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p-Index From 2021 - 2026
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All Journal Journal of Innovation and Research in Primary Education
Muhamad Sholeh
State University of Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Other

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Strategies of Education and Cultural Attaché in Enhancing Educational Quality at Indonesian School Riyadh, Saudi Arabia Cherry Rinaldi; Amrozi Khamidi; Kaniati Amalia; Mochamad Nursalim; Enny Roesminingsi; Muhamad Sholeh
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2689

Abstract

The role of Education and Cultural Attachés (Atdikbud) in managing Indonesian Schools Abroad (SILN) has become increasingly critical in maintaining educational quality for Indonesian citizens overseas. This study examines the strategic approaches employed by Atdikbud at the Indonesian Embassy in Riyadh to enhance educational quality at Sekolah Indonesia Riyadh (SIR). This research aims to analyze the strategies implemented by Atdikbud in improving educational quality, identify challenges encountered, and explore solutions applied in managing SILN within a multicultural context. Employing a qualitative case study approach, data were collected through in-depth interviews with Atdikbud, school principals, teachers, and parent representatives at SIR, complemented by direct observations and document analysis. Data analysis utilized the Miles and Huberman interactive model, incorporating data condensation, data display, conclusion drawing, and verification through triangulation. Findings reveal that Atdikbud implements five primary strategies: (1) policy harmonization between Indonesian and Saudi educational systems, (2) continuous professional development for educators, (3) infrastructure optimization through diplomatic channels, (4) cultural diplomacy integration in curriculum, and (5) stakeholder collaboration enhancement. Major challenges include resource limitations, cultural adaptation barriers, and bureaucratic complexities. Innovative solutions involve technology utilization, local community partnerships, and flexible policy implementation. In conclusion, atdikbud plays a pivotal strategic role in supporting Indonesian education abroad through adaptive leadership, cultural sensitivity, and diplomatic coordination. The study recommends strengthening inter-ministerial coordination, increasing resource allocation for SILN, and developing context-specific guidelines for educational diplomacy in multicultural settings.
Teacher Digital Literacy and Merdeka Curriculum Readiness: The Role of Learning Communities in Preparing 21st-Century Competencies in Secondary Schools Susy Andriyani; Mohammad Syahidul Haq; Muhamad Sholeh; Mufarihul Hazin; Amrozi Khamidi; Andi Kristanto
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2692

Abstract

The global education crisis demands that teachers possess competent digital literacy as a prerequisite for implementing the Merdeka Curriculum and preparing students for 21st-century challenges. However, despite strong policy emphasis on digital literacy and Learning Communities, empirical evidence of their interrelationship in Indonesian secondary school contexts remains limited. This study aims to analyze the effectiveness of Learning Communities as a mechanism for teacher professional development, the level of teacher digital literacy, and the evaluation of the school's digital climate in supporting the synergy between the two. This research uses a descriptive quantitative approach with a cross-sectional survey design, based on data from 39 Junior High School teachers across two work units (SMPN 2 Dawarblandong and SMPN 2 Mojosari). Data were analyzed using descriptive statistics including means, standard deviations, and comparative analysis between schools. The results show that the Learning Community dimension proved highly effective with an average score of 4.78, serving as a core pillar for professional development and teacher self-reflection. The strongest indicator lies in the Learning Communities' ability to help teachers identify strengths and weaknesses in their teaching practices, achieving a score of 4.92. However, the Teacher Digital Literacy dimension recorded the lowest average score of 4.47, with the routine use of Google Classroom as the lowest indicator at 4.23. While leadership support in facilitating Learning Communities is very high at 4.90, formal recognition related to digital innovation by school principals remains moderate at 4.28. It is concluded that Learning Communities have established a strong foundation for collaboration, but there is a significant gap between non-technical collaborative readiness and routine technology adoption. Schools need to reorient Learning Communities to focus on operational technical training and strengthen the recognition system to encourage continuous digital integration in implementing the Merdeka Curriculum.
Co-Authors Amrozi Khamidi Andi Kristanto Cherry Rinaldi Enny Roesminingsi Kaniati Amalia Mochamad Nursalim Mohammad Syahidul Haq Mufarihul Hazin Susy Andriyani