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All Journal Jurnal Pendidikan dan Pembelajaran Bima Journal of Elementary Education JOEBAS: Journal of Education, Behavior, and Social Studies
Isna Muhammad Fathoni
Universitas Bani Saleh
Education Languange, Linguistic, Communication & Media Mathematics Other

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STRATEGI KEPALA SEKOLAH DALAM MENGEMBANGKAN KOMPETENSI PENDIDIK DAN TENAGA KEPENDIDIKAN BERBASIS MBS Anna Fitria; Maspupah; Isna Muhammad Fathoni; Widiastuti; Lili Triani
JOEBAS: Journal of Education, Behavior, and Social Studies Vol. 1 No. 2 (2025): JOEBAS: Journal of Education, Behavior, and Social Studies
Publisher : LPPM Universitas Bani Saleh, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65624/joebas.v1i2.293

Abstract

Penelitian ini bertujuan untuk mengkaji strategi yang dterapkan oleh kepala sekolah dalam meningkatkan kompetensi pendidik dan tenaga kependidikan melalui implementasi Manajemen Berbasis Sekolah (MBS). Studi ini menggunakan pendekatan kualitatif dengan metode studi kepustakaan untuk menganalisis berbagai literatur, jurnal ilmiah, dan penelitian terdahulu. Data diperoleh dari berbagai sumber dengan kriteria utama jurnal terakreditasi Sinta 3 yang diterbitkan dalam waktu lima tahun terakhir (2020-2025). Hasil penelitian menunjukkan bahwa kepala sekolah dalam kontenks MBS melibatkan beberapa kunci seperti kepemimpinan transformasional, supervisi akademik yang konstruktif sebagai alat pengembangan profesional, penyelenggaraan program pelatihan dan workshop berbasis kebutuhan spesifik sekolah, serta pengembangan budaya kerja yang kolaboratif dan penciptaan lingkungan belajar profesional yang berkelanjutan diantara para pendidik dan tenaga kependiidkan. Implementasi MBS memberikan otonomi signifikan kepada kepala sekolah untuk mengambil keputusan strategis yang sesuai dengan kebutuhan lokal sehingga pengembangan kompetensi dapat berjalan lebih efektif, efisien, dan responsif terhadap tantangan zaman. Penelitian ini menyimpulkan bahwa peran kepala sekolah sebagai pemimpin manajerial dan edukatif sengat krusial dalam menciptakan ekosistem sekolah yang suportif dan kondusif, yang pada akhirnya berdampak langsung pada peningkatan kualitas sumber daya manusia dan mutu pendidikan secara menyeluruh.
Integrating Large Language Model as an Adaptive Reading Assistant to Enhance Reading Literacy among Fifth-Grade Elementary School Students in Indonesia Isna Muhammad Fathoni; Sarifatul Adawiyah; Raka Firman Baskara Permana; Ilham Jaya
Bima Journal of Elementary Education Vol. 4 No. 1 (2026): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v4i1.4380

Abstract

Reading literacy is a fundamental competency determining academic success, yet Indonesian elementary students rank 71st out of 81 countries in PISA 2022. This study examined the integration of Large Language Models (LLMs) as adaptive reading assistants to enhance elementary students' reading literacy through three objectives: (1) developing an LLM-based adaptive reading assistant prototype; (2) measuring its effectiveness; and (3) exploring students' learning experiences. An explanatory sequential mixed-method design with a quasi-experimental nonequivalent control group involved 72 fifth-grade students from two public elementary schools in Bekasi (experimental n=36; control n=36). Data were collected through a PIRLS-adapted reading literacy test, classroom observations, and semi-structured interviews. Quantitative data were analyzed using ANCOVA with partial eta squared (η²ₚ) as the effect size estimator; qualitative data underwent reflexive thematic analysis. Results: (1) The prototype successfully delivered adaptive questioning, scaffolding, and Socratic dialogue; (2) the experimental group exhibited significantly higher gains (M=23.45) than the control group (M=9.82), F(1,69)=50.21, p<0.001, η²ₚ=0.42, 95% CI [10.97, 16.29], Cohen's d=1.42; and (3) students reported increased engagement, confidence, and self-regulated learning. This study is the first to operationalise cognitive apprenticeship principles in an Indonesian-language LLM prompt designed for elementary readers, combining a quasi-experimental evaluation with ethical safeguards for minors. LLM integration is an effective pedagogical strategy when complemented by teacher mediation.
Membaca Pola Kreativitas Matematis Siswa SD melalui Tugas Literasi-Numerasi Berbasis Masalah Terbuka Isna Muhammad Fathoni; Hadi Rohyana; Ilham Jaya; Rafi Ahmad Faiz; Nuraini Hasanah
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 4 (2026): Oktober 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i4.9147

