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All Journal Progressive of Cognitive and Ability Jurnal Cendekia Pendidikan Open Access DRIVERset
Soetomo, Risqi Hartiasih
STKIP PGRI Sampang
Education Languange, Linguistic, Communication & Media Social Sciences Other

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Analisis Strategi Kepemimpinan Kepala Sekolah dalam Meningkatkan Kualitas Pendidikan di SMP Miftahul Huda Dzun Nurain Planggaran Timur Banyuates Soetomo, Risqi Hartiasih; Wahidah, Wahidah; Maryanto, Maryanto
Progressive of Cognitive and Ability Vol. 4 No. 2 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jpr.v4i2.1373

Abstract

The quality of education in Indonesia remains a strategic issue that requires serious government attention due to its direct impact on the competitiveness of human resources in the global era. The active role of the Ministry of Education and Culture in formulating and implementing strategic policies reflects the government's commitment to addressing the complexity of national education challenges. This study aims to analyze the leadership strategies of the school principal in improving the quality of education at SMP Miftahul Huda Dzun Nurain Planggaran Timur Banyuates. The research focuses on: (1) the form of the principal’s leadership in enhancing education quality, (2) the obstacles encountered in the process, and (3) the strategic efforts undertaken to overcome them. A qualitative method with a descriptive approach was employed, using observation, in-depth interviews, and documentation as data collection techniques. The research subjects consisted of the school principal and teachers. Data analysis was conducted through data reduction, data display, and conclusion drawing. Data validity was ensured through credibility, transferability, dependability, and confirmability criteria. The findings indicate that the principal applied a democratic leadership style, provided effective supervision, and showed concern for teachers. The main challenge faced was the lack of adequate facilities and infrastructure. Improvement efforts included teacher competency development, meeting stakeholder needs, and fostering collaborative problem-solving.
IMPLEMENTASI PENDIDIKAN KARAKTER DISIPLIN MELALUI KEGIATAN TERINTEGRASI PEMBELAJARAN PPKn DI SMP AL-MASUDIYAH 1 SRESEH SAMPANG Miftahul Jannah; Sugeng Sugeng; Risqi Hartiasih Soetomo
Jurnal Cendekia Pendidikan Vol. 2 No. 2 (2025): Juni
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Sampang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65275/jcp.v2i2.40

Abstract

The crisis of discipline among secondary school students raises concerns about the decline in the sense of responsibility among the younger generation. This phenomenon is controversial because character education has not been fully integrated into school learning practices. This article highlights the paradigm shift in Pancasila and Citizenship Education (PPKn) towards integrated learning oriented towards strengthening discipline. This study aims to analyze the implementation of discipline character education through PPKn learning activities at Al-Mas'udiyah 1 Sreseh Sampang Junior High School as a solution to the weak internalization of student discipline values. A descriptive qualitative approach was used with observation, interview, and documentation techniques of teachers, principals, and students. The results of the study show a positive transformation in the formation of disciplinary character through active, reflective, and contextual learning strategies. However, time constraints, traditional methods, and the irrelevance of the material to students' real experiences are major obstacles. This article emphasizes the urgency of value-based pedagogical innovation and the need for school policies that are more adaptive to the learning needs of 21st-century discipline.
IMPLEMENTASI KURIKULUM MERDEKA PADA MATA PELAJARAN PENDIDIKAN PANCASILA DI SMP AL ISMAILIYAH BERINGIN, TAMBELANGAN, SAMPANG Mobazzir Mobazzir; Moh. Ari Wibowo; Risqi Hartiasih Soetomo
Jurnal Cendekia Pendidikan Vol. 2 No. 2 (2025): Juni
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Sampang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65275/jcp.v2i2.41

Abstract

The paradigm shift in national education through the implementation of the Merdeka Curriculum has elicited various responses among educators, particularly in the subject of Pancasila Education. This issue has become controversial because not all teachers are adequately prepared and understand the principles of competency- and character-oriented learning. This study aims to analyze teachers' understanding of the implementation of the Merdeka Curriculum in Pancasila Education at Al Ismailiyah Beringin Junior High School, Tambelangan, Sampang, in the 2023–2024 academic year. This study uses a qualitative approach with field research. Data were collected through participatory observation, in-depth interviews, and documentation, then analyzed using Miles and Huberman's interactive model, which includes data reduction, data presentation, and conclusion drawing. The results show that teachers have a good understanding of the principles of the Merdeka Curriculum, including differentiated learning, diagnostic assessment, and the integration of Pancasila values. The implementation of this curriculum contributes to an increase in students' nationalism, responsibility, and social skills. However, challenges were found in the form of limited resources and pedagogical adaptation at the school level. These findings emphasize the urgency of implementing the Merdeka Curriculum (change and solution) as an effort to restore post-pandemic learning and strengthen the Pancasila Student Profile in the context of 21st-century education.
IMPLEMENTASI PENDIDIKAN KARAKTER DISIPLIN MELALUI KEGIATAN TERINTEGRASI PEMBELAJARAN PPKn DI SMP AL-MASUDIYAH 1 SRESEH SAMPANG Miftahul Jannah; Sugeng Sugeng; Risqi Hartiasih Soetomo
Jurnal Cendekia Pendidikan Vol. 2 No. 2 (2025): Juni
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Sampang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65275/jcp.v2i2.40

