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All Journal al-Afkar, Journal For Islamic Studies Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Penelitian Tarbawi: Pendidikan Islam dan Isu-Isu Sosial Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Tinta: Jurnal Ilmu Keguruan dan Pendidikan Akademika: Jurnal Manajemen Pendidikan Islam Jurnal Manajemen DIVERSIFIKASI Indo-MathEdu Intellectuals Journal PEDAGOGIC: Indonesian Journal of Science Education and Technology Jurnal Pengabdian Masyarakat dan Riset Pendidikan Pengertian: Jurnal Pendidikan Indonesia (PJPI)
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Religion Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Rekognisi Capaian Pembelajaran: Penelitian Miftahul Marsena; Meli Sesmira; Jamilus
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.4098

Abstract

This article discusses Recognition of Learning Outcomes (RPL), also known as Recognition of Prior Learning, as a strategic initiative to bridge the gap between individuals' actual competencies acquired through non-formal, informal, and work experiences and formal higher education qualifications. Supported by Minister of Education, Culture, Research, and Technology Regulation No. 41 of 2021, RPL aims to provide academic recognition and expand access to education for experienced individuals, in line with the concept of lifelong learning. The implementation of RPL is closely related and integrated with the Outcome-Based Education (OBE) approach, where recognition is not based on the learning process, but rather on evidence of outcomes demonstrating competency equivalence with the Graduate Learning Outcomes (CPL) of the study program. However, this implementation faces challenges in Quality Assurance, which must be addressed through a strong institutional role, transparent, fair, and reliable assessment procedures, and the professionalism of RPL Assessors to maintain the credibility of recognition results and academic integrity.
Efektivitas Supervisi Akademik Kepala Sekolah Terhadap Peningkatan Kompetensi Pedagogik Guru Yusrianti, Itel; Jamilus
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 2 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i2.5311

Abstract

The role of the headteacher as an academic supervisor holds a strategic position in supporting the development of teachers’ pedagogical competencies, particularly in responding to curriculum changes and the demands for improved learning quality. This study aims to examine how the headteacher’s academic supervision is understood and positioned in the literature as an effort to strengthen teachers’ pedagogical competencies. This study employs a qualitative approach using a descriptive-analytical literature review method. Data sources were obtained from books, journal articles, and relevant previous research findings, which were analysed using content analysis techniques through the stages of reduction, presentation, and drawing conclusions. The findings indicate that academic supervision, when carried out in a planned, systematic, and continuous manner, has been reported in various previous studies to contribute positively to the development of teachers’ pedagogical competencies, particularly in the aspects of lesson planning, lesson delivery, classroom management, and learning assessment. Furthermore, supervision that is collaborative and constructive is seen as capable of fostering teachers’ professional reflection and improving teaching practices. These findings confirm that academic supervision by headteachers has the potential to be a key strategy in the development of teachers’ pedagogical competencies, although further empirical research is needed to measure its direct impact.
Religious Moderation in Indonesia's Multicultural Society: A Conceptual and Social Analysis Arna Saskia; Rahmad Hidayat; Jamilus; Kumaidi; Novita Jurniati
al-Afkar, Journal For Islamic Studies Vol. 9 No. 2 (2026)
Publisher : Perkumpulan Dosen Fakultas Agama Islam Indramayu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/afkarjournal.v9i2.3350

Abstract

Indonesia is a country characterized by a high level of religious, ethnic, and cultural diversity, which necessitates a religious approach capable of maintaining social harmony and cohesion. Religious moderation has emerged as an essential concept in responding to such pluralism by emphasizing balance, tolerance, and justice in understanding and practicing religious teachings. This article aims to examine the concept of religious moderation, its foundations and underlying principles, its core values, objectives and urgency, forms of implementation, as well as the supporting and inhibiting factors within the Indonesian social context. This study employs a qualitative approach using a literature review method, analyzing scholarly books, peer-reviewed journal articles, and relevant policy documents. The findings indicate that religious moderation is grounded in strong theological, philosophical, and constitutional foundations and plays a strategic role in preventing conflict, strengthening humanitarian values, and maintaining national integration. The implementation of religious moderation requires sustained collaboration among the government, educational institutions, religious leaders, and society. Despite challenges such as radicalism, limited digital literacy, identity politics, and the lack of exemplary leadership, religious moderation remains a fundamental pillar in fostering a peaceful, just, and tolerant society in Indonesia.
SUPERVISI AKADEMIK DALAM PENINGKATAN MUTU PEMBELAJARAN: TINJAUAN SISTEMATIS TERHADAP PERAN, IMPLEMENTASI, DAN INOVASI DIGITAL Apero, Benny; Jamilus; Husnani
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.13132

Abstract

Academic supervision has evolved into a strategic mechanism for improving the quality of education in Indonesia. This article aims to comprehensively analyze the role of academic supervision in enhancing the quality of learning, describe its implementation and stages, and examine digital innovations in academic supervision as a response to geographical challenges and technological advancements. The method used is a systematic literature review analyzing various academic literature, research findings, and educational policies related to academic supervision from 2015 to 2025. The results of the study indicate that academic supervision contributes significantly to improving the quality of education, teacher performance, teacher professionalism, and the quality of learning. A supportive, collaborative, and sustainable supervision approach has proven effective in fostering comprehensive teacher competency development, encompassing pedagogical, professional, social, and personal aspects. Effective implementation of academic supervision follows the stages of planning, conducting observations, and evaluation and follow-up. Digital academic supervision (e-supervision) has emerged as a solution to address geographical barriers in 3T regions (frontier, outermost, and underdeveloped areas), although it still faces challenges related to infrastructure and digital literacy. The implications of these findings underscore the importance of strengthening the capacity of school principals as academic supervisors, integrating supervision outcomes into the teacher career development system, and leveraging digital technology to support the effectiveness of supervision.
Co-Authors Abhanda Amra Anis Mahatika Apero, Benny Arna Saskia Astuti, Devi Demina Dona Nengsih Dwi Suryani Alfa, Dwi Suryani Alfa Gusmaletri Halida Husnani, Husnani Kumaidi Ma'ruf, Insanul Meli Sesmira Miftahul Marsena Novita Jurniati Rahma Dwi Putri Rahmiati Reni Refenski Rika Rahmadani Rika Ulandari Rini Apriyeni Rini Astuti Rusmita Silvia Rahmayani Sirajul Munir Tamara Lalira Nasti Widia Novitaningsih Yusrianti, Itel Zahro Hilmi Shofuh