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Nusantara: Jurnal Pendidikan Indonesia
Published by Lembaga Sosial Rumah Indonesia
ISSN : 27743829     EISSN : 27747689     DOI : -
Core Subject : Education,
Education
Nusantara: Jurnal Pendidikan Indonesia adalah media terintegrasi untuk komunikasi berkelanjutan terkait temuan-temuan penting penelitian baru terkait pendidikan, antara lain: bidang penelitian pendidikan dalam proses belajar mengajar, pengembangan kurikulum, lingkungan belajar, pendidikan guru, teknologi pendidikan, dan pengembangan pendidikan dan lainnya.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 18 Documents
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Search results for , issue "Vol. 6 No. 1 (2026)" : 18 Documents clear
Kepemimpinan Instruksional dan Strategi Manajerial Kepala Sekolah untuk Meningkatkan Kinerja Guru: Studi Kasus di SMP IT YAPISBA Suandi, Ari; Hafizi, Nazrul
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-10

Abstract

Purpose – This study analyzes the managerial strategies and instructional leadership of the school principal in improving teacher performance at SMP IT YAPISBA Gerunung (Praya, Central Lombok, NTB), focusing on school management functions and mechanisms for teacher performance development as inputs for policy evaluation at the school level.Methods – A qualitative study with a single-case study design. Participants included the principal, vice principal for curriculum, and science and mathematics teachers (n = 4). Data were collected through in-depth interviews, observations of school routines and classroom instruction, and document analysis (teaching tools/modules, attendance and lesson completion records, training evidence, and student achievement).Findings – The findings are organized into four themes: (1) implementation of POAC through planning of teaching instruments, competency-based task allocation, and support via incentives and training; (2) collaborative academic supervision based on monitoring class/teacher attendance and lesson completion, reinforced by periodic evaluation using semester exam results for feedback; (3) professional development through MGMP, Kurikulum Merdeka learning communities, and online training facilitating module development and instructional strategies; (4) student impacts evident in improved discipline and religious habituation, although some students still require remedial instruction and specialized support. Leadership orientation is emphasized through the principle of role modeling: “Leading from the front by setting an example”. Research Implications – Practical implications include competency mapping for training planning, standardization of supervision instruments with follow-up coaching, systematic documentation of measurable performance indicators, and strengthening remedial services and differentiated instruction.
Comparative Analysis of Secondary School Teachers’ Competency in Literacy and Numeracy: A Cross-National Evidence from Indonesia and Afghanistan Takdir, Muh.; Listyasari, Winda Dewi; Rahmawati, Desi; Fadholi, Muhamad; Maheswari, Jenar; Febriani, Aisyah; Kayen, Hazrat Shah
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-1

Abstract

Purpose – This study aims to analyze and compare the competencies of secondary school teachers in teaching literacy and numeracy in Indonesia and Afghanistan.Methods – Employing a descriptive comparative quantitative approach, the study involved 200 teachers from both countries selected through a stratified random sampling technique. Data were collected using questionnaires, classroom observations, and semi-structured interviews, and analyzed using descriptive statistics to compare the mean competency scores. Findings – The findings revealed that teachers in Indonesia demonstrated higher competency scores in literacy (71.4) and numeracy (68.3) compared to teachers in Afghanistan, who scored 62.8 in literacy and 59.7 in numeracy. Indonesian teachers also reported greater participation in professional training, more frequent use of educational technology, and a stronger application of contextual approaches in their teaching practices. The study underscores the importance of continuous professional development, resource support, and context-based pedagogical approaches in enhancing teacher competencies. Research Implications – These findings contribute to the formulation of more responsive educational policies and open avenues for further research within broader geographical and socio-cultural contexts.
Living Pedagogy dalam Dolanan Anak: Studi Fenomenologis Interpretatif tentang Pembentukan Nilai Sosial dan Kebhinekaan pada Anak Usia Dini Suhendro, Eko
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-12

