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All Journal Jurnal Ilmu Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JURNAL PENDIDIKAN TAMBUSAI Jurnal Didaktika Dwija Indria Psychocentrum Review Jurnal Evaluasi dan Pembelajaran Cokroaminoto Journal of Primary Education Center of Knowledge Asian Journal of Educational Technology Online Learning in Educational Research Jurnal Penelitian Ilmu Pendidikan Indonesia Journal of Artificial Intelligence and Digital Business TOFEDU: The Future of Education Journal IJLHE: International Journal of Language, Humanities, and Education Mesada: Journal of Innovative Research
Handoko Handoko
Universitas Lampung
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Health Professions Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analisis Efektivitas Pembiasaan 7S (Senyum, Sapa, Salam, Sopan, Santun, Sayang, Sabar) terhadap Karakter Disiplin Siswa SD Negeri Rajabasa Nadia Sifa Fauziah; Roisa Dirgantara Raditya; Novicha Aulia; Shelomita Nabila Fitri; Rina Agustina; Junia Angraini; Handoko Handoko
Mesada: Journal of Innovative Research Vol. 3 No. 1 (2026): January-June
Publisher : Yayasan Zia Salsabila

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61253/qapeka32

Abstract

Penelitian ini bertujuan untuk menganalisis efektivitas pembiasaan budaya 7S (Senyum, Salam, Sapa, Sopan, Santun, Sayang, dan Sabar) terhadap pembentukan karakter disiplin siswa di SD Negeri 2 Rajabasa Bandar Lampung. Penelitian menggunakan metode kuantitatif dengan desain deskriptif eksplanatif. Subjek penelitian terdiri atas siswa, guru, dan tenaga kependidikan yang terlibat dalam pelaksanaan budaya 7S. Teknik pengumpulan data dilakukan melalui observasi, wawancara, dokumentasi, dan penyebaran angket. Hasil penelitian menunjukkan bahwa penerapan budaya 7S berada pada kategori baik dengan persentase rata-rata sebesar 75%, sedangkan keteladanan guru dalam menerapkan budaya 7S mencapai kategori sangat baik dengan persentase 100%. Pembiasaan salam kepada guru juga memperoleh persentase 100%, namun pembiasaan salam kepada orang lain masih berada pada kategori cukup dengan persentase 50%. Temuan ini menunjukkan bahwa budaya 7S efektif dalam mendukung pembentukan karakter disiplin siswa, terutama melalui keteladanan guru dan pembiasaan yang dilakukan secara konsisten di lingkungan sekolah. Oleh karena itu, diperlukan sinergi antara sekolah, keluarga, dan lingkungan sosial untuk memperkuat internalisasi nilai-nilai 7S agar dapat diterapkan secara berkelanjutan dalam kehidupan sehari-hari siswa.
Thriving school climate and growth mindset leadership for sustainable well-being in elementary education Muhamad Fajar Dismawan; Annisa Yulistia; Septian Dwi Putra; Handoko Handoko
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol. 10 No. 1 (2026)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v10i1.91417

Abstract

The pursuit of sustainable school well-being constitutes an indispensable imperative in contemporary educational transformation, particularly within primary education, which must rigorously balance academic excellence with holistic development. Growth mindset leadership and a thriving school climate function as non-negotiable catalysts for institutional resilience, collaborative efficacy, and long-term academic flourishing. This study systematically examines the empirical literature to determine the structural relationships among growth-mindset leadership, a thriving school climate, and overarching school well-being in primary educational settings. Strictly adhering to the PRISMA 2020 guidelines, a rigorous Systematic Literature Review was executed across premier international and national academic databases. Thematic analysis dictates four definitive trends: a critical escalation of scholarly focus on post-pandemic school well-being; the decisive role of growth mindset leadership in driving educator motivation and an adaptive institutional culture; the empirical positive influence of a thriving climate on sustainable well-being; and the establishment of an integrated framework linking leadership, climate, and well-being as the absolute foundation of a robust school ecosystem. The findings unequivocally assert that sustainable school well-being is attainable exclusively through leadership paradigms that systematically cultivate intellectual growth, inclusivity, and a collective institutional purpose. Ultimately, this review establishes critical theoretical insights and authoritative policy implications, directing future research trajectories to align with national curricula and the Sustainable Development Goals (SDGs) for quality education.
Analisis Pelaksanaan Evaluasi Pembelajaran dalam Meningkatkan Hasil Belajar Siswa di SDN 10 Metro Pusat Salsabillah Azzahra; Nabila Chania; Zahrotun Nabila; Lifia Stasya Aqna; Revita Sari; Arthur Abetnego; Handoko Handoko
Jurnal Pendidikan Tambusai Vol. 10 No. 2 (2026): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v10i2.41106

