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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Journal of Educational Management Research Journal of Social Studies and Education
Dismawati
Universitas Merangin
Humanities Education Social Sciences

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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.
From Knowledge to Character: Implementing the Axiological Values of Science in Student Character Formation Dismawati; Muhammad Futaki Izhar; Nursalimah; Aprizon Dika Putra; Riska Meisyi Putri; Anggia Pratiwi; Efa Eriyani
Journal of Educational Management Research Vol. 5 No. 3 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i3.2399

Abstract

Education plays a vital role in developing students’ academic competencies and character in response to contemporary social and technological challenges. This study aimed to examine the implementation of the axiological values of science in learning and explore their contribution to student character formation. A qualitative approach with a case study design was employed. Data were collected through observations and in-depth interviews involving school leaders, teachers, students, and parents, and were analyzed using the Miles and Huberman interactive model, including data reduction, data display, and conclusion drawing. The findings reveal that axiological values are integrated into the educational process through classroom learning, habitual practices, teacher role modeling, and a values-oriented school culture. These practices contribute significantly to the development of students’ honesty, responsibility, discipline, cooperation, social awareness, and religiosity. The study also identifies several supporting factors, including teacher commitment, leadership support, a positive school culture, and parental involvement, while differences in family backgrounds and the influence of digital technology emerge as key challenges. The findings imply that integrating the axiological values of science into learning can serve as an effective strategy for fostering sustainable character development and promoting the ethical application of knowledge in students’ daily lives.
Building an Exemplary School Brand: Strategic Approaches to Enhancing Student Recruitment Riska Meisyi Putri; Wahyu Arohman; Nursalimah; Dismawati; Sugimin; Mardalena; Anggia Pratiwi
Journal of Educational Management Research Vol. 5 No. 5 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i5.2838

Abstract

This study aims to analyze strategies for building a school brand image to attract prospective students in the context of Islamic secondary education. A qualitative case study approach was employed to gain an in-depth understanding of institutional branding practices. Data were collected through observations, semi-structured interviews, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The analysis was guided by Keller’s Brand Image theory, encompassing the dimensions of strength, favorability, and uniqueness of brand associations. The findings indicate that a positive brand image is developed through consistent academic and non-academic achievements, distinctive religious and character-building programs, qualified teachers, effective use of social media, and support from alumni and the surrounding community. Nevertheless, the institution continues to face challenges, including intense competition among schools, limited effectiveness of digital promotional strategies, insufficient alumni engagement, and persistent public perceptions regarding madrasah education. These findings imply that strengthening strategic branding, expanding digital communication, and fostering sustainable stakeholder collaboration are essential for enhancing institutional competitiveness and increasing prospective students’ enrollment interest in an increasingly competitive educational environment.
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 Aprizon Dika Putra Efa Eriyani Hidayatul Fadliah Mardalena Muhammad Futaki Izhar Nursalimah Renny Yuliarti Retno Wahyu Ningsih Riska Meisyi Putri Sugimin Wahyu Arohman Yusrizal