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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 284 Documents
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Where is Vocational Education Heading? Unpacking Two Decades of Global Knowledge Dynamics and Policy Relevance Wulaningrum, Tri; Afnia, Pangestika Nur; Setiawan, Risky
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 3 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i3-2

Abstract

Purpose – As digital disruption and global inequalities reshape the future of work, vocational education is increasingly recognized as essential for skills development and social mobility. However, the field remains marked by thematic fragmentation—between traditional foci such as curriculum and pedagogy and emerging priorities like digitalization, equity, and learner well-being—and significant geographical imbalance, with research output dominated by a few high-income countries. This study maps the intellectual and policy landscape of vocational education research (2000–2024) to clarify its alignment with urgent global challenges.Method – A total of 11,781 Scopus-indexed articles was analyzed using bibliometric tools in R, including keyword co-occurrence, thematic mapping, and international collaboration network analysis to reveal dominant clusters and neglected themes. Findings – Research in vocational education is anchored in curriculum and employability, yet digital skills, gender inclusion, and mental health remain underexplored. Publication is concentrated in Australia, the US, Germany, and China, reinforcing North–South disparities and limiting global integration. While interest in innovation is rising, persistent conceptual fragmentation still hinders policy impact. Research Implications – Policymakers should move beyond rhetoric to embed digital skills, equity, and well-being in policy and curricula. Future research needs to address underrepresented issues and regions, foster cross-country collaboration, and better translate evidence into practice. The focus on English-language, Scopus-indexed articles may exclude some regional scholarship.
Peran Kepercayaan Guru-Siswa dalam Optimalisasi Strategi Pendampingan Anak dengan Gangguan Spektrum Autisme di PAUD Inklusi Tittandi, Nindya Alifia; Hapsari, Sinta Maulida; Tanto, Octavian Dwi
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 3 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i3-20

Abstract

Purpose – Although inclusive education is increasingly implemented, practical insights into effective teaching strategies for supporting children with autism spectrum disorder (ASD) remain limited. This study explores the lived experience of a shadow teacher in applying concrete strategies to support a child with ASD in an inclusive early childhood education setting.Method – A qualitative research design with a phenomenological approach was employed. Data were collected through a semi-structured, in-depth interview with a teacher who had over one year of experience assisting a child with ASD. The data were analyzed using descriptive phenomenological methods to capture essential themes of the teacher’s experience. Findings – The study identified key strategies such as individualized instruction, modified learning objectives, use of reward systems, and ongoing communication with parents, therapists, and school personnel. Consistency across home and school environments, supported by collaborative systems, was found to be essential. Importantly, the development of interpersonal trust between the teacher and the child emerged as a critical factor in the success of individualized strategies—a dimension often underrepresented in current literature. Research Implications – This study provides practical implications for inclusive early childhood education by highlighting the importance of relational, trust-based teaching strategies. While the focus on a single participant limits generalizability, the findings contribute valuable perspectives to teacher training and educational policy development, particularly in relation to supporting children with ASD in inclusive settings.
The Role of Humanistic Academic Supervision in Improving the Quality of Teaching and Learning in SLB At-Turmudzi 1 Malangbong Rosa, Ade Tuti; Nurdiana, Irfan Intan; Purnamasari, Feny Afifah; Saniputri, Regina Maheswari; Rahayu, Diah Daniswara
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 3 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i3-9

