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All Journal Conciencia Pendas mahakam : jurnal pendidikan dan pembelajaran Sekolah Dasar Pendas : Jurnah Ilmiah Pendidikan Dasar Edukasi Islami: Jurnal Pendidikan Islam JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Pedagogik: Jurnal Pendidikan JUPE : Jurnal Pendidikan Mandala EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal PAI Raden Fatah GOLDEN AGE: JURNAL PENDIDIKAN ANAK USIA DINI Jurnal Review Pendidikan dan Pengajaran (JRPP) SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Muaddib: Islamic Education Journal ELEMENTARY : Jurnal Inovasi Pendidikan Dasar Edukasi Tematik: Jurnal Pendidikan Sekolah Dasar Berajah Journal MANAJERIAL: Jurnal Inovasi Manajemen dan Supervisi Pendidikan ALACRITY : Journal Of Education Education Achievement: Journal of Science and Research Journal of Research in Instructional Ar-Rasyid: Jurnal Pendidikan Agama Islam Indo-MathEdu Intellectuals Journal Kutubkhanah Jurnal Penelitian Sosial Keagamaan EduStream: Jurnal Pendidikan Dasar INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS Jurnal Riset Madrasah Ibtidaiyah (JURMIA) Edu Society: Jurnal Pendidikan, Ilmu Sosial dan Pengabdian Kepada Masyarakat Jurnal Basicedu Jurnal Penelitian Ilmu Pendidikan Indonesia Journal of Artificial Intelligence and Digital Business Innovative: Journal Of Social Science Research Guruku: Jurnal Pendidikan Profesi Guru TOFEDU: The Future of Education Journal Jurnal Konseling Pendidikan Islam JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Bharasumba Jurnal Multidispliner Jurnal Pengabdian Masyarakat dan Riset Pendidikan Al-Qalam: Jurnal Kajian Islam Dan Pendidikan FIKROTUNA: Jurnal Pendidikan dan Manajemen Islam Madania: Jurnal Kajian Keislaman Al-Irfan: Journal Of Arabic Literature and Islamic Studies Jurnal Tarbiyatuna : Kajian Pendidikan Islam
Abdurrahmansyah Abdurrahmansyah, Abdurrahmansyah
Unknown Affiliation
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Transportation Other

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Teacher Professionalism In The Modern Era: A Study Of Professional Requirements And Code Of Ethics Utami, Rani Mega; Fernando, Fernando; Ulya, Ratu Triana; Abdurrahmansyah, Abdurrahmansyah
International Journal of Education, Information Technology, and Others Vol 9 No 2 (2026): International Journal of Education, information technology   and others
Publisher : Peneliti.net

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Abstract

Teacher professionalism is a main pillar in ensuring the quality of education in the dynamic modern era. This research aims to analyze the concept of teacher professionalism by focusing on the fulfillment of professional requirements and the implementation of code of ethics amidst digital transformation. The method used is qualitative with a literature study approach (library research), which examines various scientific literatures, educational policies, and relevant research results. The results of the discussion show that teacher professionalism in the modern era is not only based on the mastery of four basic competencies (pedagogical, professional, personality, and social), but also requires adaptability to information technology and digital literacy. The main challenges found include the digital gap and the risk of dehumanizing interactions, while strengthening the code of ethics is a crucial instrument for maintaining the moral integrity of educators. This research concludes that efforts to strengthen professionalism must be carried out through continuous professional development and systematic institutional support to produce teachers who are able to balance technological skills with human values.
Strengthening Teacher Competence and Performance through the Teacher Professional Education Program (PPG) in Improving the Quality of Learning Ramadhan, Rahma Septa; Desfika, Tatia; Veronika, Nabela; Abdurrahmansyah, Abdurrahmansyah
International Journal of Education, Information Technology, and Others Vol 9 No 2 (2026): International Journal of Education, information technology   and others
Publisher : Peneliti.net

