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Edu Cendikia: Jurnal Ilmiah Kependidikan
Published by Information Technology and Science
ISSN : -     EISSN : 2798365X     DOI : 10.47709/educendikia
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other
Edu Cendikia: Jurnal Ilmiah Kependidikan meliputi hasil kajian ilmiah di bidang pendidikan multi-disiplin ilmu, baik pembelajaran dalam jaringan juga luar jaringan, merdeka belajar, pengembangan metode belajar pembelajaran terkini yang merujuk pada semua tingkat usia dan yang berkaitan dengan kebijakan pendidikan, sistem sekolah juga strategi pembelajaran yang dilakukan oleh guru, dosen maupun peneliti mandiri.
Arjuna Subject : Ilmu Sosial - Ilmu Sosial (Lain-Lain)
Articles 1,018 Documents
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Implementasi Supervisi Akademik dalam Meningkatkan Kualitas Pembelajaran di SMP Negeri 1 Lasem: The Implementation of Academic Supervision to Improve the Quality of Learning at SMP Negeri 1 Lasem Eni Arianti; Sumartini Sumartini; Soedjono Soedjono
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.8814

Abstract

This study aims to analyze the implementation of collaborative academic supervision in enhancing the quality of instruction at SMP Negeri 1 Lasem, Rembang Regency. The study employs a qualitative approach with a descriptive design. The research subjects—comprising the principal, the vice-principal for curriculum affairs, and subject teachers—were selected using purposive sampling. Data collection involved in-depth interviews, observation, and document analysis. Data analysis utilized the interactive model developed by Miles, Huberman, and Saldaña, encompassing data condensation, data display, and conclusion drawing/verification. Data validity was ensured through triangulation of sources and techniques. The findings indicate that implementing collaborative academic supervision proceeds through three main stages: planning, execution, and evaluation/follow-up. During the planning stage, the supervision process is designed participatively, involving the principal, vice-principal, process standards team, and teachers in setting objectives, formulating programs, establishing schedules, and developing supervision instruments. In the execution stage, supervision is conducted through pre-observation, classroom observation, and post-observation phases, utilizing a dialogic and reflective approach. The supervisor acts as a professional partner, providing support, guidance, and constructive feedback to teachers. At the evaluation and follow-up stage, supervision results serve as a basis for reflection, instructional improvement, professional development via the Subject Teacher Forum (MGMP), and ongoing monitoring by the principal. Implementing collaborative academic supervision has proven effective in enhancing teachers' professional competence, strengthening a reflective culture, and improving instructional quality at SMP Negeri 1 Lasem.
Peran Peer Attachment terhadap Student Engagement untuk Meningkatkan Keberhasilan Siswa: Tinjauan Literatur Sistematik: The Role of Peer Attachment in Student Engagement to Enhance Student Success: A Systematic Literature Review Anggun Tri Utami; Suryanto Suryanto; Primatia Yogi Wulandari
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.8922

Abstract

Student engagement is a key factor in educational success. It drives classroom participation, fosters emotional connections, and promotes cognitive involvement in the learning process. Peer attachment helps sustain student engagement by providing a sense of security, acceptance, and support during learning. This study examines the role of peer attachment in student engagement, viewing it as a psychosocial pathway to enhancing student success. A systematic literature review was conducted using the SPIDER framework and PRISMA 2020 reporting principles. Literature was sourced from Google Scholar, ResearchGate, SpringerLink, Sage Journals, ProQuest, and other relevant academic databases, using keywords such as peer attachment, peer support, peer relationship, student engagement, school engagement, and learning engagement. Out of 50 initial articles, 13 met the inclusion criteria for thematic synthesis, while a seminal article on the Inventory of Parent and Peer Attachment was retained as a conceptual reference. The findings indicate that peer attachment supports student engagement through three mechanisms: emotional security, open peer communication, and low levels of alienation. Trust and communication with peers help students feel accepted, share academic challenges, persist with learning tasks, and participate more actively in class. Conversely, alienation can weaken students' emotional and behavioral connections to the school. These findings underscore the role of peer attachment—through both the quality of peer relationships and personal factors—in supporting student success. Schools should foster a safe, supportive, and academically oriented peer climate while addressing social alienation among students, thereby creating a learning environment that facilitates an enjoyable educational experience.
Managing Teaching Factory Programs to Strengthen Student Competence: Evidence from Two Indonesian Vocational High Schools Iman Nuryadin; Dinny Mardiana
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9097

