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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Sustainable Human Capital Development Journal International Journal of Educational Practice and Policy
Faridah
Universitas Negeri Makassar
Humanities Decision Sciences, Operations Research & Management Education Industrial & Manufacturing Engineering Social Sciences Other

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KEPEMIMPINAN PEMBELAJARAN KEPALA SEKOLAH DALAM IMPLEMENTASI KURIKULUM MERDEKA DI SDN 006 RANTEBULAHAN KABUPATEN MAMASA Ardy Abraham; Wahira; Faridah
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 03 September 2025
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.27789

Abstract

The purpose of this study is to outline the principal's instructional leadership strategies for implementing the Merdeka Curriculum at SDN 006 Rantebulahan in Mamasa Regency. The principal's leadership style, motivating and impeding elements, and attempts to overcome implementation obstacles are among the topics covered. This study used a case study design and a qualitative methodology. Documentation, in-depth interviews, and observation were used to gather data. Teachers, administrative staff, and the principal were the research subjects. The Miles and Huberman model, which comprises data reduction, data display, and conclusion drawing, was used to examine the data. According to the findings, the principal is crucial in defining the school's goals and objectives, planning lessons in accordance with the Merdeka Curriculum, enhancing teachers' methods, and creating a supportive learning environment. Parental involvement, instructor zeal, and government policy backing are examples of supporting variables. Limited resources and an early lack of curriculum understanding are among the difficulties faced. Through internal training, teamwork, and the provision of pertinent learning materials, the principal overcame these difficulties.
Quality in Transition: the MBKM’s Effects on Teacher Education and Other Education-Related Programs Faridah; Sriwidayani Syam; Irmawati
International Journal of Educational Practice and Policy Vol. 4 No. 2 (2026): June-July 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/ijepp.v4i2.843

Abstract

The Merdeka Belajar Kampus Merdeka (MBKM) policy was introduced to promote cross-disciplinary learning and enhance student competencies through experiential activities. While progressive in intent, its effect on educational quality, particularly in teacher education and related programs, remains contested. This qualitative case study critically examines the implementation of MBKM in teacher education, educational technology, non-formal education, and educational administration programs. Data were collected from the program head through in-depth interviews and analysis of relevant documents. The findings reveal that while MBKM provides expanded opportunities for student learning and skill development, its implementation often leads to fragmented learning experiences, misalignment between field activities and program learning outcomes, and challenges in maintaining core professional competencies. In teacher education, concerns center on the diminished coherence between theoretical foundations and practical placements, as well as the risk of weakening core teacher competencies resulting from insufficient integration of curricula and mentoring. Study programs often have limited involvement in MBKM management, resulting in inconsistent credit recognition and misalignment with intended learning outcomes. The results call for greater involvement of study programs in the design, supervision, and assessment of MBKM activities to ensure alignment with core competencies and preserve the integrity of professional preparation.
University Student Organization Program at the Department Level and Fulfillment of Students' Social Needs Dewi Aprillia; Faridah; Ahmad Restani Syukron Thayyib
Sustainable Human Capital Development Journal Volume 2 Issue 1
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/schade.v2i1.49370

Abstract

This study seeks to ascertain students’ perceptions of the relevance of student organization work programs at the departmental level to the fulfillment of students’ social relationship needs within the Department of Educational Administration, Faculty of Education, Universitas Negeri Makassar. The significance of this research lies in the pivotal role that student organizations play in supporting sustainable human resource development in higher education through the fulfillment of students’ social needs. This study draws upon Clayton Alderfer’s Existence, Relatedness, and Growth (ERG) Theory, with a specific focus on the dimension of social relationship needs (relatedness). Employing a quantitative descriptive approach, data were collected through online questionnaires distributed to 211 students. The data underwent descriptive statistical analysis. The findings reveal that student organization work programs, such as art and sports performances, basic student leadership training, and community service activities, have effectively fulfilled students’ social relationship needs. These programs foster teamwork, enhance effective communication, and cultivate a sense of belonging among students. Consequently, the study suggests that student organization work programs can serve as a sustainable platform for the development of students’ social competencies and the strengthening of social cohesion within higher education institutions.
Co-Authors Ahmad Restani Syukron Thayyib Ardy Abraham Dewi Aprillia Irmawati Sriwidayani Syam Wahira