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This study aims to analyze the role of the Teacher Professional Education Program (PPG) in strengthening teacher competence and performance and its impact on improving the quality of learning. This research uses a qualitative approach with a library research method. Data were obtained from various secondary sources such as scientific journals, books, and relevant educational policy documents. Data collection was carried out through documentation by reviewing and analyzing various literature related to teacher competence and the PPG program. Data analysis used content analysis through the stages of data reduction, data presentation, and conclusion drawing. The results show that the PPG program plays an important role in improving teachers’ pedagogical, professional, social, and personal competencies. These competencies influence teachers’ performance in planning, implementing, and evaluating the learning process. In addition, the PPG program encourages teachers to be more innovative in utilizing technology and implementing student-centered learning strategies. Therefore, the PPG program contributes positively to improving the quality of learning in schools.
The Function Of Teacher Organizations In Improving Teacher Discipline And Professionalism Daniati, Vidya; Melandari, Saskia; Abdurrahmansyah, Abdurrahmansyah
International Journal of Education, Information Technology, and Others Vol 9 No 2 (2026): International Journal of Education, information technology   and others
Publisher : Peneliti.net

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Teacher organizations have an important role in improving the quality of human resources in the field of education, particularly in building teachers’ discipline and professionalism. This study aims to analyze the function of teacher organizations in improving work discipline and teacher professionalism in carrying out their duties and responsibilities. This research uses a qualitative approach with a descriptive method. Data collection techniques were conducted through observation, interviews, and documentation involving teachers and teacher organization administrators. The results show that teacher organizations function as a forum for guidance, competency development, and as a means of communication and collaboration among teachers. Through activities such as training, seminars, scientific discussions, and professional ethics development, teacher organizations are able to increase teachers’ awareness of the importance of discipline in carrying out their duties and improve their professional competence. In addition, teacher organizations also play a role in instilling values of responsibility, professional commitment, and improving teachers’ pedagogical and professional abilities.
The Reality and Challenges of Teachers in Realizing Innovative Learning in Elementary Schools Khotimah, Husnul; Amilda, Lisa; Ezi, Sahikmah; Abdurrahmansyah, Abdurrahmansyah
International Journal of Education, Information Technology, and Others Vol 9 No 2 (2026): International Journal of Education, information technology   and others
Publisher : Peneliti.net

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Innovative learning is an important approach inimproving the quality of teaching and learning processes in elementary schools. Teachers are required to create creative, active, and student-centered learning in order to develop students’ critical thinking and 21st- century skills. However, in practice, there are still various challenges faced by teachers in implementing innovative learning in the classroom. This study aims to analyze the realities and challenges faceed by elementary school teachers in implementing innovative learning. The method used in this study is a library research findings. The results of the study show that several major challenges faced by teachers include limited pedagogical competence, inadequate learning facilities and infrastucture, high administrative workload, differences in students characteristics and abilities, and the demands of curriculum changes. Therefore, various efforts are needed, such as improving teacher compotence, providing adequate learning facilities, and strengthening educational policies to support the implementation of innovative learning effectively in elementary schools.
Teacher Competencies in the Era of the Industrial Revolution 4.0: Transformation of Roles, Digital Skills, and Challenges of 21st-Century Education Fajri, Muhammad Ash'aril; Pratama, Jumidi Eka; Abdurrahmansyah, Abdurrahmansyah
International Journal of Education, Information Technology, and Others Vol 9 No 2 (2026): International Journal of Education, information technology   and others
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The Industrial Revolution 4.0 era has brought major disruption, changing the educational landscape through the integration of digital technologies such as Artificial Intelligence (AI) and the Internet of Things (IoT). These changes demand a fundamental transformation of the teacher's role, from a mere deliverer of material to a dynamic learning facilitator. This study aims to analyze the transformation of the teacher's role, the mastery of digital skills, as well as the challenges and strategies in facing 21st-century education. The research method used is a literature study (library research) by analyzing various relevant scientific sources. The results show that teachers in the digital era must master Technological Pedagogical Content Knowledge (TPACK), data literacy, and social-emotional learning (SEL) skills to create student-centered learning. The main challenges identified include technological infrastructure gaps and the need for continuous training. As a strengthening strategy, higher education institutions play a central role in shaping the character and work ethic of future educators, while teachers must adopt a lifelong learning mindset. The conclusion of this article emphasizes that the success of educational transformation depends on the synergy between technological sophistication and the cultivation of strong character values.
The Strategic Role of Teachers in Enhancing Learning Effectiveness through Optimal Classroom Management Anggraeni, Erin; Istiqomah, Nurul; Riska, Vianur; Abdurrahmansyah, Abdurrahmansyah
International Journal of Education, Information Technology, and Others Vol 9 No 2 (2026): International Journal of Education, information technology   and others
Publisher : Peneliti.net

