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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Fiqra Amaliah ZR
Universitas Muhammadiyah Makassar
Education

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PENINGKATAN MUTU PENDIDIKAN MELALUI PARADIGMA BARU Idawati; Fiqra Amaliah ZR; Intan Junaeda; Sitti Rumaisha
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2025): Volume 12 No. 01 Maret 2026
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.10898

Abstract

The quality of education in Indonesia continues to face various challenges despite numerous improvement efforts and policy reforms. This study aims to analyze the concept of educational quality, the factors influencing it, the differences between the traditional and new educational paradigms, as well as the challenges and solutions in its implementation. The method used is a literature review by analyzing theoretical sources and educational policy regulations. The findings indicate that educational quality encompasses interconnected aspects of inputs, processes, outputs, and outcomes. The shift in educational paradigms from centralization to decentralization and from teacher-centered to student-centered learning creates opportunities to improve innovation in teaching and school management. However, implementation in the field still encounters obstacles, particularly related to teacher competence, infrastructure limitations, and insufficient support from local governments. Therefore, enhancing teacher professionalism, strengthening school-based management, increasing policy support at the regional level, and utilizing educational technology are essential to sustain improvements in educational quality. Keywords: educational quality, new paradigm, decentralization, school management, 21st-century learning.
ANALISIS DAMPAK KOMERSIALISASI PENDIDIKAN & STRATEGI INKLUSIVITAS PADA SEKOLAH DASAR DI WILAYAH URBAN Fiqra Amaliah ZR; Suardi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01, Maret 2026 Published
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11209

Abstract

This study aims to analyze the impact of educational commercialization and inclusivity strategies in the implementation of elementary education in urban areas. The issue examined arises from the increasing tendency to position education as a commodity, which potentially limits access to and equity in education for students from diverse socio-economic backgrounds. This research employed a qualitative descriptive approach conducted at SD Negeri 18 Kalosi and SD Negeri 103 Kalosi. Data were collected through interviews with school principals, teachers, and parents, observations of student admission processes and learning activities, analysis of school documents, and group discussions with students. The findings indicate that, in general, schools have made efforts to implement principles of equity and inclusivity through student admission policies aligned with government regulations and relatively non-discriminatory learning practices. However, educational commercialization is still evident through differences in school fees, admission selection processes, and limited access to certain activities that require additional financial support, which may hinder the participation of students from underprivileged families. Teachers play a crucial role in reducing these disparities through differentiated instruction, group work, and additional learning support. This study concludes that although inclusivity efforts have been implemented, educational commercialization remains a challenge in achieving equitable and dignified elementary education, thus requiring stronger policy reinforcement and more systematic structural support. Keywords: Educational Commercialization, Educational Inclusivity, Social Justice.
IMPLEMENTASI PEMBELAJARAN BERDIFERENSIASI DAN PROJEK PENGUATAN PROFIL PELAJAR PANCASILA (P5) DALAM KURIKULUM MERDEKA DI SEKOLAH DASAR Fiqra Amaliah ZR; Suardi
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2025): Volume 12 No. 01 Maret 2026
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11210

Abstract

This study aims to examine the implementation of learning flexibility, differentiated instruction, and the Project for Strengthening the Pancasila Student Profile (P5) within the Merdeka Curriculum at SDN 18 Kalosi, particularly in Grade IV. The background of this study is the presence of challenges in implementing student-centered learning, including teacher readiness, student characteristics, and parental involvement. This research seeks to analyze the learning practices applied, identify the obstacles and opportunities in implementing the Merdeka Curriculum, and describe teacher and school innovations in developing teaching modules and carrying out P5 activities. A descriptive qualitative approach was employed, with data collected through interviews, classroom observations, document analysis, and focus group discussions involving the school principal, teachers, students, and parents. The findings indicate that teachers have implemented flexibility by adjusting learning time, learning spaces, and instructional flow, as well as applying differentiated instruction by providing students with choices of activities and project outputs based on their interests and abilities. The implementation of P5 was conducted in a simple yet contextual manner and was able to enhance student engagement, creativity, and character development. However, several challenges were still identified, including limited teacher understanding of project-based assessment, differences in student readiness, and varying levels of parental participation. Overall, the implementation of the Merdeka Curriculum and P5 demonstrates positive progress and offers opportunities to strengthen more meaningful and student-centered learning. Keywords: Merdeka Curriculum, Differentiated Instruction, Project for Strengthening the Pancasila Student Profile (P5).
Co-Authors Idawati Idawati Intan Junaeda Sitti Rumaisha Suardi