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Al Musanna
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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QUO VADIS DESENTRALISASI PENDIDIKAN DI INDONESIA Tinjauan Historis, Orientasi dan Reformulasi Desentralisasi Pendidikan Al Musanna; Syamsul Bahri
Islam Futura Vol 10, No 2 (2011): Jurnal Ilmiah Islam Futura
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/jiif.v10i2.47

Abstract

Desentralization in education is a relatively new discourse in Indonesian national education. The contemporary political issues and indonesian government system, which is still searching for an ideal form of education after the falling down of the post-new order sentralistic government system, contribute to raise of this concept. Decentralization appears to be an alternative solution in managing a national education of Indonesia. It is expected that there will be more room for stakeholders through applying decentralization of education. Ideally, the desentralisation of education is intended as a commitment manifestation of policy makers on education in order to empower stakeholders, it is also to increase the accessibility and relevancy of education. The application of desentralization concept is can not be separated from political and sociological based-factors. This paper analyses the history and foundation of desentralization concept and it also analyses the problems that it causes.
Model Pendidikan Guru Berbasis Ke-Bhinekaan Budaya di Indonesia Al Musanna
Jurnal Pendidikan dan Kebudayaan Vol. 17 No. 4 (2011)
Publisher : Badan Standar, Kurikulum, dan Asesmen Pendidikan, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpnk.v17i4.35

Abstract

Teacher education in Indonesia should give more attention to the revitalization of local cultures as the foundation. It is based on the fact that Indonesia is one of the most pluralistic nations in terms of ethnicity and culture. The praxis of culturally responsive teacher education promise solution to bridge the revitalization of local culture and to improve the relevance of teacher education in Indonesian context. Preparing teacher to be a culturally competent teacher can be solutions to marginalization an alienation of many aspects of local culture in Indonesian educational policy. ABSTRAKPendidikan guru di Indonesia seyogianya memberi perhatian dalam revitalisasi nilai dan budaya lokal sebagai fondasi pengembangannya, hal ini berdasarkan kenyataan bahwa Indonesia merupakan salah satu negara yang paling pluralistik ditinjau dari suku bangsa dan budaya. Praksis pendidikan guru tanggap budaya atau culturally responsive pedagogy, memberi harapan sebagai jalan keluar untuk menjembatani revitalisasi budaya lokal dan peningkatan relevansi pendidikan guru di tanah air. Penekanan pada pendidikan guru tanggap budaya didasari kenyataan masih terkesampingkannya budaya lokal atau kearifan lokal dalam kebijakan dan kurikulum pendidikan guru di tanah air.
From Compliance to Commitment: Mapping Teachers’ Cognitive and Emotional Responses to Curriculum Reform Delfia Herwanis; Al Musanna; Septia Wahyuni; Rahmanita Zakaria; Maulida Maulida
Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Vol. 6 No. 1 (2026): Maret : Jurnal Pendidikan dan Kebudayaan (JURDIKBUD)
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurdikbud.v6i1.10898