Abstract

Penelitian ini bertujuan untuk menganalisis pelaksanaan evaluasi pembelajaran dalam meningkatkan hasil belajar siswa di SDN 10 Metro Pusat. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif kualitatif. Pengumpulan data dilakukan melalui wawancara mendalam, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa pelaksanaan evaluasi pembelajaran di kelas 1 SDN 10 Metro Pusat telah berjalan secara terstruktur mengacu pada modul pembelajaran yang tersedia, dengan prioritas utama pada kemampuan Calistung sebagai fondasi literasi dasar siswa. Evaluasi dilaksanakan melalui metode yang variatif meliputi kegiatan literasi, pemanfaatan multimedia, dan penugasan terstruktur. Guru menerapkan diferensiasi penilaian dengan membacakan soal bagi siswa yang belum lancar membaca, serta menggunakan strategi tutor sebaya dan sistem reward untuk mengatasi keberagaman kemampuan siswa dan meningkatkan motivasi belajar. Hambatan utama yang dihadapi berupa keberagaman kemampuan siswa dan keterbatasan waktu evaluasi. Pelaksanaan evaluasi yang variatif dan adaptif tersebut berkontribusi positif terhadap peningkatan hasil belajar siswa secara berkelanjutan.
Efektivitas Model CIRC dalam Pembelajaran Menulis Teks Narasi di Sekolah Dasar Asyifa Nurhaliza; Siska Mega Diana; Handoko Handoko; Frida Destini
Cokroaminoto Journal of Primary Education Vol. 9 No. 3 (2026): Juli - September 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/cjpe.9.3.2026.8817

Abstract

Urgensi penelitian ini adalah untuk mengetahui efektivitas model CIRC (Cooperative Integrated Reading and Composition) dalam meningkatkan kemampuan menulis teks narasi siswa sekolah dasar melalui pembelajaran yang kolaboratif, aktif, dan bermakna. Masalah dalam penelitian ini adalah rendahnya kemampuan menulis teks narasi peserta didik kelas IV sekolah dasar yang ditandai dengan kesulitan mengembangkan ide dan menyusun cerita secara runtut. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Cooperative Integrated Reading and Composition (CIRC) terhadap kemampuan menulis teks narasi peserta didik. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain non-equivalent control group design. Populasi penelitian berjumlah 110 peserta didik kelas IV SD Negeri 1 Metro Pusat, dengan sampel yang ditentukan menggunakan teknik purposive sampling. Instrumen penelitian berupa tes (pretest) serta non-tes berupa lembar observasi. Data dianalisis menggunakan uji N-Gain dan regresi linier sederhana. Hasil penelitian menunjukkan bahwa model CIRC berpengaruh signifikan terhadap kemampuan menulis teks narasi peserta didik serta meningkatkan keaktifan dalam pembelajaran. Implikasi penelitian ini menunjukkan bahwa model CIRC dapat menjadi alternatif pembelajaran untuk meningkatkan kemampuan menulis teks narasi di sekolah dasar.
Efektivitas Media Wordwall dan Power Point Interaktif terhadap Hasil Belajar Peserta Didik pada Mata Pelajaran Pendidikan Pancasila Riski Agistia; Dayu Rika Perdana; Handoko Handoko; Fadhilah Khairani
Cokroaminoto Journal of Primary Education Vol. 9 No. 3 (2026): Juli - September 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/cjpe.9.3.2026.8864

