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All Journal Jurnal Pendidikan Indonesia JUPIIS: Jurnal Pendidikan Ilmu-ilmu Sosial Mimbar Sekolah Dasar Jurnal Penelitian Pendidikan Edukasi: Jurnal Pendidikan dan Pengajaran Jurnal Manajemen & Supervisi Pendidikan Al Ishlah Jurnal Pendidikan Jurnal Ilmiah Peuradeun Emerging Science Journal Tadbir : Jurnal Studi Manajemen Pendidikan Jurnal Administrasi Pendidikan Indonesia PEDAGOGIA Jurnal ADPEND Jurnal Administrasi dan Manajemen Pendidikan Dinamisia: Jurnal Pengabdian Kepada Masyarakat IRJE (Indonesian Research Journal in Education) PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM JETL (Journal Of Education, Teaching and Learning) Paedagogia: Jurnal Pendidikan KOLOKIUM: Jurnal Pendidikan Luar Sekolah Jurnal Dinamika Manajemen Pendidikan (JDMP) JAMP : Jurnal Administrasi dan Manajemen Pendidikan RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) EARR Jurnal Pasca Dharma Pengabdian Masyarakat International Journal of Educational Management and Innovation (IJEMI) Jurnal Tata Kelola Pendidikan (JTKP) Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Jurnal Riset sosial humaniora, dan Pendidikan (Soshumdik) Mamangan Social Science Journal Jurnal Pendidikan Islam Jurnal Al Burhan Indonesian Educational Administration and Leadership Journal (IDEAL) GENIUS: Indonesian Journal of Early Childhood Education Jurnal Pendidikan Progresif Pedagogia : Jurnal Ilmiah Pendidikan Jurnal Abmas International Journal of Educational Narratives Curricula: Journal of Curriculum Development
Dedy Achmad Kurniady
Universitas Pendidikan Indonesia
Religion Aerospace Engineering Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Managing Inclusive Educational Infrastructure for Children with Autism Spectrum Disorder: A Qualitative Case Study in Early Childhood Education Fahmi Syarifudin; Aan Komariah; Dedy Achmad Kurniady; Sururi Sururi; Rifky Aditya Ramadhan
GENIUS: Indonesian Journal of Early Childhood Education Vol. 6 No. 2 (2025): GENIUS: Indonesian Journal of Early Childhood Education
Publisher : Universitas Islam Negeri Kiai Haji Achmad Siddiq Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/gns.v6i2.211

Abstract

This study examines the management of inclusive educational infrastructure in early childhood education for children with Autism Spectrum Disorder (ASD) at the EDUfa Autism Therapy Center. Using a qualitative case study design, the research investigates how physical learning environments are planned, utilized, and adapted to support children’s sensory, social, and learning needs. Data were collected through observations, semi-structured interviews with therapists, parents, and administrators, and document analysis, and were analyzed thematically. The findings reveal that EDUfa integrates educational and therapeutic functions through sensory-responsive classroom design, transition spaces, and life-skills-oriented facilities. Infrastructure management is characterized by adaptability, collaborative decision-making, and continuous evaluation involving multiple stakeholders. However, financial limitations and shortages of specialized personnel remain significant challenges. The study underscores that effective infrastructure management is central to inclusive, child-centered early childhood education and offers practical insights for institutions seeking to develop inclusive learning environments in resource-constrained contexts.
Inkoherensi Sistemik dalam Pembiayaan Pendidikan Vokasi Berbasis Kemitraan pada Teaching Factory Perikanan dan Kelautan Dani Darmawan; Dedy Achmad Kurniady; Taufani Chusnul Kurniatun; Aan Komariah
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 9, No 2 (2026): Volume 9 No 2 Juni 2026
Publisher : Universitas Negeri Malang