Abstract

Purpose – This study examines how early childhood education (ECE) teachers in Yogyakarta interpret and enact living pedagogy through dolanan anak to support children’s social and multicultural learning amid concerns that digitalization and modernization reduce opportunities for peer interaction and cultural learning.Methods – Interpretative Phenomenological Analysis (IPA) was employed. Eight purposively selected ECE teachers from several PAUD institutions participated. Data were generated through semi-structured in-depth interviews, participant observations of play-based learning sessions, and supporting documents (e.g., lesson plans and reflective notes). Analysis followed IPA procedures: iterative reading, initial noting, development of emergent themes, and cross-case interpretation.Findings – Dolanan anak functions as living pedagogy where values are embodied, negotiated, and practiced through play rather than transmitted via formal moral instruction. Teachers positioned dolanan as a “moral laboratory” for empathy, honesty, fairness, cooperation, and respect for difference. Five themes emerged: (1) dolanan as an ethical and emotional space, (2) teachers as cultural guardians and value mediators, (3) diversity as lived experience, (4) living pedagogy as embodied knowledge, and (5) pressures from modernization. Research Implications – Based on teachers’ meaning-making, the study conceptualizes living pedagogy as an embodied and dialogic value-formation process enacted in culturally grounded play. Traditional play should be positioned as a core pedagogical practice in ECE, supported by curriculum and school policy that balance technology use with local experiential learning.
Integrasi Idealisme dan Realisme dalam Pengambilan Keputusan Manajerial Sekolah Dasar: Kajian Literatur dengan Perspektif Aksiologi Al-Fitrie, Ahmad Lazuardi; Jaenudin, Dadang
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-11

Abstract

Purpose – This study aims to examine the integration of idealism and realism in managerial decision-making at the elementary school level through the perspective of educational axiology.Methods – The study employs a Systematic Literature Review (SLR) of articles indexed in Scopus, SINTA, and DOAJ published between 2021 and 2025. Literature selection followed inclusion–exclusion criteria and the PRISMA procedure, resulting in 25 eligible articles, which were analyzed using thematic synthesis.Findings – The results indicate that idealism functions as a moral–philosophical foundation in shaping educational decisions, whereas realism provides empirical grounding that ensures decisions are contextually feasible and implementable. Axiology emerges as the integrative bridge connecting ethical values to practical execution, producing a conceptual managerial model based on value balance. The review also identifies several determining factors for successful integration, including leadership orientation, school culture, resource capacity, and institutional value documentation. Research Implications – Theoretically, this study contributes a synthesized model of axiological integration between idealism and realism, offering a conceptual foundation for future value-based educational management research. Practically, it provides direction for school leaders and policymakers to develop decisions that are ethically anchored yet operationally adaptive. The study is limited to a literature-based review without empirical field validation; therefore, future research is recommended to test the model through case studies, field surveys, or measurement instrument development.
An AI-Driven Deep Learning Adaptive Curriculum Model (DNCL) for Indonesian Secondary Schools: Evidence from a Single-Site Intervention Karimulloh, Karimulloh; Khaerudin, Khaerudin; Siregar, Eveline
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-3

Abstract

Purpose – This study examines the integration of Artificial Intelligence (AI)-driven deep learning as both pedagogy and enabling technology within Indonesia’s middle school Informatics curriculum, responding to the shift from teacher-centered instruction toward adaptive, personalized learning.Methods – Using an embedded mixed-method design, the study combined a systematic literature review of 50 Scopus-indexed articles (2020–2025) with a 12-week quasi-experimental intervention at SMP Tahta Syajar, Bekasi. The proposed model comprised an AI-literacy-based learning framework, a Deep Neural Curriculum Loop (DNCL), and an adaptive feedback system. Quantitative data (ANCOVA) were triangulated with qualitative evidence from student portfolios and teacher interviews. Findings – The DNCL model significantly improved student engagement (+27%) and creative problem-solving (+31%) compared to conventional instruction, with large effect sizes for creativity (d = 1.5) and engagement (d = 0.8). AI-supported formative feedback enabled more authentic assessment of 21st-century skills and strengthened human–machine collaboration aligned with the Merdeka Belajar framework. Research Implications – The findings provide empirical support for AI-driven curriculum innovation in Indonesian secondary education; scalability is limited by teacher readiness, infrastructure variability, and the single-site research design.
Relationship Undergraduate Medical Students' Summative Assessment and Learning Management System Readiness at A Public University in Indonesia Cantika, Wastucitra; Sugiharto, Agus; Friska, Dewi
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-2