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar peserta didik pada mata pelajaran Pendidikan Pancasila yang masih berada di bawah KKTP 80 dengan rata-rata nilai awal sebesar 70,6. Penelitian ini bertujuan untuk mengetahui pengaruh serta membandingkan efektivitas penggunaan media Wordwall dan PowerPoint interaktif terhadap hasil belajar peserta didik. Penelitian menggunakan metode kuantitatif dengan desain quasi experiment tipe two group pretest-posttest. Teknik pengambilan sampel yang digunakan adalah sampel jenuh, yaitu seluruh populasi dijadikan sebagai sampel penelitian. Subjek penelitian terdiri dari 40 peserta didik kelas IV SD Negeri 2 Banarjoyo yang dibagi menjadi dua kelompok eksperimen. Pengumpulan data dilakukan melalui tes dan observasi. Hasil penelitian menunjukkan bahwa media Wordwall dan PowerPoint interaktif mampu meningkatkan hasil belajar peserta didik secara signifikan. Rata-rata nilai posttest pada kelompok yang menggunakan Wordwall sebesar 81,91, sedangkan pada kelompok yang menggunakan PowerPoint interaktif sebesar 78,64. Berdasarkan hasil uji hipotesis diperoleh nilai signifikansi < 0,05, sehingga dapat disimpulkan bahwa kedua media tersebut efektif digunakan dalam pembelajaran Pendidikan Pancasila dan dapat meningkatkan keaktifan peserta didik selama proses pembelajaran berlangsung.
Pelatihan Pengembangan Modul Ajar untuk Pembelajaran Mendalam Melalui Integrasi Model Inkuiri dan Pendekatan Saintifik Bagi Guru Handoko Handoko; Rabiyatul Adawiyah Siregar; Hasan Hariri; Uswatun Hasanah; Mega Aria Monica
Center of Knowledge : Jurnal Pendidikan Dan Pengabdian Masyarakat Volume 5 Nomor 2 Agustus 2025
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/cok.v5i2.2938

Abstract

Program pengabdian masyarakat ini berfokus pada pelatihan guru-guru SMK dalam mengembangkan modul pembelajaran berbasis model inkuiri terpadu dan pendekatan saintifik. Kegiatan ini dilatarbelakangi oleh keterbatasan guru dalam mengembangkan modul yang inovatif dan memenuhi tuntutan Kurikulum Merdeka serta kebutuhan siswa abad 21. Pelatihan dilakukan melalui lokakarya dan pendampingan intensif yang meliputi penyampaian materi, persiapan praktikum, simulasi penerapan, dan umpan balik. Hasil kegiatan menunjukkan adanya peningkatan pemahaman dan keterampilan guru dalam merancang modul pembelajaran yang kontekstual, kreatif, dan aplikatif, sehingga mendukung pelaksanaan pembelajaran yang mendalam dan meningkatkan kualitas pendidikan di SMK.
One Role, Different Expectations: Exploring Teacher Perspectives on Principal Leadership in Indonesian Schools Lili Puspita Rahayu; Sowiyah Sowiyah; Handoko Handoko; Bujang Rahman
Jurnal Ilmu Pendidikan Vol 31, No 1 (2025): June
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v31i1p%p

