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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JURNAL PENELITIAN ILMU PENDIDIKAN JOURNAL OF EDUCATION Jurnal Pendidikan dan Pemberdayaan Masyarakat Journal of Nonformal Education Jurnal Antropologi: Isu-Isu Sosial budaya Masyarakat, Kebudayaan dan Politik JOIV : International Journal on Informatics Visualization Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini IJoLE: International Journal of Language Education VISI : Jurnal Ilmiah Pendidik dan Tenaga Kependidikan Pendidikan Non Formal Journal of Educational Research and Evaluation Jurnal Berdaya Mandiri Journal of Community Service and Empowerment Studies in Learning and Teaching Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Educenter: Jurnal Ilmiah Pendidikan EDUCENTER JURNAL PENDIDIKAN Jurnal Pendidikan Progresif International Journal of Educational Practice and Policy
Serafin Wisni Septiarti
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Customary Institutions as Social Agents in Strengthening Fathers’ Roles within Families in Nifaloolauru Village Ewi Darman Ndraha; Sugito; Serafin Wisni Septiarti; Popon Aryani Sapitri; Muhammad Ihya Ulumuddin
International Journal of Educational Practice and Policy Vol. 4 No. 1 (2026): March-April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i1.238

Abstract

This study aims to identify the forms of the weakening of fathers’ roles within families experienced by children and analyze the role of traditional institutions in overcoming it. Using a qualitative approach with purposive sampling techniques, the study involved five key informants consisting of traditional leaders, children experiencing the weakening of fathers’ roles within families, and guardians. Data were collected through in-depth interviews and documentation, then analyzed through the stages of reduction, presentation, and verification.  The results show that the weakening of fathers’ roles within families in this village appears in three forms: physical absence due to the death of the father, functional absence even though the father lives at home, and emotional absence due to authoritarian parenting. Customary institutions play an important role through cultural activities such as Famaena, hendri-hendri, and Fasile, which create spaces for interaction between fathers and children, strengthen communication, and restore emotional closeness. These traditional activities serve as a means of reconstructing the role of fathers in the family, as well as a local mechanism to reduce the impact of the weakening of fathers’ roles within families.
Adventure-Based Leadership Training Development Model for Management Trainee Employees at FASEL.Inc Dian Wibowo Utomo; Serafin Wisni Septiarti
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 1 (2026): Educenter: Jurnal Ilmiah Pendidikan (In press)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/m8b9pm45

Abstract

Leadership development programs increasingly require experiential approaches that foster not only cognitive understanding but also behavioral transformation. Conventional classroom-based leadership training often lacks contextual and emotional engagement, particularly for management trainee programs. This study aims to describe and analyze an adventure-based leadership training model and to formulate the APPEEM model (Assess, Plan, Prepare, Event, Evaluation, and Monitoring) implemented by FASEL.Inc for management trainee leadership development. This research employed a qualitative descriptive approach. Data were collected through in-depth interviews, participant observation, and document analysis involving trainers, facilitators, and management trainees. Data analysis was conducted using the Miles and Huberman interactive model, while data credibility was ensured through triangulation of sources, techniques, and time. The findings indicate that the APPEEM model provides a structured and systematic framework for implementing adventure-based leadership training grounded in experiential learning principles. The model facilitates leadership skill development through progressive stages, reflective learning, and continuous monitoring. This study contributes a practical and conceptual model that can be adopted and adapted by organizations seeking alternative leadership training approaches beyond conventional methods.
Rebooting education: Leadership and professionalism of vocational school teachers in the era of socio-cultural transformation Adi Kusumardi; Farida Hanum; Serafin Wisni Septiarti; Dirman Hanafi
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol. 10 No. 1 (2026)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v10i1.92423

Abstract

The rapid expansion of digital technology is reshaping social and cultural values, fundamentally altering how individuals learn, work, and interact. This transformation compels vocational education to undergo substantive restructuring beyond mere technological adoption. This study investigates how vocational secondary school (SMK) teachers reconstruct learning leadership practices, reinterpret teacher professionalism, and integrate local wisdom in response to curriculum reform, digital disruption, and socio-cultural transformation within the Indonesian context. Drawing on Interpretative Phenomenological Analysis (IPA), this research engaged twelve purposively selected vocational school teachers across urban, semi-urban, and rural settings in the Bangka Belitung Islands as primary participants. Data were generated through in-depth interviews, classroom observations, and document analysis and subjected to thematic coding using the IPA protocol. Findings reveal three interdependent dimensions: (1) contextual instructional leadership that shifts from administrative to adaptive-reflective modes; (2) digital-cultural professionalism that integrates technological literacy with indigenous values; and (3) a locally-grounded Teaching Factory (TeFa) ecosystem that negotiates between industrial standards and community identity. These dimensions constitute the Rebooting Education conceptual model, which extends instructional leadership theory (Hallinger, 2020), expands TPACK toward digital-cultural integration (Mishra & Koehler, 2006), and operationalises glocalisation in vocational practice (Robertson, 2020). The study contributes a theoretically-grounded framework for policy and teacher professional development in contexts where global educational pressures intersect with strong local cultural systems.
Adventure-Based Leadership Training Development Model for Management Trainee Employees at FASEL.Inc Dian Wibowo Utomo; Serafin Wisni Septiarti
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 1 (2026): Educenter: Jurnal Ilmiah Pendidikan (In press)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/m8b9pm45

Abstract

Leadership development programs increasingly require experiential approaches that foster not only cognitive understanding but also behavioral transformation. Conventional classroom-based leadership training often lacks contextual and emotional engagement, particularly for management trainee programs. This study aims to describe and analyze an adventure-based leadership training model and to formulate the APPEEM model (Assess, Plan, Prepare, Event, Evaluation, and Monitoring) implemented by FASEL.Inc for management trainee leadership development. This research employed a qualitative descriptive approach. Data were collected through in-depth interviews, participant observation, and document analysis involving trainers, facilitators, and management trainees. Data analysis was conducted using the Miles and Huberman interactive model, while data credibility was ensured through triangulation of sources, techniques, and time. The findings indicate that the APPEEM model provides a structured and systematic framework for implementing adventure-based leadership training grounded in experiential learning principles. The model facilitates leadership skill development through progressive stages, reflective learning, and continuous monitoring. This study contributes a practical and conceptual model that can be adopted and adapted by organizations seeking alternative leadership training approaches beyond conventional methods.
Co-Authors Adi Kusumardi Arif Wijayanto, Arif Booribon, Gumpanat Citra Manggalasari, Lena Dafid Slamet Setiana Dian Wibowo Utomo Dirman Hanafi Edi Purwanta Erma Kusumawardani Ewi Darman Ndraha Farida Hanum Fitta Ummaya Santi Hiryanto Ibnu Syamsi Jantos, Anne Koehler, Thomas Lutfi Wibawa Muhammad Ihya Ulumuddin Muhammad Yusuf Alfayed Mulyadi Mulyadi Neng Desi Aryani5 Nur Djazifah Nur Djazifah Endang Rosjdijati Nurotul Wafiroh Oki Setyandito, Oki Popon Aryani Sapitri Puji Yanti Fauziah Puput Tri Anggara Putra, Tri Cahyono RB Suharta s sugito, s Septian Rahman Hakim Siti Partini Suadirman Sugito Sugito - Sugito Sugito Suharta, Robertus Belarminus Sujarwo Sujarwo Suparjan . Surjarwo, Surjarwo Sutarto Sutarto Suyadi Suyadi Tristanti Tristanti Wafiroh, Nurotul Wijayanti, Yureana Yoppy Wahyu Purnomo Yuliastuti Yuliastuti