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EDITORIAL BOARD Journal MANAJERIAL (Jurnal Inovasi Manajemen dan Supervisi Pendidikan) Editor in Chief Dr. Muhamad Suhardi, M.Pd (universitas Pendidikan Mandalika) Journal Editor Dr. Haromain, M.Pd (Universitas Pendidikan Mandalika) Dr. Ismail , M.Pd (Universitas Syiah Kuala) Section Editor Dr. Adisel, M.Pd (UIN Bengkulu) Reviewer/Mitra Bestari Dr. Zainal Abidin, M.Pd (Universitas Hamzanwadi) Dr. Hegar Harini, M.Pd (STKIP Kusuma Negara) Dr. Ahmad Gaudi, M.Pd (STKIP Lubuk Linggau) Lalu Hamdian Afandi, M.Pd ( Universitas Mataram) Nada Nazopah, M.Pd (STIT Al Aziziyah) Copy Editor Lalu Hamdian Afandi, M.Pd Online Journal System: https://www.jurnalp4i.com/index.php/manajerial/index Journal Coresponding e-mail: jurnal.P4I@gmail.com Phone: 085239967417/ 085236615827 Address: Lingkungan Handayani, Kel. Leneng, kec. Praya, Kab. Lombok Tengah, Nusa Tenggara Barat
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MANAJERIAL: Jurnal Inovasi Manajemen dan Supervisi Pendidikan
Published by Pusat Pengembangan Pendidikan dan Penelitian Indonesia
ISSN : 27975592     EISSN : 27975606     DOI : https://doi.org/10.51878/manajerial.v1i2.572
Core Subject : Economy, Education, Social,
Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Other
MANAJERIAL: Jurnal Inovasi Manajemen dan Supervisi Pendidikan contains writings/articles on the results of thoughts and research results written by teachers, lecturers, experts, scientists, practitioners, and reviewers in all disciplines related to Education Management and Supervision
Arjuna Subject : Umum - Umum
Articles 9 Documents
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Search results for , issue "Vol. 6 No. 2 (2026)" : 9 Documents clear
DIALEKTIKA OTONOMI PENDIDIKAN DAN TATA KELOLA DAERAH: ANALISIS YURIDIS-SOSIOLOGIS KONFLIK KEWENANGAN PENGELOLAAN PENDIDIKAN MENENGAH DI INDONESIA Hertanto, Yudhi
MANAJERIAL : Jurnal Inovasi Manajemen dan Supervisi Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/manajerial.v6i2.9632

Abstract

This study aims to analyze the conflict of authority in the management of secondary education in Indonesia following the enactment of Law Number 23 of 2014 on Regional Government. This research employs a socio-legal approach with a qualitative method based on normative-empirical analysis through literature review and policy document analysis. The focus of the study lies in the dynamics of the transfer of authority from district/city governments to provincial governments and its implications for educational governance and service quality. The findings indicate that juridically, this policy is intended to enhance efficiency and standardization of education quality; however, in practice, it generates various sociological issues such as administrative distance, regional ego, and the unpreparedness of local bureaucracies. From a pedagogical perspective, the centralization of authority risks limiting local innovation if not accompanied by strong school-level autonomy. Furthermore, strategic issues such as the abolition of honorary teachers and the discourse on re-centralizing teacher management further complicate governance dynamics. Therefore, this study recommends regulatory harmonization and strengthened intergovernmental collaboration to establish an effective, adaptive, and equitable education system. ABSTRAK Penelitian ini bertujuan untuk menganalisis konflik kewenangan dalam pengelolaan pendidikan menengah di Indonesia pasca pemberlakuan Undang-Undang Nomor 23 Tahun 2014 tentang Pemerintahan Daerah. Kajian ini menggunakan pendekatan yuridis-sosiologis dengan metode kualitatif berbasis normatif-empiris melalui studi literatur dan analisis dokumen kebijakan. Fokus penelitian terletak pada dinamika peralihan kewenangan dari pemerintah kabupaten/kota ke pemerintah provinsi serta implikasinya terhadap tata kelola pendidikan dan kualitas layanan. Hasil penelitian menunjukkan bahwa secara yuridis kebijakan ini bertujuan untuk meningkatkan efisiensi dan standardisasi mutu pendidikan, namun dalam praktiknya menimbulkan berbagai persoalan sosiologis seperti kejauhan pelayanan, ego kedaerahan, serta ketidaksiapan birokrasi daerah. Selain itu, secara pedagogis, sentralisasi kewenangan berpotensi menghambat inovasi berbasis kearifan lokal apabila tidak diimbangi dengan penguatan otonomi satuan pendidikan. Isu strategis terkait penghapusan guru honorer dan wacana sentralisasi pengelolaan tenaga pendidik semakin memperumit dinamika tata kelola pendidikan. Oleh karena itu, penelitian ini merekomendasikan perlunya harmonisasi regulasi serta penguatan kolaborasi antar level pemerintahan guna menciptakan sistem pendidikan yang efektif, adaptif, dan berkeadilan.
MODEL KOPERASI PESANTREN, KEPEMIMPINAN PENDIDIKAN, DAN KONTRIBUSINYA TERHADAP KEMANDIRIAN EKONOMI SANTRI Lestari, Annisa Ayu; Azhar, Arsel Himma; Amelia, Dina; Siswadi, Siswadi
MANAJERIAL : Jurnal Inovasi Manajemen dan Supervisi Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/manajerial.v6i2.10160