Abstract

Purpose – This study examines the role of humanistic academic supervision in improving the quality of learning at SLB At-Turmudzi 1 Malangbong, Garut. Although inclusive education is widely discussed, most supervision models are still procedural and evaluative in nature, ignoring the reflective and emotional needs of teachers. This study aims to fill this gap by exploring how humanistic supervision supports professional growth and inclusive practices.Method – Using a descriptive qualitative approach, data were collected through in-depth observations, semi-structured interviews with the principal and ten special education teachers, and document analysis. Data were analyzed using the Miles and Huberman interactive model with triangulation to ensure validity. Findings – The study found that humanistic supervision transformed teachers' attitudes from passive and anxious to open and reflective. Teachers designed differentiated lesson plans responsive to students’ cognitive and sensory needs, utilized multisensory media (such as braille cards, tactile props, and interactive audio), and conducted functional assessments. A collaborative professional culture emerged, shown through regular reflective forums and peer learning. Student engagement also improved, marked by greater participation and communication confidence, especially among students with disabilities. Research Implications – The study highlights the importance of adopting humanistic, reflective supervision models that position teachers as learning partners. Such approaches can strengthen inclusive practices and improve learning quality in special education contexts, offering a transformative alternative to conventional evaluative models.
Adaptasi dan Validasi Instrumen Career Adapt-Abilities Scale (CAAS) Versi Bahasa Indonesia untuk Mengukur Kesiapan Karier Siswa SMK Widyawati, Mareta Lusiana; Istiyono, Edi; Setiawati, Farida Agus
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 4 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i4-3

Abstract

Purpose – This study aims to adapt the Career Adapt-Abilities Scale (CAAS) into Indonesian language to suit the context of vocational high school (SMK) students in Indonesia. The purpose is to develop a reliable and valid instrument for assessing students’ career readiness, considering the linguistic and cultural characteristics of the local educational setting.Method – The adaptation process followed established guidelines, involving translation, expert validation, and field testing with 276 students from grades XI and XII in SMK Ponorogo. Content validity was assessed using Aiken’s V index, while construct validity was evaluated through Exploratory Factor Analysis (EFA) using JASP software. Internal consistency was examined using Cronbach’s Alpha. Findings – The results showed that 21 out of 24 items had Aiken’s V values ? 0.60, indicating good content validity. EFA revealed a new three-factor structure Concern, Curiosity, and a merged Control/Confidence factor which differed from the original four-factor model. The adapted instrument demonstrated high internal consistency with a Cronbach’s Alpha of 0.895. These findings suggest that the Indonesian version of CAAS is a valid and reliable tool for measuring career adaptability among SMK students. Research Implications – The factor structure shift highlights contextual differences that should be considered in instrument adaptation. This study was limited to students from one district (Ponorogo), so broader sampling across different regions and school types is recommended to enhance generalizability. Further studies using Confirmatory Factor Analysis (CFA) are also encouraged to verify the factor stability of the Indonesian CAAS version and to explore its predictive validity related to students’ employability outcomes.
Strategi Meningkatkan Motivasi Belajar Ekonomi: Komunikasi Guru, Reward dan Ice Breaking Sabrina, Amsya; Nafiati, Dewi Amaliah; Fr., Dewi Apriani; Habibi, Dewi Beni
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 4 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i4-4

Abstract

Purpose – This study investigates the influence of teacher communication style, reward provision, and the implementation of ice breaking activities on students’ motivation in learning economics. The research was motivated by the observed low enthusiasm and engagement of students during economics lessons at SMA N 1 Balapulang.Method – The research employed a quantitative approach with a correlational associative survey design. Data were collected through a validated questionnaire comprising 60 Likert-scale items, administered to a sample of 40 grade XI students selected using proportionate stratified random sampling. Additional data were obtained from observation and documentation. The data were analyzed using descriptive statistics, simple linear regression, and multiple linear regression with the aid of SPSS version 26. Findings – The results indicate that teacher communication style and ice breaking activities significantly and positively affect students’ learning motivation, while reward provision shows no significant effect. Simultaneously, the three variables contribute significantly, explaining 33.8% of the variance in learning motivation. Teacher communication style was found to have the strongest relative influence, followed by ice breaking, whereas rewards had a weak and non-significant contribution. Research Implications – These findings highlight the importance of interpersonal communication and engaging classroom dynamics in enhancing students’ learning motivation, particularly in subjects often considered less appealing such as economics. Teachers are encouraged to strengthen their communication skills and incorporate creative ice breaking strategies, while the use of rewards should be reconsidered to align better with students’ needs and perceptions. Future studies may expand the scope by including intrinsic motivation factors, family environment, or technology-based learning methods.
Efektivitas Program Arabic Supercamp Dalam Meningkatkan Keterampilan Berbicara Bahasa Arab Faruq, Muh.; Fauzi, Firman Nurul
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 4 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i4-5

