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All Journal BASIS (BAHASA DAN SASTRA INGGRIS) Pendas : Jurnah Ilmiah Pendidikan Dasar LINGUA : Jurnal Bahasa, Sastra, dan Pengajarannya Jurnal Ilmiah Profesi Pendidikan JIIP (Jurnal Ilmiah Ilmu Pendidikan) English Journal Journal of English Language and Education Jurnal Pengabdian Masyarakat (ABDIRA) English Didactic National Conference on Applied Business, Education & Technology (NCABET) Jurnal Inovasi Pengabdian dan Pemberdayaan Masyarakat Innovative: Journal Of Social Science Research JIMAD : Jurnal Ilmiah Mutiara Pendidikan
Fuad Abdul Baqi
Pendidikan Bahasa Inggris, FKIP, Universitas Bina Bangsa, Indonesia
Religion Aerospace Engineering Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Physics Public Health Social Sciences Other

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DINAMIKA KEPEMIMPINAN TRANSFORMASIONAL DALAM PENDIDIKAN DASAR PADA ERA SOCIETY 5.O: SEBUAH NARRATIVE REVIEW Nur Elih; Nita Andriani; Fuad Abdul Baqi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.41257

Abstract

TheSociety 5.0 era brings rapid social and technological changes that require elementary schools to continuously adapt. In this context, school principals play a strategic role as leaders of educational change. This article examine the dynamics of transformational leadership in elementary education during the Society 5.0 era, focusing on its roles, impacts, and implementation challenges. A narrative review method was applied by analyzing relevant journal articles published within the last five years. The findings indicate that transformational leadership support school organizational change, enhances teachers professionalism and motivation, strengthens collaborative culture, and promotes technology-bases instructional innovation. However, its implementation faces challenges such as administrative workload, resistance to change, limited resources, and gaps in educators digital competencies. Therefore, policy support and leadership capacity development are essential to ensure the effective implementation of transformational leadership in elementary education.
Analisis Keefektifan Pendekatan Pembelajaran Mendalam Pada Kurikulum Merdeka di SDN Serang 13 Riza Fauzia; Teti Sunarti; Rendi Kurniawan; Fuad Abdul Baqi; Mutoharoh Mutoharoh
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 1 (2026): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i1.4471

Abstract

Kurikulum Merdeka menuntut transformasi pendidikan yang tidak hanya fokus pada pencapaian kognitif, tetapi juga pada kedalaman pengalaman belajar siswa melalui pendekatan deep learning. Di tengah rendahnya skor PISA Indonesia, integrasi prinsip meaningful, mindful, dan joyful menjadi krusial untuk membangun kompetensi abad ke-21 di tingkat sekolah dasar. Penelitian ini bertujuan untuk menganalisis persepsi siswa kelas V SDN Serang 13 terhadap implementasi ketiga aspek pembelajaran mendalam tersebut dalam konteks Kurikulum Merdeka. Jenis penelitian ini adalah kualitatif dengan metode deskriptif. Data dikumpulkan melalui instrumen kuesioner yang melibatkan 30 siswa sebagai sampel yang dipilih secara acak dari total populasi 101 siswa pada November 2025. Teknik analisis data menggunakan model interaktif Miles dan Huberman yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa aspek meaningful dan joyful mencapai tingkat kepuasan yang tinggi, masing-masing sebesar 85%, yang mengindikasikan bahwa siswa merasa materi sangat relevan dengan kehidupan nyata dan suasana belajar berlangsung sangat menyenangkan. Namun, aspek mindful menunjukkan hasil yang kontras dengan tingkat kepuasan hanya sebesar 45%. Temuan ini mengungkap adanya kesenjangan signifikan dalam kemampuan refleksi diri, kepercayaan diri untuk berpendapat, dan kemandirian siswa dalam pemecahan masalah. Secara keseluruhan, meskipun Kurikulum Merdeka di SDN Serang 13 telah berhasil menciptakan lingkungan belajar yang bermakna dan menggembirakan, penguatan pada strategi metakognisi dan aktivitas reflektif sangat diperlukan agar kesadaran diri siswa dapat berkembang secara optimal sejalan dengan kegembiraan belajar yang telah terbentuk.
Tinjauan Filosofis Implementasi Artificial Intelligence dalam Personalisasi Pembelajaran: Analisis Ontologi, Epistemologi, dan Aksiologi Amsanah Amsanah; Mahdiyah Mahdiyah; Ryan Pratiwa Putra; Fuad Abdul Baqi; Mutoharoh Mutoharoh
Jurnal Ilmiah Profesi Pendidikan Vol. 11 No. 1 (2026): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v11i1.4472

