual learning medium in inclusive education contexts and provides practical guidance for educators and policymakers in designing accessible technology-enhanced instruction for students with intellectual disabilities.
Developing the Anchor Eyes Model: An AI-Assisted Pedagogical Framework for Creative Poetry Writing in Secondary Education Isma’il Isma’il; Ribut Wahyu Eriyanti; Hari Sunaryo
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.9447

Abstract

The rapid advancement of artificial intelligence (AI) has created new possibilities for writing instruction; however, its pedagogical integration into creative genres such as poetry remains underexplored. This study employed a research and development (RD) design guided by the ADDIE instructional model to develop and examine the feasibility of the Anchor Eyes Model, an AI-assisted pedagogical framework for creative poetry writing in secondary education. The model was implemented with 96 secondary school students from three schools in East Java, Indonesia, within formal Indonesian language classes. Data were collected through performance-based poetry writing tasks, analytic scoring rubrics, student questionnaires, classroom observations, and semi-structured interviews. Quantitative data were analyzed using descriptive statistics to examine performance gains, while qualitative data were analyzed through thematic content analysis to capture students’ creative processes and perceptions of AI-assisted learning. The findings indicate meaningful descriptive improvements in students’ poetry writing performance, particularly in idea development, diction, and imagery, alongside positive learner perceptions of AI as a supportive creative scaffold rather than a substitute for original thinking. Qualitative evidence further revealed enhanced engagement, confidence, and reflective awareness during the creative writing process. These findings suggest that the Anchor Eyes Model offers a pedagogically grounded and ethically oriented approach to integrating AI into creative writing instruction. The study provides initial empirical evidence to inform human-centered AI pedagogy and supports the inclusion of structured AI-assisted models in secondary literacy curricula.
Model Perencanaan Program Literasi Madrasah Tsanawiyah: Implementasi di 16 Madrasah Wilayah Kerja 5 Lumajang Ayu Puspitasari; Hari Sunaryo; Hari Windu Asrini
ESTETIK : Jurnal Bahasa Indonesia Vol. 9 No. 1 (2026): Mei
Publisher : Institut Agama Islam Negeri Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/estetik.v9i1.15930

Abstract

Penelitian ini mengkaji model perencanaan program literasi yang diimplementasikan di 16 Madrasah Tsanawiyah dalam Wilayah Kerja 5 Kabupaten Lumajang. Penelitian ini menjawab kesenjangan pemahaman tentang bagaimana madrasah merancang program literasi komprehensif yang mengintegrasikan literasi baca tulis, literasi digital, serta literasi budaya dan kewarganegaraan dalam kerangka pendidikan Islam. Menggunakan pendekatan kualitatif deskriptif, data dikumpulkan melalui wawancara mendalam dengan kepala madrasah, guru, pustakawan, dan siswa, dilengkapi observasi langsung serta analisis dokumen. Temuan mengungkapkan heterogenitas signifikan dalam kualitas perencanaan, dengan lima madrasah mencapai kategori sangat baik melalui dokumentasi sistematis, pelibatan aktif pemangku kepentingan, integrasi anggaran, dan periodisasi terstruktur. Sebaliknya, empat madrasah menunjukkan perencanaan tidak memadai yang ditandai dokumentasi minimal, absennya pustakawan, dan ketiadaan alokasi anggaran. Determinan kualitas perencanaan meliputi kepemimpinan visioner, kompetensi sumber daya manusia, alokasi anggaran memadai, dan kolaborasi antar komponen. Penelitian ini berkontribusi menghasilkan kerangka perencanaan literasi holistik bagi madrasah yang dapat dijadikan model rujukan lembaga pendidikan Islam dalam mengembangkan budaya literasi berkelanjutan.
Co-Authors Adolf Bastian Alfiyah ali fauzi Amirul Fatah, Novi Andalas, Eggy Fajar Arif Budi Wurianto Arif Budi Wurianto, Arif Budi Arti Prihatini Asrofi, Asrofi Ayu Puspitasari Candra Rahma Wijaya Putra Daroe Iswatiningsih Desi Murtofiah Dhiya Ulhaq Djoko Widodo Fatah, Novi Amirul Fikriah, Asfa Gigit Mujianto Hari Windu Asrini Haryanti, Novi Hiasa, Fina Hida, Nova Icha Biassari In’am, Akhsanul Isma’il Isma’il Ismeini Tri Nugraheni Jakandar, Lalu Iwan Eko Lia Angela Rosalia Lia Angela Rosalia MARWANI Mohtar Al Dadik Muhammad Adi Kurniawan Nawangsari, Wulan Ngatun Lestari Novita Agung Wicaksono Nurbani Yusuf Nurul Zuriah Purwati Anggraini, Purwati Razqyan Mas Bimatyugra Jati Ribut Wahyu Eriyanti Ribut Wahyu Eriyanti Rosalia, Lia Angelia Ruliyani, Ruliyani Siti Yuliani, Siti Sri Wahyuni Sugiarti Trisakti Handayani Tuti Kusniarti Wulan Nawangsari Yuni Pantiwati Zuhriah, Nurul