Abstract

The economic independence of Islamic boarding schools has become an important issue amidst the demands of globalization and limited external funding. Cooperatives within these schools serve as one instrument for empowering students, yet in practice their management remains less than optimal and their contribution to students' economic independence is still limited. This study seeks to identify the models of Islamic boarding school cooperatives that have developed in Indonesia and to analyze how each model contributes to students' economic independence. A qualitative approach was employed using library research. Data were drawn from scientific journal articles, books, proceedings, and relevant official documents. Data collection was carried out through documentation study, while data analysis used content analysis with the stages of reduction, presentation, and conclusion drawing. The findings reveal three models of Islamic boarding school cooperatives: the traditional model in the form of a general store, the productive business diversification model, and the integrated sharia cooperative model. The contribution of cooperatives to students' economic independence includes meeting basic needs at affordable prices, entrepreneurship education, improving managerial skills, and internalizing Islamic economic values. Among the three models, the integrated sharia cooperative contributes the most, followed by the diversification model, and finally the traditional model. The success of cooperative development is strongly determined by the quality of visionary, transformational, and ecotheology-based leadership. From these findings, it can be concluded that transforming from a traditional model toward a more modern and integrated model is an essential prerequisite for Islamic boarding school cooperatives to truly function as a pillar of students' economic independence.
KORELASI DIGITAL HOARDING BEHAVIOR DAN MINDFULNESS PADA GURU DI JAKARTA Aurora, Amelia; Hastuti, Rahmah
MANAJERIAL : Jurnal Inovasi Manajemen dan Supervisi Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/manajerial.v6i2.10477

