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All Journal JURNAL ILMIAH CAHAYA PAUD JURNAL PENDIDIKAN TAMBUSAI Jurnal Studi Guru dan Pembelajaran Raudhatul Athfal: Jurnal Pendidikan Islam Anak Usia Dini Jurnal Pendidikan dan Konseling Childhood Education : Jurnal Pendidikan Anak Usia Dini Didaktik : Jurnal Ilmiah PGSD STKIP Subang Scientia: Jurnal Hasil Penelitian Munaddhomah: Jurnal Manajemen Pendidikan Islam MANAJERIAL: Jurnal Inovasi Manajemen dan Supervisi Pendidikan TEACHER : Jurnal Inovasi Karya Ilmiah Guru Jurnal Pendidikan, Sains dan Teknologi Innovative: Journal Of Social Science Research Journal of Educational Management Research Jurnal Pendidikan Agama Islam EduInovasi: Journal of Basic Educational Studies SIGNIFICANT : JOURNAL OF RESEARCH AND MULTIDISCIPLINARY Ulil Albab PESHUM
Fahmi
Universitas Islam Negeri Raden Fatah Palembang
Religion Humanities Automotive Engineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Kurikulum dan Manajemen Pembelsajaran dalam Pendidikan Anak Usia Dini: Perencanaan, Pengorganisasian, Pelaksanaan, dan Evaluasi Nurul Andraeni; Rena Oktari Dwiyanti; Dina Dwi Arianti; Ahmad Fiki Ubaidillah; Sania Sania; Fahmi Fahmi
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 5 No. 4: Juni 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v5i4.19277

Abstract

Manajemen kurikulum dan pembelajaran merupakan aspek mendasar dalam penyediaan pendidikan anak usia dini yang berkualitas. Penelitian ini bertujuan untuk mengkaji secara komprehensif pelaksanaan manajemen kurikulum dan pembelajaran yang mencakup empat tahap utama: perencanaan, pengorganisasian, pelaksanaan, dan evaluasi. Metode penelitian yang digunakan adalah studi pustaka dengan menganalisis berbagai sumber primer dan sekunder yang relevan. Hasil penelitian menunjukkan bahwa keempat komponen manajemen kurikulum tersebut saling terkait erat dan saling memengaruhi dalam menciptakan pembelajaran yang efektif. Perencanaan berfungsi sebagai landasan utama untuk menentukan arah pembelajaran, pengorganisasian menyusun semua sumber daya secara sistematis, pelaksanaan merupakan realisasi aktual dalam proses belajar-mengajar, dan evaluasi berfungsi sebagai instrumen penilaian serta dasar untuk perbaikan berkelanjutan. Pelaksanaan manajemen kurikulum yang terstruktur dan sistematis telah terbukti mampu meningkatkan kualitas pembelajaran dan mengoptimalkan pencapaian perkembangan anak usia dini sesuai dengan tahap perkembangannya.
ANALISIS KEBIJAKAN PENDIDIKAN DI INDONESIA Fahmi Fahmi; Angel Rahmadani; Muhammad Ridho
TEACHER : Jurnal Inovasi Karya Ilmiah Guru Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/teacher.v6i2.12906

