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All Journal Jurnal Pendidikan Indonesia Jurnal Prima Edukasia Edukasi: Jurnal Pendidikan dan Pengajaran International Journal of Artificial Intelligence Research Tadbir : Jurnal Studi Manajemen Pendidikan Jurnal Administrasi dan Manajemen Pendidikan EDUKATIF : JURNAL ILMU PENDIDIKAN SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme JAMP : Jurnal Administrasi dan Manajemen Pendidikan EduBasic Journal: Jurnal Pendidikan Dasar Journal Evaluation in Education (JEE) Jurnal Pendidikan Islam
Dikdik, Asep
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Religion Computer Science & IT Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analysis Of The Results Of The Implementation Of The Curriculum Development Acceleration And Learning Assistance Program In Higher Education To Support Independent Independent Campus In Indonesia Putra, Pradipta Hendrawan; Dikdik, Asep; Aedi, Nur; Nurdin, Didin
International Journal of Artificial Intelligence Research Vol 8, No 1.1 (2024)
Publisher : Universitas Dharma Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29099/ijair.v8i1.1.1358

Abstract

This study aims to describe the results of the implementation of the Higher Education Curriculum and Learning Acceleration Assistance Program Supporting Independent Independent Campus implemented by the Directorate of Learning and Student Affairs, Directorate General of Higher Education, Research, and Technology, Ministry of Education, Culture, Research, and Technology. This study uses a qualitative methodology with a descriptive approach using data collection techniques through surveys and documentation studies of program results that have been reported by program recipients to the Directorate of Learning and Student Affairs as the program implementer. The results of the study show that this assistance program greatly assists study programs in reorienting their curriculum to implement the Independent Learning-Independent Campus (MBKM) program independently through various collaborations carried out by related partners. Thanks to this assistance program, all study programs receiving assistance have curriculum documents that support the implementation of the MBKM program. The form of learning activities most often designed and implemented by recipients of assistance is internships/work practices, followed by student exchange activities and teaching in schools. This assistance program needs to be continuously developed every year to be able to accelerate the implementation of the MBKM program in higher education through curriculum development and independent implementation of the MBKM program
The Management of Female Boarding School Students in Implementing Regulations at Islamic Boarding Schools Maulia, Ulfia Nanda; Triatna, Cepi; Abubakar, Abubakar; Dikdik, Asep
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 7 No. 2 (2025): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v7i2.7445

Abstract

The objective of this study is to examine the management of female boarding school students in implementing regulations at the Assa'adah Modern Islamic Boarding School in Serang, Banten, with a focus on the four main functions of management: planning, organizing, implementing, and evaluating. The present research adopts a qualitative approach, employing a case study methodology, with data sources consisting of the head of female student care (1 person), female student care staff (1 person), female teachers (1 person), and female students (2 people), totaling five informants selected through a purposive sampling technique. The research was conducted over two months, involving intensive observation in the natural setting of the boarding school environment. Data collection techniques included observation, in-depth interviews, and documentation. The data was obtained from the head of the female dormitory, care staff, female teachers, and female students. The data was then analyzed using ATLAS.ti software to ensure the accuracy and precision of the data analysis. The findings indicate that the management of female students' care in implementing regulations has been carried out systematically and structurally, and can respond to various challenges that arise in the process of internalizing regulations. Program planning is carried out in a participatory manner, taking into account the actual needs and diversity of the female students' characters. The organizational process demonstrates clear and coordinated task distribution, as well as the active involvement of the student organization in the implementation of educational activities. The implementation stages emphasize exemplary behavior, persuasive communication, and interpersonal approaches that foster emotional closeness between caregivers and female students. Concurrently, evaluations are conducted in a progressive, comprehensive, and continuous manner through formative and summative assessments. These assessments incorporate corrective mechanisms, as well as recognition and appreciation.
SEM-PLS Analysis of Campus Climate and Self-Efficacy Influences on Undergraduates’ Psychological Well-Being Karina, Karina; Permana, Johar; Dikdik, Asep
Edukasi Vol 12 No 2 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/g0q52v62

Abstract

This study examined the influence of campus climate and self-efficacy on the psychological well-being of undergraduate students in Educational Administration at Universitas Pendidikan Indonesia. A quantitative approach was employed using SEM-PLS analysis on 50 students selected through stratified random sampling. Data were collected using questionnaires measuring Campus Climate, Self-Efficacy, and Psychological Wellbeing. The analysis included measurement model evaluation through convergent and discriminant validity testing, followed by structural model assessment using SmartPLS 3 software with 5,000 bootstrapping resamples. The convergent validity test results showed that all indicators had outer loading values above 0.5 and met the criteria for discriminant validity based on the Fornell-Larcker method, cross-loading, and the Heterotrait-Monotrait ratio (HTMT < 0.90). The three constructs of Campus Climate (CC), Self-Efficacy (SE), and Psychological Well-Being (PWB) also meet the reliability criteria, with Composite Reliability and Cronbach's Alpha values above 0.70. Major findings revealed that Campus Climate contributed 47.2% to explaining variance in Psychological Well-Being, while Self-Efficacy contributed 25.2%. Hypothesis testing showed a significant relationship between CC to PWB (β = 0.442, p = 0.000), CC to SE (β = 0.502, p value = 0.000), and SE to PWB (β = 0.349, p value = 0.035). These results confirmed that both campus climate and self-efficacy significantly influence students' psychological well-being, with campus climate serving as the stronger predictor. The findings emphasized the critical importance of creating supportive, fair, and inclusive campus environments alongside fostering strong self-efficacy beliefs as fundamental foundations for comprehensively enhancing students' psychological well-being.
Enhancing Teacher Competence: A Training Needs Analysis Nur Fariha, Arini; Rahyasih, Yayah; Suharto, Nugraha; Dikdik, Asep
Edukasi Vol 12 No 01 (2025): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/j9hn8n27

