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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Syntax Literate: Jurnal Ilmiah Indonesia Civil Engineering Dimension Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Rekayasa: Jurnal Teknik Sipil ELEOS: Jurnal Teologi dan Pendidikan Agama Kristen Veritas Lux Mea (Jurnal Teologi dan Pendidikan Kristen) Indonesian Journal Of Educational Research and Review Manajia: Journal of Education and Management Jurnal Teologi Dan Pendidikan Kristen SIKIP: Jurnal Pendidikan Agama Kristen
Tjandra, Daniel Sudibyo
Sekolah Tinggi Teologi IKAT, Jakarta
Religion Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Ethical Integrity and Transformational Leadership in Implementing STEM-Based Merdeka Curriculum in Rural Elementary Schools Daniel Sudibyo Tjandra
Indonesian Journal of Educational Research and Review Vol. 8 No. 2 (2025): July-INPRESS
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijerr.v8i2.101982

Abstract

The limited resources that can integrate transformational leadership and ethical integrity to support the implementation of the STEM-based Independent Curriculum are the main focus that must be resolved. This study aims to analyze how ethical academic integrity is embedded within the transformational leadership practices of an elementary school principal implementing the STEM-based Merdeka Curriculum in a rural setting. The research focuses on five leadership dimensions: idealized influence, inspirational motivation, intellectual stimulation, individualized consideration, and an added ethical integrity dimension. A qualitative case study approach was employed, with data collected through in-depth interviews, participatory observation, and document analysis, and then coded thematically using ATLAS.ti. The findings integrated ethical principles into decision-making, organizational communication, and resource distribution. These practices fostered an inclusive environment that encouraged innovation, cross-generational collaboration, and institutional trust, despite the school’s structural limitations. The principal empowered teachers to experiment with STEM instructional strategies, provided personalized support, and maintained transparency in curriculum-related decisions. Collectively, these actions demonstrate that a transformational leadership model grounded in ethical integrity significantly contributed to the success of curriculum reform in a marginalized school context. The study concludes that ethical leadership is not merely complementary to transformational leadership but integral to sustaining educational change in under-resourced environments. It is recommended that school leadership development programs emphasize ethical decision-making and value-driven leadership, particularly for principals serving in disadvantaged educational settings.
Implementation of the Independent Curriculum in Christian Education Lessons Tjandra, Daniel Sudibyo
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 16 No. 1 (2024): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v16i1.5103

Abstract

The education curriculum in Indonesia continues to evolve with the times. Recently, the education system transitioned from the 2013 Curriculum to the Merdeka Curriculum. This research aims to analyze the implementation of the Merdeka Curriculum in Christian Education Lessons, highlighting its impact and effectiveness. The significance of this study lies in its contribution to understanding curriculum development in Indonesia and how the Merdeka Curriculum aligns with national educational goals and the Pancasila student profile. A literature review methodology was employed, gathering relevant information from the Google Scholar database and other sources. Data were analyzed using a SWOT framework to identify key considerations in implementing the Independent Curriculum, aiming to maximize opportunities and minimize threats. The findings indicate that the Merdeka Curriculum aligns with the vision of Indonesian Education, promoting life competencies in students. This vision supports the Pancasila student profile, emphasizing differentiated learning to meet individual student interests and needs. The analysis involved a systematic literature review, data extraction, and SWOT analysis to synthesize and interpret the findings.
Pembelajaran Ruang Ketiga: Hibriditas, Imajinasi Poskolonial, dan Transformasi Pendidikan Agama Kristen dalam Konteks Multikultural Indonesia Daniel Sudibyo Tjandra
ELEOS: Jurnal Teologi dan Pendidikan Agama Kristen Vol. 5 No. 2 (2026): Januari 2026
Publisher : Sekolah Tinggi Teologi Kalvari Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53814/eleos.v5i2.357

Abstract

Abstract: This article examines the application of third-space theory and hybridity concepts to Christian religious education in Indonesia's multicultural context. Drawing on postcolonial theoretical frameworks by Homi Bhabha and contemporary educational scholarship, this study examines how third-space pedagogy can transform Christian education from an exclusivist approach to inclusive, dialogical practices that honour religious and cultural diversity. Through an analysis of recent scholarship on Indonesian Christian education, intercultural theology, and postcolonial pedagogy, the article argues that third-space learning environments create transformative possibilities for negotiating Christian identity while embracing pluralism. The study identifies key pedagogical strategies, including cultural integration, interreligious dialogue, decolonial imagination, and contextual curriculum development. Findings suggest that third-space pedagogy enables Christian educators to maintain theological integrity while fostering mutual understanding, social justice, and harmonious coexistence within Indonesia's diverse religious landscape. This approach offers practical implications for curriculum design, teacher training, and educational policy in multicultural Christian education contexts. Abstrak: Artikel ini mengeksplorasi penerapan teori ruang ketiga dan konsep hibriditas dalam pendidikan agama Kristen di konteks multikultural Indonesia. Berdasarkan kerangka teoretis poskolonial dari Homi Bhabha dan kajian pendidikan kontemporer, penelitian ini mengkaji bagaimana pedagogi ruang ketiga dapat mentransformasi pendidikan Kristen dari pendekatan eksklusif menuju praktik inklusif dan dialogis yang menghormati keberagaman agama dan budaya. Melalui analisis literatur terkini tentang pendidikan Kristen Indonesia, teologi interkultural, dan pedagogi poskolonial, artikel ini berargumen bahwa lingkungan pembelajaran ruang ketiga menciptakan kemungkinan transformatif untuk menegosiasikan identitas Kristen sambil merangkul pluralisme. Studi ini mengidentifikasi strategi pedagogis kunci, termasuk integrasi budaya, dialog antaragama, imajinasi dekolonial, dan pengembangan kurikulum kontekstual. Temuan menunjukkan bahwa pedagogi ruang ketiga memungkinkan pendidik Kristen mempertahankan integritas teologis sambil memupuk saling pengertian, keadilan sosial, dan hidup berdampingan secara harmonis dalam lanskap religius Indonesia yang beragam. Pendekatan ini menawarkan implikasi praktis untuk desain kurikulum, pelatihan guru, dan kebijakan pendidikan dalam konteks pendidikan Kristen multikultural
Co-Authors Arianto Thesman Christianus Gumilar Akoso Ken Kertorahardjo Paravita Sri Wulandari Paravita Sri Wulandari Reinhard Sianipar Venus Wanudyaningsih Kanugrahan