Abstract

This study explores how teachers across different educational levels in Indonesia perceive the ideal characteristics of a school principal. Using an exploratory descriptive design, data were gathered from 1,594 teachers in Lampung Province through an online semi-structured survey. The open-ended responses were thematically analyzed to identify the dominant traits teachers associate with effective leadership. Six recurring themes emerged: assertiveness, wisdom, nurturing, discipline, responsibility, and open-mindedness. However, the emphasis on each trait varied by school level. Elementary teachers prioritized emotional and nurturing leadership; junior high teachers emphasized firmness and structure; while senior high teachers favored democratic and wise leadership. Findings suggest that leadership expectations are shaped by contextual factors such as school level, teacher maturity, and institutional culture. These results align with Vygotsky’s sociocultural theory and Hallinger’s instructional leadership model, highlighting the importance of adaptive, relationship-based leadership. The study calls for leadership development programs that are differentiated and context-sensitive. By integrating teacher perspectives, educational leaders can better align their practices with school-specific needs, enhancing both teacher engagement and school climate.
Implementation of the Evaluation of the Free Nutritious Meal Program (MBG) at SMP X Blambangan Umpu Elpin Nurul Rahmayani; Salsabila Salsabila; Dimas Yulian; Undang Rosidin; Handoko Handoko
The Future of Education Journal Vol 4 No 9 (2025): Continued
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i9.1332

Abstract

The Free Nutritious Meal Program (MBG) is a national policy aimed at improving students’ nutritional status and supporting their readiness to learn at school. This study aims to evaluate the implementation of the MBG Program at SMP X Blambangan Umpu using the CIPP evaluation model (Context, Input, Process, Product). This research employed a descriptive qualitative approach, with research subjects consisting of teachers, students, parents/guardians, and MBG program managemant staff. Data were collected through observation and in-depth interviews to obtain a comprehensive picture of program implementation. Data validity was ensured using the interactive model of Miles, Huberman, and Saldana, wich includes data reduction, data display, and conclusion drawing. The results show that in the context component, the MBG Program is relevant to stundents’ nutritional needs and aligned with government policies, although menu variety still needs to be improved. In the input component, the readiness of humen resources, the involvement of nutritionists, and the availability of facilities and infrastructure were considered adequate however, students’ acceptance of the menu varied. In the process component, program implementation was fairly well organized, with effective mechanisms for quality control and food safety supervision. In the product component, the MBG Program had a positive impact on students’ eating patterns, stamina, and learning readiness, although improvements in nutritional status occurred gradually. Overall, the MBG Program contributes to supporting students’ health and the learning process therefore, continuous evaluation is needed to enhance the effectiveness of the program.
Integrating Guided Inquiry Learning, Metacognitive Strategies, and LMS Support to Enhance Academic Writing in Higher Education Uswatun Hasanah; Rangga Firdaus; Hasan Hariri; Handoko Handoko; Rabiyatul Adawiyah Siregar
Online Learning In Educational Research (OLER) Vol. 6 No. 2 (2026): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v6i2.1067

Abstract

Academic writing is a core competency in higher education, yet many university students continue to struggle with constructing coherent arguments, synthesizing evidence, and regulating the writing process. Although Guided Inquiry Learning (GIL), metacognitive strategies, and Learning Management Systems (LMSs) have each demonstrated educational benefits, limited research has examined their integrated use to support academic writing. This study investigated the effectiveness of integrating GIL, metacognitive strategies, and LMS support to enhance students’ academic writing skills. A quasi-experimental pretest–posttest control group design was conducted with 120 sixth-semester undergraduate students from two Indonesian universities. Students’ academic writing performance was assessed before and after the intervention using a standardized writing assessment. The findings showed that both groups had comparable initial writing abilities. After the intervention, students who experienced the integrated instructional approach demonstrated substantially greater improvement in academic writing than those receiving conventional instruction. The integration of inquiry-based learning, metacognitive regulation, and LMS-supported learning promoted more structured writing, reflective learning processes, and stronger academic argumentation. These findings highlight the value of an integrated pedagogical framework for strengthening academic writing instruction in higher education.
From Instrument Reform to Systemic Alignment Reform: Comparative Insights from Educational Evaluation Systems in Developed Countries Ambyah Harjanto; Fitriana Rahmawati; Rabiyatul Andawiyah Siregar; Handoko Handoko
IJLHE: International Journal of Language, Humanities, and Education Vol. 9 No. 1 (2026): IJLHE: International Journal of Language, Humanities, and Education
Publisher : Master Program in Indonesian Language Education and The Institute for Research and Community Service STKIP PGRI Bandar Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52217/rp5bv398