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Abstract

Abstract: This study aims to analyze systemic incoherence in partnership-based vocational education financing for fisheries and marine Teaching Factories. The study was conducted using a qualitative case study design to understand how financing mechanisms, industry partnerships, production-based learning, governance practices, and institutional arrangements interact within a real vocational education setting. Data were collected through semi-structured interviews, field observations, document analysis, and stakeholder confirmation involving school leaders, finance officers, productive teachers, Teaching Factory managers, and industry partners. The findings show that the Teaching Factory was supported by multiple financing sources, industry collaboration, and real production-based learning through vaname shrimp farming. However, these components had not yet formed a fully coherent and integrated financing system. Five main forms of systemic incoherence were identified: misalignment between policy direction and production needs, administrative financing and productive financing, industry partnership and learning design, formal planning and field dynamics, and formal governance and adaptive coordination. The study concludes that the main challenge in partnership-based vocational education financing is not merely funding adequacy or the existence of industry partnership, but the weak integration among financing, production, partnership, governance, and learning. Therefore, vocational schools and policymakers should develop an integrated financing governance model that connects accountability with operational flexibility, institutionalises industry partnership, supports production risk management, and strengthens the sustainability of production-based vocational education. Keywords: Fisheries and marine Teaching Factory; Industry partnership; Production-based learning; Systemic incoherence; Vocational education financing. Abstrak: Penelitian ini bertujuan menganalisis inkoherensi sistemik dalam pembiayaan pendidikan vokasi berbasis kemitraan pada Teaching Factory sektor perikanan dan kelautan. Penelitian ini menggunakan desain studi kasus kualitatif untuk memahami interaksi antara mekanisme pembiayaan, kemitraan industri, pembelajaran berbasis produksi, tata kelola sekolah, dan pengaturan kelembagaan dalam konteks pendidikan vokasi nyata. Data dikumpulkan melalui wawancara semi-terstruktur, observasi lapangan, analisis dokumen, dan konfirmasi pemangku kepentingan yang melibatkan pimpinan sekolah, pengelola keuangan, guru produktif, pengelola Teaching Factory, serta mitra industri. Hasil penelitian menunjukkan bahwa Teaching Factory didukung oleh berbagai sumber pembiayaan, kolaborasi industri, dan pembelajaran berbasis produksi nyata melalui budidaya udang vaname. Namun, berbagai komponen tersebut belum membentuk sistem pembiayaan yang sepenuhnya koheren dan terintegrasi. Lima bentuk utama inkoherensi sistemik ditemukan, yaitu ketidaksesuaian antara arah kebijakan dan kebutuhan produksi, pembiayaan administratif dan pembiayaan produktif, kemitraan industri dan desain pembelajaran, perencanaan formal dan dinamika lapangan, serta tata kelola formal dan koordinasi adaptif. Penelitian ini menyimpulkan bahwa tantangan utama bukan semata-mata kecukupan dana atau keberadaan kemitraan industri, melainkan lemahnya integrasi antara pembiayaan, produksi, kemitraan, tata kelola, dan pembelajaran. Oleh karena itu, sekolah vokasi dan pembuat kebijakan perlu mengembangkan model tata kelola pembiayaan terintegrasi yang menghubungkan akuntabilitas dengan fleksibilitas operasional, melembagakan kemitraan industri, mendukung manajemen risiko produksi, dan memperkuat keberlanjutan pendidikan vokasi berbasis produksi. Kata kunci: Inkoherensi sistemik; Kemitraan industri; Pembelajaran berbasis produksi; Pembiayaan pendidikan vokasi; Teaching Factory perikanan dan kelautan.
Analisis Pengaruh Kompetensi Guru terhadap Peningkatan Hard Skills Siswa dalam Penerapan Project-Based Learning pada Mata Pelajaran Kejuruan di SMK Maya Yusti Fardian; Dedy Achmad Kurniady; Suryadi Suryadi; Nugraha Suharto
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 9, No 2 (2026): Volume 9 No 2 Juni 2026
Publisher : Universitas Negeri Malang

