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All Journal Jurnal Manajemen Pendidikan Edu Cendikia: Jurnal Ilmiah Kependidikan Al Ilmu
Utomo, Widodo Febri
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pendidikan di Revolusi Industri 4.0: Studi Kasus Evaluasi Kurikulum Merdeka di Indonesia: Education in the Industrial Revolution 4.0: A Case Study of Independent Curriculum Evaluation in Indonesia Yanti, Dawi; Prastawa, Singgih; Utomo, Widodo Febri; Wiliyanti, Vandan; Utomo, Bekti
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 4 No. 02 (2024): Artikel Riset Edisi Agustus 2024
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v4i02.4471

Abstract

The Industrial Revolution 4.0 has driven significant changes in the education system, including in Indonesia, with the introduction of the Independent Curriculum. The Industrial Revolution 4.0 has brought significant changes to various aspects of life, including the education sector. This era is marked by the integration of digital, physical, and biological technologies that change the way humans live, work, and learn. Education, as the foundation for human resource development, must adapt to these changes to prepare the younger generation to face future challenges and opportunities. The method used is a literature study analysis of various previous studies and case studies. The results of the study show that the Independent Curriculum has the potential to improve 21st century skills, such as critical thinking, creativity, collaboration, and digital literacy. However, significant challenges in its implementation include lack of teacher understanding, limited infrastructure, and differences in readiness between regions. The Independent Curriculum shows potential in improving student competencies, especially in terms of critical thinking skills, creativity, collaboration, and digital literacy. The implementation of the Independent Curriculum at various levels of education faces a number of challenges. This study reveals that the Independent Curriculum has the potential to bring positive changes to the Indonesian education system by improving student competencies in accordance with the demands of the Industrial Revolution 4.0. Technology support, teacher training, and community involvement have proven to be important for successful implementation. Recommendations include the development of contextual learning modules, increased technology support, and holistic assessment. These findings provide insights for the development of better education policies in the digital era.
Peran Model Kepemimpinan Transformasional Kepala Sekolah dalam Mengimplementasikan Total Quality Management (TQM) untuk Mewujudkan Mutu Berkelanjutan Sekolah Vokasi Utomo, Widodo Febri; Santosa, Eka Budhi
Jurnal Manajemen Pendidikan Vol. 15 No. 2 (2024): Jurnal Manajemen Pendidikan
Publisher : Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jmp.v15i2.46397

Abstract

Background The role of school principals' transformational leadership becomes crucial. Principals who inspire and empower their staff can drive significant changes in school culture and practices. Purpose This study aims to examine the role of transformational leadership model of school principals in implementing Total Quality Management (TQM) to achieve sustainable quality in vocational schools. Design/method/approach The research method used is a qualitative approach with a case study at one of the vocational schools in Indonesia. Data were collected through in-depth interviews and literature studies. Results The results of the study indicate that the transformational leadership of the school principal serves as a cornerstone in the implementation of TQM. Principals who adopt a transformational leadership style are able to create a clear vision, empower staff, promote a culture of continuous improvement, and manage change effectively. Effective implementation of TQM results in improved quality of learning, student satisfaction, and enhanced operational performance of the school. Contribution/value This study concludes that transformational leadership is a key factor in the successful implementation of TQM to achieve sustainable quality in vocational schools.
Islamic Religious Education and Socio-Emotional Competency Development: A Case Study in an Elementary School Chusyairi, Kholil; Utomo, Widodo Febri; Jumadi, Jumadi
Al-Ilmu Vol. 1 No. 3 (2024): Al-ilmu - November
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/rnk0pz43

Abstract

Islamic Religious Education (PAI) plays an important role in character building and the development of students' social-emotional competence in elementary schools. This study aims to explore the contribution of PAI in shaping students' social-emotional competence through the integration of religious values, such as empathy, compassion, and tolerance. Using a descriptive qualitative approach, this study involved 10 students, 5 PAI teachers, and 5 parents in an urban Islamic-based elementary school. Data were collected through in-depth interviews, classroom observations, and documentation, and then analyzed using thematic methods. The results showed that PAI teaching plays a significant role in improving students' social skills, such as the ability to cooperate, manage emotions, and resolve conflicts. PAI teachers as role models play an important role in this process, while faith-based extracurricular activities strengthen the application of social values such as discipline and empathy. Nonetheless, challenges in integrating religious values with students' social-emotional competencies include lack of family support, time constraints, and variations in understanding between teachers and students. This study recommends the need for more intensive teacher training as well as collaboration between schools, families, and communities to improve the effectiveness of PAI learning in developing students' social-emotional competencies. 
Co-Authors Chusyairi, Kholil Jumadi Jumadi Santosa, Eka Budhi Singgih Prastawa Utomo, Bekti Vandan Wiliyanti Yanti, Dawi