Abstract

This study examines how the Teaching Factory is implemented to enhance student competence at SMK Negeri PP Cianjur and SMK Negeri 1 Cugenang, Indonesia. The study employed a qualitative multiple-case study design. Data were collected through in-depth interviews, direct observations, and document analysis involving school principals, vice principals, vocational teachers, students, and representatives of business and industry partners. Data were analyzed using the interactive model of data condensation, data display, and conclusion drawing. Trustworthiness was ensured through source triangulation, method triangulation, member checking, and repeated observations. The findings show that Teaching Factory was implemented through production-based learning activities that engaged students in work planning, preparation of materials and equipment, task allocation, production processes, quality control, packaging, and product completion. The program contributed to the development of students' technical skills and professional work attitudes, including discipline, responsibility, teamwork, accuracy, and awareness of quality standards. The findings also indicate that effective implementation depended on integrating planning, organizing, implementing, and evaluating functions, supported by teacher commitment, school leadership, production facilities, and industry collaboration. However, limited facilities, uneven teacher industrial experience, variations in student readiness, and limited industry involvement in assessment and program development remained key challenges. This study's novelty lies in analyzing Teaching Factory through an educational management perspective across two vocational contexts. The study highlights the importance of strengthening management systems, teacher professional development, industry partnerships, and industry-based assessment to sustain Teaching Factory implementation and improve vocational student competence.
Managing Learning Communities for Teachers’ Pedagogical Competence in Deep Learning: Evidence from Indonesian Secondary Schools Risnayanti Sihombing; Dinny Mardiana
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9098

Abstract

This study examines how learning communities are managed to improve teachers' pedagogical competence related to Deep Learning at SMAN 19 Bandung and SMAN 26 Bandung, Indonesia. The study employed a qualitative multiple-case study design. Data were collected through in-depth interviews, direct observations, and document analysis involving school principals, vice principals for curriculum affairs, learning-community coordinators, teachers, and students. Data were analyzed using the interactive model of data condensation, data display, and conclusion drawing and verification. Trustworthiness was ensured through source triangulation, method triangulation, member checking, and repeated observations. The findings indicate that learning-community management was implemented by integrating planning, organizing, actuating, and controlling functions. Planning was based on teacher-needs analysis, school-quality indicators, policy directions, and teacher proposals. Organizing involved formal learning-community structures, role allocation, and leadership support. Actuating was conducted through peer coaching, best-practice sharing, collaborative discussion, and reflective learning activities. Controlling was implemented through reflective academic supervision, classroom observation, teaching-document review, and teacher reflection. These processes contributed to improvements in teachers' pedagogical competence, particularly in designing more mindful, meaningful, and joyful learning experiences. Teachers increasingly applied contextual learning strategies, encouraged student participation, created psychologically safer classroom environments, and used more varied instructional methods. However, time constraints, teacher fatigue, uneven participation, and resistance to changing conventional teaching practices remained important challenges. This study's novelty lies in analyzing learning-community management through the POAC framework as a strategic mechanism for strengthening teachers' pedagogical competence in implementing Deep Learning at the senior secondary school level.
Peningkatan Kemampuan Membaca Permulaan melalui Metode Global berbasis Direct Instruction pada siswa Slow Learner : Improving Early Reading Skills in Slow Learners through a Global Method Based on Direct Instruction Hartimi Hartimi; Eka Sapti Cahya Ningrum
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9240

Abstract

This study was motivated by the low early reading proficiency of fourth-grade elementary school students classified as slow learners, particularly regarding words with a CVCV (Consonant-Vowel-Consonant-Vowel) pattern. These difficulties stemmed from limited cognitive abilities and teaching methods that did not align with the students' learning characteristics. The study aimed to improve early reading skills by implementing the Glodin method—a combination of the global method and direct instruction designed to provide concrete, gradual, systematic, and repetitive reading instruction. The study employed a Classroom Action Research (CAR) approach over two cycles. The research subjects consisted of three slow-learning students. Data were collected via tests and observations using instruments such as an early reading proficiency test, a student participation observation sheet, and a learning activity observation sheet. The data were analyzed using descriptive quantitative methods (percentages) and presented in tables and diagrams. The results demonstrated that the Glodin method significantly improved the students' early reading skills. In Cycle I, the average reading proficiency rose from 41.11% to 76.66%, representing an increase of 35.55%. This improvement was achieved through illustrated word cards, letter-tracing activities, and reading meaningful words. Based on reflection, the instruction was refined in Cycle II by incorporating 2–4 repetitions during the finger-tracing phase. Consequently, reading proficiency increased to 92.22%—a rise of 51.11% from the baseline—surpassing the 85% success indicator. These findings indicate that the Glodin method effectively enhances the early reading skills of slow-learning students.
Kepemimpinan Transformatif dan Partisipatif Kepala Sekolah dalam Menumbuhkan Literasi Siswa SD Negeri Beji 01: Transformative and Participatory Leadership of the Principal in Fostering Student Literacy at SD Negeri Beji 01 Ardhina Maya Nugraheni; Senowarsito Senowarsito; Rosalina Br Ginting
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9250