Abstract

A crucial phenomenon among middle-adult teachers indicates that 77.9% of participants exhibit a high level of digital hoarding behaviour. Digital hoarding is the tendency to collect and retain digital files excessively, often accompanied by emotional attachment and difficulty in deleting data that are no longer in use. Mindfulness, defined as full awareness of present-moment experience without judgement, functions as a protective factor in managing impulsive behaviours, including digital hoarding. This study aims to identify the correlational relationship between digital hoarding behaviour and mindfulness among middle-adult teachers in Jakarta. The research sample consisted of 149 teachers aged 40–50 years, selected through purposive sampling and assessed using the Indonesian versions of the Digital Hoarding Questionnaire (DHQ) and the Five Facet Mindfulness Questionnaire (FFMQ). Statistical analysis showed that the majority of respondents had high digital-hoarding scores (77.9%) and moderate mindfulness (79.2%), while only 3.4% achieved a high level of mindfulness. The correlation analysis yielded a significant negative relationship, with a Spearman’s rho value of –0.449 (p<0.001), indicating that the higher the mindfulness, the lower the digital hoarding behaviour. Further analysis found significant differences based on age and school level, though not by gender or the number of digital devices. These findings emphasise the importance of practical interventions such as mindfulness training and digital-data management workshops to reduce digital hoarding behaviour and improve teachers’ psychological well-being. It is suggested that educational institutions develop mentoring, coaching, and monitoring programmes to help teachers manage digital data and work-related stress. Future research is recommended to explore more deeply the influence of psychological and organisational factors. ABSTRAK Fenomena krusial pada guru dewasa madya menunjukkan bahwa 77,9% partisipan memiliki tingkat digital hoarding behavior yang tinggi Digital hoarding merupakan kecenderungan mengumpulkan dan mempertahankan file, digital secara berlebihan, seringkali, disertai keterikatan emosional dan kesulitan untuk menghapus data yang telah tidak terpakai.. Mindfulness, yang didefinisikan sebagai kesadaran penuh terhadap pengalaman saat ini tanpa menghakimi, berperan sebagai, faktor protektif dalam mengelola perilaku impulsif termasuk digital hoarding. Penelitian ini bertujuan untuk mengetahui, hubungan korelasi antara digital hoarding behavior dan mindfulness pada guru dewasa madya di, Jakarta. Sampel penelitian adalah 149 guru berusia 40-50 tahun, dipilih melalui, purposive, sampling dan diukur menggunakan Digital Hoarding Questionnaire, versi Indonesia (DHQ) serta Five, Facet Mindfulness Questionnaire, versi Indonesia (FFMQ). Analisis statistik menunjukkan mayoritas responden memiliki, skor digital hoarding tinggi (77,9%) dan mindfulness sedang (79,2%), sedangkan hanya 3,4% yang mencapai mindfulness tinggi.. Analisis korelasi menghasilkan hubungan negatif signifikan, dengan nilai, Spearman's tho sebesar -0,449 (p<0,001), menandakan bahwa semakin tinggi, mindfulness maka semakin rendah perilaku digital hoarding Analisis lanjutan me.nemukan perbedaan signifikan berdasarkan usia dan jenjang sekolah, namun tidak berdasarkan jenis kelamin atau jumlah perangkat digital Temuan ini menegaskan pentingnya intervensi praktis seperti, pe Jatihan mindfulness dan workshop manajemen data digital dalam upaya menurunkan digital hoarding behavior dan meningkatkan kesejahteraan psikologis guru diberikan Saran agar institusi pendidikan mengembangkan program pendampingan, coaching, dan monitoring untuk membantu guru mengelola data digital dan stres kerja Direkomendasikan penelitian selanjutnya agar lebih mengeksplorasi pengaruh faktor psikologis maupun organisasi secara lebih mendalam.  
PENGUATAN PENDEKATAN KBC SEBAGAI SOLUSI MENGATASI KRISIS MORAL DI KALANGAN PELAJAR Said, Muhammad Arsyad; Mutmainnah, Diah; Zanuriah, Zanuriah; Abdurrahmansyah, Abdurrahmansyah
MANAJERIAL : Jurnal Inovasi Manajemen dan Supervisi Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/manajerial.v6i2.10163

