Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal Journal Informatic, Education and Management (JIEM) Indo-MathEdu Intellectuals Journal
Surya Adri
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Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Other

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Strategi Pengembangan SDM Berbasis Kepemimpinan Transformatif dan Pelatihan Berkelanjutan dalam Meningkatkan Kinerja Guru Syahrial, Syahrial; Surya Adri; Jamilus, Jamilus
Indo-MathEdu Intellectuals Journal Vol. 6 No. 7 (2025): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v6i7.4502

Abstract

Human resource development (HRD) is a strategic element in improving teacher performance and educational quality. This article aims to analyse effective HRD strategies within educational institutions, particularly through training management, transformational leadership, and performance management based on affective commitment. This study employs a qualitative descriptive approach using a library research method, drawing upon various secondary data sources including scientific journals, textbooks, research reports, and official institutional documents published between 2020 and 2025. The data were analysed using thematic content analysis through four stages: data reduction, thematic coding, interpretative analysis, and conclusion drawing. The results indicate that effective HRD strategies include : 1) continuous professional development and teacher training to enhance competence and motivation, 2) transformational and participatory school leadership that strengthens collaborative culture, and 3) performance management systems emphasizing teacher well-being and affective commitment. The findings suggest that HRD strategies focusing on motivational, psychological, and structural aspects can sustainably improve teaching effectiveness and educational quality.  
Challenges and Management Strategies of Elementary School Teachers in Addressing Artificial Intelligence (AI) Disruptions in Student Character Education Ramlis Harman Susanto; Eliga Fitria; Surya Adri; Ayani Filko; Abhanda Amra
Journal Informatic, Education and Management (JIEM) Vol 8 No 1 (2026): FEBRUARY (CALL FOR PAPERS)
Publisher : STMIK Indonesia Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61992/jiem.v8i1.219

Abstract

The disruption of Artificial Intelligence (AI) in the education sector presents a fundamental dualism: as an innovative instrument with transformative potential, but also as a significant challenge to the pillars of character education at the elementary school level. This article systematically examines these issues in the context of education in Indonesia. An in-depth analysis identifies three main dimensions of challenges faced by elementary school teachers: (1) ethical and moral challenges, including the erosion of academic integrity, threats to student data privacy, and algorithmic bias; (2) socio-emotional challenges, including the risk of empathy atrophy, social isolation due to reduced human interaction, and digital dependency; and (3) pedagogical challenges, highlighting the limitations of AI as a moral educator and a shift in learning focus that risks neglecting the affective domain. Facing these multidimensional challenges, the role of teachers undergoes a crucial transformation from information conveyors to digital character architects. Consequently, a strategic and comprehensive teacher management framework is needed. This article proposes a management strategy centered on four pillars: (1) adaptive continuing professional development (PKB) based on the Technological Pedagogical Content Knowledge (TPACK) framework; (2) transformative instructional leadership based on human-centric principles; (3) developing school curricula and policies that are responsive to AI ethics; and (4) strengthening the education ecosystem through synergistic collaboration between schools, parents, and the government. In conclusion, the success of integrating AI without sacrificing character education does not depend on technological sophistication, but rather on the readiness, competence, and resilience of teachers. Therefore, investing in human-centered teacher management is a definitive prerequisite for wisely harnessing the potential of AI while fortifying the foundation of the character of future generations.
Co-Authors Abhanda Amra Ayani Filko Eliga Fitria Jamilus Jamilus Ramlis Harman Susanto SYAHRIAL SYAHRIAL