Abstract

The escalating disparity in service quality and the lack of synchronization between central and regional regulations in the implementation of the new national curriculum system underlie this scientific study. These macro issues have triggered the widespread impact of the digital divide and the ongoing disparity in the quality of basic services. The main focus of this research is specifically directed at analyzing the profound gap between the ideal aspects of regulation and the operational reality of the Independent Curriculum in Indonesia's frontier, outermost, and underdeveloped regions. The research steps were carried out systematically using a literature study method through a review of policy documents, critical reading of literature reports, and processing of secondary textual data for the 2024-2026 period. The quantitative research findings revealed structural barriers in the form of limited telecommunications infrastructure with school internet coverage below 50 percent, and an unequal distribution of teaching staff, indicated by a teacher-to-student ratio of 1 to 40. Although the flexibility of project-based learning is growing rapidly in urban areas, the achievement rate of operational targets in remote areas only ranges from 60 to 70 percent due to low teacher competency readiness. The main conclusion emphasizes that national education policy requires a holistic governance reconstruction through a cross-sectoral pentahelix approach to optimize local potential in a more inclusive manner. Accelerating the implementation of integrated blended learning methods following the latest regulations is projected to significantly reduce regional quality disparities by 20 to 30 percent, achieving equitable distribution of national human resource competencies. ABSTRAK Eskalasi disparitas kualitas layanan serta ketidaksinkronan regulasi pusat-daerah pada implementasi sistem kurikulum baru nasional melatarbelakangi kajian ilmiah ini. Masalah makro tersebut memicu meluasnya dampak digital divide dan ketimpangan mutu layanan dasar secara berkelanjutan. Fokus utama penelitian ini diarahkan secara spesifik untuk menganalisis kesenjangan mendalam antara aspek idealitas regulasi dengan realitas operasional Kurikulum Merdeka di wilayah terdepan, terluar, dan tertinggal Indonesia. Langkah-langkah penelitian dijalankan secara sistematis menggunakan metode studi pustaka melalui telaah dokumen kebijakan, pembacaan kritis laporan literatur, serta pengolahan data tekstual sekunder periode 2024-2026. Temuan penelitian kuantitatif menyingkap adanya hambatan struktural berupa keterbatasan infrastruktur telekomunikasi dengan cakupan internet sekolah di bawah 50 persen, serta timpangnya distribusi tenaga pendidik yang ditunjukkan oleh rasio guru banding siswa mencapai 1 banding 40. Meskipun fleksibilitas pembelajaran berbasis proyek berkembang pesat di area urban, tingkat ketercapaian target operasional di daerah terpencil hanya berkisar antara 60 hingga 70 persen akibat rendahnya kesiapan kompetensi guru. Simpulan utama menegaskan bahwa kebijakan pendidikan nasional memerlukan rekonstruksi tata kelola holistik melalui pendekatan lintas-sektor model pentahelix guna mengoptimalkan potensi lokal secara lebih inklusif. Akselerasi metode pembelajaran campuran terpadu pasca-regulasi terbaru diproyeksikan andal mereduksi angka ketimpangan mutu regional sebesar 20 sampai 30 persen demi mewujudkan keadilan pemerataan kompetensi sumber daya manusia nasional.  
Manajemen Kurikulum PAUD dalam Perencanaan, Pelaksanaan, dan Evaluasi Pembelajaran Ladyduwi Nata; Audya Valentina; Dea Wulandari; Sheril Aulia; Evayolanda Saputri; Fahmi Fahmi
Jurnal Studi Guru dan Pembelajaran Vol. 9 No. 2 (2026): May - August 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.9.2.2026.8483

