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All Journal PEDAGOGIK : JURNAL PENDIDIKAN Indonesian Journal of Multidiciplinary Research (IJoMR) Indonesian Journal of Community and Special Needs Education (IJCSNE) Educalingua Journal Journal of Islamic Education Research Jurnal Manajemen Pendidikan Islam Eduvis : Jurnal Manajemen Pendidikan Islam Al Ibtida: Jurnal Pendidikan Guru MI
Moses Adeleke Adeoye
Al-Hikmah University Ilorin
Religion Humanities Chemical Engineering, Chemistry & Bioengineering Education Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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Creating New Spaces That Foster Students' Emotional Well-Being; Breakthrough Strategies in Curriculum Management Based on Mental Health Kikik Windia Sari; Akmal Mundiri; Moses Adeleke Adeoye
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol. 10 No. 1 (2025): Transformative Islamic education management
Publisher : Prodi Manajemen Pendidikan Islam Universitas KH Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndhq.v10i1.118

Abstract

The curriculum also causes problems with student growth and development in schools. Complaints about students’ mental health have recently emerged as an issue among education observers. Content that is too difficult or irrelevant to students’ daily lives can cause confusion, tension, and a lack of motivation to learn. This study aims to understand how the implementation of a curriculum centered on students’ mental health. This study uses a qualitative type,  with a case study approach. Data were collected through observation, interview, and documentation techniques. Data were analyzed using Miles, Huberman, and Saldana data analysis techniques. The results of the study showed that the implementation of a curriculum centered on students’ mental health was carried out through activities for morning discussions, activities using innovative games to help students emotionally, cooperative activities in building bridges, monitoring activities, and the use of camping activities to develop social and emotional skills. These activities have a positive impact on students’ mental health. These findings confirm that integrating mental health-based activities in the curriculum supports students' psychological well-being but also improves students' social and academic skills. Implikasi, Novelty.
21st Century Leadership as a Catalyst for Sustainable Reform: Transformative Practices in Digital Education Moses Adeleke Adeoye; Rasheedat Modupe Oladimeji; Oyeronke Christiana Paramole
Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 9 No. 2 (2024): Eduvis : Jurnal Manajemen Pendidikan Islam
Publisher : Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduvis.v9i2.3264

Abstract

In the rapidly evolving landscape of education, integrating digital technologies is essential for enhancing teaching and learning outcomes. However, successful implementation relies heavily on effective leadership. This research investigates the role of leadership, particularly transformational leadership, in facilitating digital integration within educational contexts. Employing a qualitative research approach, the study engaged school leaders—specifically principals and vice principals—from 30 institutions. The methodology utilised a thought experimental scenarios approach alongside a relevant literature review to gather insights into the experiences and perceptions of these leaders regarding leadership practices and change management processes. The findings reveal that transformational leadership significantly influences the successful adoption of digital technologies by fostering a culture of collaboration and innovation. Leaders who embody transformational qualities, such as inspiration and individualised support, effectively engage educators and promote a shared vision for digital integration. Additionally, the research highlights the importance of structured change management processes in guiding the implementation of digital initiatives, ensuring stakeholder engagement and continuous evaluation. In conclusion, this study underscores the critical role of leadership in navigating the complexities of digital integration in education. It contributes to the existing body of knowledge by providing a comprehensive theoretical framework that integrates transformational leadership, change management, and constructivist learning theories. The insights gained from this research offer practical recommendations for educational leaders, emphasising the need for ongoing professional development and stakeholder collaboration to sustain successful digital transformation in academic settings.
Science Education in the Digital Era: Socioeconomic Barriers, ICT Integration and Emerging Gaps in Teaching and Learning Opeyemi Abdullahi Alabi; Moses Adeleke Adeoye; Alani Ahmed Abiola; Muhammad Omeiza Raji
Eduvis : Jurnal Manajemen Pendidikan Islam Vol. 10 No. 2 (2025): Eduvis : Jurnal Manajemen Pendidikan Islam
Publisher : Universitas Islam Bunga Bangsa Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47453/eduvis.v10i2.3548

Abstract

The rapid advancement of digital technologies has reshaped educational practices globally, yet science education in Nigeria continues to face systemic challenges in adapting to this shift. Persistent infrastructural gaps, economic constraints, and disparities in teacher preparedness raise critical questions about how effectively digital tools can enhance science learning. This research aimed to explore the opportunities and challenges of integrating information and communication technologies (ICT) into science education in Nigeria, with a focus on understanding how digitalisation shapes access, pedagogy, and equity. The research employed a qualitative, document-based method. It synthesised findings from peer-reviewed scholarship, policy documents, and national education reports through thematic analysis, allowing for the identification of recurring patterns and emerging trends in the digital transformation of science classrooms. The results show that ICT adoption in Nigerian science education is real but uneven. Three main findings emerged: socio-economic and infrastructural barriers—such as unreliable electricity, limited internet access, and household poverty—restrict effective ICT use; while some teachers employ digital tools, their application is often limited to surface-level tasks rather than transformative, inquiry-based science learning; and new divides are emerging, as digital resources remain concentrated in urban and private schools, leaving rural and disadvantaged groups further behind. In conclusion, this research contributes by framing ICT integration not as an isolated technical issue but as an interconnected system of socio-economic, infrastructural, and pedagogical factors. Its value lies in highlighting science-specific digital needs and proposing a holistic perspective that can inform policies and practices aimed at fostering inclusive, equitable, and effective science education in the digital era.
The Role of Instructional Leadership in Enhancing Teacher Performance in Primary Schools Moses Adeleke Adeoye; Abdulrazak Mohammed; Olawale Abayomi Onikoyi
Al Ibtida: Jurnal Pendidikan Guru MI Vol. 12 No. 1 (2025): June 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/al.ibtida.snj.v12i1.21775