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Abstract

Abstract: Vocational education plays a strategic role in preparing graduates with technical skills or hard skills that are relevant to the demands of the labor market and industrial transformation. In vocational high schools, Project-Based Learning (PjBL) is widely regarded as an effective learning approach because it enables students to develop practical competencies through direct involvement in designing, implementing, and evaluating real-world projects. However, the effectiveness of PjBL does not only depend on the learning model itself, but also on teachers’ competence in planning project activities, facilitating collaboration, integrating technology, and assessing students’ performance-based outcomes. This study aims to analyze the development of research on the relationship between teacher competence and the improvement of students’ hard skills in the implementation of PjBL in vocational subjects at vocational high schools. This study employed a bibliometric literature review approach using publication data from the Scopus database during the 2021–2026 period. A total of 30 relevant publications were analyzed using VOSviewer to map publication trends, keyword co-occurrence networks, author distribution, institutional affiliations, and country contributions. The findings show that vocational education appears as the central keyword connected to project-based learning, teacher competence, digital competence, vocational curriculum, and technology integration. The results also indicate that research in this field is still distributed across various authors and institutions, suggesting that the topic remains open for further development and collaboration. In terms of country distribution, Indonesia contributes the highest number of publications in the analyzed dataset, followed by Spain, Russia, and Thailand. This study concludes that teacher competence is a key factor in the successful implementation of PjBL for improving students’ technical skills in vocational education. Therefore, strengthening teachers’ pedagogical, professional, and digital competencies is essential to support effective project-based vocational learning. Keywords: teacher competence, project based learning, vocational education, hard skills, bibliometric analysis. Abstrak: Pendidikan kejuruan memiliki peran strategis dalam mempersiapkan lulusan yang memiliki keterampilan teknis atau hard skills yang relevan dengan kebutuhan pasar kerja dan transformasi industri. Pada jenjang Sekolah Menengah Kejuruan (SMK), Project-Based Learning (PjBL) dipandang sebagai salah satu pendekatan pembelajaran yang efektif karena memungkinkan siswa mengembangkan kompetensi praktis melalui keterlibatan langsung dalam merancang, melaksanakan, dan mengevaluasi proyek nyata. Namun, efektivitas PjBL tidak hanya ditentukan oleh model pembelajaran itu sendiri, tetapi juga oleh kompetensi guru dalam merancang aktivitas proyek, memfasilitasi kolaborasi, mengintegrasikan teknologi, serta menilai hasil belajar berbasis kinerja. Penelitian ini bertujuan untuk menganalisis perkembangan penelitian mengenai hubungan antara kompetensi guru dan peningkatan hard skills siswa dalam penerapan PjBL pada mata pelajaran kejuruan di SMK. Penelitian ini menggunakan pendekatan bibliometric literature review dengan data publikasi dari database Scopus pada periode 2021–2026. Sebanyak 30 publikasi yang relevan dianalisis menggunakan VOSviewer untuk memetakan tren publikasi, jaringan ko-kemunculan kata kunci, distribusi penulis, afiliasi institusi, dan kontribusi negara. Hasil penelitian menunjukkan bahwa kata kunci vocational education menjadi pusat jaringan yang terhubung dengan project-based learning, teacher competence, digital competence, vocational curriculum, dan technology integration. Temuan juga menunjukkan bahwa penelitian pada bidang ini masih tersebar pada berbagai penulis dan institusi, sehingga topik ini masih terbuka untuk dikembangkan melalui kolaborasi penelitian yang lebih luas. Berdasarkan distribusi negara, Indonesia menjadi negara dengan kontribusi publikasi terbanyak dalam dataset yang dianalisis, diikuti oleh Spanyol, Rusia, dan Thailand. Penelitian ini menyimpulkan bahwa kompetensi guru merupakan faktor kunci dalam keberhasilan implementasi PjBL untuk meningkatkan keterampilan teknis siswa pada pendidikan kejuruan. Oleh karena itu, penguatan kompetensi pedagogik, profesional, dan digital guru sangat penting untuk mendukung pembelajaran kejuruan berbasis proyek secara efektif. Kata kunci: kompetensi guru, project based learning, pendidikan kejuruan, hard skills, bibliometrik
Fenomenologi pembelajaran personal berbasis komunitas untuk pendidikan karakter Luthfi Audia Pribadi; Dedy Achmad Kurniady; Suryadi Suryadi; Nugraha Suharto
Curricula: Journal of Curriculum Development Vol. 5 No. 1 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i1.206

