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All Journal Jurnal Manajemen Pendidikan Journal of Educational Research and Practice
Muhammad Ilzamul Khoir
Universitas Nurul Jadid, Indonesia
Education

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STRATEGI PENGEMBANGAN SDM PENDIDIK UNTUK MENANGGULANGI KRISIS LITERASI DAN NUMERASI DI ERA KURIKULUM MERDEKA Muhammad Ilzamul Khoir; Rahmat Shulhani; Misbahul Arifin; Achmad Fais Ghozali; Hendi Kurniyawan; Muhammad Zaki Maulana
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1505

Abstract

This study focuses on the human resource development strategy for educators in addressing the literacy and numeracy crisis in the Merdeka Curriculum era. Three variables studied were internal training, teacher community collaboration, and the use of the Merdeka Mengajar platform. The study used a quantitative approach with an explanatory design, conducted at MA Nurul Jadid Probolinggo with a population of all teachers. The sampling technique used total sampling if the number of teachers was less than 50, or proportional random sampling if larger. The research instrument was a questionnaire based on a Likert scale (1-5), while data analysis was carried out using multiple linear regression using partial tests (t-test) and simultaneous tests (F-test). The results showed that internal training had no significant effect on teacher literacy and numeracy competencies (Sig. = 0.551 > 0.05). In contrast, teacher community collaboration (Sig. = 0.000 < 0.05; t = 4.375) and utilization of the Merdeka Mengajar platform (Sig. = 0.005 < 0.05; t = 3.005) were shown to have a positive and significant effect. Simultaneously, all three variables significantly influenced teacher competency (Sig. = 0.000; F = 55.063). This finding indicates that improving teacher competency is more effective through professional collaboration and the use of educational technology, compared to relying solely on conventional in-house training.
Centralized Adaptive Governance for Curriculum Development in Islamic Education under Society 5.0 Misbahul Arifin; Muhammad Ilzamul Khoir; Achmad Zahri N.A
Journal of Educational Research and Practice Vol. 4 No. 1 (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.v4i1.401

Abstract

This study examines how curriculum governance is enacted in Islamic education amid digital transformation in the Society 5.0 era. While existing literature emphasizes digital leadership and technological integration, limited attention has been given to how curriculum governance mediates the relationship between innovation and value-based education. Addressing this gap, the study investigates managerial processes, contextual constraints, and adaptive strategies in a madrasah undergoing curriculum restructuring. A qualitative case study design was employed, involving semi-structured interviews, participant observation, and document analysis. Data were analyzed using a thematic approach supported by QualCoder 3.8, enabling systematic coding and pattern identification across data sources. The findings reveal a governance paradox: curriculum management is structurally coherent yet operationally uneven. Strong leadership ensures alignment with Islamic values through centralized planning, implementation, and evaluation. However, adaptation to digital demands is mediated by disparities in teacher readiness, infrastructural limitations, and weak parent–school linkages. Consequently, curriculum implementation is adaptive but fragmented across instructional contexts. This study offers a novel contribution by reconceptualizing curriculum governance as centralized adaptive governance, demonstrating that adaptation in value-based educational systems is mediated through hierarchical structures rather than driven by decentralization. The findings extend curriculum and digital leadership literature by highlighting the need to balance institutional coherence with distributed pedagogical capacity.
Co-Authors Achmad Fais Ghozali Achmad Zahri N.A Hendi Kurniyawan Misbahul Arifin Muhammad Zaki Maulana Rahmat Shulhani