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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Alignment: Journal of Administration and Educational Management G-Couns: Jurnal Bimbingan dan Konseling Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat Prosiding Seminar Nasional Pengabdian Kepada Masyarakat ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar PIJAR: Jurnal Pendidikan dan Pengajaran Jurnal Intelek Dan Cendikiawan Nusantara Jurnal Ilmu Manajemen Dan Pendidikan Jurnal Pendidikan dan Kebudayaan Nusantara Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya
Ima Widiyanah
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Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Energy Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Analisis Pendekatan Deep Learning (Pembelajaran Mendalam) Di SMA Negeri 12 Surabaya Dhani Cahya Saputra; Arini Nur Rofidah; Amalia Wulan Mahardika Putri; Ardhea Dwi Ananda; Ima Widiyanah
Jurnal Pendidikan dan Kebudayaan Nusantara Vol. 3 No. 4 (2025): Jurnal Pendidikan dan Kebudayaan Nusantara (Oktober - Desember 2025)
Publisher : Dinasti Research

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jpkn.v3i4.2848

Abstract

Penelitian ini menganalisis penerapan pendekatan Deep Learning di SMA Negeri 12 Surabaya sebagai respons atas perubahan kebijakan kurikulum nasional. Metode yang digunakan adalah deskriptif kualitatif dengan teknik pengumpulan data berupa wawancara, observasi, dan dokumentasi yang melibatkan guru, siswa, serta wakil kepala sekolah bagian kurikulum. Analisis penelitian difokuskan pada kesiapan sekolah, pelatihan guru, praktik pembelajaran, serta dampak penerapan prinsip mindful, meaningful, dan joyful learning dalam proses pembelajaran. Hasil penelitian menunjukkan bahwa sekolah telah mempersiapkan diri dengan baik melalui pelatihan intensif bagi guru dan kegiatan berbagi praktik di lingkungan internal sekolah. Guru mampu mengintegrasikan pembelajaran berbasis proyek dan penyelidikan yang mendorong keterlibatan siswa, kemampuan berpikir kritis, serta koneksi antara materi pelajaran dan kehidupan nyata. Implementasi Deep Learning juga meningkatkan partisipasi belajar dan memperkuat sikap kolaboratif serta kreatif siswa. Meskipun terdapat hambatan seperti perbedaan kemampuan literasi digital dan adaptasi terhadap pola belajar baru, pendekatan ini terbukti memberikan kontribusi positif terhadap kualitas pembelajaran dan perkembangan karakter siswa. Secara keseluruhan, penerapan Deep Learning di SMA Negeri 12 Surabaya mendukung pembelajaran yang lebih bermakna, relevan, dan berpusat pada peserta didik.
Implementasi Strategi Kurikulum Inovatif di SD Labschool UNESA 2 Lidah Wetan Surabaya Raka Praseyo Nurhaddi; Masita Nur Hayati; Ira Diana Anggraini; Diana Widyati; Bachtiar Syaiful Bachri; Ima Widiyanah
Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya Vol. 31 No. 2 (2025): Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya
Publisher : Universitas Insan Budi Utomo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/paradigma.v31i2.2730

Abstract

Pengelolaan kurikulum secara inovatif di sekolah dasar menjadi kunci peningkatan kualitas pendidikan. SD Labschool UNESA 2 Surabaya sebagai sekolah laboratorium telah mengembangkan manajemen kurikulum yang mengintegrasikan pembelajaran berbasis proyek (Project-Based Learning/PBL), kurikulum inklusif bagi Anak Berkebutuhan Khusus, pemanfaatan teknologi digital (Chromebook dan Learning Management System), partisipasi aktif komite sekolah, serta manajemen guru yang profesional. Penelitian ini bertujuan mendeskripsikan implementasi kelima komponen tersebut dalam manajemen kurikulum inovatif di SD Labschool UNESA 2. Metode penelitian yang digunakan adalah kualitatif deskriptif dengan teknik pengumpulan data berupa observasi lapangan dan wawancara mendalam dengan kepala sekolah, guru, siswa, komite sekolah dan direktur. Hasil penelitian menunjukkan bahwa PBL diterapkan melalui proyek kreatif yang meningkatkan keterlibatan dan kompetensi siswa. Implementasu kurikulum inklusif melalui pendampingan Guru Pendamping Khusus siswa ABK sehingga mereka dapat berpartisipasi dalam pembelajaran. Integrasi teknologi ditandai oleh penggunaan Chromebook dan LMS yang mendukung pembelajaran interaktif serta memudahkan pemantauan oleh guru dan orang tua. Komite sekolah berperan aktif sebagai mitra kolaboratif dalam perencanaan dan evaluasi kurikulum. Manajemen guru dilaksanakan melalui rekrutmen guru berkualitas, pengembangan kompetensi berkelanjutan, serta evaluasi rutin (rapat koordinasi mingguan dan pemantauan kinerja). Manajemen kurikulum inovatif di SD Labschool UNESA 2 Surabaya berjalan efektif dan berkontribusi positif terhadap peningkatan mutu pembelajaran melalui sinergi kelima aspek tersebut.
Analisis Penerapan Pendekatan Pembelajaran Mendalam Untuk Meningkatkan Kualitas Pembelajaran di SD Muhammadiyah 1 Menganti Rosyadatus Sabilah; Maharani Desita Eka Cahyani; Azizatur rohmah; Amrih Dwi Wulandari; Ima Widiyanah
PIJAR: Jurnal Pendidikan dan Pengajaran Vol. 4 No. 1 (2025): Desember
Publisher : CV Putra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58540/pijar.v4i1.1192