Abstract

Purpose – Good student readiness is needed, especially for medical students who are required to lifelong learning. This study aims to assess the relationship between student readiness related to LMS and the summative test score of the Primary Healthcare System module (SPKP) for students of the Faculty of Medicine at the University of Indonesia.Methods – This research is a cross-sectional design. A total of 191 respondents from fourth-year medical students of the Primary Healthcare System module, the Faculty of Medicine, at the University of Indonesia, participated in this research. The questionnaire consists of 5 dimensions and 10 questions with answers rated one to three. The measure of readiness is determined by the median value. The data were analyzed using the chi-square test. Findings – The findings revealed that 51.3% of students are ready to accept learning at LMS. The most obtained SPKP module summative score was B-, with a total of 31.4%. It was found that there was a relationship between student readiness related to the learning management system and a summative test score, with a P-value of 0.04 for the primary healthcare system module in medical students at the University of Indonesia. Research Implications – This research contributes to universities, lecturers that it is necessary to conduct technical system training at the beginning of the semester, provide easily accessible interactive modules, and strengthen infrastructure to support independent learning.
Penerapan Think Pair Square Berbantuan Infografis untuk Meningkatkan Hasil Belajar Siswa XI 8 SMAN 6 Mataram Arimbawa, I Ketut; Suryanti, Ni Made Novi; Utomo, Jepri; Husnayain, Husnayain
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-14

Abstract

Purpose – This research addresses the low Sociology learning outcomes of class XI 8 students at SMAN 6 Mataram, where initially only 63% (21 out of 33) achieved the Learning Objectives Achievement Criteria (KKTP) score of 78 due to learning process dominated by the lecture method causing students to be passive and struggle with applying theoretical concepts. This study aimed to improve student outcomes by implementing the infographic-assisted Think Pair Square (TPS) cooperative learning model.Methods – This Classroom Action Research (CAR) involved 33 students across two cycles, each consisting of planning, acting, observing, and reflecting stages. Data was collected through model implementation observation sheets and essay tests. Success indicators were set at 100% for model implementation and 75% for classical learning completeness.Findings – The findings reveal a critical link between syntax fidelity and results. Cycle I failed with only 43% model implementation and 66% learning completeness because the 'Pair' stage was omitted. Following corrective actions, Cycle II achieved 100% implementation, propelling classical completeness to 96% (26 out of 27 students). This confirms that infographic-assisted TPS significantly enhances learning outcomes when implemented correctly. Research Implications – This research emphasizes the importance of teachers adhering closely to the Think Pair Square syntax, especially the 'Pair' stage, which provides pupils with a crucial cognitive bridge. To enhance student engagement and learning performance, teachers must become active facilitators rather than passive spectators.
Strategic Leadership Practices in Fostering Innovation Culture in Vocational Education: A Case Study Sari, Indah Permata; Yasmin, Wifa Rasuna; Triyoga, Rihadini; Indri, Indri; Mulawarman, Widyatmike Gede; Akhmad, Akhmad
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-4

