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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
 1 
Search results for , issue "vol. 5 no. 2 (2025)" : 5 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.
Transforming assessment practice: evaluating a peer coaching mentoring model in secondary education Giuliano Tardivo; Maximiliano Fernández Fernánde
HAMKA INSIGHT Vol. 5 No. 2 (2025)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v5i2.116

Abstract

Purpose: This study evaluates the efficacy of the Peer Coaching Mentoring Model in enhancing secondary educators' learning assessment literacy compared to conventional seminar formats, directly addressing systemic deficits in diagnostic evaluation and qualitative feedback construction. Method: A quantitative quasi-experimental pretest-posttest non-equivalent control group design was conducted with secondary teachers across science and humanities disciplines. Data collected via the Teacher Assessment Literacy Performance Rubric and Classroom Assessment Scenario Inventory were evaluated for content validity and inter-rater reliability before undergoing analysis of covariance and multivariate analysis of variance. Findings: The peer coaching intervention substantially outperformed traditional workshops, achieving significant overall competency gains. Detailed sub-dimension analysis demonstrated that the largest performance improvements occurred in qualitative feedback construction and diagnostic data analysis. Practical implications: This model provides school administrators with a scalable, job-embedded framework for institutionalizing school-based learning communities and continuing professional development initiatives that enhance data-informed instructional practices. Originality/value: This research offers compelling empirical evidence that non-evaluative peer coaching creates vital psychological safety, successfully bridging the long-standing gap between educators' favorable attitudes toward peer collaboration and their operational classroom practices
Evaluating the impact of teacher education on pedagogical practice in bangladeshi classrooms Farjana Akhter; Risana Alam
HAMKA INSIGHT Vol. 5 No. 2 (2025)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v5i2.122

Abstract

Purpose: This study evaluates the impact of teacher education programs on pedagogical practices and contemporary skill delivery across Bangladeshi primary and secondary classrooms undergoing national curriculum reform. Method: Employing a convergent parallel mixed-methods design, data were gathered from educators, school leaders, and education officials across urban, peri-urban, and rural regions. Data collection utilized standardized self-assessment surveys, dialogic classroom observation rubrics, and semi-structured interviews. Quantitative metrics were evaluated using multilevel structural equation modeling, complemented by qualitative thematic analysis.   Findings: Professional development generated statistically significant gains in teacher self-efficacy and technology integration beliefs. However, observational rubrics revealed that teacher-led recitation persisted due to large class sizes and examination constraints. Multilevel modeling demonstrated that school-level organizational climate and teacher agency heavily dictate pedagogical transfer into daily routines. Practical implications: Educational policymakers must shift from isolated workshops toward sustained school-based learning communities, while aligning national assessment frameworks with competency-based pedagogy. Originality/value: This study offers novel empirical evidence explaining the evidence-practice gap in South Asia by applying a sociocultural agency lens to teacher development within low- and middle-income contexts.
The impact of AI-Assisted writing tools on L2 academic writing performance in an Indonesian context Sara Yasnalia; Nanda Sigit Ariyanto; Dimas Alberto Roman Vasquez
HAMKA INSIGHT Vol. 5 No. 2 (2025)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v5i2.129

Abstract

Purpose: This study evaluates the empirical impact of artificial intelligence-assisted writing tools on academic writing performance, drafting dynamics, and feedback interactions among undergraduate second-language learners in Indonesian higher education. Method: An explanatory sequential mixed-methods design was conducted during an instructional module at a public university in West Java. Data were gathered through pre- and post-intervention argumentative essays scored via the standardized ESL Composition Profile, screen-recorded writing logs, and semi-structured interviews. Findings: Results demonstrate statistically significant improvements in overall academic writing performance, with the most pronounced gains observed in linguistic accuracy and lexical richness. Qualitatively, participants exhibited recursive prompt refinement, strategically positioning generative technology as an interactive dialogue partner to scaffold composition rather than relying on passive text generation. Practical implications: The findings provide actionable frameworks for language educators to implement prompt-literacy instruction and hybrid feedback workshops, effectively reducing mechanical writing anxiety while encouraging higher-order rhetorical development. Originality/value: This research fills a critical empirical void in second-language writing scholarship by demonstrating how structured prompt engineering fosters metacognitive awareness, enhances learner autonomy, and safeguards authorial agency in digital learning environments.

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