Abstract

Penelitian ini bertujuan untuk menganalisis penerapan pembelajaran mendalam dalam meningkatkan kualitas pembelajaran di SD Muhammadiyah 1 Menganti yang sebelumnya masih cenderung berfokus pada hafalan dan kurang menstimulasi pemahaman konsep serta kreativitas siswa. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Subjek penelitian meliputi guru kelas dan siswa. Data dikumpulkan melalui observasi proses pembelajaran berbasis proyek pemanfaatan teknologi digital wawancara dengan guru kelas dan wakil kepala sekolah bidang kurikulum serta studi dokumentasi berupa RPP hasil proyek dan catatan kegiatan pembelajaran. Analisis data dilakukan melalui tahapan reduksi data penyajian data dan penarikan kesimpulan. Kualitas pembelajaran ditinjau melalui indikator pemahaman konsep kemampuan berpikir kritis keberanian menyampaikan pendapat serta keterlibatan siswa dalam pembelajaran. Hasil penelitian menunjukkan bahwa penerapan pembelajaran mendalam mampu meningkatkan pemahaman konsep siswa mendorong berpikir kritis serta meningkatkan partisipasi dan keberanian siswa dalam menyampaikan pendapat. Selain itu pembelajaran mendalam mendorong guru mengembangkan pembelajaran berbasis proyek sehingga pembelajaran menjadi lebih bermakna dan tidak lagi berpusat pada guru. Dengan demikian pembelajaran mendalam efektif dalam meningkatkan kualitas pembelajaran dan layak diterapkan secara berkelanjutan di sekolah dasar
IMPLEMENTASI SISTEM INFORMASI MANAJEMEN KEPEGAWAIAN (SIMPEG) DI MADRASAH DALAM MEWUJUDKAN TATA KELOLA PEGAWAI (STUDI MULTI KASUS DI MTS NEGERI 1 DAN MTS NEGERI 3 KOTA SURABAYA) Kamelia Musa’ad; Kaniati Amalia; Ayu Wulandari; Muffarihul Hazin; Ima Widiyanah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026 Public
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.42516

Abstract

This study aims to analyze the implementation of the Personnel Management Information System (SIMPEG) at MTs Negeri 1 and MTs Negeri 3 Surabaya using a qualitative approach with a multi-case study design. Data were collected through in-depth interviews, observations, and documentation, and their validity was tested using source and technique triangulation. The findings show that the implementation of SIMPEG in both madrasahs has gone through the stages of execution and evaluation. The implementation of SIMPEG has proven to accelerate personnel services, although it still requires technical assistance and simplification of workflows to enhance user-friendliness. Meanwhile, periodic evaluations are utilized to improve procedures, enhance data quality, and serve as a basis for structuring teachers’ ranks, grades, and positions. SIMPEG has a positive impact on teacher professionalism through the availability of performance data, training histories, self-development records, as well as the strengthening of orderly administrative culture and work discipline. At the same time, it reinforces data-based teacher governance, minimizes misunderstandings in personnel services, and supports leadership decision-making related to assignments and career development. Supporting factors for SIMPEG implementation include policy support from the Ministry of Religious Affairs and madrasah leaders, the availability of ICT facilities and internet networks, the presence of competent operators, and a culture of mutual assistance among teachers. In contrast, inhibiting factors include limited information technology skills among some teachers, heavy teaching workloads, technical system and network constraints that are not always accompanied by detailed technical guidelines. The implications of this study emphasize that optimizing SIMPEG requires strengthened continuous assistance, improved digital literacy, reorganization of administrative workloads, and consistent data updating so that SIMPEG truly functions as a strategic instrument in personnel governance and teacher professional development.
Manajemen RKAS di SMA Negeri 13 Surabaya: Kajian Perencanaan, Pengorganisasian, Pelaksanaan, dan Evaluasi Artamevia Shalwa P. S.; Almas Firdausyah Eldha F.; Irma Mei Sekarsari; Salsabilla Dwi Clarissa; Ima Widiyanah
ARZUSIN Vol 6 No 4 (2026): AGUSTUS
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/arzusin.v6i4.10277

