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All Journal Jurnal Ilmiah Kanderang Tingang
Siti Alfiah
Universitas Jambi
Chemical Engineering, Chemistry & Bioengineering Chemistry Engineering

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Model Pembelajaran Inkuiri dan Discovery Learning dalam Administrasi Pendidikan Khoirunisa; Adelia Yuliani; Siti Alfiah; Eva Iryani
Jurnal Ilmiah Kanderang Tingang Vol 17 No 01 (2026): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v17i01.429

Abstract

The shift in the educational paradigm toward a student-centered approach demands innovation in instructional strategies, including in educational administration. This article examines two innovative learning models—Inquiry and Discovery Learning—and their relevance for application in the context of educational administration. Grounded in constructivist theory, both models focus on developing critical, analytical, creative, and problem-solving skills that are essential for prospective educational administrators. Through a literature review, this article outlines the principles, characteristics, as well as the strengths and limitations of each model. In addition, examples of their application in learning are presented, such as analyzing cases of school conflict and designing data-based budgeting. The article also discusses supporting and inhibiting factors in implementation, emphasizing the strategic role of administrators in creating a collaborative and adaptive learning environment. It is concluded that the implementation of Inquiry and Discovery Learning models contributes to improving the quality of educational administration and prepares graduates who are competent, reflective, and responsive to the challenges of 21st-century education.
Model Pembelajaran Inkuiri dan Discovery Learning dalam Administrasi Pendidikan Khoirunisa; Adelia Yuliani; Siti Alfiah; Eva Iryani
Jurnal Ilmiah Kanderang Tingang Vol 17 No 01 (2026): Jurnal Ilmiah Kanderang Tingang
Publisher : FKIP Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/jikt.v17i01.422

Abstract

The shift in the educational paradigm toward a student-centered approach demands innovation in teaching strategies, including in the field of Educational Administration. This article examines two innovative learning models, the Inquiry Learning Model and Discovery Learning, in depth, and their relevance and application in the context of Educational Administration. Based on constructivist theory, these two models aim not only to transfer theoretical knowledge but also to train students to develop critical, analytical, and creative thinking skills, as well as problem-solving skills essential for an educational administrator. Through a comprehensive literature review, this article outlines the nature, principles, characteristics, implementation steps, and advantages and disadvantages of each model. Furthermore, this article presents concrete examples of the application of both models in teaching Educational Administration courses, such as through real-world case studies and exploration of school financial data. An analysis of the supporting and inhibiting factors for their implementation is also presented, emphasizing the crucial role of educational administrators in creating a supportive ecosystem. It concludes that mastery and application of the Inquiry Learning and Discovery Learning models are important indicators of the quality of an institution's educational administration in preparing competent, adaptive graduates who are ready to face the dynamics of the 21st-century education world.
Co-Authors Adelia Yuliani Eva Iryani Khoirunisa Khoirunisa