Abstract

Urgensi penelitian ini adalah untuk mengkaji manajemen kurikulum PAUD dalam perencanaan, pelaksanaan, dan evaluasi pembelajaran guna meningkatkan kualitas proses pembelajaran dan perkembangan anak secara optimal. Penelitian ini dilatarbelakangi oleh pentingnya pengelolaan kurikulum yang efektif dalam meningkatkan kualitas pembelajaran pada Pendidikan Anak Usia Dini (PAUD). Urgensi penelitian ini terletak pada masih ditemukannya kesenjangan antara konsep ideal manajemen kurikulum dengan praktik di lapangan, khususnya pada aspek inovasi pembelajaran dan pemanfaatan media yang belum optimal. Kondisi tersebut berpotensi memengaruhi kualitas stimulasi perkembangan anak secara menyeluruh, sehingga diperlukan kajian mendalam untuk memperoleh gambaran faktual sebagai dasar perbaikan. Penelitian ini bertujuan untuk menganalisis manajemen kurikulum Pendidikan Anak Usia Dini (PAUD) dalam aspek perencanaan, pelaksanaan, dan evaluasi pembelajaran. Penelitian ini menggunakan pendekatan kualitatif deskriptif. Teknik pengumpulan data dilakukan melalui observasi partisipatif, wawancara mendalam semi-terstruktur, dan studi dokumentasi. Instrumen penelitian yang digunakan meliputi pedoman wawancara, lembar observasi, dan dokumentasi perangkat pembelajaran seperti program tahunan, program semester, RPPH, serta dokumen evaluasi perkembangan anak. Subjek penelitian terdiri atas kepala sekolah dan guru PAUD yang terlibat langsung dalam implementasi kurikulum. Analisis data dilakukan melalui reduksi data, penyajian data, dan penarikan kesimpulan, dengan keabsahan data diperkuat melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa: (1) perencanaan kurikulum dilakukan secara sistematis melalui penyusunan program tahunan, program semester, serta RPPH yang disesuaikan dengan Kurikulum Merdeka; (2) pelaksanaan pembelajaran dilakukan secara fleksibel, berbasis bermain, dan berpusat pada anak; (3) evaluasi pembelajaran dilakukan secara autentik melalui observasi perkembangan anak. Dengan demikian, manajemen kurikulum PAUD telah berjalan cukup baik, namun masih memerlukan peningkatan pada aspek inovasi pembelajaran dan pemanfaatan media agar proses pembelajaran menjadi lebih efektif dan optimal.
Peran Guru Dalam Meningkatkan Motivasi Siswa Di Kelas Fahmi; Yuanda Fracitilia Sudiar; Wulan Sari; Aulia Rahmadani; Aldo Putra
Jurnal Pendidikan Agama Islam Vol 5 No 1 (2026): Jurnal Pendidikan Agama Islam
Publisher : Universitas Garut

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

Abstract

Tujuan penelitian ini adalah untuk menganalisis peran guru dalam meningkatkan motivasi siswa selama proses pembelajaran. Metode yang digunakan adalah pendekatan kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi di lingkungan sekolah. Hasil penelitian menunjukkan bahwa guru berperan sebagai fasilitator, motivator, dan pembimbing yang mampu meningkatkan minat dan semangat belajar siswa melalui penggunaan metode pembelajaran yang variatif, pemberian apresiasi, serta pendekatan personal kepada siswa. Selain itu, interaksi yang positif antara guru dan siswa juga terbukti berkontribusi dalam menciptakan suasana belajar yang menyenangkan dan meningkatkan motivasi belajar siswa. Dengan demikian, peran aktif guru sangat penting dalam mendukung keberhasilan proses pembelajaran di kelas.
Manajemen Sarana dan Prasarana dalam Pendidikan Anak Usia Dini: Studi tentang Perencanaan, Pengadaan, Pengelolaan, Inventarisasi dan Perawatan Ulfitika Putri; Andarista Kirana Putri; Mauiza Mauiza; Septiani Agustin; Esi Andra Lista; Fahmi Fahmi
EduInovasi:  Journal of Basic Educational Studies Vol. 6 No. 1 (2026): EduInovasi:  Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/edu.v6i1.11989

Abstract

This research aims to examine the management of facilities and infrastructure in Early Childhood Education (PAUD) which includes planning, procurement, management, inventory, and maintenance. The method used is a literature review by analyzing three relevant scientific journals in the 2021–2026 range. Data is collected through a process of identification, selection, and analysis of literature related to the research topic. The data analysis technique uses a qualitative descriptive approach with a synthesis method to combine various findings of previous research. The results of the study show that facilities and infrastructure management has an important role in improving the quality of learning and supporting early childhood development. Effective management must be carried out systematically through the stages of needs-based planning, efficient procurement, optimal management, orderly inventory, and continuous maintenance. In addition, the success of facilities and infrastructure management is also influenced by the competency factors of educators, budget availability, and support from various parties. However, there are still obstacles in its implementation, such as limited resources and not optimal management in several PAUD institutions. The conclusion of this study emphasizes that integrated and sustainable management of facilities and infrastructure is a strategic factor in improving the quality of early childhood education. Therefore, more systematic and collaborative management is needed so that facilities and infrastructure can be used optimally to support the learning process.
PENGEMBANGAN KEILMUAN; LITERASI AKADEMIK; GURU SEBAGAI PEMBELAJAR SEPANJANG HAYAT Fahmi; Ayu Wulandari; Riska Julianti Amanda; Sipriani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14138