Abstract

School financial management plays an important role in supporting the achievement of educational goals and improving the quality of learning. Although studies on school financial management have been widely conducted, research that specifically discusses the implementation of School Activity and Budget Plan (RKAS) management based on the POAC management functions in public senior high schools remains limited. This study aims to analyze RKAS management at SMA Negeri 13 Surabaya in terms of planning, organizing, implementation, and evaluation aspects. This study used a qualitative approach with a descriptive case study design. The research informants consisted of the principal, the vice principal for public relations, and the school treasurer, who were selected through purposive sampling. Data were collected through observation, in-depth interviews, and documentation, then analyzed through data reduction, data display, and conclusion drawing. The results show that RKAS management at SMA Negeri 13 Surabaya has systematically applied the POAC management functions. Planning is carried out participatively by involving various parties in the school, organizing is implemented through clear task division and coordination across fields, RKAS implementation is supported by the use of the ARKAS digital system and directed toward improving the quality of learning, while supervision and evaluation are conducted through internal and external monitoring mechanisms. However, RKAS management still faces obstacles in the form of differences in determining program priorities, limited human resources, and administrative burdens in financial reporting. The conclusion of the study affirms that the application of the POAC management functions plays an important role in strengthening systematic, accountable, and learning-quality-oriented RKAS governance. The implications of this study provide theoretical contributions to the development of educational financial management studies, as well as practical implications for schools in strengthening coordination, transparency, and participatory evaluation to improve the effectiveness of RKAS management.
Manajemen RKAS dan Efektivitas Program Sekolah: Studi di SDN Babatan 1 Surabaya Sofia Annisa Rahma; Firsty Gracia Vitacheria; Sabrina Imelda Putri; Esti Adristi Dian Rahayu; Ima Widiyanah
ARZUSIN Vol 6 No 4 (2026): AGUSTUS
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/arzusin.v6i4.10351

Abstract

Although the management of the School Activity and Budget Plan (RKAS) has received attention in various previous studies, research specifically discussing the effectiveness of RKAS management in supporting school programs at the elementary school level remains limited. This study aims to analyze RKAS management in improving the effectiveness of school programs at SDN Babatan 1 Surabaya. This study used a qualitative approach with a case study design. The research informants included the principal, school treasurer, and teachers involved in the preparation and implementation of RKAS. Data were collected through interviews, observation, and documentation, and were then analyzed using an interactive data analysis model comprising data reduction, data display, and conclusion drawing. The results showed that RKAS management at SDN Babatan 1 Surabaya was implemented through the stages of planning, organizing, implementation, and evaluation in a participatory manner by involving various school elements. The implementation of RKAS was considered fairly effective in supporting the implementation of school programs, although it still faced constraints in the form of budget limitations and the need to adjust program priorities. These findings contribute to the development of studies on educational financing management and expand understanding of the importance of transparent, accountable, and participatory RKAS management in improving the quality of school programs. The conclusion of this study affirms that planned and participatory RKAS management plays an important role in supporting the effectiveness of school program implementation. The implications of this study include practical contributions for schools in strengthening effective and efficient financial governance, while also opening opportunities for further research on the digitalization of RKAS management in elementary education institutions.
Stabilitas dan Ketergantungan: Dinamika Pengelolaan RKAS di SMP Katolik Angelus Custos II Rona Angelica Zahra; Anindya Larasati Ramadhani; Nafisha Khaylani Ika Nurcahya; Ima Widiyanah
ARZUSIN Vol 6 No 4 (2026): AGUSTUS
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/arzusin.v6i4.10367

