Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Journal of Elementary Education Research and Practice
Mohammad Bilutfikal Khofi
Institute Agama Islam At-Taqwa Bondowoso, Indonesia
Education

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Principal’s Strategies in Developing Student Leadership Competencies Through Service Learning in Elementary Schools Mohammad Bilutfikal Khofi; Ahmad Sunoko
Journal of Elementary Education Research and Practice Vol. 1 No. 2 (2025): Journal of Elementary Education Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/y2a0p125

Abstract

Elementary education is pivotal in shaping character and cultivating leadership competencies for students' future lives. This study examines how the principal implements service-learning strategies to foster student leadership at Taman Bondowoso State Elementary School. The research uses a qualitative approach to explore managerial practices integrating community-based learning with leadership development. Data was collected through observations, indepth interviews, and document analysis involving seven informants: the school principal, four teachers, and two students purposively selected for active involvement in service-learning activities. The findings reveal five key service-learning strategies: (1) structured class discussions to enhance critical thinking and communication, (2) collaborative group projects that emphasize shared responsibility and peer leadership, (3) role-modeling inspired by local and historical figures to instill values such as justice and empathy, (4) extracurricular programs that develop social and organizational skills, and (5) community service that teach social responsibility through hands on experiences. These strategies demonstrate how service-learning bridges academic goals with real world leadership applications, offering a replicable model for elementary education focused on character and leadership development.
Principal Challenges in Addressing School Bullying Through Peer Empowerment Approaches in Elementary Schools Mohammad Bilutfikal Khofi; Makherus Sholeh
Journal of Elementary Education Research and Practice Vol. 1 No. 3 (2025): Journal of Elementary Education Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/0qd2aj18

Abstract

This study examines the challenges faced by school principals in implementing peer empowerment approaches to address bullying in elementary schools. A Systematic Literature Review (SLR) was conducted in accordance with PRISMA guidelines. Twelve peer-reviewed articles published between 2015 and 2025 were selected from reputable databases, including Scopus, Web of Science, ERIC, Google Scholar, DOAJ, and Garuda. Data were analyzed using thematic analysis to identify recurring psychosocial barriers and leadership-related challenges in the implementation of peer-based anti-bullying programs. The findings reveal four dominant barriers: diffusion of responsibility, students’ fear of becoming subsequent victims, pluralistic ignorance, and observers’ limited knowledge of appropriate intervention strategies. Collectively, these factors contribute to a pattern of collective passivity that weakens students’ capacity to function as active bystanders in bullying prevention. Furthermore, the effectiveness of peer empowerment programs is strongly contingent upon principals’ leadership capacity to cultivate a safe, supportive, and prosocial school climate. This includes the implementation of witness protection mechanisms, the correction of erroneous social norms, the strengthening of moral courage literacy, and the provision of evidence-based intervention training.
Leadership in the Age of Artificial Intelligence in Elementary Education Management Mohammad Bilutfikal Khofi; Lahij Kamal; Nawal Nur Arafah
Journal of Elementary Education Research and Practice Vol. 2 No. 1 (2026): Journal of Elementary Education Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/khgvbg45

Abstract

The rapid development of Artificial Intelligence (AI) has transformed educational leadership practices, including at the elementary school level, which raises distinctive pedagogical and ethical considerations. This study aims to examine AI-based educational leadership in elementary education, emphasizing the balance among data utilization, pedagogical wisdom, and humanistic values. A Systematic Literature Review (SLR) was conducted by analyzing peer-reviewed articles published between 2015 and 2025 that address educational leadership, AI, and primary education. The findings indicate that AI significantly supports data-driven leadership by enhancing responsive and evidence-based decision-making; however, it cannot replace the role of school principals as interpreters of data who consider students’ social-emotional development and the unique context of elementary education. The successful implementation of AI is also highly dependent on establishing teachers’ psychological safety, fostered by supportive, ethical leadership that encourages reflective adaptation to technology without undermining professional autonomy. Furthermore, AI has strong potential to support differentiated and inclusive learning, provided it is managed fairly and does not lead to labeling or learning inequalities. This study underscores that elementary school leadership in the AI era must be grounded in a strong ethical commitment to child protection, equity, and inclusivity, positioning AI as a means to strengthen educational practices rather than an end in itself.
Co-Authors Ahmad Sunoko Lahij Kamal Makherus Sholeh Nawal Nur Arafah