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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar AKADEMIK: Jurnal Mahasiswa Humanis ALSYS : Jurnal Keislaman dan Ilmu Pendidikan
Eljohn, Grace
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Pengaruh Manajemen Kurikulum Berbasis Kompetensi terhadap Kompetensi Soft Skills dan Hard Skills Lulusan SMA Pertiwi, Ila Indah; Eljohn, Grace; Fitriah, Nur Indriana; Warman, Warman
ALSYS Vol 5 No 1 (2025): JANUARI
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/alsys.v5i1.4446

Abstract

The Competency-Based Curriculum (KBK) approach is one of the solutions that is expected to be able to answer the needs of the times. However, reality shows that many high school graduates still face challenges in optimally integrating hard skills and soft skills. This study aims to analyze the influence of Competency-Based Curriculum management on the development of soft skills and hard skills competencies of high school graduates. This study uses a quantitative approach with a survey method to analyze the influence of Competency-Based Curriculum management on the development of soft skills and hard skills of high school graduates. This study shows that the management of the Competency-Based Curriculum (KBK) at the high school level has a significant positive influence on the development of students' soft and hard skills. From the aspect of curriculum management, planning obtained the highest score (85 out of a scale of 100), followed by implementation (80) and evaluation (78), which shows that the school has made optimal efforts in designing and implementing KBK, although the evaluation stage still needs improvement. In the development of soft skills, communication and cooperation skills received the highest scores of 85 and 84, respectively, while leadership and time management obtained scores of 75 and 72. On the other hand, students' mastery of hard skills is also in the good category with the highest score on technology-based skills (86) and the lowest score on analytical skills (74). The results of the linear regression test confirmed that there was a significant positive relationship between KBK management and the mastery of soft skills (regression coefficient 0.65; p < 0.01) and hard skills (regression coefficient 0.59; p < 0.01).
Strategi Pengembangan Model Pembiayaan Pendidikan Inklusi : Solusi Dukungan Finansial Berkelanjutan Nafarin, Wahyudi; Eljohn, Grace; Sari, Yunita; Haryaka, Usfandi; Mulawarmana, Widyatmike Gede
AKADEMIK: Jurnal Mahasiswa Humanis Vol. 5 No. 2 (2025): AKADEMIK: Jurnal Mahasiswa Humanis
Publisher : Perhimpunan Sarjana Ekonomi dan Bisnis

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37481/jmh.v5i2.1408

Abstract

Inclusive education is increasingly recognized as a fundamental aspect of equitable and quality education for all. However, its implementation often faces financial challenges, particularly in ensuring sufficient resources to accommodate learners with diverse needs, including those with disabilities. The urgency of this research lies in the growing demand for inclusive educational practices and the lack of sustainable financial models to support them effectively. This study aims to develop a sustainable funding model strategy for inclusive education by exploring innovative financial solutions such as public-private partnerships, community fundraising initiatives, and more efficient budget allocation mechanisms. Utilizing qualitative methods including case studies, policy analysis, and in-depth interviews with policymakers, educators, and financial experts this research reveals that inclusive education funding can be significantly improved through collaborative and diversified funding sources. The findings show that successful implementation often involves multi-stakeholder engagement, transparency in fund management, and adaptive financial planning. The implications of this research are far-reaching. It provides practical and scalable recommendations for policymakers, educational institutions, and non-governmental organizations to design and implement funding strategies that are both sustainable and equitable. These strategies not only improve access to inclusive education but also strengthen the overall quality and resilience of education systems, particularly in under-resourced regions.
MODEL INTEGRATIF COACHING-MENTORING DALAM SUPERVISI AKADEMIK: STUDI KASUS KEMANDIRIAN PEDAGOGIK GURU DI SMP AL AZHAR 48 SAMARINDA Suharmi, Suharmi; Sumanti, Herlina; Eljohn, Grace; Warman, Warman; Yahya, Masrur
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 3 September 2025 In Order
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.30875

Abstract

This study examines the implementation of an integrative coaching-mentoring model in academic supervision to enhance teachers' pedagogical autonomy, specifically at SMP Al Azhar 48 Samarinda. The background reveals gaps in teacher professional development programs in Southeast Asia, with 70% of teachers struggling to access quality initiatives. In Indonesia, 65% of private junior high school teachers find existing supervision programs disempowering. Supervision paradigms have shifted from administrative to collaborative approaches, yet implementation remains fragmented and lacks synergistic integration of coaching and mentoring. The study addresses three research gaps: the absence of an integrated supervision model, the administrative focus of current research in Indonesian private junior high schools, and the neglect of unique Islamic school values. Employing an intrinsic qualitative case study approach , this research will explore best practices and obstacles in collaborative, personalized, and value-driven academic supervision. Data was collected through semi-structured interviews, participant observation, and document analysis involving five teachers, two supervisors, and one school principal. Theoretically, this study contributes to forming a holistic supervision framework that combines instructional reflection (coaching) with sustained professional relationships (mentoring). Practically, the findings are expected to serve as an adaptive guide for similar private schools and inform policy considerations for relevant teacher supervision programs.
Co-Authors Fitriah, Nur Indriana Haryaka, Usfandi Mulawarmana, Widyatmike Gede Nafarin, Wahyudi Pertiwi, Ila Indah suharmi, Suharmi Sumanti, Herlina Warman Warman Yahya, Masrur Yunita Sari