Abstract

The crisis of discipline among secondary school students raises concerns about the decline in the sense of responsibility among the younger generation. This phenomenon is controversial because character education has not been fully integrated into school learning practices. This article highlights the paradigm shift in Pancasila and Citizenship Education (PPKn) towards integrated learning oriented towards strengthening discipline. This study aims to analyze the implementation of discipline character education through PPKn learning activities at Al-Mas'udiyah 1 Sreseh Sampang Junior High School as a solution to the weak internalization of student discipline values. A descriptive qualitative approach was used with observation, interview, and documentation techniques of teachers, principals, and students. The results of the study show a positive transformation in the formation of disciplinary character through active, reflective, and contextual learning strategies. However, time constraints, traditional methods, and the irrelevance of the material to students' real experiences are major obstacles. This article emphasizes the urgency of value-based pedagogical innovation and the need for school policies that are more adaptive to the learning needs of 21st-century discipline.
IMPLEMENTASI KURIKULUM MERDEKA PADA MATA PELAJARAN PENDIDIKAN PANCASILA DI SMP AL ISMAILIYAH BERINGIN, TAMBELANGAN, SAMPANG Mobazzir Mobazzir; Moh. Ari Wibowo; Risqi Hartiasih Soetomo
Jurnal Cendekia Pendidikan Vol. 2 No. 2 (2025): Juni
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Sampang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65275/jcp.v2i2.41

Abstract

The paradigm shift in national education through the implementation of the Merdeka Curriculum has elicited various responses among educators, particularly in the subject of Pancasila Education. This issue has become controversial because not all teachers are adequately prepared and understand the principles of competency- and character-oriented learning. This study aims to analyze teachers' understanding of the implementation of the Merdeka Curriculum in Pancasila Education at Al Ismailiyah Beringin Junior High School, Tambelangan, Sampang, in the 2023–2024 academic year. This study uses a qualitative approach with field research. Data were collected through participatory observation, in-depth interviews, and documentation, then analyzed using Miles and Huberman's interactive model, which includes data reduction, data presentation, and conclusion drawing. The results show that teachers have a good understanding of the principles of the Merdeka Curriculum, including differentiated learning, diagnostic assessment, and the integration of Pancasila values. The implementation of this curriculum contributes to an increase in students' nationalism, responsibility, and social skills. However, challenges were found in the form of limited resources and pedagogical adaptation at the school level. These findings emphasize the urgency of implementing the Merdeka Curriculum (change and solution) as an effort to restore post-pandemic learning and strengthen the Pancasila Student Profile in the context of 21st-century education.
Penerapan Metode ECOLA pada Pembelajaran Bahasa Indonesia untuk Meningkatkan Kemampuan Membaca dan Menulis Siswa Kelas 5 SDN Ragung 2 Sampang Nur Muchlis, Fauziah; Hartiasih Soetomo, Risqi; Rahmawati, Arwani
Jurnal Cendekia Pendidikan Vol. 3 No. 1 (2025): Desember
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Sampang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65275/jcp.v3i1.55

Abstract

The development of reading and writing skills are two important skills in learning Indonesian that are interrelated. However, in reality, elementary school students still experience difficulties in understanding the content of reading and writing coherently and clearly. The reading and writing skills of fifth-grade students at SDN Ragung 2 are still low because the learning methods used tend to be passive and do not involve students actively. Therefore, an integrative and enjoyable approach is needed, one of which is the ECOLA method which combines four language skills, namely listening, speaking, reading, and writing. This study used the Classroom Action Research (CAR) method with the Kemmis and McTaggart model which was implemented in two cycles. Each cycle consists of four stages, namely planning, action implementation, observation, and reflection. The subjects in this study were 14 fifth-grade students at SDN Ragung 2. Data collection techniques included observation, documentation, and tests. The instruments used included student observation sheets, student worksheets (LKS), and documentation of reading and writing results. The results showed an increase in students' reading and writing skills after the application of the ECOLA method. In cycle I, the average student score was 64.8 with a classical completion rate of 35.7%. After improvements to the learning process, in cycle II, the average score increased to 71.6 with a classical completion rate of 71.4%. This improvement demonstrates the effectiveness of the ECOLA method in Indonesian language learning to improve students' reading and writing skills in an integrated and meaningful manner.
Penerapan Metode ECOLA pada Pembelajaran Bahasa Indonesia untuk Meningkatkan Kemampuan Membaca dan Menulis Siswa Kelas 5 SDN Ragung 2 Sampang Nur Muchlis, Fauziah; Hartiasih Soetomo, Risqi; Rahmawati, Arwani
Jurnal Cendekia Pendidikan Vol. 3 No. 1 (2025): Desember
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Sampang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65275/jcp.v3i1.55

