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HAMKA INSIGHT
Published by Universitas Muhammadiyah Prof. Dr. Hamka
ISSN : 29858445     EISSN : 29628334     DOI : https://doi.org/10.51574/hamka
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
HAMKA Insight E-ISSN: 2962-8334, ISSN: 2985-8445, DOI Prefix 10.22236/HAMKA Insight is a peer-reviewed open-access international journal that aims to the sharing, dissemination, and discussion of current trends research results, experience, and perspectives across a wide range of education, teaching, development in instruction, innovations in learning, and current trends issue in education research. This journal will be published two-issue per year in June and December published by the Lemlitbang UHAMKA Press. Given that the journal prioritizes research reports in education, viewpoint articles in the same field will be considered for publication. HAMKA Insight welcomes research articles, literature reviews, and book reviews from various countries in the world that have high-quality on all topics related to current trends and issues in education research to publish in this journal. Submitted papers must be written in English dan Bahasa Indonesia for the initial review stage by editors and further review process by an international reviewer. Publication language of HAMKA Insight Journal is English and Indonesia. Manuscripts should be submitted in English and Bahasa Indonesia. The submitted manuscript should comply with the grammar rules and the related scientific literature. After the acceptance of the manuscript, the final copy should be submitted in English. Submitted final copies are checked by the language editors of HAMKA Insight Journal. Language editors may request a proofreading in case of insufficiency. Proofreading should be made by one of the accredited language institutions proposed below. The author(s) are responsible for the submission of the muniment.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 5 Documents
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Search results for , issue "vol. 5 no. 1 (2025)" : 5 Documents clear
Reconstructing cognitive agency: contingent feedback to overcome learned helplessness and restore locus of control Fernando Emilio Zullo; Sergio Forster
HAMKA INSIGHT Vol. 5 No. 1 (2025)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v5i1.107

Abstract

Purpose: This study investigates the efficacy of a contingent feedback intervention in mitigating learned helplessness and elevating internal academic locus of control among students experiencing cognitive decoupling between effort exertion and academic evaluation outcomes. Method: A quasi-experimental pre-test/post-test design was employed. Analysis of Covariance (ANCOVA) was executed to control for pre-test covariates, evaluating shifts in learned helplessness and academic locus of control using validated psychometric instruments. Findings: ANCOVA results confirmed a statistically significant intervention effect, accounting for 52.3% of the variance in learned helplessness reduction and 54.8% of the variance in internal academic locus of control increase. Process-oriented descriptive feedback successfully restored cognitive agency by shifting attributional structures from external factors to internal, controllable variables. Practical implications: Educators can deploy structured contingent feedback to attenuate evaluative anxiety, optimize working memory capacity allocation, and re-engage students exhibiting academic passivity, learned helplessness, and burnout. Originality/value: This research offers robust empirical evidence for cognitive agency reconstruction, demonstrating that attributional deficits can be systematically reversed by establishing real-time effort-outcome contingency cues rather than relying on traditional quantitative scoring.
Leadership strategies for alleviating teacher stress in crisis contexts: a grounded theory José Antonio González-Carcacía; Sandra Ornés Vásquez
HAMKA INSIGHT Vol. 5 No. 1 (2025)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v5i1.108

Abstract

Purpose: This study constructs a grounded theory of school leadership strategies designed to alleviate severe teacher stress and mitigate workforce attrition during acute systemic crises. Method: Employing an inductive qualitative grounded theory design, data were gathered through semi-structured interviews with 14 primary and secondary school educators operating within severe infrastructural and economic disruption contexts. Findings: The grounded framework identifies two core leadership mechanisms: (1) Radical Task Triaging ("Survival Pedagogy"), which strips up to 80% of administrative compliance requirements to prioritize basic literacy and psychosocial stabilization, and (2) Institutional Buffering, wherein principals act as administrative "airlocks" to shield educators from unaligned state mandates while granting hyper-local operational autonomy. Practical implications: The findings provide school administrators with actionable structural strategies to eliminate moral injury, adjust attendance policies flexibly, and preserve human infrastructure when national systems collapse. Originality/value: This study advances crisis management literature by shifting the prevailing paradigm away from individualized teacher resilience toward leader-led structural workload reduction and protective institutional buffering.
Building school community resilience: the principal's role as an emotional anchor and communicator during crisis Lydia Pujol; Martín Enrique Durán-Aponte
HAMKA INSIGHT Vol. 5 No. 1 (2025)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v5i1.118

