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Contact Name
Khoerul Umam
Contact Email
hamkainsight@uhamka.ac.id
Phone
+6281319297200
Journal Mail Official
hamkainsight@uhamka.ac.id
Editorial Address
Jl. Raya Bogor, Km. 23, No. 99, Pasar Rebo, Jakarta Timur, Provinsi DKI Jakarta, 13830
Location
Kota adm. jakarta timur,
Dki jakarta
INDONESIA
HAMKA INSIGHT
ISSN : 29858445     EISSN : 29628334     DOI : https://doi.org/10.51574/hamka
Core Subject : Education,
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.
Articles 2 Documents
Search results for , issue "vol. 5 no. 2 (2025)" : 2 Documents clear
Sustainable leadership as a strategic framework for enhancing school resilience and competitive advantage Moh Suryadi Syarif; Neida Salomé Sanabria
HAMKA INSIGHT Vol. 5 No. 2 (2025)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v5i2.137

Abstract

Purpose:This study aims to empirically evaluate the strategic role of sustainable leadership in enhancing school resilience and institutional competitive advantage across secondary educational institutions navigating rapid technological transformation and global uncertainties. Method: A quantitative cross-sectional survey design was executed, collecting primary data from a purposive sample of school principals, vice principals, and teachers using structured five-point Likert scale questionnaires. The latent constructs—encompassing long-term orientation, ethical governance, adaptive capacity, and educational quality—were evaluated through Partial Least Squares Structural Equation Modeling (PLS-SEM) in SmartPLS with a bootstrapping procedure. Findings:The empirical results indicate that sustainable leadership significantly enhances both school resilience and direct competitive advantage. Moreover, school resilience directly strengthens institutional competitiveness while acting as a vital partial mediator, establishing a dual-pathway structural mechanism through which sustainable leadership practices foster institutional differentiation, stakeholder trust, and sustained educational quality. Practical implications:This research offers actionable insights for school leaders and educational policymakers to operationalize ethical decision-making, teacher empowerment, and collaborative governance, enabling institutions to convert internal adaptive resilience into superior organizational performance, market differentiation, and stakeholder confidence. Originality/value: This study advances educational management literature by establishing a novel PLS-SEM empirical framework that redefines school resilience from a passive risk-mitigation dynamic into an active strategic mediator driving long-term competitive success.
Pedagogical beliefs of student teachers and school-based mentor teachers in the kurikulum merdeka context Maida Azra Widowati; Iris Athamaica Lopez Palacios
HAMKA INSIGHT Vol. 5 No. 2 (2025)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v5i2.125

Abstract

Purpose: This study evaluates pedagogical belief disparities between PPG Prajabatan student teachers and school-based mentor teachers regarding cognitive goals (mechanical acquisition vs. higher-order reasoning) and social goals (compliance vs. agency) under Indonesia's Kurikulum Merdeka. Method: Utilizing a quantitative comparative cross-sectional survey design, data were collected from  participants ( candidate-mentor dyads) across clinical placement sites using the validated Pedagogical Beliefs Inventory for Kurikulum Merdeka. Data were analyzed using independent-samples -tests and two-way MANOVA. Findings: Student teachers exhibited significantly higher endorsement for higher-order reasoning and social agency compared to mentors (). Conversely, school-based mentors prioritized mechanical acquisition and behavioral compliance. Mentoring tenure significantly moderated mentor mindsets (), with veteran mentors (>5 years) demonstrating high alignment with student-centered reform principles. Practical implications: Teacher Training Institutions (LPTKs) and educational policymakers must institute structured mentor training frameworks to harmonize academic coursework with clinical placements, ensuring sustainable student-centered instruction. Originality/value: This investigation provides unique empirical evidence by adapting sociocultural belief frameworks to an active national curriculum overhaul within a Global South teacher education setting.

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