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INDONESIA
FOUNDASIA
Published by Universitas Negeri Yogyakarta
ISSN : 14122316     EISSN : 27462307     DOI : https://doi.org/10.21831/foundasia
Core Subject : Education, Social,
Education Social Sciences Other
FOUNDASIA is an open access, and peer-reviewed journal. FOUNDASIA will publish the selected articles under the Attribution-Share Alike 4.0 International Creative Commons license. The results of research and analysis contained in the journal accommodate manuscripts on foundations of education include: philosophy of education, socio-anthropology of education, educational psychology, educational economics, educational history, political education, and comparative education.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
 1 
Search results for , issue "vol. 16 no. 2 (2025)" : 7 Documents clear
Strategi Implementasi Kebijakan Mutu Pendidikan PAUD dalam Konteks Akreditasi Nasional Muthia Putri Anugraheni; Arif Rohman
FOUNDASIA Vol. 16 No. 2 (2025)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/foundasia.v16i2.89932

Abstract

Penelitian ini bertujuan untuk menganalisis kebijakan mutu pendidikan yang diterapkan di TK Among Siwi dan TK Dharma Bakti I Sleman dalam pemenuhan standar akreditasi. Fokus penelitian diarahkan pada tiga hal, yaitu perumusan kebijakan mutu pendidikan, proses implementasi, serta faktor pendukung dan penghambat yang memengaruhi keberhasilan kebijakan. Pendekatan penelitian menggunakan metode kualitatif dengan desain studi kasus. Subjek penelitian terdiri atas kepala sekolah, guru, serta asesor akreditasi yang ditentukan melalui teknik purposive sampling. Data dikumpulkan melalui wawancara semi-terstruktur, observasi partisipatif, dan studi dokumentasi. Untuk menjamin keabsahan data, digunakan teknik triangulasi sumber, teknik, dan waktu. Hasil penelitian menunjukkan TK Among Siwi relatif lebih konsisten dalam memenuhi indikator standar karena ditopang koordinasi yang solid, komunikasi intensif, dan disposisi guru yang positif, TK Dharma Bakti I menghadapi keterbatasan pada aspek sarana prasarana, birokrasi internal, dan beban administratif. Hasil penelitian menunjukkan keberhasilan implementasi kebijakan mutu PAUD sangat ditentukan oleh kombinasi faktor internal dan eksternal serta kemampuan lembaga dalam mengelola keterbatasan sebagai peluang perbaikan.
Guru Penggerak sebagai Solusi Peningkatan Mutu Pendidik Hani A Maria Fahma; Rukiyati
FOUNDASIA Vol. 16 No. 2 (2025)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/foundasia.v16i2.91935

Abstract

Kualitas pendidikan di Indonesia masih menghadapi tantangan serius, salah satunya ditunjukkan oleh penurunan skor PISA tahun 2022. Hal ini mengindikasikan bahwa mutu pendidikan nasional belum optimal, yang salah satu penyebab utamanya adalah rendahnya kompetensi guru sebagai ujung tombak pembelajaran. Guru dituntut untuk tidak hanya menguasai kompetensi pedagogik, profesional, sosial, dan kepribadian, tetapi juga mampu menjadi pemimpin pembelajaran yang reflektif, kolaboratif, dan inovatif. Penelitian ini bertujuan untuk mengevaluasi efektivitas pelaksanaan Program Guru Penggerak di Provinsi Daerah Istimewa Yogyakarta dengan menggunakan model evaluasi CIPP (Context, Input, Process, Product). Penelitian ini menggunakan mixed methods dengan desain embedded design. Hasil penelitian menunjukkan bahwa program ini efektif dari seluruh aspek evaluasi. Aspek konteks menunjukkan bahwa program relevan dengan kebutuhan dan tantangan pendidikan lokal. Aspek input menilai bahwa proses seleksi, materi pelatihan, dan pendampingan dilaksanakan secara transparan dan sesuai standar. Aspek proses menunjukkan bahwa pelatihan berjalan efektif dengan pendekatan blended learning dan dukungan fasilitator yang kompeten. Sementara itu, aspek produk memperlihatkan peningkatan kompetensi guru dalam kepemimpinan pembelajaran, pengelolaan kelas, serta pengembangan diri dan orang lain.
Character Education Values in Adolescents’ Upstander Behavior Against Cyberbullying on TikTok Sofiatul Husna; Maemonah
FOUNDASIA Vol. 16 No. 2 (2025)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/foundasia.v16i2.94386

Abstract

This study aims to identify character education values that shape adolescents’ upstander behavior toward cyberbullying on TikTok, with a particular focus on adolescents in rural communities. Cyberbullying, especially on social media platforms such as TikTok, has become a serious issue with significant impacts on adolescents’ mental and social well-being. Although many adolescents recognize cyberbullying as inappropriate behavior, a gap frequently exists between moral understanding and actual behavior. This study employed a descriptive qualitative approach through in-depth interviews with 15 adolescents aged 12 to 18 who were active TikTok users and had witnessed or been involved in cyberbullying situations. The findings indicate that although most adolescents understand cyberbullying as morally wrong (moral knowing), not all of them act as upstanders (moral action) due to strong social influences, such as fear of social exclusion or uncertainty about how to respond appropriately. Furthermore, empathy (moral feeling) arising from concern for victims does not always translate into action. Limited digital literacy and inadequate infrastructure in rural communities further exacerbate adolescents’ responses to cyberbullying. This study concludes that effective character education should integrate Lickona’s moral dimensions with digital literacy to foster adolescents who are more responsive to cyberbullying. These findings are significant for the development of educational policies that support adolescents’ active roles in addressing cyberbullying in the digital era.
Evaluating Digital Transformation Policy in Teacher Professional Allowance Services: Administrative Efficiency and Teacher-Conditions Corry Vicoresita; Hayat; Rini Rahayu Kurniati
FOUNDASIA Vol. 16 No. 2 (2025)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/foundasia.v16i2.97471