Abstract

School principals play a crucial role in implementing and overseeing literacy programs to ensure their success. While principals are highly motivated to foster a literacy culture, not all have systematic managerial strategies for developing students' literacy skills. This study aims to describe the principal's transformative and participatory leadership regarding: (1) planning; (2) organizing; (3) implementation; and (4) supervision in the context of fostering students' literacy skills. A descriptive qualitative approach was employed. The data included descriptions, perspectives, experiences, policies, and the principal's application of transformative and participatory leadership to enhance students' literacy skills. Data collection involved observation, interviews, and documentation at SD Negeri 01 Beji, East Ungaran District. Data analysis followed stages of data reduction, data presentation, and conclusion drawing, using triangulation techniques to ensure data validity. The results indicate that: (1) literacy program planning involved coordination meetings, budget preparation, goal setting, and problem identification; (2) organizing involved task allocation based on competence, delegation of authority, formation of management teams, and the drafting of job descriptions; (3) implementation was realized through pre-lesson reading activities, library visits, the LITERAKSI program, literacy corners, and reading walls; and (4) supervision was conducted through direct supervision, classroom visits, and school committee oversight.
Kepemimpinan Demokratis Kepala Sekolah dalam Pemanfaatan Ruang GTK untuk Mengembangkan Profesionalisme Guru SD Langensari 03: The Principal's Democratic Leadership in Utilizing the Staff and Teacher Room to Develop the Professionalism of Teachers at SD Langensari 03 Rina Ardani; Senowarsito Senowarsito; Rosalina Br Ginting
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9254

Abstract

This study is motivated by the importance of developing teacher professionalism in the digital era through the utilization of "Ruang GTK" as a platform for learning and teacher performance management. School principals play a strategic role in fostering teacher professionalism by employing democratic leadership that emphasizes participation, transparency, and collaboration. This study aims to describe and analyze the principal's democratic leadership in using Ruang GTK to develop teacher professionalism at SD Negeri Langensari 03, West Ungaran. The research focuses on the management functions of planning, organizing, implementation, and controlling. The study employed a qualitative approach with a descriptive research design. The research subjects consisted of the principal and teachers. Data collection techniques included interviews, observation, and documentation. Data analysis utilized an interactive model involving data reduction, data presentation, and conclusion drawing. The results indicate that the principal applies democratic leadership across all management functions. During the planning stage, the principal involves teachers in a participatory manner to formulate programs based on needs analysis and performance evaluations. In the organizing stage, the principal establishes working groups and assigns tasks according to teachers' competencies. During the implementation stage, teachers utilize Ruang GTK features—such as Continuous Learning, Career and Performance, and Learning Inspiration—to enhance their competencies both independently and collaboratively. In the controlling stage, the principal supervises, monitors, and provides continuous feedback. The study concludes that the principal's democratic leadership, facilitated by the use of Ruang GTK, effectively develops teacher professionalism in a systematic, participatory, and sustainable manner.
Manajemen Praktik Kerja Lapangan Berbasis Digital: Studi Multi Situs SMK Negeri 2 dan 5 Banjarmasin: Digital-Based Field Work Practice Management: A Multi-Site Study at SMK Negeri 2 and 5 Banjarmasin Edi Fakhrin; Aslamiah Aslamiah; Ambo Sakka
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9274