Abstract

This research stems from the need for a learning model that not only emphasizes cognitive aspects but also integrates affective, moral, and spiritual dimensions holistically. This study aims to examine the personalized learning model through the Movement Community in Komunitas Musisi Mengaji (Komuji) to strengthen character education within values- and community-based education. The research employed a qualitative, phenomenological approach. Data were collected through in-depth interviews, participant observation, and documentation of community activities, and were then analyzed thematically. The results show that Komuji functions as a personalized, community-based learning space in which character values such as integrity, empathy, responsibility, discipline, and spirituality are internalized through collaborative activities, including mentoring, reflection on values, and social projects. The learning process is reflective, relational, and existential, fostering students' self-awareness and intrinsic motivation for moral behavior. This research contributes to the development of the Community-Based Personalized Character Learning (CBPCL) model, which emphasizes that personalized learning can be achieved collectively through meaningful community interactions and offers practical implications for educators and curriculum developers in designing learning strategies that are contextual, humanistic, and rooted in life values.
Mengelola transisi lintas budaya: Strategi dukungan kelembagaan bagi mahasiswa internasional di perguruan tinggi Wu Jiewei; Aan Komariah; Dedy Achmad Kurniady; Sururi Sururi
Curricula: Journal of Curriculum Development Vol. 5 No. 2 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i2.618

Abstract

International students often encounter unfamiliar pedagogical systems, cultural dissonance, or marginalization that can affect them academically and psychologically. This article systematically reviews Scopus-indexed articles (2020-2026) that address institutional support for international students during cross-cultural transitions in higher education, following the PRISMA 2020 reporting procedure. A narrative thematic analysis was conducted on 14 studies that met the inclusion criteria. The synthesis of findings indicates that cross-cultural adaptation is co-constructed by individual capabilities such as cultural intelligence, coping, motivation, and communication competencies, as well as institutional conditions that support access, belonging, and cultural sensitivity. Effective academic and social support is reflected in inclusive learning environments, connectedness to the host community, and coordinated administrative support. Furthermore, recent findings emphasize the importance of the digital ecology as an additional layer of support that facilitates student access, inclusion, and psychological well-being. The results of this review inform the design of a systematically integrated, phased support model and highlight the need for longitudinal, multi-site evaluation.
Production-Embedded Curriculum Enactment and Meaning-Making in Teaching Factory: An Interpretive Case Study of Shrimp Aquaculture Vocational Education in Indonesia Dani Darmawan; Dedy Achmad Kurniady; Aan Komariah; Taufani C Kurniatun
International Journal of Educational Narratives Vol. 4 No. 4 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i4.4205