Abstract

Digital transformation in education policy implementation is essential to improve efficiency, transparency, and accountability, particularly in the management of Teacher Professional Allowance (TPG) as a government policy instrument. This study aims to analyze the implementation of digital transformation within the Teacher Professional Allowance (TPG) policy at the Department of Education and Culture of Sidoarjo Regency and its impact on teachers' teaching performance. This study employs a descriptive qualitative approach, with data collected through interviews, observations, and documentation. The results indicate that the digital transformation of the TPG policy has improved administrative efficiency, transparency, and accessibility for teachers. However, several challenges persist, including infrastructure limitations, lack of system integration, and disparities in digital competencies, indicating that the policy implementation has not been fully optimized. The implementation has positively impacted teacher professionalism, motivation, and teaching performance, although the impact remains uneven across different contexts. The study recommends strengthening policy integration, enhancing human resource capacity, and developing clear digital governance standards to improve the effectiveness of education policy implementation.
Eksistensi Perempuan Jawa pada Serat Wasita Dyah Utama: Kajian Semiotika Kritis Eco Putri Retnosari; Endah Imawati
FOUNDASIA Vol. 16 No. 2 (2025)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/foundasia.v16i2.97549

Abstract

Figur perempuan Jawa dinilai sebagai sosok yang lemah, dibuktikan melalui beberapa serat Jawa yang mendeskripsikan tentang perempuan. Perempuan dengan segala dimensinya menarik untuk diteliti, karena berkaitan dengan pandangan publik. Sejalan dengan hal tersebut, perempuan Jawa lebih nyata praktis daripada laki-laki yang berhenti pada ideologi. Penelitian ini akan memperkaya pengetahuan baru terhadap nilai ajaran perempuan Jawa, dengan demikian dapat ditemukan beragam keistimewaan dalam diri perempuan Jawa. Alasan lain bahwa perempuan Jawa menarik untuk diteliti karena perempuan Jawa dituntut untuk jeli dalam bersiasat menghadapi tata krama yang terkadang menjadi “jerat budaya”. Artinya, hal itu menunjukan bahwa perempuan Jawa memiliki kemampuan dalam melihat sumber konflik, selanjutnya mengembalikan kepada yang berkuasa untuk menjawab “sendiri” permasalahannya. Dengan demikian, penelitian ini memberikan pandangan baru tentang perempuan Jawa dari ajaran yang terdapat dalam serat. Salah satunya, dalam serat Wasita Dyah Utama yang mengajarkan ajaran dasar tentang perempuan Jawa. Melalui pendidikan dasar untuk perempuan Jawa dapat ditemukan makna keistimewaan dari perempuan Jawa
Landasan Filosofis Dinamika Kebijakan Kurikulum Pendidikan Dasar Frans Samuel; Shely Cathrin
FOUNDASIA Vol. 16 No. 2 (2025)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/foundasia.v16i2.96747

Abstract

This study aims to: (1) identify the philosophical basis behind each basic education curriculum policy, (2) analyse external factors contributing to changes in basic education curriculum policy, and (3) explain the philosophical implications of curriculum policy dynamics on the achievement of national education goals at the basic education level. The identification of problem is related to the instability of philosophical interpretations in the dialectic history of the curriculum, which raises issues regarding the consistency of the philosophical basis of primary education amid the dynamics of regime change. The dominance of global “prejudice” against local policy independence is also highlighted, as well as the gap in application (pedagogy) due to the fragmentation of policy meanings, which creates a paradox at the level of philosophical implications. The primary research data was obtained from policy document/texts, namely Academic Manuscripts and Minister of Education Regulations, which became the corpus of analysis. Secondary data in the form of journals, books, and critical reports were used as historical context and interpretive references. The results of the study clearly map the shift in the dominance of philosophical foundations in basic education curriculum policy, showing the contribution of external factors in influencing changes in basic education curriculum policy, and can provide philosophy-based policy recommendations for policymakers.
Interaction of Musyrifah and Santriwati in Internalizing Self-Reliance: A Self-Determination Theory Analysis Ayusti Nur Utami; Ariefa Efianingrum
FOUNDASIA Vol. 16 No. 2 (2025)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/foundasia.v16i2.99356

Abstract

This research aimed to analyse the interaction patterns between dormitory supervisors (musyrifah) and female students (santriwati) in internalising the character of self-reliance, utilizing the Self-Determination Theory (SDT) framework. Employing a qualitative ethnographic design, the study focused on an Islamic boarding school in Yogyakarta. Using purposive sampling, data were collected from students and supervisors through in-depth interviews, participant observation, and document analysis, then analysed using Spradley’s Developmental Research Sequence. Findings revealed that self-reliance was achieved through targeted psychological nourishment rather than rigid authoritarianism. Autonomy support was demonstrated in student-led cognitive initiatives, such as the "sticky notes strategy" for time management. Competence was fostered by a structured daily schedule operating as a "silent educator." Relatedness was satisfied by the musyrifah adopting a "proxy-parent" role, utilizing private communication to mitigate ego-threat during discipline. Ultimately, fulfilling the psychological needs for autonomy, competence, and relatedness successfully shifted student motivation from external compliance to identified regulation, establishing self-reliance as an authentic and enduring character trait. Keywords: character education, self-reliance, Self-Determination Theory, Islamic boarding school

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