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All Journal JIMAD : Jurnal Ilmiah Mutiara Pendidikan Indonesian Journal of Innovation Multidisipliner Research Jurnal Harmoni Pendidikan
Slamet Pamuji
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Religion Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Other

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Financial Technology as a Socio-Technical Entity in the Digital Financial System: A Systematic Literature Review Inngamul Wafi; Slamet Pamuji; Mohammad Dendi Abdul Nasir
Indonesian Journal of Innovation Multidisipliner Research Vol. 4 No. 2 (2026): April - Juni
Publisher : Institute of Advanced Knowledge and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69693/ijim.v4i2.448

Abstract

This study aims to advance FinTech scholarship by reconceptualizing financial technology as a socio-technical entity embedded within broader digital financial systems, addressing the limitations of technology-centric and efficiency-oriented approaches that dominate existing literature. The study employs a Systematic Literature Review (SLR) of peer-reviewed international articles published between 2021 and 2026. Drawing on multidisciplinary sources from information systems, finance, regulation, and socio-technical studies, the review applies a transparent and replicable selection process and thematic synthesis to identify dominant patterns, conceptual shifts, and research gaps. The findings reveal a clear conceptual transition in recent FinTech research toward integrative socio-technical analyses that emphasize the co-evolution of digital infrastructures, institutional arrangements, regulatory governance, and social practices. Platformization and datafication emerge as central dynamics reshaping market power, financial inclusion, and systemic risk. The review demonstrates that FinTech technologies generate context-dependent outcomes influenced by regulatory capacity, data governance regimes, institutional trust, and user practices. The study highlights the need for ecosystem-level approaches to FinTech governance that move beyond firm-centric regulation. Financial inclusion is shown to be a contingent socio-technical outcome rather than an automatic effect of digitalization, while systemic risk increasingly arises from platform interdependencies, data concentration, and algorithmic opacity.
Manajemen Kurikulum Berbasis Fleksibilitas: Transformasi Peran Kepala Sekolah Dalam Mendukung Kreativitas Guru di Era Kurikulum Deep Learning Slamet Pamuji; Ilzam Habik
Jurnal Harmoni Pendidikan Vol. 2 No. 1 (2026): Jurnal Harmoni Pendidikan
Publisher : Atha Publishing Globalindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64845/jhp.v2i1.149

Abstract

Perubahan paradigma kurikulum menuntut sekolah untuk mengelola pembelajaran secara lebih fleksibel, humanis, dan kontekstual. Kurikulum Deep Learning hadir sebagai pendekatan yang menekankan nilai empati, relasi pedagogis, dan penghargaan terhadap keberagaman potensi peserta didik. Dalam konteks tersebut, manajemen kurikulum berbasis fleksibilitas menjadi strategi penting yang memerlukan transformasi peran kepala sekolah, tidak lagi sebatas administrator, tetapi sebagai pemimpin pembelajaran yang mendukung kreativitas guru. Artikel ini bertujuan untuk menganalisis bagaimana transformasi peran kepala sekolah dalam manajemen kurikulum fleksibel berkontribusi terhadap penguatan kreativitas guru di era Kurikulum Deep Learning. Penelitian ini menggunakan pendekatan kualitatif melalui studi literatur terhadap jurnal ilmiah, buku referensi, dan dokumen kebijakan pendidikan yang relevan. Hasil kajian menunjukkan bahwa fleksibilitas kurikulum yang didukung oleh kepemimpinan kepala sekolah memungkinkan guru untuk mengembangkan inovasi pembelajaran, menyesuaikan strategi pedagogis dengan kebutuhan peserta didik, serta menciptakan lingkungan belajar yang bermakna dan berorientasi pada nilai kemanusiaan. Artikel ini menegaskan bahwa keberhasilan implementasi Kurikulum Deep Learning sangat ditentukan oleh kemampuan kepala sekolah dalam membangun budaya sekolah yang suportif, reflektif, dan berorientasi pada pengembangan profesional guru secara berkelanjutan.
Rekayasa Micro-Assessment Adaptif untuk Mengidentifikasi Miskonsepsi Numerasi Siswa Madrasah Ibtidaiyah Margasari 1 Slamet Pamuji; Anwar Sanusi; Endang Wahyu Dwi Asih
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 4 No. 3 (2026): JIMAD - AGUSTUS
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v4i3.557

Abstract

Numeracy skills constitute a fundamental competency that is essential for reasoning, problem-solving, and readiness to engage in more complex mathematics learning. This study addresses the persistence of numeracy misconceptions among Madrasah Ibtidaiyah students, which are difficult to identify through conventional assessments because such assessments primarily determine whether answers are correct or incorrect without examining students’ underlying reasoning. This study aims to identify the characteristics of students’ numeracy misconceptions, develop an adaptive micro-assessment model, and analyze its implementation as a basis for subsequent instructional interventions. The study employed a qualitative approach with an exploratory design through observations, interviews, document analysis, and analysis of students’ responses to the developed instrument. The findings indicate that misconceptions primarily occurred in place value, arithmetic operations, fractions, and contextual problem-solving. The adaptive micro-assessment was able to trace the sources of students’ errors through prompt items and follow-up diagnostic questions tailored to their responses. The novelty of this study lies in integrating micro-assessment, diagnostic assessment, and adaptive logic to produce individualized diagnoses that systematically connect student responses, misconception patterns, measurement efficiency, and subsequent instructional interventions.
Co-Authors Anwar Sanusi Endang Wahyu Dwi Asih Ilzam Habik Inngamul Wafi Mohammad Dendi Abdul Nasir