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Teachers play a strategic role in determining the effectiveness of learning and students’ academic success. They are not only responsible for delivering instructional material but also act as facilitators, motivators, classroom managers, and evaluators in the learning process. This article aims to analyze the strategic role of teachers in improving learning effectiveness through the implementation of optimal classroom management. The method used is a literature review by examining various relevant scientific sources related to teacher professionalism, instructional strategies, and classroom management. The findings indicate that learning effectiveness is influenced by teachers’ ability to create a conducive learning environment, apply approaches that align with students’ characteristics, and implement active, innovative, creative, effective, and enjoyable learning strategies. Furthermore, well-planned classroom management through organized learning environments, positive discipline reinforcement, and a humanistic emotional approach has been proven to enhance students’ motivation, participation, and learning outcomes. Therefore, optimizing the teacher’s role supported by effective classroom management becomes a key factor in improving the quality of both the learning process and its outcomes in a sustainable manner
ANALISIS KESESUAIAN TUJUAN DAN CAPAIAN HASIL BELAJAR PADA PEMBELAJARAN PAI DI SD Febrianti, Rati; Amanda, Salsa; Astuty, Widya; Abdurrahmansyah, Abdurrahmansyah
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i2.10200

Abstract

Alignment between instructional targets and learning outcomes is a key indicator of educational quality. However, the implementation of the Independent Curriculum in Islamic Religious Education often faces synchronization challenges. This study aims to analyze the alignment of learning objectives with student learning outcomes at Muhammadiyah Sekayu Elementary School. This study used a descriptive qualitative approach, collecting data through in-depth interviews with educators and documenting lesson plans, grade records, and evaluation tools. Subjects were selected through purposive sampling to obtain in-depth information about the dynamics of instruction in the field. The results indicate that the formulation of learning objectives has been adapted based on the characteristics, interests, and potential of students, adhering to the principles of student-centered Deep Learning. Educators integrate a variety of methods and formative and summative assessments to ensure the achievement of curriculum targets. Teacher professionalism and the use of a social constructivist model are key supporting factors for the success of the educational process. However, obstacles were identified, including diverse individual capacities, fluctuating motivation, limited literacy, and minimal parental involvement in learning support. The main conclusion confirms that there is no significant gap between the set targets and the competencies achieved by students. The effectiveness of Islamic Religious Education learning in schools is highly dependent on consistent harmonization between goal planning, teaching tactics, and a comprehensive evaluation system. ABSTRAK Kesesuaian antara target instruksional dan hasil belajar merupakan indikator utama kualitas pendidikan, namun implementasi Kurikulum Merdeka pada mata pelajaran Pendidikan Agama Islam sering menghadapi tantangan sinkronisasi. Penelitian ini bertujuan menganalisis keselarasan tujuan pembelajaran dengan capaian hasil belajar siswa di SD Muhammadiyah Sekayu. Studi ini menggunakan pendekatan kualitatif deskriptif dengan pengumpulan data melalui wawancara mendalam kepada tenaga pendidik serta studi dokumentasi terhadap rencana pelaksanaan pembelajaran, catatan nilai, dan perangkat evaluasi. Subjek penelitian ditentukan melalui teknik purposive sampling untuk mendapatkan informasi mendalam mengenai dinamika instruksional di lapangan. Hasil penelitian menunjukkan bahwa perumusan tujuan pembelajaran telah diadaptasi berdasarkan karakteristik, minat, dan potensi peserta didik dengan mengacu pada prinsip Deep Learning yang berorientasi pada murid. Tenaga pendidik mengintegrasikan variasi metode serta penilaian formatif dan sumatif untuk menjamin ketercapaian target kurikulum. Profesionalisme guru dan penggunaan model konstruktivisme sosial menjadi faktor pendukung utama kesuksesan proses edukasi. Namun, ditemukan hambatan berupa keberagaman kapasitas individu, fluktuasi motivasi, keterbatasan literasi, serta minimnya peran serta orang tua dalam pendampingan belajar. Simpulan utama menegaskan bahwa tidak terdapat kesenjangan signifikan antara target yang ditetapkan dengan kompetensi yang diraih siswa. Efektivitas pembelajaran Pendidikan Agama Islam di sekolah tersebut sangat bergantung pada harmonisasi konsisten antara perencanaan tujuan, taktik mengajar, dan sistem evaluasi komprehensif tuntas.
ANALISIS PERSEPSI GURU TERHADAP KESESUAIAN CAPAIAN PEMBELAJARAN PAI DALAM KURIKULUM MERDEKA DI SD Saputri, Lulu; Mulia, Suci; Nuraini, Riska; Abdurrahmansyah, Abdurrahmansyah
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i2.10201

