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ADAPTASI KURIKULUM MERDEKA DALAM PENGEMBANGAN KOMPETENSI VOKASIONAL DI SMTK BENFOMENI KAPAN Christiana, Marya Dorince; Murniarti, Erni
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i1.1801

The research focused on the strategies of schools and educators in linking the principles of the Independent Curriculum to improve students' vocational skills readiness in accordance with the context of religious schools. This research used a qualitative approach with a descriptive study approach, enabling researchers to gain a deep understanding of the phenomenon under study. The research subjects included the principal, teachers, and students of SMTK Benfomeni Kapan who were directly involved in the implementation of the Independent Curriculum. Data collection techniques were carried out through field observations and documentation studies. The results showed that the adaptation of the Independent Curriculum at SMTK Benfomeni Kapan was realized through the implementation of differentiated learning, project-based learning, and the strengthening of the Pancasila Student Profile Strengthening Project (P5) integrated with religious values. These strategies contributed positively to the development of students' vocational competencies, particularly in aspects of independence, cooperation, creativity, and practical skills relevant to the needs of life and service. However, this study also found obstacles in aspects of teacher pedagogical competency and learning management, especially related to diagnostic assessment and systematic vocational learning planning.

ANALISIS GAYA KEPEMIMPINAN KEPALA SEKOLAH DALAM RESTRUKTURISASI DI SEKOLAH INKLUSIF CHERISH ACADEMY Handayani, Siti; Murniarti, Erni
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i1.1818

The quality of school leadership, which influences the effectiveness of learning, teacher performance, and student motivation to achieve, is crucial. A principal with strong managerial and leadership skills will be able to translate the school's vision and mission into numerous well-planned and measurable strategic programs, thereby sustainably improving the quality of education. This study aims to specifically analyze the principal's leadership style in the organizational and learning restructuring process at the Cherish Academy Inclusive School. The restructuring was carried out in response to the increasing diversity of student needs, especially students with special needs, as well as demands for improving the quality of inclusive education services. This study used a qualitative approach with a case study method, which allows for in-depth data collection on the principal's leadership practices in managing structural and cultural changes in the school environment. The results show that the principal applies a transformational-participatory leadership style characterized by teacher involvement in decision-making, intensive mentoring in the implementation of inclusive learning, and open communication during the restructuring process. The restructuring focused on structuring teacher work structures, strengthening collaboration between classroom teachers and special needs teachers, and adjusting learning policies oriented to individual student needs.

The Impact of Academic Stress on Students' Mental Health: A Qualitative Study of Student Experiences Insantuan, Baltasar; Sihotang, Hotmaulina; Murniarti, Erni; Buaton, Julisesko
Journal La Sociale Vol. 7 No. 2 (2026): Journal La Sociale
Publisher : Borong Newinera Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37899/journal-la-sociale.v7i2.2897

This research examines the impact of academic stress on students' mental health, which is caused by high academic demands. Using a qualitative approach and in-depth interviews, the study explored the experiences of 20 students at SMP Budi Mulia Bogor during August-September 2025. The purpose of this study is to identify and analyze how academic stress, such as heavy workloads, pressure to achieve, and academic competition, can become a "silent killer" that erodes students' psychological well-being. The results indicate that high academic stress significantly contributes to increased anxiety, depression, and burnout among students. Implications include sleep disturbances, fatigue, decreased motivation, and withdrawal behavior. Therefore, it is important to create a learning environment that supports students' mental health through proportional time allocation, transparent scheduling, innovative teaching methods, as well as the active role of teachers and parents in supporting students' psychological well-being.

Principals’ instructional leadership strategies for integrating generative AI into the Merdeka Curriculum using a deep learning approach Begu, Emanuel; Kailola, Lisa G; Murniarti, Erni
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 3 (2025): Educenter: Jurnal Ilmiah Pendidikan (In progress)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/tvdzfm59

The emergence of Generative AI (Gen-AI) necessitates a repositioning of the principal’s role from that of an administrative manager to a visionary instructional leader. This study aims to analyze instructional leadership strategies for integrating Gen-AI into the Merdeka Curriculum through a Deep Learning approach. The study focuses on the challenges and opportunities in the Tewaowutung region, Lembata Regency. This research employs a qualitative approach with a descriptive case study design. Research subjects were selected through purposive sampling, including school principals, teachers, and school supervisors. Data were collected through semi-structured interviews, participatory observation, and analysis of curriculum documents and school policies, then analyzed using the Miles, Huberman, and Saldaña interactive model with triangulation and member checking techniques to ensure data validity. The findings of this study formulate a leadership model focused on teacher capacity development, adaptation to infrastructure limitations, and strengthening digital literacy based on local values. The integration of AI is expected not only to improve administrative efficiency but also to stimulate students’ higher-order thinking through the 6C framework (Character, Citizenship, Collaboration, Communication, Creativity, Critical Thinking). Overall, adaptive and contextual instructional leadership strategies have proven capable of optimizing the integration of Gen-AI into learning even in resource-constrained regions.

Principals’ instructional leadership strategies for integrating generative AI into the Merdeka Curriculum using a deep learning approach Begu, Emanuel; Kailola, Lisa G; Murniarti, Erni
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 3 (2025): Educenter: Jurnal Ilmiah Pendidikan (In progress)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/tvdzfm59

The emergence of Generative AI (Gen-AI) necessitates a repositioning of the principal’s role from that of an administrative manager to a visionary instructional leader. This study aims to analyze instructional leadership strategies for integrating Gen-AI into the Merdeka Curriculum through a Deep Learning approach. The study focuses on the challenges and opportunities in the Tewaowutung region, Lembata Regency. This research employs a qualitative approach with a descriptive case study design. Research subjects were selected through purposive sampling, including school principals, teachers, and school supervisors. Data were collected through semi-structured interviews, participatory observation, and analysis of curriculum documents and school policies, then analyzed using the Miles, Huberman, and Saldaña interactive model with triangulation and member checking techniques to ensure data validity. The findings of this study formulate a leadership model focused on teacher capacity development, adaptation to infrastructure limitations, and strengthening digital literacy based on local values. The integration of AI is expected not only to improve administrative efficiency but also to stimulate students’ higher-order thinking through the 6C framework (Character, Citizenship, Collaboration, Communication, Creativity, Critical Thinking). Overall, adaptive and contextual instructional leadership strategies have proven capable of optimizing the integration of Gen-AI into learning even in resource-constrained regions.

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