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All Journal Indonesian Journal of Early Childhood Educational Research Jurnal Semarak Mengabdi
Puspita Sari, Heni
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Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Social Sciences

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Kepemimpinan Pedagogi yang Berfokus Pada Keterampilan Kritikal dan Kreativitas Siswa di Abad 21 Pada SMPN 20 Bengkulu Tengah Puspita Sari, Heni; Fibriyanti, Depi; Juniarti , Wili; Hidayat, Tomi; Asmara, Adi
Jurnal Semarak Mengabdi Vol 4 No 2 (2025): Juli
Publisher : STIA Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56135/jsm.v4i2.235

Abstract

Penelitian ini bertujuan untuk mengkaji bagaimana implementasi kepemimpinan pedagogis di SMPN 20 Bengkulu Tengah diarahkan untuk mengembangkan kemampuan berpikir kritis dan kreativitas siswa, sejalan dengan tuntutan pendidikan abad ke-21. Studi ini menggunakan pendekatan deskriptif kualitatif, dengan data diperoleh melalui wawancara intensif, pengamatan langsung, dan studi dokumentasi yang melibatkan kepala sekolah, tenaga pendidik, dan peserta didik. Hasil penelitian menunjukkan bahwa kepemimpinan pedagogis menekankan pentingnya kolaborasi antar guru, penerapan Pendekatan pembelajaran yang berfokus pada tugas proyek dan pemanfaatan perangkat digital dalam mendukung kegiatan belajar-mengajar. Kepala sekolah berperan aktif dalam mendukung pengembangan profesionalisme guru serta membangun budaya inovatif yang mendorong penguatan keterampilan berpikir tingkat tinggi siswa. Disimpulkan bahwa efektivitas kepemimpinan pedagogis dalam menumbuhkan kemampuan berpikir kritis dan kreativitas sangat bergantung pada konsistensi pelaksanaan visi pendidikan abad ke-21 yang melibatkan seluruh elemen sekolah secara aktif.
The Teacher’s Role in Enhancing Early Childhood Independence Through a Deep Learning Approach Mentari, Alin; Kurnia Jayadinata, Asep; Nikawanti, Gia; Puspita Sari, Heni
Indonesian Journal of Early Childhood Educational Research (IJECER) Vol. 4 No. 2: December 2025
Publisher : Universitas Islam negeri Mahmud Yunus Batusangkar

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Independence in early childhood is not limited to performing daily tasks autonomously, but also encompasses broader dimensions such as initiative, self-confidence, responsibility, discipline, emotional regulation, and social interaction. This study aims to describe the teacher’s role in fostering children’s independence through a mindful and context-based deep learning approach. The research involved one classroom teacher and 12 children aged 5–6 years in Class B at Trisula Perwari Kindergarten, Purwakarta. A qualitative approach with a case study design was employed, using observation, interviews, and documentation for data collection. Data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing. The findings indicate that teachers play essential roles as facilitators, motivators, and guides in developing indicators of responsibility, initiative, and adaptability through intentional and contextual learning practices. Furthermore, the partnership between the school and parents is identified as a key factor in ensuring consistent development of children’s independence both at school and at home.
Co-Authors Asmara, Adi Fibriyanti, Depi Juniarti , Wili Kurnia Jayadinata, Asep Mentari, Alin Nikawanti, Gia Tomi Hidayat, Tomi