Abstract

This study aims to examine the development of teacher knowledge through academic literacy and the concept of teachers as lifelong learners in improving the quality of education. The method used is library research, analyzing various relevant scientific sources from journals, books, and educational policy documents. The results of the study indicate that teacher knowledge development is a crucial factor in building educational professionalism, particularly in addressing developments in science and technology. Academic literacy serves as the foundation for teachers' ability to critically understand, analyze, and develop knowledge, thereby enabling them to create innovative learning. Furthermore, the concept of teachers as lifelong learners emphasizes that the process of competency development does not stop with formal education but continues through collaboration, reflection, and the use of technology. Despite various challenges such as workload and limited institutional support, teachers' commitment to continuous learning is key to improving the quality of education. Therefore, the integration of academic literacy and lifelong learning is crucial in creating adaptive and competent professional teachers in the modern era.
PERENCANAAN PEMBELAJARAN: TUJUAN/INDIKATOR, PERANGKAT AJAR, DAN ASESMEN SEBAGAI BAGIAN DARI KOMPETENSI GURU Amanda Ika Nurjanah; Fahmi; Adinda Aghni Soliha; Lirya Dovelima Azzahra
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.14139

Abstract

Learning planning is the primary foundation for quality educational processes. Competent teachers are required to design measurable learning objectives and indicators, develop innovative teaching materials, and implement comprehensive assessments. This study aims to develop an integrated learning planning model that integrates objectives/indicators, teaching tools, and assessment as a unified teacher competency framework within the Independent Curriculum (Kurikulum Merdeka) context. The method used is Research and Development (RnD) with the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) through literature study, needs analysis, product development, expert validation, and field testing. The results show that: (1) teachers' ability to formulate learning objectives aligned with Learning Achievement (CP) still requires strengthening; (2) development of innovative teaching modules has been proven to improve the quality of the learning process; and (3) integrated implementation of diagnostic, formative, and summative assessments significantly contributes to improving student learning outcomes. The developed model obtained 87.5% validity from experts and 82.3% effectiveness in field tests. The conclusion affirms that learning planning encompassing objectives/indicators, teaching materials, and assessment constitutes inseparable pillars of teachers' pedagogical competence in achieving meaningful learning.
KEMITRAAN PENDIDIKAN, BUDAYA SEKOLAH, DAN PERAN GURU DALAM PENGUATAN KARAKTER SERTA JEJARING SOSIAL PENDIDIKAN (PERSPEKTIF PG-PAUD) Rahma; Hayatun Saidah; Ulandari; Fahmi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 Nomor 02, Juni 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15135

Abstract

Early Childhood Education (ECE) is a crucial stage in establishing the foundation of character development. This article examines the integration of educational partnerships, school culture, and the role of teachers as a unified ecosystem that supports children's character development in the social networking era. Using a literature review method, the study reveals that character cannot be developed partially; rather, it requires consistent habituation across both home and school environments. The findings emphasize the importance of social media management and teacher role modeling as key factors in the successful internalization of moral values. Furthermore, the study finds that the success of character education is strongly influenced by parenting consistency, active parental involvement, and teachers’ ability to integrate character values into daily learning activities.
Reframing State Religion Governance: A Comparative Philosophical-Pedagogical Analysis of Religious Moderation in Indonesia and Wasatiyyah in Malaysia Ismail Ismail; Nurlaila Nurlaila; Fahmi Fahmi; Lukman Sumarna; Abdurrahmansyah Abdurrahmansyah
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 3 (2026): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v7i3.3032