Abstract

Background. Teaching Factory has been widely promoted as a strategy for strengthening school–industry linkages in vocational education, yet it is often understood primarily through competency alignment and procedural replication. In production-intensive sectors such as shrimp aquaculture, curriculum relevance depends not only on formal alignment but also on learners’ participation in real production systems shaped by technological standards, biological cycles, quality regimes, contractual arrangements, and market timing. Purpose. This study examines how Teaching Factory functions as a production-embedded mechanism of curriculum enactment in an Indonesian vocational secondary school located within a shrimp aquaculture ecosystem. Method. An interpretive qualitative case study design was employed. Data were collected through semi-structured interviews, direct observations, and institutional document analysis conducted across one complete shrimp cultivation cycle. Results. The findings show that the Teaching Factory operates as an embedded production and economic unit rather than a simulated workshop. Curriculum standards are enacted through full-cycle shrimp cultivation, distributed school–industry roles, technological upgrading, contractual harvesting arrangements, and market-based quality requirements. Curriculum relevance is therefore produced through operational embeddedness rather than formal alignment alone. Conclusion. By conceptualizing Teaching Factory as a mediating infrastructure between curriculum policy, industry governance, technological practice, and regional commodity production, this study contributes to vocational curriculum scholarship and offers a context-sensitive account of curriculum relevance in production-intensive TVET settings.
Navigating Organizational Power Struggles Through Authentic Leadership in Higher Education: A Narrative Grounded Theory of Conscience and Spiritual Intelligence Novebri Novebri; Sri Rahayu Retnowulan; Aan Komariah; Dedy Achmad Kurniady; Asep Suryana; Bashori B
Paedagogia: Jurnal Pendidikan Vol 15 No 1 (2026): PAEDAGOGIA: Jurnal Pendidikan (On Progress...)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/pdg.Vol15.Iss1.1151

Abstract

Authentic leadership today faces significant challenges stemming from shifts in power that can lead to tensions between moral values, conscience, and organizational interests. This study explores how authentic leadership can be realized and maintained within the context of power within higher education, emphasizing the role of conscience and spiritual intelligence. Using a narrative approach and grounded theory, the stories and experiences of leaders in higher education are analyzed in depth. The themes of authenticity in decision-making, interpersonal relationships, and leaders' experiences interacting with organizational processes are explored in detail. Data collection was conducted through in-depth interviews, observation, and documentation. Data were analyzed through an iterative coding process accompanied by continuous comparisons between categories until category refinement was achieved. Then, various sources were combined to find the main concepts and relationships based on stories from research informants. The results of the analysis indicate that authentic leadership does not only depend on self-awareness, transparency, consistency, and harmony between personal values ​​and real actions, but is closely related to the complex interaction between the voice of conscience as an internal moral guide that supports integrity when facing pressure with spiritual intelligence as a basis for understanding and responding to ethical problems wisely. This study theoretically helps broaden the understanding of authentic leadership. This research focuses on moral and spiritual perspectives. These two elements serve as mutually supportive foundations for leaders to remain authentic despite facing pressure from organizational power. The findings indicate that the implementation of real leadership in higher education is not merely a leadership style but a continuous process of maintaining the moral commitment and social responsibility of academic institutions amidst the dynamics of organizational power.
Tren penelitian mengenai pemberdayaan ekonomi pesantren Zaini Hafidh; Aan Komariah; Dedy Achmad Kurniady; Liris Raspatiningrum
Curricula: Journal of Curriculum Development Vol. 5 No. 3 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i3.671