Abstract

Purpose: This study investigates how school principals navigate compound socio-economic crises, hyperinflation, and acute infrastructure collapse in Maracaibo, Venezuela, to sustain organizational resilience and pedagogical continuity.   Method: Employing a qualitative case study design, empirical data were gathered through semi-structured interviews and focus group discussions involving school principals, pedagogical coordinators, teaching staff, administrative personnel, and parent association (Consejo Educativo) representatives, analyzed via inductive thematic analysis.   Findings: Institutional resilience relies on three operational mechanisms: (1) principals serving as psychological anchors through authentic emotional validation; (2) opportunistic, transparent communication establishing cognitive immunity against misinformation; and (3) a transition from hierarchical dependence to guided autonomy, which fosters distributed leadership and emergency offline learning innovations.   Practical implications: The study offers educational authorities an actionable framework for integrating trauma-informed governance, low-bandwidth crisis communication protocols, and decentralized decision-making into administrator training programs for volatile environments.   Originality/value: This research extends socio-ecological resilience theory by demonstrating that administrative emotional validation and radical data transparency are essential structural prerequisites that unlock collective adaptive capacity during systemic collapse.
Developing canva-assisted learning media using the ADDIE model to enhance soccer skills and learning interest Diky Apriadi; Dina Trisia; Umi Hasanatun
HAMKA INSIGHT Vol. 5 No. 1 (2025)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v5i1.120

Abstract

Purpose: This study aimed to design, implement, and evaluate the effectiveness of Canva-assisted visual learning media in enhancing learning interest and technical passing skills in soccer among secondary physical education students. Method: Guided by an educational Research and Development framework within the ADDIE model, secondary students were assigned to either an experimental Canva media group or a traditional control group. Data were collected using validated learning interest questionnaires and standardized soccer passing performance assessments across pre-test and post-test phases, analyzed using tests for homogeneity of variance and parametric group comparisons. Findings: Results demonstrated high media validity and strong instructional effectiveness. Students utilizing Canva visual media exhibited substantial gains in learning interest relative to the control group, which showed minimal change. Additionally, experimental passing performance improved significantly, effectively reversing an initial baseline deficit and markedly outperforming the control group during post-intervention skill evaluations. Practical implications: Physical education instructors can integrate structured digital graphic media to scaffold complex movement mechanics, thereby accelerating motor skill acquisition and fostering sustained student motivation. Originality/value: This study bridges digital graphic scaffolding and physical motor learning, establishing that pre-instructional visual media simultaneously strengthen affective engagement and technical skill execution within sports pedagogy.
Adaptive Leadership in Managing Organizational Change: Implementing Indonesia’s Merdeka Curriculum Moh Suryadi Syarif; Shepherd Shoko; Faridatul Umi
HAMKA INSIGHT Vol. 5 No. 1 (2025)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v5i1.162

Abstract

Background: The implementation of the Merdeka Curriculum represents a significant educational reform in Indonesia that requires substantial organizational transformation at the school level. However, curriculum change often encounters challenges related to teacher readiness, organizational culture, resource limitations, and resistance to change. Purpose: This study aims to explore how adaptive leadership contributes to managing organizational change during the implementation of the Merdeka Curriculum in Indonesian schools. Method: Using a qualitative case study approach, this research investigates the adaptive leadership practices of school principals in facilitating curriculum transformation. Data were collected through semi-structured interviews, observations, and document analysis involving school leaders and teachers engaged in the curriculum implementation process. The findings indicate that adaptive leadership plays a critical role through several dimensions: creating a shared vision, facilitating collaborative learning, empowering teachers, managing resistance, and developing organizational flexibility. Findings: The study contributes to the literature on educational change management by proposing an adaptive leadership framework for curriculum reform contexts. The findings highlight that successful curriculum implementation requires leaders who are capable of responding dynamically to complex challenges, fostering collective commitment, and building sustainable organizational capacity.

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