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All Journal Jurnal Bilqolam Pendidikan Islam
Ariesi Apriyanti
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Akselerasi Program Inovasi Pendidikan dan Peran Monitoring Evaluasi di Era Globalisasi Ariesi Apriyanti; Ismail, Fajri; Astuti, Mardiah
Jurnal Bilqolam Pendidikan Islam Vol. 6 No. 1 (2025): Juni 2025
Publisher : Prodi PAI Sekolah Tinggi Agama Islam Serdang Lubuk Pakam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51672/jbpi.v6i1.596

Abstract

This study aims to examine the acceleration strategy of the education innovation programs and the role of monitoring and evaluation in improving the effectiveness of education in the era of globalization. A field study was conducted at five secondary schools in SD Negeri 35 Palembang that are implementing a technology-based innovation program and a contextual curriculum. The method used was a descriptive qualitative approach with interview, observation, and documentation techniques. The results showed that effective acceleration strategies include regular teacher training, technology utilization, and cross-sector cooperation. Monitoring and evaluation carried out systematically has a positive impact on improving the quality of innovation program implementation. The success of innovation is largely determined by school leadership, organizational culture, government policy support, and community involvement. This research enhances our practical and theoretical comprehension of accelerating and evaluating educational innovations. This research focuses on effectively accelerating and evaluating educational innovations in the era of globalization.
Konsep, Problematika, dan Kebijakan Pendidikan di Eropa: Studi Komparatif Finlandia dan Jerman Ariesi Apriyanti; Munir, Munir; Nurlaila, Nurlaila
Jurnal Bilqolam Pendidikan Islam Vol. 6 No. 2 (2025): Desember 2025
Publisher : Prodi PAI Sekolah Tinggi Agama Islam Serdang Lubuk Pakam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51672/jbpi.v6i2.602

Abstract

Education systems in Europe are highly diverse, reflecting the complexity of each country's history, culture and socioeconomic conditions. This article presents a comparative study between Finland and Germany to explore the conceptual frameworks, problems and education policies implemented by the two countries. Finland stands out with its equity-based approach, student welfare and curriculum flexibility. Germany, on the other hand, promotes a vocational education system based on dualism and decentralization of education policy. This research uses a descriptive qualitative literature study method with a content analysis approach to describe the main characteristics, contemporary challenges and ongoing policy reforms. The results show that the success of the education system is largely determined by the alignment between the basic philosophy of education, local challenges, and adaptive policy strategies. In addition, the study also shows that policy adaptations that are responsive to changing times, such as technology integration and improving teacher professionalism, are important elements in responding to global demands. The findings are relevant for developing countries that want to improve the quality of national education through benchmarking successful international systems. The study provides strategic insights into how education systems can be designed to meet the challenges of social inequality, demographic change and the needs of a 21st century skills-based economy.
Co-Authors Mardiah Astuti Munir Munir, Munir Nurlaila Nurlaila