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All Journal Tadbir: Jurnal Manajemen Pendidikan Islam Jurnal At-Tarbiyat (Jurnal Pendidikan Islam) Instructional Development Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Ma'alim: Jurnal Pendidikan Islam TEACHER : Jurnal Inovasi Karya Ilmiah Guru Jurnal Penelitian Pendidikan Indonesia (JPPI) Journal of Islamic Education Research MANAGIERE: Journal of Islamic Educational Management
Imron Fauzi
UIN Kiai Haji Achmad Siddiq Jember
Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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KEBIJAKAN PENDIDIKAN NASIONAL DAN TANTANGAN PENINGKATAN KUALITAS PEMBELAJARAN DI SEKOLAH DASAR DALAM PERSPEKTIF HITORIS: Studi Literatur Mufidatur Rizqiya Permana; Erma Fatmawati; Imron Fauzi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2025): Volume 11 No. 04 Desember 2025 In Press
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9005

Abstract

Education is a strategic instrument in shaping civilization and national progress. Throughout its history, national education policy in Indonesia has undergone continuous changes that reflect the social, political, and cultural dynamics of each administration. These changes have direct implications for the direction and quality of learning, especially in elementary schools as the foundation of national education. This study aims to analyze the development of Indonesia's national education policy from a historical perspective and identify challenges in improving the quality of basic learning. The study uses a qualitative approach with a historical-descriptive literature study method, through an analysis of policies, official documents, and previous research results. The results show that each period has different policy characteristics: the colonial period emphasized discriminatory education, the Old Order emphasized national identity, the New Order was oriented towards stability and equity, while the Reformation to Merdeka Belajar (Freedom of Learning) emphasized decentralization and competency-based quality improvement. However, these policies still face challenges such as quality gaps, limited teacher resources, and infrastructure. In conclusion, changes in national education policy show a continuous direction towards improving the quality of basic learning, although its implementation is not yet evenly distributed across all regions.
Peningkatan Kapasitas Guru dalam Menanggapi Kebutuhan Siswa Berkebutuhan Khusus Isnaini Rodiah Luthfi; Imron Fauzi; M. Ilmil Zawawi
Jurnal Penelitian Pendidikan Indonesia (JPPI) Vol. 3 No. 2 (2026): Januari
Publisher : Publikasi Inspirasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/jppi.v3i2.6247

Abstract

Pendidikan inklusif menekankan pentingnya memberikan kesempatan belajar yang setara bagi seluruh peserta didik, termasuk Anak Berkebutuhan Khusus (ABK). Namun, berbagai penelitian menunjukkan bahwa guru masih menghadapi tantangan dalam memahami kebutuhan belajar ABK, menyesuaikan strategi pembelajaran, serta mengelola kelas yang heterogen. Penelitian ini bertujuan menganalisis kebutuhan pelatihan guru dalam konteks pendidikan inklusif serta mengkaji strategi pengembangan kapasitas yang dapat meningkatkan kemampuan guru dalam merespons keberagaman peserta didik secara efektif. Metode penelitian menggunakan pendekatan kualitatif deskriptif melalui kajian pustaka terhadap literatur yang diterbitkan pada tahun 2020–2025. Dari lebih dari 80 artikel yang diidentifikasi, sepuluh literatur utama dipilih berdasarkan relevansi dengan kompetensi guru, pembelajaran diferensiatif, dan penanganan ABK. Hasil analisis menunjukkan bahwa guru memiliki sikap positif terhadap inklusi, tetapi masih kurang dalam keterampilan praktis, seperti modifikasi kurikulum, asesmen kebutuhan siswa, dan penerapan strategi pembelajaran adaptif. Selain itu, keberhasilan pendidikan inklusif sangat dipengaruhi oleh kolaborasi antara guru kelas, guru BK, dan pihak sekolah serta dukungan sistem manajerial yang memadai. Penelitian ini menegaskan bahwa peningkatan kapasitas guru tidak dapat dilakukan secara umum, melainkan harus melalui model pelatihan yang terarah, aplikatif, dan berbasis kebutuhan nyata di lapangan. Dengan demikian, pengembangan profesional guru yang komprehensif dan sistematis menjadi kunci dalam meningkatkan kualitas praktik pendidikan inklusif secara berkelanjutan.
Transformasi Pembelajaran Digital terhadap Kualitas Interaksi Guru dan Siswa di Era Artificial Intelligence Muhammad Syifa’ Mashudi; Imron Fauzi; M Ilmil Zawawi
Jurnal Penelitian Pendidikan Indonesia (JPPI) Vol. 3 No. 2 (2026): Januari
Publisher : Publikasi Inspirasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62017/jppi.v3i2.6256

