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All Journal Journal of Educational Management Research Jurnal Pendidikan Sultan Agung
Farid Khoeroni
Universitas Islam Negeri Sunan Kudus
Religion Humanities Education Environmental Science Mathematics Social Sciences Other

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Systemic Failures in Educational Management and the Normalisation of Child Exploitation among Vulnerable Learners Farid Khoeroni; Faricha Andriani; Taufikin Taufikin
Journal of Educational Management Research Vol. 5 No. 2 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i2.1898

Abstract

This study aims to analyse the exploitation of street children as a manifestation of dysfunctional educational management and weak coordination among educational organisations, rather than merely as a poverty-related social issue. Employing a qualitative phenomenological approach, data were collected through in-depth interviews, observations, and document analysis involving street children active around the Kriyan gas station area in Jepara. The data were analysed using an interactive model consisting of data reduction, data display, and conclusion verification. The findings reveal that child exploitation is sustained through normalised parental consent, institutional tolerance of child labour within schools, and community silence that morally legitimises these practices. Although children remain structurally enrolled in formal and non-formal education, they experience functional exclusion in the form of unequal learning time and persistent disruptions to the educational process. These conditions indicate a cycle of failure in educational management rooted in organisational complexity and weak ethical decision-making. This study contributes to educational management scholarship by introducing the concept of the educational complicity loop as an analytical framework, while offering practical implications for strengthening school leadership, improving cross-institutional coordination, and reinforcing ethical governance in education systems to better protect vulnerable learners.
IMPLEMENTASI METODE MIND MAPPING SEBAGAI UPAYA MENGEMBANGKAN BERPIKIR KRITIS SISWA DALAM PEMBELAJARAN SKI Amelia Mufarrohah; Farid Khoeroni
Jurnal Pendidikan Sultan Agung Vol 5, No 3 (2025)
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jp-sa.5.3.427-437

Abstract

AbstrakArtikel ini membahas tentang penerapan metode mind mapping dalam pembelajaran Sejarah Kebudayaan Islam (SKI) sebagai strategi untuk meningkatkan keterampilan berpikir kritis siswa di MTs Mu’allimat NU Kudus. Latar belakang penelitian ini terletak pada tantangan pembelajaran SKI yang sering dianggap monoton dan hanya berfokus pada narasi masa lalu, sehingga mengakibatkan rendahnya keterlibatan siswa dan pengembangan berpikir kritis. Penelitian ini bertujuan untuk mendeskripsikan bagaimana mind mapping mendukung keterampilan berpikir tingkat tinggi, khususnya pada level kognitif menganalisis (C4), mengevaluasi (C5), dan mencipta (C6) berdasarkan taksonomi Bloom yang telah direvisi. Pendekatan kualitatif fenomenologis digunakan, dengan melibatkan guru SKI dan siswa kelas tujuh sebagai informan. Data dikumpulkan melalui observasi kelas, wawancara, dan analisis dokumen. Hasil penelitian menunjukkan bahwa mind mapping memfasilitasi pengorganisasian konten sejarah, meningkatkan partisipasi siswa, dan memperkuat kemampuan mereka untuk menghubungkan, menganalisis, dan mensintesis informasi secara visual dan reflektif. Faktor pendukungnya meliputi motivasi siswa, bimbingan guru, dan akses ke sumber belajar. Namun, kendala seperti keterbatasan waktu, karakteristik siswa yang beragam, dan konten materi yang kompleks tetap menjadi tantangan. Penelitian ini menyiratkan bahwa metode inovatif seperti pemetaan pikiran perlu didukung dengan pelatihan guru yang tepat dan dukungan kelembagaan untuk mendorong pengalaman belajar SKI yang bermakna dan kritis.Kata Kunci: Berpikir kritis, Peta konsep, Pembelajaran SKIAbstractThis articel discuss the implementation of the mind mapping method in Islamic Cultural History (SKI) learning as a strategy to enhance students' critical thinking skills in MTs Mu’allimat NU Kudus. The background of this research lies in the challenges of SKI learning that is often perceived as monotonous and focuses only on past narratives, resulting in low student engagement and critical thinking development. The study aims to describe how mind mapping supports higher-order thinking skills, particularly at the cognitive levels of analyzing (C4), evaluating (C5), and creating (C6) based on Bloom’s revised taxonomy. A qualitative phenomenological approach was used, involving SKI teachers and seventh-grade students as informants. Data were collected through classroom observations, interviews, and document analysis. The results show that mind mapping facilitates the organization of historical content, improves student participation, and strengthens their ability to connect, analyze, and synthesize information visually and reflectively. Supporting factors include student motivation, teacher guidance, and access to learning resources. However, constraints such as limited time, diverse student characteristics, and complex material content remain challenges. This research implies that innovative methods like mind mapping need to be supported with proper teacher training and institutional backing to foster meaningful and critical SKI learning experiences.
Co-Authors Amelia Mufarrohah Faricha Andriani Taufikin Taufikin