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All Journal Jurnal Penelitian Humaniora Dinamika Pendidikan Jurnal Akuntabilitas Manajemen Pendidikan Jurnal Manajemen & Supervisi Pendidikan JURNAL MANAJEMEN MOTIVASI DWIJA CENDEKIA: Jurnal Riset Pedagogik Jurnal Administrasi Pendidikan Indonesia Jurnal Paedagogy FOUNDASIA Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Eduvest - Journal of Universal Studies Journal of Education and Teaching Learning Al-Hayat: Journal of Islamic Education Global Education : International Journal of Educational Sciences and Languages Aqlamuna
Mada Sutapa
Universitas Negeri Yogyakarta
Religion Aerospace Engineering Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Social Sciences Other

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Journal : foundasia

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Manajemen Kurikulum Integratif antara Sekolah Alam dan Pondok Pesantren Endang Rahma Sofaatin; Mada Sutapa
FOUNDASIA Vol. 17 No. 1 (2026)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/foundasia.v17i1.97917

Abstract

This study aims to analyze the management of an integrative curriculum between nature-based schools and Islamic boarding schools (pesantren) as a holistic educational model that combines ecological and religious values. The research employed a descriptive qualitative approach using a case study method conducted in two educational institutions in Bondowoso over six months. The research subjects included principals, teachers, ustadz, students, and parents selected through purposive sampling. Data were collected through participatory observation, in-depth interviews, and document analysis of curricula and evaluation records. Data analysis utilized the interactive model of Miles and Huberman (2014), encompassing data reduction, data display, and conclusion drawing, with validity ensured through source, technique, and time triangulation. The findings indicate that curriculum planning is carried out collaboratively, implementation integrates nature-based learning with worship habituation, and evaluation emphasizes the balance of cognitive, affective, and spiritual aspects. This integrative model demonstrates effectiveness in fostering creative, independent, environmentally conscious, and religiously grounded learners. The study contributes to the development of alternative curriculum models that promote spiritual and ecological balance in Indonesian education.
Supervisi Akademik untuk Meningkatkan Mutu Pembelajaran Mendalam di Sekolah Menengah Atas Daerah Pedalaman Fitri Widiastuti; Wiwik Wijayanti; Mada Sutapa
FOUNDASIA Vol. 17 No. 2 (2026)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/foundasia.v17i2.97996

Abstract

This study aims to analyze the implementation of academic supervision in improving the quality of deep learning in senior high schools located in remote areas. A qualitative approach with a multisite case study design was employed at SMAN 1 Marau and SMAN 1 Sungai Melayu Rayak. Informants included principals, vice principals for curriculum affairs, and teachers of Informatics, Sociology, and Religious Education. Data were collected through in-depth interviews, classroom observations, document analysis, and field notes, then analyzed through data condensation, display, and conclusion drawing. Data trustworthiness was established through source, technique, and time triangulation. The findings indicate that collaborative academic supervision, evidence-based observation, and reflective coaching encouraged changes in teachers’ instructional practices. The most evident change was a shift from surface learning toward deep learning characterized by mindful, meaningful, and joyful learning. Changes included triggering questions, local contextualization, increased student participation, formative assessment, and learning reflection. However, implementation remained uneven across teachers and subjects.
Co-Authors Adi Dewaanto Agus Timan Aleeyah Masae Alfiansyah Alfiansyah Anastasia Aprilia Festi Setyastuti Ardi Ariyanto Arum Dwi Hastutiningsih Burhanuddin Cepi Safrudin Abdul Jabar Dedy Sadar Setyawan Endang Rahma Sofaatin Fajar Hendro Utomo Fauzan Fauzan Fitri Widiastuti Ibrahim Bafadal Imron Arifin Kiki Novita Lia Yuliana Maria Gabriela Walman Ratu Marthin Reynaldo Mata Hine Moh. Dannur Niken Rahayu Puji Hastuti Nurtanio Agus P Pertiwi, Meilinda Chrisdian Prima Hadi Rahmania Utari Rena Ukhraenah Sahilin Sufyan Priyanto Supriadi Supriadi Syam, Aldo Redho Tina Rahmawati Tohap Wiwik Wijayanti Yuni Astuti Yusuf Sobri, Ahmad Zulfa Himawati