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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Hasmailena Saragih
Universitas Merangin
Education

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ANALISIS IMPLEMENTASI KEBIJAKAN PENDIDIKAN PADA SEKOLAH PINGGIRAN: STUDI KASUS DI SMPN 51 MERANGIN Hanibar; Hasmailena Saragih; Sisca Yuliasary; Evi Susanti; Desi Khoridatul
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01 Maret 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11243

Abstract

This study aims to analyze the implementation of education policies at SMPN 51 Merangin, specifically the implementation of the Independent Curriculum, literacy and numeracy achievements, and the utilization of school infrastructure. The background of the study stems from low national learning outcomes and disparities in education quality between regions (OECD, 2023; Ministry of Education and Culture, 2023; World Bank, 2022). The study used a qualitative approach with a case study design through interviews, observations, and analysis of school documents. The results show that the implementation of the Independent Curriculum is not optimal due to variations in teachers' understanding of differentiated learning and authentic assessment. Student literacy and numeracy achievements remain low, at 35% and 43%, respectively. Infrastructure such as digital devices, internet access, and project learning facilities are also limited. These findings confirm that teacher competence, school resource readiness, and the learning environment play a critical role in the success of policy implementation. The study recommends improving teachers' pedagogical competence, strengthening learning support facilities, and implementing literacy and numeracy program interventions to improve the quality of education in remote schools.Keywords: keyword 1, keyword 2, keyword 3
IMPLEMENTASI ETIKA DI DUNIA PENDIDIKAN (STUDI KASUS SMPN 51 MERANGIN) Hasmailena Saragih; Evi Susanti; Hanibar; Sisca Yuliasary; Desi Khoridatul
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2026): Volume 12 No. 01 Maret 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.11246

Abstract

This study aims to analyze the implementation of ethics in education through a case study at SMPN 51 Merangin. The study used a qualitative approach with a case study type through in-depth interviews, observation, and documentation techniques. Data analysis was conducted using the Miles, Huberman, and Saldaña (2020) model which includes data reduction, data presentation, and conclusion drawing. The results of the study indicate that the implementation of ethics at SMPN 51 Merangin is in the good to very good category, especially in the aspect of teacher professional ethics. Based on the data obtained, the level of teacher ethics implementation reached 86.4%, reflecting discipline, exemplary behavior, communication ethics, integrity, and compliance with the code of ethics. Meanwhile, the implementation of ethics among students showed a percentage of 73.2% with the highest achievement in the indicators of cooperation and tolerance, and the lowest achievement in the indicator of honesty. Documentation data also showed 27 student violations during one semester, dominated by lateness violations. These findings indicate that although teacher ethics are strongly reflected in daily practice, strengthening ethics in students still needs improvement, particularly in the areas of responsibility, honesty, and compliance with school rules. Overall, the implementation of ethics at SMPN 51 Merangin has been quite effective, but further strategies involving collaboration between the school, family, and the social environment are still needed to achieve optimal student character.
RASIONALISME, EMPIRISME DAN KONTRUKTIVISME DALAM PENDIDIKAN DI SMP NEGERI 51 MERANGIN HASMAILENA SARAGIH; KEN HAWARI; DESI KHORIDATUL
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 02 (2026): Volume 12 No. 2, Juni 2026 Public
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i02.15347

Abstract

This article discusses three major educational philosophies, namely rationalism, empiricism, and constructivism, and their relevance to the learning process at SMPN 51 Merangin. The purpose of this study is to analyze the role of these three philosophical approaches in supporting effective, meaningful, and student-centered learning in the modern educational era. The research employed a qualitative approach using a library research method by collecting data from various sources, including books, scientific journals, and relevant educational documents. Data were analyzed using content analysis techniques, including data reduction, data presentation, and conclusion drawing. The findings indicate that rationalism plays an important role in developing students' logical and systematic thinking skills, empiricism provides direct learning experiences through observation and experimentation, while constructivism emphasizes students' active involvement in constructing their own knowledge through social interaction and reflection. These three approaches complement one another in improving the quality of learning at SMPN 51 Merangin. However, their implementation still faces several challenges, such as limited facilities, differences in students' abilities, and learning habits that remain relatively passive. Therefore, the integration of these three educational philosophies is essential to create active, creative, and meaningful learning experiences.
Co-Authors Desi Khoridatul Evi Susanti Hanibar Ken Hawari Sisca Yuliasary