Abstract

Purpose – This study explores how principals’ strategic leadership practices foster an innovation culture in vocational education and contribute to school competitiveness, using SMK 14 Samarinda as a case study. Previous studies have discussed strategic leadership and school innovation separately, yet limited research explains how leadership visions are translated into operational practices within vocational school contexts.Methods – This research employed a qualitative case study design. Data were collected through in-depth semi-structured interviews with the school principal, supported by document analysis. Thematic analysis following the Miles and Huberman interactive model was applied, involving data reduction, coding, categorization, and conclusion drawing. Credibility was strengthened through source triangulation and member checking. Findings – The findings indicate that strategic leadership at SMK 14 Samarinda promotes an innovation culture through consistent vision communication, data-driven decision-making, collaborative teacher engagement, implementation of project-based learning, and continuous academic supervision. These leadership practices function as micro-mechanisms linking strategic policies with innovative classroom practices, contributing to improved learning quality and strengthening the school’s competitiveness in vocational education. Research Implications – This study provides practical implications for vocational school leaders in implementing data-driven, adaptive, and collaborative strategic leadership to foster sustainable innovation cultures. As this study focuses on a single case school and a limited set of informants, the findings are context-specific and cannot be broadly generalized. Future research should involve comparative multi-school designs and multi-informant data sources to strengthen external validity.
Examining the Relationship between Socio-Emotional Competence and Speaking Skills in EFL Learners Nurpratiwi, Fheby Indriyanti; Afiyattena, Nurul; Nurhaliza, Siti
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-6

Abstract

Purpose – Although students’ speaking skills have been has been widely discussed from cognitive and instructional perspectives, empirical evidence on its relationship with socio-emotional competence in EFL junior high school contexts remains limited. This study aims to examine the relationship between students’ socio-emotional competence and their speaking skills in an EFL classroom.Methods – This study employed a quantitative correlational design involving 30 seventh-grade EFL students at rural private junior high school. Data were collected using a socio-emotional competence questionnaire and a speaking skill test and were analyzed using Pearson Product–Moment correlation. Findings – The analysis revealed a moderate and statistically significant positive relationship between socio-emotional competence and speaking skill (r = 0.452, p < .05). It signifies that socio-emotional competence functions as a meaningful psychosocial resource that supports speaking performance rather than as a direct determinant. The statistically significant association reinforces the view that speaking skill is not merely a cognitive-linguistic outcome but is co-constructed through emotional regulation, social interaction skills, and self-awareness. However, the results do not imply a causal relationship between the variables. Research Implications – The findings suggest that socio-emotional competence is meaningfully associated with students’ speaking skill and therefore deserves attention in the design of speaking instruction. Teachers may integrate collaborative tasks, confidence-building activities, and emotional awareness strategies to support students’ oral participation. However, this study with a small sample size and the focus on a single junior high school context limit the generalizability of the finding. Future studies with larger samples and experimental designs are recommended to explore potential causal mechanisms across different educational settings.
Pengaruh Pendekatan Problem-Driven Iterative Adaptation (PDIA) dan Kepemimpinan Kepala Jurusan terhadap Budaya Disiplin Siswa SMK Wahono, Agung; Suhartini, Ratna; Nurlaela, Luthfiyah; Ramdhani, Rommy Mochamad; Buditjahjanto, I Gusti Putu Asto
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-8

Abstract

Purpose – The purpose of this study is to analyze the influence of the Problem-Driven Iterative Adaptation (PDIA) approach and department head leadership on students’ discipline culture in Vocational High Schools, both partially and simultaneously, as perceived by the department heads.Methods – This study employed a quantitative research approach using multiple linear regression analysis. The sample consisted of 30 vocational high school department heads selected through purposive sampling. Data were collected using a structured questionnaire that measured the PDIA approach, leadership style, and observations of student discipline. The instrument was validated for content and construct, with reliability established using Cronbach’s Alpha to ensure measurement consistency. Findings – The results indicate that the PDIA approach has a positive and significant effect on students’ discipline culture. Department head leadership also shows a positive and significant influence. Simultaneously, both variables significantly contribute to discipline culture, with an R-squared value of 0.9729. While this high value suggests a strong predictive model within the sample, it is interpreted with caution regarding potential construct overlap or common method bias due to the single-source perceptual data. Research Implications – These findings imply that strengthening the implementation of the PDIA approach and enhancing adaptive academic leadership are essential strategies for improving discipline culture. However, future studies are recommended to use multi-source data (e.g., combining student and teacher reports) to validate these findings and reduce potential measurement bias.

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