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All Journal Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Journal of Educational Research and Practice Journal of Elementary Education Research and Practice Management of Education: Jurnal Manajemen Pendidikan Islam
Adiyono Adiyono
Sekolah Tinggi Ilmu Tarbiyah Ibnu Rusyd Tanah Grogot, Paser, Indonesia
Religion Decision Sciences, Operations Research & Management Education

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Inclusive Leadership and Equity Outcomes in Heterogeneous Primary Education Nadiatul Hatimah; Adiyono Adiyono; Mabrouk Chibani Mansouri; Naila Widya Daryanti
Management of Education: Jurnal Manajemen Pendidikan Islam Vol. 12 No. 1 (2026): Management of Education: Jurnal Manajemen Pendidikan Islam
Publisher : Fakultas Tarbiyah dan Keguruan UIN Antasari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/moe.v12i1.19677

Abstract

Today, primary education increasingly embraces inclusive leadership as schools face growing diversity in students' academic levels, learning characteristics, and social backgrounds. Although policy and instructional literature widely discuss inclusion, empirical research rarely examines how school leaders enact inclusive leadership in everyday management practices. This study explores how equity-oriented leadership practices enhance inclusion in managing heterogeneous primary education learners. Using an exploratory qualitative case study design, we investigated inclusive leadership practices at SDTQ Anak Sholih through semi-structured interviews with school leaders and teachers, classroom observations, and analysis of institutional documents. The researchers conducted a thematic analysis to identify patterns and leadership practices related to equity and inclusion. The analysis revealed that school leaders operationalized inclusive leadership through four key approaches: equity-centered decision-making, differentiated classroom organization, restorative strategies for social dynamics, and distributed collaboration with teachers and parents. Notably, even in instances of limited parental engagement, equity-oriented leadership persisted, indicating that distributed leadership supports inclusive practices. The findings position inclusive leadership not merely as a normative ideal but as a dynamic systemic process with significant implications for both educational leadership theory and the inclusive management of diverse school classrooms.
Artificial Intelligence in Lebanese Upper Elementary Science Classrooms: Readiness, Practices, and Pedagogical Impact Habib Badawi; Adiyono Adiyono
Journal of Elementary Education Research and Practice Vol. 2 No. 1 (2026): Journal of Elementary Education Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/r2ajk953

Abstract

The integration of artificial intelligence (AI) into K–12 education raises urgent questions about pedagogical quality, teacher readiness, and educational equity. The present investigation examines AI readiness, classroom practices, and pedagogical impact in Lebanese upper elementary science education, a context shaped by structural inequality, fragile infrastructure, and growing educator interest in digital transformation. A convergent parallel mixed-methods design was employed, combining structured teacher surveys adapted from DigCompEdu and Technological Pedagogical Content Knowledge (TPACK)-validated instruments, systematic classroom observations, and semi-structured interviews with teachers and school leaders across public and private Lebanese schools. Findings reveal that participating teachers predominantly occupy intermediate DigCompEdu competence levels (Integrator to Expert), demonstrating functional digital competence but significant underdevelopment in higher-order AI pedagogical integration. Classroom practice predominantly relies on substitutive, Replacement-level AI use, while only a small number of better-resourced private schools implement transformative, AI-enabled science instruction. Barriers to integration are structural and systemic rather than motivational, with significant sector differences confirmed across all key competence and readiness measures. Significant equity disparities in AI access, professional development, and pedagogical impact persist across public and private school sectors. The investigation also identifies five underacknowledged pedagogical risks: teacher deskilling, the erosion of epistemic authority, generative AI hallucination hazards, algorithmic opacity in assessment, and the hidden curriculum of AI-mediated knowledge, and it argues that policymakers and practitioners must address these risks alongside structural challenges. The study further provides evidence-based policy recommendations for the Lebanese Ministry of Education, school leaders, and the research community, and outlines implications for the wider MENA region.
From Intelligent Tutoring Systems to Generative AI: Changing Educational Priorities in Research Involving Asian-Affiliated Scholars Moch. Rizal Fuadiy; Ethem Gürhan; Adiyono Adiyono; Makherus Sholeh; M. Asep Fathur Rozi; Nur Kholis
Journal of Educational Research and Practice Vol. 4 No. 2 (2026): Journal of Educational Research and Practice
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/jerp.v4i2.458

Abstract

This study examines how educational priorities have changed in artificial intelligence (AI) research involving scholars affiliated with institutions in 34 Asian countries and territories. It analyses 1,585 English-language Scopus journal articles published between 2010 and 2026, with partial coverage for 2026 up to 23 May. Biblioshiny was used to map keyword co-occurrence, thematic positioning, and thematic evolution across three periods: 2010–2016, 2017–2020, and 2021–2026. TALL was applied to a random sample of 792 abstracts to elaborate on the educational meanings embedded in the bibliometric structures. The findings indicate a reorientation from computer-aided instruction, intelligent tutoring systems, and learning systems towards generative AI, ChatGPT, technology adoption, and emerging human–AI discourses. Higher education and students provide the field’s principal educational focus, although students are frequently positioned as technology users or as adopters. Pedagogical mechanisms, teacher agency, assessment redesign, and responsible-use competencies remain less integrated. AI literacy, academic integrity, ethics, and critical thinking are visible but remain embedded within the broader technology and adoption structure. Abstract-level patterns further revealed benefit-oriented framing around support, enhancement, and future potential, which should not be interpreted as evidence of educational effectiveness. The study contributes an education-centred account of how technological expansion has outpaced the conceptual integration of pedagogy, human agency, assessment, and responsible institutional conditions.
Faith Inspired Leadership and Teacher Professionalism in Madrasah Principals in Indonesia Adiyono Adiyono; Agus Zaenul Fitri; Refika Refika; Ali Said Al Matari; Silvia Arianti; Hendra Ani Iswiyanto; Ashimatul Alai
Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Vol. 5 No. 2 (2026): Integrative Islamic Education Management
Publisher : Perkumpulan Dosen Tarbiyah Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59373/kharisma.v5i2.90

Abstract

This study explores the role of the madrasah principal in enhancing teacher professionalism, highlighting leadership practices, the factors that support and inhibit it, and strategic solutions in the Indonesian Islamic education context. A qualitative case study approach was employed at MA Al Ihsan Tanah Grogot in the 2023/2024 academic year. Data were collected through in-depth interviews with principals and teachers, direct observations, and document analysis. Thematic analysis was conducted to identify leadership patterns and professional development strategies. The findings reveal three key insights: (1) the principal plays multi-dimensional roles as an educator, manager, supervisor, and motivator in strengthening teacher professionalism; (2) supporting factors include strong collegiality, religious motivation, and accreditation-driven improvement, while inhibiting factors include limited resources, teacher workload, and inconsistent discipline; (3) effective solutions are found in motivational leadership, structured professional development, and a faith-based approach to teacher guidance. This research contributes to the literature on educational leadership in Islamic schools by presenting a context-specific model of principal leadership that integrates pedagogical, managerial, and spiritual dimensions. The study highlights how faith-informed leadership fosters sustainable teacher professionalism, offering implications for similar institutions in developing countries.
Co-Authors Agus Zaenul Fitri Ali Said Al Matari Ashimatul Alai Ethem Gürhan Habib Badawi Hendra Ani Iswiyanto M. Asep Fathur Rozi Mabrouk Chibani Mansouri Makherus Sholeh Moch. Rizal Fuadiy Nadiatul Hatimah Naila Widya Daryanti Nur Kholis Refika Refika Silvia Arianti