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All Journal Tekno - Pedagogi : Jurnal Teknologi Pendidikan Jurnal Sains Sosio Humaniora Jurnal Kiprah Pendidikan
Triyana, Tinuk
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Integration of Multicultural Values in Elementary Social Studies Learning: Conceptual Analysis Based on Character Education Literature Hermansyah; Sundari; Triyana, Tinuk; Narimo, Sabar; Musiyam, Muhammad
Jurnal Kiprah Pendidikan Vol. 5 No. 1 (2026): Jurnal Kiprah Pendidikan | January 2026
Publisher : Program Studi Pendididikan Guru Sekolah Dasar Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/kpd.v5i1.p30-41

Abstract

This study aims to conceptually analyze the integration of multicultural values based on character education in Social Sciences (IPS) learning in elementary schools. The focus of the study is directed at the mapping of essential multicultural values, their integration strategies in social studies learning, and their impact on the formation of students' character in the context of a multicultural Indonesian society. This research uses the library research method by examining various library sources in the form of academic textbooks, reputable national and international journal articles, curriculum documents, and relevant previous research results. The data analysis technique is carried out through systematic content analysis with the stages of identification, theme classification, interpretation, and conceptual synthesis of selected literature. The results show that multicultural values such as tolerance, empathy, equality, social justice, and respect for diversity have been substantially contained in the goals and scope of social studies learning, but are still implicit and have not been optimally integrated in learning practices. The integration of multicultural values based on character education through social studies has been proven to have the potential to strengthen the formation of students' social character, especially in the development of tolerant, democratic, and inclusive attitudes. Therefore, it is necessary to strengthen a holistic, participatory, and contextual social studies learning design so that social studies learning is not only oriented to cognitive aspects, but also to internalizing values and forming students' multicultural character
Kepemimpinan Visioner dan Transformasi Sekolah dari Perspektif Pendidikan Progresif Triyana, Tinuk; Yuliani, Fatimah
Jurnal Sains Sosio Humaniora Vol. 9 No. 2 (2025): Volume 9, Nomor 2 Desember 2025
Publisher : LPPM Universitas Jambi

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Abstract

Dalam konteks reformasi pendidikan kontemporer, sekolah dihadapkan pada kompleksitas tantangan yang semakin meningkat, sehingga menuntut strategi transformasi yang melampaui paradigma kepemimpinan manajerial tradisional. Literatur kepemimpinan pendidikan menunjukkan bahwa pendekatan manajerial yang berorientasi pada efisiensi dan kontrol prosedural sering kali belum mampu mendorong perubahan sekolah yang bermakna dan berkelanjutan. Berangkat dari celah tersebut, artikel ini bertujuan untuk menganalisis kepemimpinan visioner sebagai kerangka alternatif dalam mentransformasikan sekolah dari perspektif pendidikan progresif, dengan menekankan perannya dalam membangun budaya belajar yang demokratis, humanis, dan berorientasi pada pengembangan peserta didik. Artikel ini menggunakan pendekatan konseptual dengan metodologi tinjauan literatur kritis terhadap berbagai kajian teoretis dan empiris terkait kepemimpinan visioner, kepemimpinan pendidikan, dan pendidikan progresif. Hasil sintesis menunjukkan bahwa kepemimpinan visioner memiliki peran multidimensional, yakni sebagai pengarah visi bersama, penggerak budaya belajar kolaboratif, serta fasilitator perubahan sekolah yang reflektif dan kontekstual. Kepemimpinan visioner tidak hanya mendukung transformasi pedagogis, tetapi juga selaras dengan tujuan yang lebih luas, seperti keadilan sosial, profesionalisme guru, dan peningkatan mutu sekolah secara berkelanjutan. Implikasi kajian ini menegaskan pentingnya pergeseran paradigma menuju model kepemimpinan sekolah yang menempatkan visi sebagai orientasi pedagogis dan etis, bukan sekadar instrumen manajerial. Dengan mengintegrasikan kepemimpinan visioner dan prinsip pendidikan progresif, artikel ini berkontribusi pada pengembangan teori kepemimpinan pendidikan yang lebih kontekstual dan bernilai, serta memberikan landasan konseptual bagi praktik kepemimpinan sekolah yang adaptif, inklusif, dan responsif terhadap tantangan pendidikan masa depan.
Visionary Leadership for Techno-Pedagogical School Transformation: A Progressive Education Perspective Triyana, Tinuk; Prayitno, Harun Joko; Sumardjoko, Bambang
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 15 No. 2 (2025): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

This study aims to examine how visionary leadership contributes to techno-pedagogical transformation by integrating progressive educational values, technology-enhanced learning, and school improvement processes. Employing a conceptual research design, the study utilizes a critical literature review to synthesize theoretical and empirical scholarship on visionary leadership, progressive education, digital transformation, educational innovation, and professional learning. The analysis reveals that visionary leadership functions as a strategic, pedagogical, and ethical force that enables schools to align technological innovation with meaningful educational purposes. The findings indicate that techno-pedagogical transformation is facilitated through several interconnected mechanisms, including shared vision development, teacher empowerment, professional learning communities, collaborative learning cultures, and reflective technology integration. Building on these findings, the study proposes the Progressive Visionary Leadership Framework for Techno-Pedagogical School Transformation, which positions visionary leadership as a mediator between progressive educational principles and technology-enhanced learning practices. The framework highlights how democratic participation, experiential learning, collaboration, and learner agency can guide sustainable digital transformation in schools. This study contributes to the educational leadership literature by offering an integrative conceptual perspective that bridges leadership theory, progressive pedagogy, and digital innovation. The proposed framework provides a foundation for future empirical research and practical leadership initiatives aimed at fostering adaptive, inclusive, and sustainable learning schools in the digital era.
Co-Authors Bambang Sumardjoko Harun Joko Prayitno Hermansyah Muhammad Musiyam, Muhammad Sabar Narimo Sundari Yuliani, Fatimah