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All Journal Jurnal Pendidikan (Teori dan Praktik) JP (Jurnal Pendidikan) : Teori dan Praktik Educandumedia: Jurnal Ilmu Pendidikan dan Kependidikan
Andarin, Marsasanda
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Education Social Sciences Other

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SYSTEMATIC LITERATURE REVIEW: FILSAFAT ILMU DALAM PENGEMBANGAN KURIKULUM MERDEKA DI INDONESIA Agustina, Ade Erma; Rahmawati, Dina; Andarin, Marsasanda
Educandumedia: Jurnal Ilmu pendidikan dan kependidikan Vol. 3 No. 3 (2024): Desember 2024
Publisher : Yayasan Insan Cipta Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61721/educandumedia.v3i3.431

Abstract

Penelitian ini bertujuan untuk mengkaji peran filsafat ilmu dalam pengembangan Kurikulum Merdeka di Indonesia melalui pendekatan literature review. Kurikulum Merdeka menekankan fleksibilitas dan kebebasan dalam proses pendidikan, di mana sekolah dan guru memiliki otonomi lebih besar untuk menyesuaikan pembelajaran sesuai dengan konteks lokal dan kebutuhan peserta didik. Kajian ini menyoroti berbagai teori dan pendekatan filsafat ilmu yang berpengaruh dalam pengembangan kurikulum, termasuk rasionalisme, empirisme, pragmatisme, dan konstruktivisme. Dalam literature review ini, dijelaskan bagaimana filsafat ilmu memberikan kerangka konseptual bagi penyusunan kurikulum yang adaptif dan dinamis, serta bagaimana penerapan teori-teori ini mempengaruhi praktik pendidikan di Indonesia. Analisis literatur menunjukkan bahwa penggunaan filsafat ilmu dalam Kurikulum Merdeka memungkinkan proses pendidikan yang lebih holistik, di mana peserta didik didorong untuk berpikir kritis, kreatif, dan mandiri. Selain itu, literature review ini juga mengidentifikasi tantangan dan peluang yang dihadapi dalam implementasi Kurikulum Merdeka, termasuk resistensi terhadap perubahan kurikulum, kesiapan guru, dan dukungan infrastruktur pendidikan. Hasil dari kajian ini diharapkan dapat memberikan wawasan yang lebih mendalam tentang pentingnya landasan filsafat ilmu dalam pengembangan kurikulum, serta memberikan rekomendasi untuk pengembangan kebijakan pendidikan yang lebih sesuai dengan kebutuhan masyarakat Indonesia. Kata Kunci: Filsafat Ilmu, Kurikulum Merdeka, Literature Review, Pengembangan Kurikulum, Pendidikan, Indonesia.
Principal Transformational Leadership Style on Teacher Performance Andarin, Marsasanda; Hariri, Hasan; Sari, Siti Rahma; Handoko, Handoko
Jurnal Pendidikan (Teori dan Praktik) Vol 10 No 2 (2025): Vol. 10 No. 2 (2025): Volume 10, Nomor 2, September 2025
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v10n2.p219-231

Abstract

Improving the quality of education depends greatly on enhancing teacher performance, which remains a persistent challenge in many schools. Several studies indicate that low motivation, limited creativity in teaching, and minimal teacher participation in decision-making continue to hinder educational progress. This review examines how the transformational leadership style of principals influences teacher performance through motivation, commitment, discipline, and the development of a positive school culture. This study used a qualitative descriptive literature review to analyze eighteen peer-reviewed publications issued between 2018 and 2024. The review process included identifying, selecting, and synthesizing research related to principal leadership and teacher performance. The findings show that transformational leadership directly improves teacher motivation, job satisfaction, and commitment to the profession. It also reveals that these effects are reinforced by mediating factors such as work discipline, intrinsic motivation, and teacher commitment. Furthermore, a supportive school culture strengthens the overall impact of leadership, creating an environment that encourages collaboration, trust, and shared goals. The results suggest that transformational leadership is a key factor in promoting teacher professionalism and the overall quality of education. Principals who act as visionary leaders, motivators, and mentors can build a culture of continuous improvement within their schools. The study recommends further empirical research using longitudinal and comparative approaches to validate these findings and explore how different leadership frameworks can be integrated to support sustainable educational excellence.
Principal Transformational Leadership Style on Teacher Performance Andarin, Marsasanda; Hariri, Hasan; Sari, Siti Rahma; Handoko, Handoko
Jurnal Pendidikan (Teori dan Praktik) Vol 10 No 2 (2025): Vol. 10 No. 2 (2025): Volume 10, Nomor 2, September 2025
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v10n2.p219-231

Abstract

Improving the quality of education depends greatly on enhancing teacher performance, which remains a persistent challenge in many schools. Several studies indicate that low motivation, limited creativity in teaching, and minimal teacher participation in decision-making continue to hinder educational progress. This review examines how the transformational leadership style of principals influences teacher performance through motivation, commitment, discipline, and the development of a positive school culture. This study used a qualitative descriptive literature review to analyze eighteen peer-reviewed publications issued between 2018 and 2024. The review process included identifying, selecting, and synthesizing research related to principal leadership and teacher performance. The findings show that transformational leadership directly improves teacher motivation, job satisfaction, and commitment to the profession. It also reveals that these effects are reinforced by mediating factors such as work discipline, intrinsic motivation, and teacher commitment. Furthermore, a supportive school culture strengthens the overall impact of leadership, creating an environment that encourages collaboration, trust, and shared goals. The results suggest that transformational leadership is a key factor in promoting teacher professionalism and the overall quality of education. Principals who act as visionary leaders, motivators, and mentors can build a culture of continuous improvement within their schools. The study recommends further empirical research using longitudinal and comparative approaches to validate these findings and explore how different leadership frameworks can be integrated to support sustainable educational excellence.
Co-Authors Agustina, Ade Erma Dina Rahmawati Handoko Handoko Hasan Hariri Sari, Siti Rahma