Abstract

This research is motivated by the increasing moral crisis among students, characterized by a decline in empathy, increased deviant behavior, and a weakening of character values ​​in everyday life. This phenomenon is inseparable from the influence of globalization, the development of digital technology, and the suboptimal implementation of character education in schools. Therefore, the curriculum needs to adopt a new approach that impacts students' affective and spiritual qualities in addition to their cognitive qualities. The love-based curriculum approach presents an alternative solution that emphasizes the values ​​of compassion, empathy, caring, and respect for others. This study aims to examine the strengthening of the love-based curriculum approach in addressing the moral crisis among students. The method used is a literature study by analyzing various relevant scientific sources published between 2020 and 2026. The results show that the integration of love values ​​​​in the learning process can increase moral awareness, shape positive character, and create an inclusive and humane learning atmosphere. This approach has also proven effective in building harmonious relationships between teachers and students, thereby making the educational process more meaningful. Thus, strengthening the love-based curriculum can be a relevant and effective strategy in addressing the moral crisis among students in the modern era. ABSTRAK Penelitian ini di latar belakangi oleh meningkatnya krisis moral di kalangan pelajar, yang ditandai dengan menurunnya sikap empati, meningkatnya perilaku menyimpang, serta melemahnya nilai-nilai karakter dalam kehidupan sehari-hari. Fenomena ini tidak terlepas dari pengaruh globalisasi, perkembangan teknologi digital, serta kurang optimalnya implementasi pendidikan karakter di sekolah. Oleh karena itu, kurikulum perlu mengambil pendekatan baru yang berdampak pada kualitas afektif dan spiritual siswa di samping kualitas kognitif mereka. Pendekatan kurikulum berbasis cinta (love-based curriculum) hadir sebagai solusi alternatif yang menekankan nilai kasih sayang, empati, kepedulian, serta penghargaan terhadap sesama. Penelitian ini bertujuan untuk mengkaji penguatan pendekatan kurikulum berbasis cinta dalam mengatasi krisis moral pelajar. Metode yang digunakan adalah studi literatur dengan menganalisis berbagai sumber ilmiah yang relevan yang diterbitkan antara tahun 2020 dan 2026. Hasil penelitian menunjukkan bahwa integrasi nilai-nilai cinta dalam proses pembelajaran mampu meningkatkan kesadaran moral, membentuk karakter positif, untuk menciptakan suasana pembelajaran yang inklusif dan manusiawi. Pendekatan ini juga terbukti efektif dalam membangun hubungan yang harmonis antara guru dan peserta didik, sehingga proses pendidikan menjadi lebih bermakna. Dengan demikian, penguatan kurikulum berbasis cinta dapat menjadi strategi yang relevan dan efektif dalam mengatasi krisis moral di kalangan pelajar di era modern.    
PENDEKATANA DALAM ANALISIS KEBIJAKAN: PENDEKATAN NORMATIF, EMPIRIS, DAN KRITIS DALAM ANALISIS KEBIJAKAN Rodhiah, Saniatur; Susmiati, Sri; Sabran, Sabran
MANAJERIAL : Jurnal Inovasi Manajemen dan Supervisi Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/manajerial.v6i2.10594

Abstract

Policy analysis is an essential process in understanding, assessing, and evaluating public policies, including those in the field of education. Educational policy does not merely function as an administrative instrument but also serves as a guideline for directing the implementation of education in accordance with national education goals. Therefore, a comprehensive analytical approach is required to understand the dynamics of educational policies more deeply. This article aims to examine three main approaches in policy analysis, namely normative, empirical, and critical approaches, and their relevance in analyzing educational policies. This study employs a qualitative method using a library research approach by analyzing various literature sources related to policy analysis and educational policy. The results of the study indicate that the normative approach emphasizes the importance of values, principles, and educational objectives as the foundation for policy formulation; the empirical approach focuses on facts and data that reflect the reality of policy implementation in practice; while the critical approach highlights issues of justice, interests, and social structures that influence the policy-making process. These three approaches complement each other in providing a more comprehensive understanding of educational policies. By integrating these approaches, policy analysis in education is expected to generate more effective, relevant, and equitable policy recommendations. ABSTRAK Analisis kebijakan merupakan proses penting dalam memahami, menilai, dan mengevaluasi kebijakan publik, termasuk dalam bidang pendidikan. Kebijakan pendidikan tidak hanya berfungsi sebagai instrumen administratif, tetapi juga sebagai pedoman dalam mengarahkan penyelenggaraan pendidikan agar sesuai dengan tujuan pendidikan nasional. Oleh karena itu, diperlukan pendekatan analisis yang komprehensif untuk memahami dinamika kebijakan pendidikan secara lebih mendalam. Artikel ini bertujuan untuk mengkaji tiga pendekatan utama dalam analisis kebijakan, yaitu pendekatan normatif, empiris, dan kritis, serta relevansinya dalam analisis kebijakan pendidikan. Penelitian ini menggunakan metode kualitatif dengan pendekatan studi kepustakaan (library research) melalui analisis berbagai sumber literatur yang berkaitan dengan analisis kebijakan dan kebijakan pendidikan. Hasil kajian menunjukkan bahwa pendekatan normatif menekankan pentingnya nilai, prinsip, dan tujuan pendidikan sebagai dasar dalam perumusan kebijakan; pendekatan empiris berfokus pada fakta dan data yang menggambarkan realitas implementasi kebijakan di lapangan; sedangkan pendekatan kritis menyoroti aspek keadilan, kepentingan, dan struktur sosial yang mempengaruhi proses pembuatan kebijakan. Ketiga pendekatan tersebut saling melengkapi dalam memberikan pemahaman yang lebih komprehensif terhadap kebijakan pendidikan. Dengan menggunakan ketiga pendekatan tersebut secara integratif, analisis kebijakan pendidikan diharapkan dapat menghasilkan rekomendasi kebijakan yang lebih efektif, relevan, dan berkeadilan.    
ANALISIS PENINGKATAN KUALITAS LAYANAN ADMINISTRASI DI SMA Tarigan, Febrianija Br; Kaligis, Jenny Nancy; Taroreh, Johny
MANAJERIAL : Jurnal Inovasi Manajemen dan Supervisi Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/manajerial.v6i2.10696