Abstract

This study analyzes teacher training needs for developing pedagogical competencies at MTs Inovatif Daarul Ihsan through a quantitative method with a descriptive-exploratory approach. Data collected through the Training Needs Survey and analyzed using SPSS revealed that most teachers at the institution are classified as Level 2 (Decent) or Level 3 (Competent), with an average score of 34.31, below the established standard of 39. This finding indicates persistent professional inequality, particularly in pedagogical aspects, including lesson planning, subject matter expertise, teaching methods, and understanding of student characteristics. The predominantly young teaching staff further influences this competency gap. To address these needs, systematically designed training programs are required to cover pedagogical knowledge, innovative teaching models, and methodologies. The study recommends implementing comprehensive teacher pedagogical competency-based training focusing on three essential components: content knowledge, pedagogical knowledge, and pedagogical content knowledge. These competencies will enable teachers to not only master teaching methods but also apply them effectively to enhance student engagement and interaction in learning. This research provides valuable insights for policymakers, educators, and training institutions seeking to design more effective professional development programs to improve educational quality at MTs Inovatif Daarul Ihsan.
Edification-Based Leadership Development: Integrating Behavioral and Managerial Design Change Future-Ready Elementary Schools Principals in Urban and Rural Settings Suryana, Asep; Sururi, Sururi; Suryadi, Suryadi; Suharto, Nugraha; Dikdik, Asep; Barlian, Iqbal Nugraha; Nurjannah, Siti
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.2408

Abstract

Purpose of the study: This study investigates how elementary school principals in urban and rural settings develop future-ready leadership through integrating behavioral and managerial design change dimensions within an edification-based framework to address digital transformation challenges in Indonesian elementary education. Methodology: A mixed exploratory qualitative design with component analysis was employed, using structured observations and interviews with contrasting questions. Ten elementary school principals from Bandung City and West Bandung Regency were selected via purposive sampling. Data were analyzed using ATLAS.ti software through systematic thematic coding of non-numerical textual data. Main Findings: Urban schools in Bandung City demonstrated higher digital adaptability, innovative supervision, and active professional development supported by adequate infrastructure and collaborative culture. Rural schools in West Bandung Regency exhibited conventional leadership patterns constrained by limited technology access. Two integrated leadership stages emerged: Behavior Design Change (digital leadership, open-mindedness, efficacy, foresight) and Managerial Design Change (network, digital organization, transition management, digital transformation, innovation strategy). Novelty/Originality of this study: This study introduces an edification-based leadership development framework integrating behavioral and managerial design change dimensions specifically for elementary school principals. It advances existing knowledge by providing empirical evidence of urban–rural digital leadership disparities in Indonesia and offering a contextualized, culturally-responsive model for developing future-ready school leaders.
Realistic Mathematics Education and Learning Interest as Simultaneous Predictors of Mathematics Achievement: Evidence from a Teacher-Perspective SEM-PLS Study Kania, Fitri; Dikdik, Asep
Journal Evaluation in Education (JEE) Vol 7 No 2 (2026): April
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v7i2.2417

Abstract

Purpose of the study: Despite widespread recognition of Realistic Mathematics Education (RME) and student learning interest as critical factors in mathematics learning, their simultaneous contribution to performance, as perceived by classroom teachers, remains insufficiently examined. This study investigates the concurrent relationships between RME implementation quality and student learning interest with teacher-rated mathematics learning performance in elementary schools. Methodology: A quantitative cross-sectional survey involved n = 55 purposively selected elementary school mathematics teachers. Using validated questionnaires with 5-point Likert scales, teachers rated RME practices, student interest, and mathematics performance across nine competency dimensions based on year-long classroom observations. Structural Equation Modeling–Partial Least Squares (SEM-PLS) with bootstrapping (5,000 resamples) was employed. The measurement model demonstrated robust psychometric properties (AVE > 0.70, CR > 0.93, HTMT < 0.90). Main Findings: RME implementation significantly predicted teacher-rated performance (β = 0.468, p < 0.001, f² = 0.312, medium-to-large effect), as did student learning interest (β = 0.382, p < 0.001, f² = 0.198, medium effect). Both predictors jointly explained 58.4% of performance variance (R² = 0.584, Q² = 0.398), indicating substantial explanatory and predictive capacity. Novelty/Originality of this study: This study uniquely integrates pedagogical and psychological predictors within a single SEM-PLS framework from the practitioner perspective, addressing a methodological gap in Indonesian elementary mathematics research that has predominantly relied on separate, small-scale analyses. Findings carry direct implications for teacher professional development and curriculum design, particularly in advancing RME adoption and interest-fostering strategies within Indonesia’s Merdeka Curriculum context.
Co-Authors Aan Komariah Abubakar Abubakar Arini Nur Fariha Asep Suryana Barlian, Iqbal Nugraha Cepi Triatna, Cepi Diding Nurdin, Diding Endang Herawan Firyal Fatin Oktaviani Hasanah, Cucun Johar Permana Kania, Fitri Karina Karina Maulia, Ulfia Nanda Nugraha Suharto Nur Aedi, Nur Nur Fariha, Arini Nurbani, Destisari Nurdin, Didin Nurillah, Salma Oktaviani, Firyal Fatin Prihatin, Eka Putra, Pradipta Hendrawan Ruhimat, Mochammad Devi Cahya Siti Nurjannah Sururi Sururi, Sururi Suryadi Suryadi Triana, Cepi Ulfia Nanda Maulia Yayah Rahyasih, Yayah