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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Social Studies and Education International Journal of Instructional Technology
Renny Yuliarti
Universitas Merangin
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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DINAMIKA PERUMUSAN KEBIJAKAN PENDIDIKAN DI INDONESIA Riska Meisyi Putri; Hidayatul Fadliah; Andri Ani Suryawijaya; Renny Yuliarti; Elfa Eriyani; Muhammad Ali Basroh
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Published
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.36235

Abstract

The purpose of this paper is to comprehensively describe the policy formulation process within the Indonesian education system. The national education system emphasizes that all forms of educational activities must be optimally organized and developed to achieve national education goals. In its implementation, sound decisions are required to ensure that the resulting policies are truly effective and aligned with the needs of the educational community. One crucial stage in the policy process is agenda setting, which serves to draw the government's attention to the various issues, challenges, and competition emerging in the world of education. This process requires a clear theoretical framework to ensure policy formulation has direction, a scientific basis, and measurable objectives. Thus, policy formulation in educational institutions can have strong legitimacy and be accountable. Furthermore, the success of education policy formulation is also greatly influenced by the roles of the actors involved and the approaches used at each stage of the policy process. Keywords: education policy, policy formulation, agenda setting
RELEVANSI ETIKA KEADILAN DENGAN PENGAMBILAN KEPUTUSAN GURU DALAM DUNIA PENDIDIKAN : STUDI KASUS DI MTSN X MERANGIN Riska Meisyi Putri; Hidayatul Fadliah; Andri Ani Suryawijaya; Renny Yuliarti; Dismawati; Yusrizal; Retno Wahyu Ningsih
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 11 No. 04 (2026): Volume 11 No. 04 Desember 2025 In Build
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v11i04.9088

Abstract

This study aims to describe the relevance of the ethics of justice to teacher decision-making in education, specifically at MTsN X Merangin. The ethics of justice emphasizes equal treatment, moral responsibility, and respect for student rights. This study used a descriptive qualitative approach with three teachers and one principal as subjects. Data were obtained through interviews, observation, and documentation, then analyzed thematically. The results indicate that teachers at MTsN X Merangin have attempted to apply the principle of justice in decision-making related to learning, assessment, and student development. This implementation is evident in providing equal opportunities for students to express their opinions, process-oriented assessments, and resolving violations using a dialogical approach. However, a dilemma remains between normative justice (based on rules) and contextual justice (based on empathy and individual situations). Overall, the ethics of justice has been shown to have strong relevance to the formation of wise, humane, and morally value-oriented teacher decisions in education.
Ethical Governance in School Public Relations: Managing Stakeholder Relationships in Secondary Education Disa Sri Ilma Aditya; Andri Ani Suryawijaya; Herry Kiswanto; Renny Yuliarti; Riska Meisyi Putri; Mardalena Mardalena; Anggia Pratiwi
International Journal of Instructional Technology Vol 5, No 1 (2026)
Publisher : Universitas Nurul Jadid Probolinggo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijit.v5i1.16586

Abstract

This study aims to examine the implementation of public relations ethics in managing relationships between educational institutions and their stakeholders and to explore its contribution to institutional reputation and stakeholder trust. The research employed a qualitative case study approach to obtain an in-depth understanding of ethical public relations practices within a school setting. Data were collected through semi-structured interviews, direct observations, and document analysis, and were analyzed using the interactive model of data reduction, data display, and conclusion drawing. The findings reveal that ethical public relations practices are demonstrated through transparent information dissemination, responsive and two-way communication, respect for stakeholder feedback, and accountability in decision-making processes. These practices strengthen collaboration between schools, parents, and the wider community while fostering a positive institutional image and increasing public confidence. Nevertheless, the study also identifies challenges related to maintaining ethical communication in digital environments, where rapid information exchange requires consistency, accuracy, and professional responsibility. The findings imply that strengthening ethical public relations practices can enhance stakeholder engagement, institutional credibility, and sustainable communication strategies in educational institutions amid ongoing digital transformation.
The Influence of Digital Literacy Competence on Teacher Readiness to Adapt to the Digital Transformation of Education Dismawati; Riska Meisyi Putri; Hidayatul Fadliah; Renny Yuliarti; Mardalena
Journal of Social Studies and Education Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jsse.v4i1.2986

Abstract

The digital transformation of education requires teachers to possess adequate digital literacy competencies to adapt to technological changes in the learning process. Low digital literacy competence can hinder teachers' readiness to implement various digital-based educational innovations. This study aims to analyze the influence of digital literacy competence on teachers' readiness to adapt to the digital transformation of education. A quantitative approach with an explanatory research design was employed. The sample consisted of 50 teachers from Elementary School X, selected using purposive sampling. Data were collected via a five-point Likert scale questionnaire and analyzed using descriptive statistics and simple linear regression with SPSS version 25. The results indicate that teachers' digital literacy competence falls into the high category (mean score: 30.50), as does their readiness to adapt to the digital transformation of education (mean score: 31.08). Regression analysis reveals that digital literacy competence has a positive and significant effect on teacher readiness (β = 0.875; t = 12.516; p < 0.001). The coefficient of determination (R²) of 0.765 indicates that digital literacy competence contributes 76.5% to teachers' readiness to adapt to the digital transformation of education. These findings confirm that strengthening digital literacy competence is a crucial strategy for enhancing teacher readiness and supporting the successful implementation of digital transformation in schools.
Co-Authors Andri Ani Suryawijaya Anggia Pratiwi Disa Sri Ilma Aditya Dismawati Elfa Eriyani Herry Kiswanto Hidayatul Fadliah Mardalena Mardalena Mardalena Muhammad Ali Basroh Retno Wahyu Ningsih Riska Meisyi Putri Yusrizal