Abstract

This study aims to analyze the transformation of digital learning on the quality of interaction between teachers and students in the era of artificial intelligence (AI). The development of digital technologies and the integration of AI in education have reshaped communication patterns, increased student engagement, and simultaneously created new challenges in maintaining emotional closeness between teachers and learners. This research employed a qualitative approach with data collected through interviews, observations, and documentation over a three-month period in several elementary and secondary schools. The findings indicate a shift in teacher–student communication from one-way delivery toward more collaborative, digitally mediated interactions. Student engagement also increased significantly through the use of interactive learning platforms, gamification, and AI-based adaptive systems. However, teachers reported difficulties in sustaining emotional connection due to limited nonverbal communication in virtual environments. These findings suggest that the effectiveness of digital learning transformation is not solely determined by technological capability, but also by teachers’ socio-emotional competencies in fostering meaningful pedagogical relationships. The study recommends the need for digital literacy training and virtual empathy development for educators to ensure that AI integration enhances interaction quality without diminishing the humanistic dimension of education.
POLA PELAPORAN HASIL SIKLUS DALAM PENELITIAN TINDAKAN TINDAKAN KELAS BAB IV: TINJAUAN PUSTAKA SISTEMATIS Yori Resvania; Anggita Dwi Valentina; Hadiyatus So’Ima; Sinta Nur Salsa Billa; Imron Fauzi
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.v6i2.10032

Abstract

ABSTRACT Classroom action research is a reflective approach used to improve the quality of learning through continuous stages of planning, action implementation, observation, and reflection. Although the reporting structure has become more systematic, the quality of research result presentation still varies, particularly in terms of data analysis and critical reflection. This study aimed to identify reporting patterns in Chapter IV of classroom action research through a systematic literature review approach. The research data were obtained from articles indexed in Google Scholar, Garuda, and SINTA databases using predetermined inclusion criteria. The literature selection process followed the PRISMA stages, including identification, screening, duplicate removal, and eligibility assessment, resulting in 26 relevant articles for analysis. Data analysis was conducted qualitatively using the content analysis technique to examine the structure of result reporting in each research cycle. The findings revealed that the reporting pattern generally consisted of initial conditions, Cycle I results, Cycle II results, discussion, and reflection. However, most reports remained predominantly descriptive and had not fully integrated data interpretation with in-depth learning reflection. These findings indicate that the quality of research reports is determined not only by the completeness of the structure, but also by the researcher’s ability to develop interconnected analysis, interpretation, and reflection systematically. ABSTRAK Penelitian tindakan kelas merupakan pendekatan reflektif yang digunakan untuk meningkatkan kualitas pembelajaran melalui tahapan perencanaan, pelaksanaan tindakan, observasi, dan refleksi secara berkelanjutan. Meskipun struktur pelaporannya telah berkembang secara lebih sistematis, kualitas penyajian hasil penelitian masih menunjukkan variasi, terutama pada aspek analisis data dan refleksi kritis. Penelitian ini bertujuan mengidentifikasi pola pelaporan hasil pada Bab IV penelitian tindakan kelas melalui pendekatan systematic literature review. Data penelitian diperoleh melalui penelusuran artikel pada database Google Scholar, Garuda, dan SINTA dengan menggunakan kriteria inklusi yang telah ditetapkan. Proses seleksi literatur mengikuti tahapan PRISMA yang meliputi identifikasi, penyaringan, penghapusan duplikasi, penilaian kelayakan, hingga diperoleh 26 artikel yang relevan untuk dianalisis. Analisis data dilakukan secara kualitatif menggunakan teknik content analysis untuk menelaah struktur pelaporan hasil pada setiap siklus penelitian. Hasil penelitian menunjukkan bahwa pola pelaporan umumnya terdiri atas kondisi awal, hasil siklus I, hasil siklus II, pembahasan, dan refleksi. Namun, sebagian besar laporan masih dominan bersifat deskriptif dan belum sepenuhnya mengintegrasikan interpretasi data dengan refleksi pembelajaran secara mendalam. Temuan ini menegaskan bahwa kualitas laporan tidak hanya ditentukan oleh kelengkapan struktur, tetapi juga oleh kemampuan peneliti dalam membangun analisis, interpretasi, dan refleksi yang saling terhubung secara sistematis.
Kompetensi Manajerial Kepala Sekolah dalam Meningkatkan Profesionalitas Guru Alifatul Fauziyah; Imron Fauzi; Sarwan Sarwan
Instructional Development Journal Vol. 7 No. 3 (2024): IDJ
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

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

Abstract

This study examines the managerial competence of school principals in improving the professionalism of teachers at SMPN 9 Jember for the 2023/2024 academic year. The main objective of this study is to identify the steps taken by school principals in the development of teacher professionalism and their impact on the quality of learning. The research method used is qualitative with a case study approach, involving observation, interviews, and analysis of related documents. The results of the study show that the Principal implements his managerial competence through clear planning, teacher involvement in various trainings and seminars. These findings confirm that the strengthening of the managerial competence of school principals contributes significantly to the improvement of teacher professionalism, which in turn has a positive impact on student learning processes and outcomes. This study provides recommendations for the development of more effective managerial strategies in an effort to improve the quality of education in schools.
Co-Authors Ahmad Shodiq Pratama Alifatul Fauziyah Aminulloh Anggita Dwi Valentina Erma Fatmawati Fatkha Nur Nabila Firman Firman Hadiyatus So’Ima Isnaini Rodiah Luthfi Linda Sansas Sabila M Ilmil Zawawi M. Ilmil Zawawi Maya Aniqotul Himmah Moh. Anwar Mufidatur Rizqiya Permana Muhammad Bahy Naufal Muhammad Syifa’ Mashudi Nahdiah Nur Fauziah Qurrota A'yun Sarwan Sarwan Sinta Nur Salsa Billa Yori Resvania