Abstract

ABSTRACT The quality of school administrative services plays an important role in supporting the effectiveness of educational management and the satisfaction of school stakeholders, as it directly affects the smooth implementation of academic and non-academic activities. This study aims to analyze the quality of administrative services, identify the obstacles encountered, and describe efforts to improve services at SMA Negeri 1 Tomohon. The study employed a descriptive qualitative approach using observation, in-depth interviews, and Focus Group Discussions (FGD) for data collection. The research informants consisted of the principal, administrative staff, teachers, students, and parents as users of school administrative services. This approach enabled the researcher to obtain a comprehensive understanding of the actual conditions of administrative services from various perspectives. The findings revealed that the administrative services had been implemented in an orderly, structured, and responsive manner according to users’ needs. However, the main obstacles were the limited optimization of system digitalization, limited human resources, and workload fluctuations that affected service effectiveness during certain periods. Improvement efforts were carried out through regular service evaluations, the development of digital archiving systems, and the enhancement of administrative staff competencies through training. In addition, institutional commitment became an important supporting factor in promoting sustainable service improvement. Therefore, strengthening an integrated digital-based administrative system is a key strategy for creating more effective, adaptive, and user-oriented services in the modern education era. ABSTRAK Kualitas layanan administrasi sekolah memiliki peran penting dalam mendukung efektivitas manajemen pendidikan dan kepuasan warga sekolah karena berpengaruh langsung terhadap kelancaran kegiatan akademik maupun nonakademik. Penelitian ini bertujuan untuk menganalisis kualitas layanan administrasi, mengidentifikasi hambatan yang dihadapi, serta mendeskripsikan upaya peningkatan layanan di SMA Negeri 1 Tomohon. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara mendalam, dan Focus Group Discussion (FGD). Informan penelitian terdiri atas kepala sekolah, staf administrasi, guru, siswa, dan orang tua sebagai pengguna layanan administrasi sekolah. Pendekatan ini memungkinkan peneliti memperoleh pemahaman yang komprehensif mengenai kondisi riil pelayanan administrasi dari berbagai perspektif. Hasil penelitian menunjukkan bahwa layanan administrasi telah berjalan cukup tertib, terstruktur, dan responsif terhadap kebutuhan pengguna. Namun, kendala utama masih ditemukan pada belum optimalnya digitalisasi sistem, keterbatasan sumber daya manusia, serta fluktuasi beban kerja yang memengaruhi efektivitas pelayanan pada periode tertentu. Upaya peningkatan dilakukan melalui evaluasi layanan secara berkala, pengembangan sistem pengarsipan digital, dan peningkatan kompetensi tenaga administrasi melalui pelatihan. Selain itu, komitmen kelembagaan menjadi faktor penting dalam mendukung perbaikan layanan secara berkelanjutan. Dengan demikian, penguatan sistem administrasi berbasis digital yang terintegrasi menjadi strategi utama dalam menciptakan layanan yang lebih efektif, adaptif, dan berorientasi pada kebutuhan pengguna di era pendidikan modern.
PENGUATAN DEMOKRASI PENDIDIKAN MELALUI PEMBELAJARAN KOLABORATIF DI SMA Tinus, Agus; Salam, Darus; Suryadi, Dedy
MANAJERIAL : Jurnal Inovasi Manajemen dan Supervisi Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/manajerial.v6i2.10768