Abstract

This study explores how Islamic Religious Education teachers interpret the relevance of the Learning Outcomes in the Independent Curriculum to the real-life situations of elementary school students. The main focus includes teachers' level of understanding, the suitability of the material to student characteristics, and various challenges and solutions in its implementation. Using a descriptive qualitative approach, data was collected from teachers using in-depth interviews and documentation studies, which were then validated through source triangulation. The findings indicate that teachers view the Learning Outcomes as phase-based competency guidelines that offer flexibility in developing aspects of knowledge, attitudes, and skills in an integrated manner. Although the Learning Outcomes are considered capable of encouraging student engagement, in practice, obstacles still exist in the form of limited facilities and infrastructure, limited internet access, and gaps in teacher competency and differences in student comprehension. To address these issues, educators need to optimize the use of simple learning media, revise teaching methods, and strengthen personal guidance and collaboration between teachers. Ultimately, this study concludes that the successful implementation of the Islamic Religious Education Learning Outcomes does not rely solely on the curriculum but is highly dependent on improving the quality of teacher professionalism accompanied by the provision of adequate facilities and infrastructure. ABSTRAK Penelitian ini mengeksplorasi tentang bagaimana guru Pendidikan Agama Islam (PAI) memaknai relevansi Capaian Pembelajaran (CP) dalam Kurikulum Merdeka terhadap kondisi nyata siswa sekolah dasar. Fokus utamanya mencakup tingkat pemahaman guru, kesesuaian materi dengan karakteristik anak didik, serta berbagai tantangan dan solusi dalam implementasinya. Melalui pendekatan kualitatif deskriptif, data dihimpun dari guru dengan menggunakan teknik wawancara mendalam dan studi dokumentasi, yang kemudian divalidasi melalui triangulasi sumber. Temuan menunjukkan bahwa guru memandang CP sebagai pedoman kompetensi berbasis fase yang menawarkan fleksibilitas dalam mengembangkan aspek pengetahuan, sikap, dan keterampilan secara terintegrasi. Meskipun CP dianggap mampu mendorong keaktifan siswa, faktanya di lapangan masih ditemukan hambatan berupa keterbatasan sarana dan prasarana, kendala akses internet, serta adanya kesenjangan kompetensi guru maupun perbedaan daya tangkap siswa. Untuk menyelesaikan persoalan tersebut, para pendidik perlu mengoptimalkan penggunaan media pembelajaran sederhana, merevisi metode mengajar, serta memperkuat bimbingan personal dan kolaborasi antar guru. Pada akhirnya, studi ini menyimpulkan bahwa keberhasilan penerapan CP PAI tidak hanya bertumpu pada kurikulum semata, melainkan sangat bergantung pada peningkatan kualitas profesionalisme guru disertai dengan penyediaan sarana prasarana yang memadai.