Abstract

Although the management of the School Activity and Budget Plan (RKAS) has received attention in various previous studies, research specifically discussing the dynamics of RKAS management in private schools with high dependence on student funds, suboptimal stakeholder involvement, and limited alternative funding sources remains limited. This study aims to analyze RKAS management, identify its strengths and weaknesses, and formulate recommendations for more transparent, participatory, and sustainable school financial management. This study used a qualitative approach with a descriptive design. The research informant was the school treasurer, who was selected through purposive sampling. Data were collected through interviews, observation, and documentation studies, and were then analyzed using the Miles and Huberman model through the stages of data reduction, data display, and conclusion drawing. The results showed that RKAS management had been carried out systematically through the stages of budget planning, implementation, supervision, and evaluation. The research findings also showed transparency, accountability, clear task distribution, and the implementation of internal and external audits. However, the school still faced challenges in the form of dependence on student funds, suboptimal stakeholder involvement, and limited alternative funding sources. These findings contribute to the development of studies on educational financial management and expand understanding of RKAS management in private schools. The conclusion of this study affirms that transparency, stakeholder participation, funding diversification, and collaborative leadership are important factors in maintaining the sustainability of RKAS management. The implications of this study include theoretical contributions to the development of literature on educational financial management and practical implications for schools in strengthening more effective, transparent, and sustainable RKAS management.
Analisis Kurikulum Deep Learning di SMA Islam Shafta Surabaya Rachel Hamdan Al Kahfi; Atta Yusli Salsabil; Diva Aprinita Hardiyanti; Saskia Erliana Fitiawanti; Ima Widiyanah
Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya Vol. 32 No. 1 (2026): Paradigma: Jurnal Filsafat, Sains, Teknologi, dan Sosial Budaya
Publisher : Universitas Insan Budi Utomo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/paradigma.v32i1.2560

Abstract

Kurikulum menjadi suatu hal yang penting dalam pendidikan, sehingga harus menyesuaikan dengan kondisi zaman agar lulusan nantinya mampu menjawab dan memenuhi kebutuhan zaman yang ada. Namun, di sisi lain pendidikan juga mempunyai permasalahan mulai dari sumber daya guru, sarana prasarana yang belum merata padahal secara sistem kebijakan sama dari pusat. Penelitian ini bertujuan untuk mengetahui penerapan kurikulum Deep Learning di SMA Islam Shafta Surabaya. Metode penelitian yang digunakan adalah pendekatan kualitatif dengan teknik observasi, wawancara mendalam, dan analisis dokumentasi, serta analisis data. Hasil penelitian menunjukkan bahwa SMA Islam Shafta Surabaya telah menerapkan kurikulum Deep Learning yang berfokus pada tiga aspek utama, yaitu joyful learning, meaningful learning, dan mindful learning. Aspek joyful learning terlihat dari kegiatan belajar yang menyenangkan dan mendorong keaktifan siswa, meaningful learning tampak dari pembelajaran yang dikaitkan dengan kehidupan nyata, sedangkan mindful learning tercermin dari upaya sekolah menumbuhkan pola pikir kritis dan kesadaran diri siswa. Meskipun penerapannya sudah berjalan, implementasi kurikulum Deep Learning belum merata di seluruh mata pelajaran, sehingga perlu pengembangan lebih lanjut agar dapat dioptimalkan secara menyeluruh.
Co-Authors Aan Prastiyo Ach. Sudrajad Nurismawan Ainur Rifqi, Ainur Almas Firdausyah Eldha F. Amalia Wulan Mahardika Putri Amira Wahyu Utami Amrih Dwi Wulandari Amrozi Khamidi Anindya Larasati Ramadhani Ardhea Dwi Ananda Arini Nur Rofidah Artamevia Shalwa P. S. Atta Yusli Salsabil Ayasha Nabila Audiya Nency AYU WULANDARI Azizatur Rohmah BACHTIAR SYAIFUL BACHRI Budi Purwoko Bunga Aurellia Safitri Dhani Cahya Saputra Dia Ayu Ningtyas Diana Widyati Diva Aprinita Hardiyanti Esti Adristi Dian Rahayu Faiqotul Afifah Faizah Reva Abidah Firsty Gracia Vitacheria Fitri Adelia Najwa Fitriya Helen Anggraeni Hadyan, Nazira Ira Diana Anggraini Irma Mei Sekarsari Kamelia Musa’ad Kaniati Amalia Karwanto, Karwanto Labibah Alfiatin Nafi’ah Maharani Desita Eka Cahyani MASITA NUR HAYATI Moch Fauzan Maulana Syahroni Mochamad Nursalim Mohammad Syahidul Haq Muffarihul Hazin Muhamad Afifuddin Ghozali Muhammad Nursalim Muhammad Nurul Ashar Nafisha Khaylani Ika Nurcahya Najwa Akmalia Ramadhani Nurnafiza Maulina Harimbi Nurul Fauziah Ali Nurul Istiq'faroh Onny Fransinata Anggara Rachel Hamdan Al Kahfi Raka Praseyo Nurhaddi Ricky Setiawan Risna Andara Kusuma Rona Angelica Zahra Rosyadatus Sabilah Sabrina Imelda Putri Salsabilla Dwi Clarissa Saskia Erliana Fitiawanti Shaka Sekar Arum Shelly Andari Shelma Devanatasha Slamet Riyadi Sofia Annisa Rahma Sulistyaningrum, Anisa Syaiful Bachri Vania Ardelia Windasari Windasari, Windasari Wulan Patria Saroinsong