Abstract

Low literacy-numeracy achievements among Indonesian elementary students stem from rigid, single-answer procedural mathematics instruction. This study maps the hierarchical patterns of upper-grade elementary students' Grades IV–VI mathematical creative thinking processes through open-ended literacy-numeracy tasks embedded in urban contexts. A mixed-methods sequential exploratory design was employed. Qualitative subjects were selected via purposive sampling based on academic achievement levels high, medium, low, across SDN Margahayu XI and SD Islam Labschool Bani Saleh in Bekasi City, alongside 180 quantitative test participants chosen via cluster sampling. Thematic analysis and constant comparative method identified 4 levels of creative thinking: Level 0 Pre-Creative/Imitative at 35%, Level 1 Emerging/Fluency Emphasis at 25%, Level 2 Flexible Contextual at 22%, and Level 3 Original & Elaborative at 18%. Cross-tabulation indicated high achievers dominated Levels 2 and 3 (85%), medium achievers reached Levels 2 and 3 (35%), and low achievers attained Level 1 (30%). Instrument validation yielded Aiken's V of 0.86–0.92 and Cronbach's Alpha of 0.81–0.84 (very high). Goodness of Fit testing confirmed a theoretical model integrating 4 cognitive dimensions with 3 urban stimuli (Spatial-Urban Mobility, Socio-Economic Artifacts, Environmental Literacy). These findings highlight the necessity of transitioning from imitative reasoning to creative mathematically founded reasoning.
Designing an APOS-Grounded Contextual AI-Based Deep Learning Model to Improve Mathematical Communication and Creativity of Prospective Mathematics Teachers Ilham Jaya; Isna Muhammad Fathoni; Widiastuti Widiastuti; Izzar Turrahman; Susila Afriyani; Marisa Marisa
Bima Journal of Elementary Education Vol. 4 No. 2 (2026): Bima Journal of Elementary Education
Publisher : STKIP Taman Siswa Bima

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37630/bijee.v4i2.5066

Abstract

Mathematical communication and creativity remain weak among Indonesian undergraduate Mathematics Education students, the future mathematics teachers of the country. A baseline observation of 84 fifth-semester students enrolled in Multivariable Calculus at Universitas Bani Saleh showed that 79.8 percent could not generate more than one solution approach, 76.2 percent struggled to express mathematical reasoning in coherent written form, and 83.3 percent reproduced textbook solutions without alternative reasoning. This study therefore designed and tested a Contextual AI-Based Deep Learning (CAIDL) model grounded in APOS theory that integrates contextual problem framing, AI-mediated Socratic scaffolding, deep learning pedagogy through reflective abstraction, and APOS-staged concept formation. Following the five-stage Plomp research and development model, the study involved seven expert validators, 12 students in a small-group trial, three lecturers, and 60 fifth-semester students assigned to experimental (n = 30) and control (n = 30) groups. Data were collected through expert validation sheets (Aiken’s V), feasibility and practicality questionnaires, and a 24-item essay test on mathematical communication and creativity (Cronbach’s α = .91). The CAIDL model was rated very valid (88.80 percent), very feasible (87.08 percent), and very practical (89.37 percent). On the posttest, the experimental group (M = 80.10, SD = 7.20) significantly outperformed the control group (M = 64.50, SD = 7.41), t(58) = 8.31, p < .001, Cohen’s d = 2.14, with a mean N-Gain of 0.582 (medium category). The largest indicator-level effects were found for solution fluency (d = 1.71) and coherent mathematical argumentation (d = 1.68). These findings indicate that the CAIDL model strengthens mathematical communication and creativity simultaneously and offers a replicable instructional design for mathematics teacher education programs.
Co-Authors Anna Fitria Hadi Rohyana Ilham Jaya Izzar Turrahman Lili Triani Marisa Marisa Maspupah Nuraini Hasanah Rafi Ahmad Faiz Raka Firman Baskara Permana Sarifatul Adawiyah Susila Afriyani Widiastuti Widiastuti Widiastuti