Abstract

AbstractThe pursuit of quality education, as highlighted in Sustainable Development Goal 4, underscores the importance of instructional leadership in enhancing teacher performance in primary schools. Despite the literature's affirmation of its significance, context-specific practices in socioeconomically diverse settings have received limited attention. This research explores how instructional leadership influences teacher effectiveness and student outcomes in primary education. A quantitative approach was adopted, using secondary data from peer-reviewed journals, government reports, and educational databases. Correlational analysis supported by descriptive statistics revealed that key practices—vision setting, instructional support, professional development, collaborative culture, data-driven decision-making, and fostering a positive school climate—significantly improve teacher performance. These practices enhance classroom management, teaching methodologies, and student achievement. Findings suggest that instructional leadership tailored to local contexts is essential for teacher growth and equitable learning outcomes. By identifying actionable strategies and aligning them with measurable performance indicators, the research contributes to a deeper appreciation for leadership in resource-constrained environments. The research offers insights for policymakers, school leaders, and practitioners seeking evidence-based approaches to strengthen teacher effectiveness and promote excellence in primary education.Keywords: instructional leadership, teacher performance, student outcomes, primary education, collaborative practices. AbstrakUpaya mencapai pendidikan berkualitas, sebagaimana disoroti dalam Tujuan Pembangunan Berkelanjutan 4, menggarisbawahi pentingnya kepemimpinan instruksional dalam meningkatkan kinerja guru di sekolah dasar. Meskipun literatur menegaskan signifikansinya, praktik-praktik spesifik konteks dalam lingkungan sosial ekonomi yang beragam masih kurang mendapat perhatian. Penelitian ini mengeksplorasi bagaimana kepemimpinan instruksional memengaruhi efektivitas guru dan hasil belajar siswa di pendidikan dasar. Pendekatan kuantitatif diadopsi, menggunakan data sekunder dari jurnal peer-review, laporan pemerintah, dan basis data pendidikan. Analisis korelasional yang didukung oleh statistik deskriptif mengungkapkan bahwa praktik-praktik utama—penetapan visi, dukungan instruksional, pengembangan profesional, budaya kolaboratif, pengambilan keputusan berbasis data, dan pembinaan iklim sekolah yang positif—secara signifikan meningkatkan kinerja guru. Praktik-praktik ini meningkatkan manajemen kelas, metodologi pengajaran, dan prestasi siswa. Temuan menunjukkan bahwa kepemimpinan instruksional yang disesuaikan dengan konteks lokal sangat penting bagi pertumbuhan guru dan hasil belajar yang merata. Dengan mengidentifikasi strategi yang dapat ditindaklanjuti dan menyelaraskannya dengan indikator kinerja yang terukur, penelitian ini berkontribusi pada apresiasi yang lebih mendalam terhadap kepemimpinan di lingkungan dengan keterbatasan sumber daya. Penelitian ini menawarkan wawasan bagi para pembuat kebijakan, pemimpin sekolah, dan praktisi yang mencari pendekatan berbasis bukti untuk memperkuat efektivitas guru dan meningkatkan keunggulan dalam pendidikan dasar.Kata kunci: kepemimpinan pembelajaran, kinerja guru, hasil belajar siswa, pendidikan dasar, praktik kolaboratif.
VISUALIZING TRANSPARENCY: THE ROLE OF VIRTUAL SCHOOL TOURS IN STRENGTHENING INSTITUTIONAL ACCOUNTABILITY AND STAKEHOLDER TRUST Abu Yazid Albustomi; Hasan Baharun; Annisa Tri Ananda Dewi; Moses Adeleke Adeoye
PEDAGOGIK : JURNAL PENDIDIKAN Vol 12, No 2 (2025)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v12i2.13037

Abstract

This study aims to analyze the meaning of virtual tours as a form of transparency in school facilities and their role in building institutional accountability and stakeholder trust. The study used a qualitative approach with a case study design. Data were collected through in-depth interviews with the principal, vice principal for facilities and infrastructure, teachers, public relations staff, and parents of students, along with observations of the content of the school's virtual tours. Data analysis was conducted thematically through a process of reduction, presentation, and conclusion drawing. The results show that virtual tours are interpreted as a practice of openness that displays the condition of school facilities visually, as they are, and easily accessible to the public. Visual transparency serves to reduce information gaps, strengthen perceptions of honesty, and build parental trust from the initial stage of interaction. Furthermore, virtual tours contribute to strengthening school relations with stakeholders and encouraging improvements in internal facility governance. The implications of this study emphasize the importance of using digital technology as an instrument of transparency and accountability in educational management.
Co-Authors Abdulrazak Mohammed Abu Yazid Albustomi Adeseko Sunday Olaifa Akmal Mundiri Alani Ahmed Abiola Aminatuz Zahro Annisa Tri Ananda Dewi Baharun, Hasan Dian Septia Munasih H. O. Bolaji Hassanat Abdullateef Jimoh Kikik Windia Sari Kristian Wijaya Muhammad Omeiza Raji Musa Aremu Mahmud Olaolu Paul Akinnubi Olawale Abayomi Onikoyi Opeyemi Abdullahi Alabi Oyeronke Christiana Paramole Rasheedat Modupe Oladimeji Wiyaka Wiyaka Zaidatun Nafisah