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Oki Setiana Dewi
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Transformasi Kebijakan Pendidikan dalam rangka Membangun Budaya Sekolah Aman dan Nyaman: Analisis Perbandingan Permendikbudristek Nomor 46 Tahun 2023 dan Permendikdasmen Nomor 6 Tahun 2026 Kosasih Ali Abu Bakar; Oki Setiana Dewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.54542

Abstract

The research discusses about the transformation of educational policy of character building in Indonesia, to compare between Minister of Education, Culture, Research, and Technology Regulation Number 46 of 2023 and Minister of Primary and Secondary Education Regulation Number 6 of 2026. The purpose of this study is to analyze the differences between the two policies in terms of policy substance, paradigm shifts, and their implications for educational practices in Indonesia. The method used is a literature review with a comparative-conceptual analysis. The findings show a paradigm shift from a reactive approach to a preventive and transformational approach, from a sectoral approach to a holistic one, from a structural approach to a collaborative one, and from an administrative approach to a value-based approach. The implications of this policy transformation require strengthening the roles of teachers, school principals, students, families, communities, and media as part of the educational ecosystem. Thus, educational policy functions not only as a regulatory instrument but also as a means of social transformation in building a sustainable, humanistic, and character-oriented educational environment for students.
MANAJEMEN RISIKO DAN KRISIS DALAM MENINGKATKAN KETAHANAN LEMBAGA PENDIDIKAN ISLAM: STUDI KAJIAN PADA MADRASAH IBTIDAIYAH SWASTA Adesna; Oki Setiana Dewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 2 (2026): Volume 11 No. 02, Juni 2026.
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i2.55519

Abstract

Risk and crisis management are essential aspects in maintaining the sustainability and quality of Islamic educational institutions, particularly Private Islamic Elementary Schools (Madrasah Ibtidaiyah Swasta/MIS). This study aims to analyze the various risks faced by MIS, examine their potential impacts, and describe effective risk and crisis management strategies in the administration of Islamic educational institutions. The study employed a descriptive qualitative approach using a library research method. Data were collected from various sources, including academic books, scientific journals, educational regulations, and relevant documents on risk and crisis management in Islamic education. Data analysis was conducted through systematic processes of data reduction, categorization, interpretation, and conclusion drawing. The findings reveal that Private Islamic Elementary Schools face multiple risks, including strategic risks, operational risks, financial risks, human resource risks, reputational risks, and information technology risks. These risks have the potential to escalate into crises if not properly managed. Risk management is implemented through several stages, namely risk identification, risk analysis, risk evaluation, risk mitigation, and continuous monitoring and evaluation. Meanwhile, crisis management consists of three major phases: pre-crisis, crisis response, and post-crisis recovery. The success of risk and crisis management is significantly influenced by the leadership of the madrasa principal, stakeholder involvement, and the implementation of Islamic values such as amanah (trustworthiness), ikhtiar (effort), shura (consultation), and tawakkul (reliance on God). Therefore, risk and crisis management based on Islamic values serves as a strategic instrument for strengthening organizational resilience, maintaining educational quality, and ensuring the sustainability of Islamic educational institutions amidst the challenges of contemporary societal changes.
TRANSFORMASI DIGITAL DALAM PENDIDIKAN ISLAM NONFORMAL DI LINGKUNGAN PERKANTORAN BUMN WIKA : INTEGRASI ARTIFICIAL INTELLIGENCE, BIG DATA, DAN PEMBELAJARAN IMERSIF MENUJU INDONESIA EMAS 2045 Amad Chumsoni; Oki Setiana Dewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.55905

Abstract

The acceleration of digital transformation has fundamentally changed the paradigm of educational management, including Islamic non-formal education within corporate environments. This study aims to analyze the strategic role of digital transformation through the integration of Artificial Intelligence (AI), Big Data Analytics, Blockchain, and immersive learning technologies in strengthening Islamic education programs within the State-Owned Enterprise (BUMN) environment, particularly at WIKA. This research employs a qualitative approach using library research methods by reviewing relevant scientific literature, policy documents, and contemporary studies on digital education and Islamic educational management. The findings reveal that digital transformation provides significant opportunities to improve the effectiveness, accessibility, accountability, and sustainability of Islamic educational activities in the workplace. The integration of AI enables personalized learning experiences, Big Data supports evidence-based decision-making, Blockchain enhances transparency and trustworthiness of educational records, while immersive technologies such as Virtual Reality (VR) and Augmented Reality (AR) strengthen experiential learning processes. Furthermore, the study proposes a Digital Islamic Learning Ecosystem model that integrates technological innovation with Islamic values including Amanah, Syura, Itqan, and Adl. The study concludes that digital transformation in Islamic non-formal education should not merely focus on technological adoption but must serve as a strategic instrument for developing spiritually resilient, digitally literate, and globally competitive human resources in support of Indonesia Emas 2045.
ANALISIS KEBIJAKAN AGENDA RISET NASIONAL PTKI 2025–2029 DALAM PENGEMBANGAN PENDIDIKAN TINGGI KEAGAMAAN ISLAM DI INDONESIA Baenuri; Oki Setiana Dewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 Nomor 03, September 2026 Completed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.56718