Abstract

Purpose – This study aims to evaluate the effectiveness of an Arabic language camp in improving the Arabic speaking skills of students at MTsN 4 Malang, particularly in the Religious Program. The camp was conducted intensively over 8 instructional hours in 2 days using an interactive and immersive Arabic learning approach.Method – This study employed a quantitative approach using a Pre-Experimental Design one-group pretest–posttest design involving 30 student participants. An oral speaking test based on dialogue model was administered before and after the program. Due to non-normal data distribution, the Wilcoxon signed-rank test was used to assess statistical significance, followed by a normalized gain (N-Gain) analysis to measure learning improvement. Findings – The results showed an increase in the average score from 42 in the pretest to 78 in the posttest. The Wilcoxon test produced a significance value of p < .001 (?= .05), indicating a statistically significant improvement in students' Arabic speaking skills. The minimum N-Gain score was 0.30, the maximum was 1.00, and the average was 0.63, which is classified as moderate, suggesting the camp was moderately effective. Research Implications – This study suggests that short-term, intensive Arabic immersion programs can serve as engaging and effective alternatives for enhancing speaking skills in religious educational settings. The study’s limitations include the short intervention duration, the limited and homogeneous sample, and a sole focus on cognitive outcomes. Future research should involve more diverse participants, extended timeframes, and incorporate additional skills, as well as affective and psychomotor aspects, to provide a more comprehensive understanding of the camp’s impact on Arabic-speaking proficiency.
Visionary Leadership Strategies for Sustaining Madrasah Culture in Industry 4.0 Syam, Aldo Redho; Supadi, Supadi; Mayasari, Linda Ika; Takdir, Muh.; Noh, Mohd Aderi Che
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 4 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i4-1

Abstract

Purpose – The purpose of this study is to explore visionary leadership strategies for sustaining and developing madrasah culture at the secondary school level (e.g., MTs and MA) in the industry 4.0 era. It examines how effective leadership can preserve traditional values while adapting to technological advancements in education.Method – A literature review approach was employed, analyzing data from databases such as Google Scholar, JSTOR, and Scopus (2010-2025). Keywords included "visionary leadership," "madrasah culture," "Industry 4.0," and "educational leadership." Inclusion criteria focused on peer-reviewed articles, books, and conference proceedings related to madrasah leadership, with exclusion criteria eliminating studies not directly connected to the subject. The quality of studies was assessed using the CASP checklist. Findings – The findings indicate that the effectiveness of madrasah leaders is crucial in preserving and developing madrasah culture in the industry 4.0 era. Visionary leadership is identified as the most effective model, with key strategies such as fostering a long-term, adaptable culture, positioning the leader as an agent of change, aligning goals with technological advancements, and promoting professional development through coaching and collaborative learning (e.g., Professional Learning Communities). The study emphasizes that successful leadership should focus on measurable outcomes, such as increased teacher collaboration, student engagement with technology, and improved educational performance in line with Industry 4.0 standards. Research Implications – Madrasah leaders must adopt visionary leadership to navigate the challenges of Industry 4.0. By implementing these strategies, leaders can ensure the sustainability of madrasah culture while integrating technological advancements. Future research should focus on empirical studies assessing the practical application of these strategies, particularly through longitudinal and case studies across diverse madrasahs.
Peran Pembelajaran Berbasis Inkuiri, Efikasi Diri dan Kemandirian Belajar Sebagai Prediktor Kemampuan Berpikir Kritis Siswa Laksono, Aura Dewi Amaryllis Adi; Gunawan, Diah Setyorini; Mayasari, Viviana
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 4 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i4-6