Abstract

Educational evaluation has become a central instrument in contemporary educational reform, yet its effectiveness remains uneven across countries despite increasing investments in assessment systems and accountability mechanisms. This study examines educational evaluation systems in Singapore, Finland, Japan, England, Australia, the United States, and Germany from the perspective of educational policy evaluation. Using a qualitative comparative approach based on a Systematic Literature Review (SLR), the study synthesized 34 selected studies and policy documents through the analytical framework of Policy Coherence (PC), System Capacity (SC), and Implementation Fidelity (IF). The findings reveal four distinct educational evaluation typologies: High-Alignment Systems, Trust-Based Adaptive Systems, Accountability-Driven Systems, and Coordinated/Fragmented Hybrid Systems. The analysis demonstrates that educational evaluation effectiveness is not primarily determined by the sophistication of assessment instruments but by the degree of alignment among policy objectives, institutional capacities, and implementation processes. Based on these findings, the study develops the Systemic Alignment Framework and proposes the concept of Systemic Alignment Reform as a new perspective for understanding educational evaluation effectiveness. The study contributes to comparative educational policy scholarship by integrating policy coherence, system capacity, and implementation fidelity into a unified explanatory framework and offers policy insights for strengthening sustainable educational reform across diverse governance contexts.
Co-Authors Alif Luthvi Azizah Amarulloh Amarulloh Ambyah Harjanto Amrina Izzatika Anggit Aprilia Dwi Nastiti Anggun Al Zahra Annisa Nur Azizah Annisa Yulistia Arthur Abetnego Astri Salvia Aznani Asyifa Nurhaliza Bujang Rahman Dayu Rika Perdana Destini, Frida Dimas Yulian Duwi Sri Lestari Elpin Nurul Rahmayani Eva Mellinsy Fadhilah Khairani Farhan Aidar Rizki Firdaus Firdaus Fitriana Rahmawati Hany Nabila Sari Hardiansyah Hardiansyah Hariri, Hasan Iin Kurniawati Ika Wulandari Utami Ningtyas Jihan Amalia Jingga Nur Alita Junia Angraini Kalyca Darellia Qanita. F Lifia Stasya Aqna Lili Puspita Rahayu Lindia Gemesu Pratiwi Marsha Khanisa Lubis Mega Aria Monica Muhamad Fajar Dismawan Muhammad Fajar Dismawan Muhammad Rizal Habib Nabila Chania Nabila Nahesi Putri Nadia Fransiska Nadia Sifa Fauziah Novicha Aulia Nur Ridha Utami Pramudiyanti Pramudiyanti Priyo Asdy Tia Putu Nerina Sekaryani Rabiyatul Adawiyah Siregar Rabiyatul Adawiyah Siregar Rabiyatul Andawiyah Siregar Rahma Cahyaning Tias Rahmat Hidayat Rangga Firdaus Revita Sari Rifki Sadam Fadillah Rima Diantisa Rina Agustina Riski Agistia Riswandi, Riswandi Riswanti Rini Rizkia Utami Wulandari Rohma Dwi Sopiya Al Mu’in Roisa Dirgantara Raditya Safira Chendikia Kasih Salsabila Salsabila Salsabillah Azzahra Sekar Putri Hapsari Sekar Widi Lestari Septian Dwi Putra Shelomita Nabila Fitri Siska Mega Diana Sowiyah Sowiyah Undang Rosidin Uswatun Hasanah Valizha Aulia Putri Zahra Athira Nabilah Zahrotun Nabila