Abstract

This study aims to analyze the National Research Agenda Policy of Islamic Higher Education Institutions (PTKI) for the period 2025–2029 as a strategic direction for the development of Islamic higher education in Indonesia. The PTKI National Research Agenda serves as a strategic instrument established by the Ministry of Religious Affairs to strengthen the quality of research, community service, and the academic contributions of PTKI in addressing various social, religious, educational, economic, and technological challenges. This study employed a qualitative approach using a document study method. Data were collected through the analysis of regulations, guidelines, and official documents issued by the Ministry of Religious Affairs of the Republic of Indonesia concerning the PTKI National Research Agenda 2025–2029. The data were analyzed using content analysis techniques to identify policy directions, research priority areas, and their implications for the development of Islamic higher education. The findings reveal that the PTKI National Research Agenda 2025–2029 is designed to strengthen an innovative, collaborative, and problem-solving-oriented research ecosystem. Research priorities include Islamic studies, religious moderation, digital transformation, sustainable development, Islamic economics, Islamic education, and community development based on Islamic values. The implementation of this policy has the potential to enhance the quality of the tri dharma of higher education, strengthen the academic competitiveness of PTKI, and promote the contribution of Islamic higher education to national development. Therefore, synergy among the government, higher education institutions, researchers, and other stakeholders is essential for the successful implementation of the PTKI National Research Agenda 2025–2029.
RELEVANSI ISLAMISASI ILMU DALAM PENGELOLAAN LEMBAGA PENDIDIKAN ISLAM KONTEMPORER Aripin, Paisal; Oki Setiana Dewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Release
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.59824

Abstract

The advancement of science and technology in the modern era has contributed significantly to educational development; however, it has also intensified the dichotomy between religious and secular sciences, resulting in a weakened integration of intellectual, moral, and spiritual dimensions within education. This condition highlights the importance of examining the concept of Islamization of knowledge as a paradigm for managing contemporary Islamic educational institutions. This study aims to analyze the relevance of the Islamization of knowledge in the management of Islamic educational institutions and its implications for the development of an integrative educational system. The research employed a qualitative approach using a library research method. Data were collected from primary and secondary sources, including books, scholarly journal articles, and relevant research findings, and were analyzed through content analysis techniques. The findings reveal that the Islamization of knowledge is highly relevant to the management of Islamic educational institutions through the integration of modern sciences with Islamic values in curriculum development, organizational culture, human resource management, and character building. Furthermore, it strengthens the identity of Islamic educational institutions while enhancing their ability to respond to globalization and technological advancements. The study concludes that the Islamization of knowledge serves as a strategic paradigm for developing Islamic education that is academically excellent, spiritually grounded, and responsive to contemporary challenges.  
ANALISIS KEBIJAKAN KEMENAG 2024 - 2029 UNTUK PTKI YANG BERDAYA SAING, INKLUSIF DAN BERINTEGRITAS Adi Sanusi; Oki Setiana Dewi
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02, Juni 2026 Produce
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.62439

Abstract

Islamic education constitutes an integral part of the national education system and plays a strategic role in developing human resources who possess faith, piety, noble character, and adequate academic competence. This study aims to analyze the regulations and policies governing Islamic education in Indonesia and their implications for the development of Islamic educational institutions. The research employs a library research method with a descriptive qualitative approach. Data were collected from various primary and secondary sources, including legislation, scholarly books, academic journals, and official documents related to Islamic education. The findings indicate that the Indonesian government has demonstrated significant commitment to the development of Islamic education through various regulations and policies governing madrasahs, Islamic boarding schools (pesantren), and Islamic higher education institutions. These policies are directed toward improving educational quality, expanding access to education, strengthening institutional governance, and adapting Islamic education to the advancement of science and technology. Nevertheless, policy implementation continues to face several challenges, including disparities in institutional quality, limitations in human resources, and the need to adapt to global developments. Therefore, synergy among the government, educational institutions, and society is required to realize a high-quality, competitive Islamic education system that remains grounded in Islamic values.
Co-Authors Adesna Adi Sanusi Amad Chumsoni Aripin, Paisal Baenuri Kosasih Ali Abu Bakar