Abstract

This research is significant given the growing role of Islamic boarding schools (pesantren) as key institutions in fostering socio-economic development and entrepreneurship, particularly in developing countries. Despite growing academic attention, a comprehensive understanding of research trends in this area remains limited. This article aims to systematically analyze the evolution, structure, and thematic focus of research on the economic empowerment of Islamic boarding schools (pesantren). This research employs a bibliometric approach utilizing publications indexed in Scopus from 2017 to 2026. Data were analyzed using VOSviewer to map co-occurrence networks, identify thematic clusters, and visualize research trends through network, overlay, and density analyses. The results show a significant increase in the number of publications over time and identify six main thematic clusters, with "pesantren" and "Islamic boarding schools" as central nodes. These findings indicate a clear shift from community-based empowerment to an entrepreneurial and innovation-driven approach. The dominant themes found include entrepreneurship, Islamic education, and economic empowerment, while emerging topics, such as halal value chains and santripreneurship, offer new research opportunities.
Co-Authors Aah Ahmad Syahid Aan Komariah Aan Komariah Aan Komariah Aan Komariah Aan, Aan Komariah Abdul Azis Wahab Abdul Muhyi Sobari Adim Dwi Putranti Ahmad Ikram Ahmad Kultur Hia Alfian Alfian Alfian Amelia Nurusyifai Anggita Bayu Putri Anggraini Anisa Isti Yuslimah Anisa Isti Yuslimah Arip Amin Asep Sudarsyah Asep Suryana Badrud Tamam Badrudin Bashori B Camelia Rizki Hana Cantika Kusuma Septiani Cicih Sutarsih Cucun Sunaengsih, Cucun Dadan Djuanda Dadan Irsyada Dani Darmawan Danny Meirawan David I. Philippov Dedi Suhardi Destisari Nurbani Diding Nurdin, Diding Edo Djati Santoso Eka Prihatin Eka Prihatin Elena Romanenko Endang Herawan Endang Herawan Eri Kurniawan Eri Sopyanti Herlina Erlani Pertiwi Fahmi Syarifudin Faridah, Iis Firman adam Firman Suryadi Rahman Gaffar, Mohammad Fakry Hadiyanto Hadiyanto Heriyanto Herlan Suherlan Hoerudin, Ahmad Husni, Husni Hamdani Inna Rykova Irni Diniati Izabella Elyakova Joko Setiyono Julia Julia Kholifatul Husna Asri Kholifatul Husna Asri Komariah , Aan Konstantin Ordov Koswara, D Deni Koswara, Deden Deni Lastria Irianti Linda Setiawati, Linda Luthfi Audia Pribadi Marina Gladysheva Marina Podzorova Marni Hartati Maya Yusti Fardian Ma’mun, Muflih Mikhail E. Kosov Mikhail E. Kosov Mikhail E. Kosov Mikhail Kosov Moch Solihin Muflih Ma'mun Munir Munir Muthahharah Thahir N. Nurfitriah Nani Hartini Natalia V. Lazareva Natalya I. Nikitina Nilam Sukma Pawening Novebri Novebri Novebri Novebri Nugraha Suharto Nugraha Suharto Nuphanudin . Nuphanudin Nuphanudin Nuphanudin Nuphanudin Nur Aedi Nur Aedi, Nur Nurdin Nurdin Nurdin Nurfitriah Nurfitriah Olesya Dudnik Olesya V. Dudnik Permana, Riyaldi Dithia Prihatin, Eka Puteri Azzahrah Madjid Ramadhan, Rifky Aditya Raspatiningrum, Liris Reina Anggia Richard Jonathan O. Taduran Rifky Aditya Ramadhan Riyaldi Dithia Permana Rois Abdul Fatah S. Supiani Salsabil, Syifa Hanifa Saprolla Rollie Cale Deporos Satori, Djam’an Sa’ud, Udin Syaefudin Sidabungke, Henni Silfiana Silfiana Siti Fatimah Azzahra Siti Khaulah, Siti Khaulah Siti Nurlatifah, Siti Sonny Muhammad Ikhsan Mangkuwinata Sopyanti Herlina, Eri Sri Rahayu Retnowulan Sujudi, Nayyif Sulaiman Sulaiman Sulaiman Sulaiman Sumiati Sumiati Supiani Supiani Supiani, S Sururi . Sururi Sururi, Sururi Suryadi - Suryadi Suryadi Suryadi Suryadi Syahrial Syah Syarifudin, Fahmi Tasya Nabilah Tatiana Shvetsova Taufani C Kurniatun Taufani C. Kurniatun Taufani Chusnul Kurniatun Tetrasari, Lusi Thutju Yuniarsih Tjutju Yuniarsih, Tjutju Udin Syaefudin Sa'ud Udin Syaefudin Sa’ud Ulpha Lisni Azhari Veronica M. Grebennikova Wu Jiewei Yayah Rahyasih, Yayah Zaini Hafidh Zhanna Gardanova