Abstract

Transformasi pendidikan di era digital saat ini ditandai dengan penetrasi kecerdasan buatan (Artificial Intelligence/AI) yang masif melalui model personalisasi pembelajaran, namun perkembangan ini sering kali hanya menitikberatkan pada aspek teknis tanpa landasan filosofis yang kokoh. Penelitian ini bertujuan untuk membedah implementasi AI dalam dunia pendidikan melalui tinjauan mendalam pada dimensi ontologi, epistemologi, dan aksiologi, serta mengaitkannya dengan regulasi pendidikan di Indonesia. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan studi kepustakaan yang bersifat deskriptif-analitis, di mana data dikumpulkan dari berbagai literatur kebijakan dan teori filsafat untuk kemudian disintesis menggunakan analisis isi. Hasil penelitian menunjukkan bahwa secara ontologis, AI mengubah hakikat interaksi pedagogis menjadi hubungan termediasi data yang berisiko mereduksi eksistensi kemanusiaan. Secara epistemologis, terjadi pergeseran otoritas kebenaran dari guru ke algoritma yang menuntut penguatan literasi kritis peserta didik dalam memvalidasi informasi. Secara aksiologi, tantangan utama muncul pada degradasi integritas akademik dan nilai etis akibat prioritas efisiensi mekanistik. Kesimpulan penelitian menegaskan bahwa personalisasi pembelajaran berbasis AI harus dikembalikan pada hakikatnya sebagai alat untuk memanusiakan manusia, selaras dengan semangat Merdeka Belajar dan Profil Pelajar Pancasila. Sinkronisasi antara kecanggihan teknologi dan nilai karakter bangsa menjadi syarat mutlak agar pendidikan tetap berfungsi sebagai proses pembentukan akhlak mulia, bukan sekadar pemrosesan data kognitif. Penekanan pada pedagogi hati dan etika digital direkomendasikan sebagai pilar utama dalam menghadapi disrupsi teknologi di masa depan.
Major Trends in Education Irfan Irfan; Moch Subhan Syarif; Suyudi Suyudi; Fuad Abdul Baqi; Mutoharoh Mutoharoh
Journal of English Language and Education Vol 11, No 3 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i3.2019

Abstract

Education is a planned and organized effort aimed at developing human potential holistically, including intellectual, emotional, social, and moral aspects. Throughout the history of educational thought, various schools of thought have developed, each with its own characteristics regarding the nature of education, its goals, learning approaches, and the roles of educators and students. Traditional schools emphasize the importance of systematically and structured transmission of past values, culture, and knowledge. Progressivism, on the other hand, places greater emphasis on students' learning experiences, using a flexible and contextual approach tailored to the needs of the times. Meanwhile, existentialism allows individuals the freedom to determine the meaning and purpose of their education, while essentialism emphasizes the importance of mastering basic knowledge and essential skills as the foundation of education. Social reconstructionism views education as a means to bring about social change and create a better social order through innovation. The main findings. From this study indicate that no single school of education is entirely superior; rather, each has complementary strengths and limitations. Integrating various approaches from these schools is a more relevant strategy in addressing the complex challenges of modern education. Furthermore, it was found that current educational trends are moving toward a more adaptive, contextual, and learner-oriented approach without neglecting the importance of core values and knowledge structures. Theoretical implications of this study reinforce the importance of an eclectic approach in developing educational theory that is not tied to a particular school of thought. Practically, the results of this study provide recommendations for educators and education administrators to combine various learning approaches proportionally according to the needs of students and the context of the educational environment. Thus, education is expected to become more relevant, innovative, and responsive to the dynamics of change.
Pengaruh Kepemimpinan Kepala Sekolah dan Beban Kerja Guru terhadap Kinerja Guru di SMKN 1 Puloampel Ramdan; Sakti Andayani; Fuad Abdul Baqi; Andriani Sariwardani
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 4 No. 2 (2026): JIMAD - MEI
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v4i2.506

Abstract

Vocational education requires teachers with optimal performance in order to produce graduates who are competent and prepared to face the demands of the workforce. Teacher performance is influenced by various factors, including principal leadership and teacher workload, both of which are directly related to the implementation of instructional duties and school administration. This study focuses on the influence of principal leadership on teacher performance, the influence of teacher workload on teacher performance, and the simultaneous influence of both variables on teacher performance at SMKN 1 Puloampel. The study employed a quantitative method with a descriptive survey approach involving 55 teachers selected through a total sampling technique. Data were collected through observation and questionnaire distribution using a Likert scale and were subsequently analyzed using the t-test and F-test with the assistance of IBM SPSS Statistics 24.0. The findings revealed that principal leadership did not have a positive and significant effect on teacher performance, whereas teacher workload had a positive and significant effect on teacher performance. Simultaneous testing further indicated that principal leadership and teacher workload collectively did not exert a significant effect on teacher performance. These findings demonstrate that teacher performance is more strongly influenced by internal factors such as professional competence, work motivation, teaching experience, and task management abilities. The novelty of this study lies in the finding that a proportionally organized teacher workload is capable of enhancing teachers’ discipline, responsibility, and work effectiveness, while principal leadership has not yet demonstrated a significant influence on teacher performance within the vocational school environment. This study contributes to the development of vocational education management through the strengthening of teacher professionalism and balanced workload management.
Co-Authors Achmad Hufad Amat Hidayat Amsanah Amsanah Amsanah, Amsanah Ana Utami Fatoni Andriani Sariwardani Anton Setiabudi Beni Junedi Didit Kurniadi Edi Junaedi Eka Setiahati Elin Yufriyani Elinawati, Elinawati Euis Fidyana Fatihah, Nazwa Sabrina Fauzia, Riza Hidayat, Amat Ida Laela Ida Mirna Iis Setianingsih Indra Griha Tofik Isa Inti Aisyiyah Irfan Irfan John Pahamzah Junedi, Beni Kartika Solihat Kurniawan, Rendi Mahdiyah Mahdiyah Mahdiyah Mahdiyah, Mahdiyah Minkhaermidah Moch Subhan Syarif Mutoharoh Mutoharoh Mutoharoh, Mutoharoh Nita Andriani Nur Elih Nurajizah Putra, Ryan Pratiwa Ramdan Rendi Kurniawan Riana Riza Fauzia Ryan Pratiwa Putra Sakti Andayani Sunarti, Teti Supriyanto Surtini Surtini Suyudi Suyudi Teti Sunarti Tri Agustina M Tubagus Habibi Widati, Danik Windi Widayanti Yuli Rohmiyati Yuli Rohmiyati