Abstract

This study examines educators' cognitive and emotional reactions to curriculum change via a Delphi-based Focus Group Discussion (FGD) with vice principals of senior secondary schools (SLTA level) in Aceh Tengah and Bener Meriah, Indonesia. Despite structural innovations in Indonesia's curriculum reform, including the Merdeka Curriculum and the Deep Learning method, implementation gaps remain at the school level. This study seeks to delineate how educators cognitively comprehend curriculum modifications and emotionally respond to their requirements, and how these reactions affect their commitment to implementation. Data were gathered through organized group discussions and reflective responses in a Delphi panel session, employing a qualitative descriptive methodology. The findings indicate two predominant cognitive orientations: (1) progressive acceptance, perceiving reform as essential and forward-looking, and (2) interpretative ambiguity, signifying challenges in implementing policy within classroom settings. Teachers exhibited a range of emotions, from optimism and a sense of professional vocation to exhaustion, administrative overload, and resistance stemming from established attitudes. The shift from compliance to commitment was significantly shaped by educators' fundamental values, introspective abilities, collaborative environment, and perceived institutional backing. The study presents a belief-centered transformation paradigm that incorporates cognitive clarity, emotional resilience, and professional learning communities as strategic mechanisms for enduring curriculum improvement. These findings enhance the discussion of teacher beliefs as a vital aspect of educational development in emerging areas.
From Compliance to Commitment: Mapping Teachers’ Cognitive and Emotional Responses to Curriculum Reform Delfia Herwanis; Al Musanna; Septia Wahyuni; Rahmanita Zakaria; Maulida Maulida
Jurnal Pendidikan dan Kebudayaan (JURDIKBUD) Vol. 6 No. 1 (2026): Maret : Jurnal Pendidikan dan Kebudayaan (JURDIKBUD)
Publisher : Pusat Riset dan Inovasi Nasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurdikbud.v6i1.10898

Abstract

This study examines educators' cognitive and emotional reactions to curriculum change via a Delphi-based Focus Group Discussion (FGD) with vice principals of senior secondary schools (SLTA level) in Aceh Tengah and Bener Meriah, Indonesia. Despite structural innovations in Indonesia's curriculum reform, including the Merdeka Curriculum and the Deep Learning method, implementation gaps remain at the school level. This study seeks to delineate how educators cognitively comprehend curriculum modifications and emotionally respond to their requirements, and how these reactions affect their commitment to implementation. Data were gathered through organized group discussions and reflective responses in a Delphi panel session, employing a qualitative descriptive methodology. The findings indicate two predominant cognitive orientations: (1) progressive acceptance, perceiving reform as essential and forward-looking, and (2) interpretative ambiguity, signifying challenges in implementing policy within classroom settings. Teachers exhibited a range of emotions, from optimism and a sense of professional vocation to exhaustion, administrative overload, and resistance stemming from established attitudes. The shift from compliance to commitment was significantly shaped by educators' fundamental values, introspective abilities, collaborative environment, and perceived institutional backing. The study presents a belief-centered transformation paradigm that incorporates cognitive clarity, emotional resilience, and professional learning communities as strategic mechanisms for enduring curriculum improvement. These findings enhance the discussion of teacher beliefs as a vital aspect of educational development in emerging areas.
Digital Literacy in Islamic Higher Education Instruction: Exploring Innovative Approaches to Curriculum Integration Al Musanna; Herwanis, Delfia; Zakaria, Rahmanita; Wahyuni, Septia
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 2 (2026): March
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i2.1099

Abstract

This study examines the integration of digital literacy into Islamic higher education instruction through the implementation of blended learning at the State Islamic Institute of Takengon. Using a mixed-methods design, the research involved 30 participants (10 students, 10 lecturers, and 10 administrators) selected through stratified random sampling. Quantitative data were collected through structured questionnaires, while qualitative data were obtained from semi-structured interviews and focus group discussions. The findings reveal that participants demonstrate strong proficiency in basic digital skills such as word processing and internet navigation, yet show limited competence in advanced skills, including digital content creation and critical evaluation of digital sources. Blended learning emerged as an effective pedagogical strategy for embedding digital literacy into Islamic studies courses, particularly in Ulumul Qur’an and Ulumul Hadits. However, infrastructural limitations, insufficient professional development, and institutional resistance remain significant challenges. The study offers a contextual model of digital literacy integration grounded in Islamic educational values and highlights the importance of structured digital pedagogy training and improved technological infrastructure. These findings provide practical and policy-oriented recommendations for strengthening curriculum innovation in Islamic higher education.
Co-Authors Delfia Herwanis Herwanis, Delfia Maulida Maulida Rahmanita Zakaria Septia Wahyuni Syamsul Bahri Wahyuni, Septia Zakaria, Rahmanita