Co-Authors Abdullah Idi Adi Fernando, Derri Adinata, Dwiraja Afifa, Zalika Afriansyah, Syafran Agustin, Anisa Aisyah, Siti Ayu Al Fitria, Aisyah Ananda Alfarizi, M. Nauval Alghifari, Ahmad Zaki Alimron, Alimron Alya Salsabila binti Ismail, Nur Amanda, Alya Amanda, Salsa Amelina, Naila Amilda, Lisa Amin, Khoirul Andrian, Septi Anggraeni, Erin Anggraini, Wulan Anisa Anisa anisah rahmawati Ansori, Muhammad Rizal Ardiansyah, Muhamad Ardiwansyah, Bayu Arnensi, Arnensi Ar’rasyid, M. Raihan Astuty, Widya Athirah, Fannia Aulia, Amel Aulia, Gita Nur Azizah, Hilwa BAITI, MASNUN Cahyani Lintang, Hatimi DADANG DADANG Daniati, Vidya Desfika, Tatia Dewi Nurjanah Dhafin, Muhammad Dian Andesta Bujuri Diva, Anisa Muthia Djeskyah, Sujenny Elhefni Elhefni Ermis Suryana Ezi, Sahikmah Fadillah, Zakiyatul Fajri, Muhammad Ash'aril Fajriah, Uswatun Fathonah, Naila Izzatun Fatrin, Juan Muliawan Fauzi , Muhammad Febrianti, Rati Fernando Fernando, Fernando Firjilia, Natasya Putri Firmansyah Firmansyah Firnawinda, Firnawinda Fitriyanti Fitriyanti Furmaisuri, Ria Giyandita, Fatimah Siti Hadi Holib, Habibie Haidar, Musthafa Hairunnisak, Sania Hakim, Azizul Hamidah . Hasan, Muflikhul Herlica Agustina Husnul Khotimah Ihsan, Muhammad Aqil Ikhsan, M Firman Al Ikra Negara, Amanda Inamasula, Alimah Indah Wigati Indradewa, Rhian Istihsan, Muhammad Fadhil Julianti, Evi Kasinyo Harto Khadavi Alzafani, Rahmad Khairunnisa, Kania Ulli Khoirunnisah, Alya Khotima, Husnul Lestarika, Lestarika Lewis, Azizul Mahdha M. Yogi Riyantama Isjoni Maharani, Tyara Mahyudin, Edy Makhmuda, Rifatun Maria Maria Marliat, Marliat Maryamah Maryamah Mawarni, Della Melandari, Saskia Meriyanti, Meriyanti Mirzuandi, Ahmad Misdiyanti, Lenny Mochammad Imron Awalludin Muchtar, Aflatun Muh. Mawangir, Muh. Muhaemin Muhaemin Muhamad Faizul Amirudin Muhamad Fauzi Muhammad Fauzi Muhammad Isnaini Muhammad Luthfi Muhammad Naufal, Muhammad Mulia, Suci Mulyadi Eko Purnomo, Mulyadi Eko Munir , Munir Mustopa Mustopa Mutia, Tri Muzakkir, Evan Sahibul N. Nazaruddin Nashihin, Indat Novalia, Jelita Nur Amalia Nuraini, Riska Nurlaila Nurlaila Nurshabila, Nabiihah Nurul Istiqomah Oktafryani, Gita Oktayani, Eka Pibina, Rahma Prastika, Imel Pratama, Jumidi Eka Pratama, M Arifin Pratama, M Cevin Prihatin, Nyimas Yunierti Puspita Sari, Khovifah Putri Andriani Putri, Adelia Pratama Putri, Areefa Zahira Putry, Ani Muliya Qaff, Muhammad Alfath Qumairah, Agna Rachmawati, Raden Ayu Tia Rahmadini, Risti Ramadhan, Rahma Septa Riska, Vianur Saka, Agum Salsabila, Intan Devira Salsabilah, Ghina Inayah Salsabilah, Salsabilah Salvana, Virgin Saputra, Ade Akhmad Saputri, Lulu sari, Mutia Sartika Sartika Satria Abadi Satria, Indrian Shania, Shania Sirozi, M. Sirozi, Muhammad Siswahyudianto SITI SHOLEHAH, SITI Sudarminso, Sudarminso Sustiana, Merlia Sya'adah, Fatihatus Syarif Zain, Zaki Faddad Tanjung, Akbar Tegar, Muhamat Tihuri, Cah Ayu Triani, Nofi Tutut Handayani Ulhaq, Daffa Ulya, Ratu Triana Utami, Fahra Utami, Rani Mega Valentina, Nabila Veronika, Nabela Vicky Chandra Wianda, Muhammad Nabiel Augis Wigati , Indah Wulandari, Khisstia Yolanda, Kenta Yulianda, Masnun