Abstract

The global discourse on counterradicalism has prompted Muslim-majority countries to adopt a policy of integrating religious moderation into their respective state policies. Nevertheless, the translation of abstract theological concepts into bureaucratic structures remains a subject that is underexplored, particularly in terms of how such concepts are operationalized into distinct governance models within education systems. This study sets out to compare the institutionalisation of “Religious Moderation” in Indonesia and “Wasatiyyah” in Malaysia in the education sectors. Employing a comparative qualitative approach, this study analysed policy documents, national curricula, and semi-structured interview data from key policymakers, educators, and institutional actors in both countries. The data were examined using thematic coding and cross-case analysis to ensure analytical rigor and comparability. The findings reveal a fundamental divergence in the moderation governance model. Indonesia adopts a decentralized and participatory framework that conceptualizes moderation as a “public good” cultivated through Islamic higher education institutions (PTKI) and civil society engagement. In contrast, Malaysia employs a centralised and state-centric model, wherein Wasatiyyah serves as an instrument of “bureaucratic Islam” to ensure political stability and national unity under the auspices of the Prime Minister’s Department. Pedagogically, Indonesia emphasizes epistemological openness and ethical reasoning, while Malaysia utilizes a formative-instructive model relying on top-down standardization. This study contributes theoretically by proposing a multidimensional typology of moderation governance. It delineates the participatory-public model from the bureaucratic-instrumental model by unpacking their contrasting ontological (humanistic–structural), epistemological (reflective–instructive), and axiological (decentralized–centralized) paradigms. These findings imply that the effectiveness of religious moderation policies depends not only on theological articulation but also on the configuration of political authority and institutional design, offering important insights for policymakers and educators in plural societies.
Co-Authors Abdurrahmansyah Abdurrahmansyah Adinda Aghni Soliha Ahmad Fiki Ubaidillah Aldo Putra Alfin Saputra Ali Murtopo Amanda Ika Nurjanah Amilda Amilda Andarista Kirana Putri Angel Rahmadani Asqia Viani Audya Valentina Aulia Rahmadani Aulia Rahmi Ayu Wulandari Bella Puspitaa Bunga Dea Wulandari Delia Ramadhona Putri Delly junika Dina Dwi Arianti Epita Epita Esi Andra Lista Eva Yunita Evayolanda Saputri Fatah Muthi’ah Azhar Febriyanti Febriyanti Fitri Andini Fitri Ningsih Fitri Oviyanti Hayatun Saidah Herliana Ana Inayah Nurbaiti Indah Dwi Sartika Indah Karisma Ismail Ismail Ismail Ismail Khoirun Nisa Kris Setyaningsih Kurnia Ade Putri Ladyduwi Nata Laili Nurfadillah Lirya Dovelima Azzahra Luciana Maulini Lukman Sumarna M. Rafi Alghifari Mardiah Astuti Mauiza Mauiza Melani Firdha Maharani Meta Octa Riany Muhammad Ridho Nabila Iffatul Maula Nadya Dwie Islami Nurlaila Nurlaila Nurul Andraeni oktamarina, lidia Putri Putri Insania Haqiqi Putri, Yecha Febrieanitha Rahma Raihan Ardi Rifky Rena Oktari Dwiyanti Retno Wulandari Riska Julianti Amanda Sania Sania Sarmila Sastia Selli Oktamia Septiani Agustin Sheril Aulia Shifa Galuh Chandraningtyas Sipriani Siti Nurhamidah sulis aryani Tutut Handayani Ulandari ulfa hani fitriyanti Ulfitika Putri Wulan Sari Yuanda Fracitilia Sudiar