Abstract

emocratic education has become a crucial demand in 21st-century learning, emphasizing active participation, equality, and students’ freedom of expression; however, classroom practices are still predominantly teacher-centered, limiting student engagement in the learning process. This study aims to analyze the strengthening of educational democracy through the implementation of collaborative learning practices at SMAN 2 Sampit, focusing on enhancing student participation, critical thinking skills, and the internalization of democratic values. This research employed a qualitative approach with a case study design, involving two teachers and thirty eleventh-grade students as research subjects. Data were collected through observation, in-depth interviews, and documentation over a two-month period. The data analysis followed systematic stages, including data reduction, data display, and conclusion drawing. The findings reveal that collaborative learning significantly increases students’ active participation in discussions, encourages confidence in expressing opinions, and fosters critical thinking through group interaction. Furthermore, this approach contributes to the internalization of democratic values such as tolerance, cooperation, and responsibility among students. In conclusion, collaborative learning is proven to be an effective pedagogical strategy in strengthening educational democracy in secondary school contexts. ABSTRAK Pendidikan demokratis menjadi salah satu tuntutan penting dalam pembelajaran abad ke-21 yang menekankan partisipasi aktif, kesetaraan, dan kebebasan berpendapat peserta didik, namun praktik pembelajaran di sekolah masih cenderung berpusat pada guru sehingga membatasi keterlibatan siswa. Penelitian ini bertujuan untuk menganalisis penguatan demokrasi pendidikan melalui praktik pembelajaran kolaboratif di SMAN 2 Sampit. Fokus penelitian ini adalah bagaimana implementasi pembelajaran kolaboratif dapat meningkatkan partisipasi, kemampuan berpikir kritis, serta nilai-nilai demokrasi siswa. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus, melibatkan 2 guru dan 30 siswa kelas XI, dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi selama dua bulan. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pembelajaran kolaboratif mampu meningkatkan partisipasi aktif siswa dalam diskusi, mendorong keberanian dalam menyampaikan pendapat, serta mengembangkan kemampuan berpikir kritis melalui interaksi kelompok. Selain itu, pembelajaran ini juga berkontribusi dalam menginternalisasi nilai-nilai demokrasi seperti toleransi, kerja sama, dan tanggung jawab. Dengan demikian, pembelajaran kolaboratif terbukti menjadi strategi yang efektif dalam memperkuat demokrasi pendidikan di lingkungan sekolah menengah.  
PEMBAHARUAN PENDIDIKAN DI ERA TEKNOLOGI DIGITAL: STRATEGI ADAPTASI PEMBELAJARAN DALAM MENGHADAPI TANTANGAN ABAD KE-21 Irawaty, Lina; Wijayanti, Rismarini; Tinus, Agus
MANAJERIAL : Jurnal Inovasi Manajemen dan Supervisi Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/manajerial.v6i2.10769