Abstract

The development of reading and writing skills are two important skills in learning Indonesian that are interrelated. However, in reality, elementary school students still experience difficulties in understanding the content of reading and writing coherently and clearly. The reading and writing skills of fifth-grade students at SDN Ragung 2 are still low because the learning methods used tend to be passive and do not involve students actively. Therefore, an integrative and enjoyable approach is needed, one of which is the ECOLA method which combines four language skills, namely listening, speaking, reading, and writing. This study used the Classroom Action Research (CAR) method with the Kemmis and McTaggart model which was implemented in two cycles. Each cycle consists of four stages, namely planning, action implementation, observation, and reflection. The subjects in this study were 14 fifth-grade students at SDN Ragung 2. Data collection techniques included observation, documentation, and tests. The instruments used included student observation sheets, student worksheets (LKS), and documentation of reading and writing results. The results showed an increase in students' reading and writing skills after the application of the ECOLA method. In cycle I, the average student score was 64.8 with a classical completion rate of 35.7%. After improvements to the learning process, in cycle II, the average score increased to 71.6 with a classical completion rate of 71.4%. This improvement demonstrates the effectiveness of the ECOLA method in Indonesian language learning to improve students' reading and writing skills in an integrated and meaningful manner.
Krisis Nasionalisme Generasi Muda di Era Globalisasi: Transformasi Kesadaran Berbangsa melalui Project Based Learning dalam Pembelajaran PPKn Fatur Ubaidillah; Wahidah Wahidah; Risqi Hartiasih Soetomo
Jurnal Cendekia Pendidikan Vol. 3 No. 2 (2026): Juni
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Sampang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65275/jcp.v3i2.69

Abstract

This study aims to describe the implementation of the Project-Based Learning (PjBL) model in Pancasila and Civic Education (PPKn) classes, as well as to assess the improvement in national and state consciousness among Grade XII students at SMA Al-Hidayah, Banyuates District, during the 2024/2025 academic year, and to identify obstacles encountered during implementation. The study employed a Classroom Action Research (CAR) method conducted over two cycles. The research subjects were 14 Grade XII students. Data collection instruments included tests, observations, questionnaires, and documentation. The results indicate that the implementation of PjBL enhanced students' active engagement, communication skills, collaboration, and awareness of national values, with the average student score rising from 46 at the initial stage to 81 by the second cycle. Primary obstacles—specifically limited prior understanding of PjBL and time constraints—were overcome through intensive guidance and improved strategic management. The PjBL model proved effective in fostering sustained national and state consciousness.
Krisis Nasionalisme Generasi Muda di Era Globalisasi: Transformasi Kesadaran Berbangsa melalui Project Based Learning dalam Pembelajaran PPKn Fatur Ubaidillah; Wahidah Wahidah; Risqi Hartiasih Soetomo
Jurnal Cendekia Pendidikan Vol. 3 No. 2 (2026): Juni
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Sekolah Tinggi Keguruan dan Ilmu Pendidikan PGRI Sampang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65275/jcp.v3i2.69

Abstract

This study aims to describe the implementation of the Project-Based Learning (PjBL) model in Pancasila and Civic Education (PPKn) classes, as well as to assess the improvement in national and state consciousness among Grade XII students at SMA Al-Hidayah, Banyuates District, during the 2024/2025 academic year, and to identify obstacles encountered during implementation. The study employed a Classroom Action Research (CAR) method conducted over two cycles. The research subjects were 14 Grade XII students. Data collection instruments included tests, observations, questionnaires, and documentation. The results indicate that the implementation of PjBL enhanced students' active engagement, communication skills, collaboration, and awareness of national values, with the average student score rising from 46 at the initial stage to 81 by the second cycle. Primary obstacles—specifically limited prior understanding of PjBL and time constraints—were overcome through intensive guidance and improved strategic management. The PjBL model proved effective in fostering sustained national and state consciousness.
Co-Authors Fatur Ubaidillah Maryanto ,, Maryanto Miftahul Jannah Mobazzir Mobazzir Nur Muchlis, Fauziah Rahmawati, Arwani Sugeng Sugeng Wahidah Wahidah Wahidah Wibowo, Moh Ari