Abstract

This study aims to analyze the effectiveness of a digital-based management system for Field Work Practices (PKL)—vocational internships—as a substitute for conventional systems at SMK Negeri 2 Banjarmasin and SMK Negeri 5 Banjarmasin. The research is motivated by the demands of the Kurikulum Merdeka (Independent Curriculum), which designates PKL as a core subject with a workload of 46 lesson hours per week, and by the limitations of conventional systems in monitoring, documentation, and accountability. A qualitative approach with a multi-site study design was employed. Data collection involved in-depth interviews with 17 key informants, passive participatory observation, and document analysis. Data analysis proceeded through stages of reduction, presentation, and conclusion drawing, supplemented by cross-site analysis to identify similarities and differences in managerial practices between the two schools. Data validity was verified through source and technique triangulation. The findings indicate that: (1) financial incentives integrated into the system proved most effective in overcoming teacher resistance and altering user behavior; (2) digital mapping and real-time tracking features provided solutions to classic geographical challenges in PKL monitoring; (3) the lack of integration between the e-PKL system and the electronic report card system (e-rapor) resulted in duplicated workloads for teachers; and (4) the control function exercised by the Head of the Expertise Program via the digital dashboard created multi-layered accountability, thereby strengthening distributed leadership in quality assurance. This study underscores that the success of digital transformation depends not merely on the technical quality of the software, but primarily on the system's ability to resolve the practical, administrative, and geographical issues that have historically hindered conventional PKL implementation.
Perilaku Terkait Fungsi Eksekutif di Sentra Persiapan BCCT: Studi Kasus Kualitatif Enam Sesi: Executive Function-Related Behaviors in the BCCT Preparation Center: A Qualitative Case Study of Six Sessions M. Ridwan Noor; Hapidin Hapidin; R. Sri Martini Meilanie
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9277

Abstract

School readiness now encompasses not only early literacy and numeracy but also a child's ability to participate in group routines and maintain goal-oriented behavior. Executive functions—inhibitory control, working memory, and cognitive flexibility—serve as a crucial conceptual foundation for understanding these dimensions. However, classroom behavior cannot be mechanically mapped as a direct reflection of these cognitive constructs. The "Preparation Center" within the BCCT approach offers opportunities for executive function-related behaviors to emerge, yet limited attention has been paid to their recurrence across different episodes. This study employed a qualitative case study design based on repeated naturalistic observations. We conducted six 90-minute observation sessions between May 4 and June 15, 2026, at the BCCT Preparation Center of Babussalam Kindergarten, involving eight children and two teachers. Three focal children (S, R, and F) were analyzed using data condensation, data display, and conclusion drawing, with inhibitory control, working memory, and cognitive flexibility serving as sensitizing concepts. Executive function-related behaviors emerged in a contextual and non-linear manner. Familiar worksheets supported goal maintenance, particularly for child S; peer interactions triggered stronger demands for inhibition and led to conflicts. Teacher scaffolding supported child F's participation but limited conclusions about their independence. Evidence of cognitive flexibility was the most limited. The Preparation Center routines revealed executive function behaviors that must be interpreted in light of task structure, peer dynamics, and adult assistance, rather than as evidence of linear development.
Manajemen Kemitraan dalam Praktik Kerja Lapangan di SMK Kecamatan Tanjungpandan Kabupaten Belitung: Partnership Management in Field Work Practices at Vocational High Schools in Tanjungpandan District, Belitung Regency Isdiari Isdiari; Gunadi Gunadi
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.9278

Abstract

Partnerships between Vocational High Schools (SMK) and the business and industrial sectors (DUDI) are crucial for aligning vocational education with workforce needs. This study aims to analyze partnership management in Field Work Practice (PKL) activities, identify supporting and inhibiting factors, and formulate an effective PKL partnership management model for vocational schools in the Tanjungpandan District, Belitung Regency. A qualitative approach with a case study design was employed at SMK Negeri 1 Tanjungpandan and SMK Negeri 3 Tanjungpandan. Data were collected through interviews, observations, and document analysis involving principals, vice-principals for industry relations, heads of expertise programs, supervising teachers, and industry partners. Data validity was verified using source and technique triangulation, while data analysis was conducted interactively through data reduction, data presentation, and conclusion drawing. The results indicate that PKL partnership management was implemented through the functions of planning, organizing, actuating, and controlling (POAC). Key supporting factors included curriculum synchronization with industry needs, effective communication and cooperation between schools and industry partners, industry support, student preparation, and the matching of student competencies with PKL locations. Conversely, inhibiting factors included a limited number of relevant industry partners, issues regarding students' mental readiness and soft skills, limited school human resources, and monitoring challenges caused by geographical conditions and discrepancies between academic calendars and industry requirements. The study produced a collaborative PKL partnership management model based on the "link-and-match" principle, integrating POAC functions, work-based learning principles, and continuous improvement to enhance the work readiness of vocational school graduates.

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