Abstract

The rapid development of digital technology has significantly transformed educational systems, particularly in learning processes that require adaptation to the demands of the 21st century. The focus of this study lies in the need for educational reform through adaptive learning strategies capable of addressing technological advancement, changing student characteristics, and the development of essential 21st-century competencies such as critical thinking, creativity, collaboration, and communication. This study aims to analyze educational reform in the digital era, identify adaptive learning strategies, and examine their impact on educational quality. The method employed is a qualitative literature review through several stages, including problem identification, data collection from scientific sources, selection of relevant references, content analysis, and synthesis of findings. Data were obtained from academic journals, books, educational reports, and recent educational policies in Indonesia. The findings indicate that the integration of digital technology into learning processes enhances educational effectiveness, broadens access to education, and strengthens 21st-century competencies. Educational reform is further supported by innovative learning models and the improvement of digital literacy among teachers and students. In conclusion, technology-based educational transformation represents an essential strategy for creating adaptive, relevant, and quality-oriented learning systems in the future. ABSTRAK Perkembangan teknologi digital telah membawa perubahan besar dalam sistem pendidikan, khususnya dalam proses pembelajaran yang menuntut adaptasi terhadap kebutuhan abad ke-21. Fokus permasalahan dalam penelitian ini terletak pada pentingnya pembaharuan pendidikan melalui strategi adaptasi pembelajaran yang mampu menjawab tantangan perkembangan teknologi, perubahan karakteristik peserta didik, serta kebutuhan kompetensi abad ke-21 seperti berpikir kritis, kreativitas, kolaborasi, dan komunikasi. Penelitian ini bertujuan untuk menganalisis bentuk pembaharuan pendidikan di era digital, mengidentifikasi strategi adaptasi pembelajaran, serta mengkaji dampaknya terhadap kualitas pendidikan. Metode yang digunakan adalah studi literatur dengan pendekatan kualitatif melalui tahapan identifikasi masalah, pengumpulan sumber ilmiah, seleksi referensi relevan, analisis isi, dan sintesis hasil kajian. Data diperoleh dari jurnal ilmiah, buku akademik, laporan pendidikan, serta kebijakan pendidikan terkini di Indonesia. Hasil penelitian menunjukkan bahwa integrasi teknologi digital dalam pembelajaran dapat meningkatkan efektivitas proses belajar, memperluas akses pendidikan, serta memperkuat kompetensi abad ke-21. Pembaharuan pendidikan juga didukung oleh penerapan model pembelajaran inovatif dan peningkatan literasi digital guru maupun peserta didik. Kesimpulannya, transformasi pendidikan berbasis teknologi digital menjadi strategi penting dalam menciptakan sistem pembelajaran yang adaptif, relevan, dan berorientasi pada kualitas pendidikan masa depan.  
TRANSFORMASI PEDAGOGI ABAD 21: MEWUJUDKAN EKOSISTEM PENDIDIKAN MASA DEPAN YANG ADAFTIF DAN KONSTEKSTUAL Farida, Anna; Hastuti, Muji Sri Ayu; Tinus, Agus
MANAJERIAL : Jurnal Inovasi Manajemen dan Supervisi Pendidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/manajerial.v6i2.10770

Abstract

The educational paradigm in the 21st century must change. It must shift from instruction-focused learning to teaching students critical thinking, collaboration, creativity, communication, and character building. The purpose of this article is to examine how contextual learning, immersive learning, and adaptive pedagogy can work together to create a future educational ecosystem that meets the needs of Indonesia. Educational policy documents, renowned national journal articles, and other contextual sources were used in this study, which employed a descriptive-analytical approach. The study suggests that education in Indonesia will shift toward more meaningful, student-centered, technology-enabled learning that emphasizes 21st-century competencies through the integration of TPACK (Teaching, Achieving, and Learning), authentic assessment, and interactive digital learning materials. For Central Kalimantan, this transformation must be accompanied by equitable access, strengthening teacher capacity, and adapting policies to local social and geographic circumstances. According to this article, the future educational ecosystem must be technology-driven and pedagogically immersive, socially contextual, and inclusive in its services. ABSTRAK Paradigma pendidikan di abad ke-21 harus berubah. Itu harus beralih dari pembelajaran yang berfokus pada pengajaran yang mengajarkan siswa untuk berpikir kritis, bekerja sama, kreatif, berkomunikasi, dan berkarakter. Tujuan dari artikel ini adalah untuk melihat berbagai cara di mana pembelajaran kontekstual, pembelajaran mendalam, dan pedagogi adaptif dapat bekerja sama untuk membuat ekosistem pendidikan masa depan yang sesuai dengan kebutuhan di Indonesia. Dokumen kebijakan pendidikan, artikel jurnal nasional terkenal, dan sumber kontekstual lainnya digunakan dalam penelitian ini, yang menggunakan pendekatan deskriptif-analitis. Kajian menunjukkan bahwa pendidikan di Indonesia akan berubah ke arah pembelajaran yang lebih bermakna, berpusat pada siswa, didukung teknologi, dan menekankan kompetensi abad ke-21 melalui penggabungan TPACK, penilaian autentik, dan materi pelajaran digital interaktif. Untuk Kalimantan Tengah, transformasi harus dibarengi dengan pemerataan akses, penguatan kapasitas guru, dan penyesuaian kebijakan terhadap keadaan sosial dan geografis setempat. Menurut artikel ini, ekosistem pendidikan masa depan harus berbasis teknologi dan mendalam secara pedagogis, kontekstual secara sosial, dan inklusif dalam layanan.  

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