Abstract

Purpose – This research aims to analyze the influences of inquiry-based learning, self-efficacy, and learning independence on students' critical thinking abilities within economics lessons. It seeks to provide new insights into the interaction of these factors in economics education, specifically exploring how tailoring inquiry-based learning can enhance critical thinking skills and contribute to more effective teaching methods.Method – The study employed a quantitative approach using survey methods for data collection. Data was gathered through distributing questionnaires via Google Forms, conducting student interviews, and administering objective tests that included essay questions to assess critical thinking abilities. The sampling technique used was simple random sampling. Data analysis included instrument testing, classical assumption testing, and multiple linear regression analysis. Findings – The findings of this research indicate that all three variables—inquiry-based learning, self-efficacy, and learning independence—have a significant positive effect on students' critical thinking abilities, as evidenced by the significance values for each variable being below 0.5. Specifically, the study found that inquiry-based learning has a positive effect, self-efficacy positively influences, and learning independence has a beneficial impact on students' critical thinking abilities. Furthermore, the Adjusted R Square value of 0.555 suggests that these three variables collectively account for 55.5% of the influence on critical thinking abilities. Research Implications – The findings imply that strengthening inquiry-based learning, together with enhancing students’ self-efficacy and learning independence, can serve as an effective strategy for designing economics curricula and instructional practices that foster students’ critical thinking abilities.
Developing and Validating a Religious Literacy Scale for Prospective Teachers: An EFA–CFA Study in The Society 5.0 Era Rachmaningtyas, Nur Anisyah; Cahyo Adi Kistoro, Hanif; Jodi, Khairul Hamimah Mohamad
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 4 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i4-7

Abstract

Purpose – This study aims to develop a valid and reliable instrument to measure the religious literacy of prospective teachers in the Society 5.0 era. Religious literacy is a crucial aspect that prospective teachers must possess to face the challenges of 21st-century education and serve as role models for students.Method – This study employed a development model with FGDs involving 7 experts to validate the instrument. The 25-item instrument covers five dimensions: religious knowledge, digital literacy use, digital learning skills, attitudes and values, and digital ethics. It was tested on 172 Islamic Education teacher candidates from various LPTKs, with data analyzed using EFA and CFA. Despite using a Likert scale, ML estimation was applied, as commonly done when scales have five or more categories. Findings – The analysis results showed that the instrument had good construct validity and high reliability (? = 0.915). The instrument developed in this study initially consisted of 34 items, which were then reduced to 25 items based on the results of a review by 9 experts using the Aiken Formula. Research Implications – This instrument acts as a competency map to guide educational institutions in developing more focused and contextual digital religious literacy programs. Thus, integrating digital religious literacy into the curriculum and academic culture is essential to prepare Islamic Education teachers who are both professional and exemplary in promoting moderate, wise, and relevant religious values in the digital era.
Cultivating a Quality Culture through Total Quality Management: A Case Study of High School Excellence Programs in Yogyakarta Pangestu, Fajar Agung; Yulianti, Feni; Oktarini, Shinta Lestari
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 4 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i4-2

Abstract

Purpose – This study aims to analyze the implementation of Total Quality Management (TQM) in high schools, particularly in relation to the school's excellent programs that support educational quality. The focus of this study is how TQM principles are applied through these programs and their impact on school quality management in promoting student achievement.Method – This study uses a descriptive qualitative approach. It focuses on the phenomenon of implementation of TQM through the direct involvement of educational stakeholders, such as principals and teachers, as a crucial part of the data collection process. The study was conducted at Budi Mulia Dua International High School. This school was purposefully selected because it has implemented various excellent programs to improve the quality of education. Findings – This study found that TQM is implemented through four main programs: Student Advisory, University Preparation Program, Talent Optimizing Program, and BMD Award. The implementation of TQM through these excellent programs has produced measurable outcomes, including monthly student?advisory mentoring sessions, 41 students successfully entering national and international universities, 3 national level competition winners, and 10 academic award recipients. These four programs illustrate TQM principles such as continuous improvement, customer focus, and full involvement and contribute to the formation of a sustainable school quality culture. Research Implications – This research contributes principals and policy makers to design and refine excellent programs that instill TQM principles such as monthly student guidance to achieve improved achievement, continuing education and rewarding students to strengthen a sustainable quality culture.

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