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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 27 Documents
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Evaluasi Kurikulum Merdeka berbasis Understanding by Desaind dalam Implementasi Karakter Peserta Didik Mutira Ruslian Mutira Ruslian
HAMKA INSIGHT Vol. 2 No. 2 (2023)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v2i2.119

Abstract

Perubahan kurikulum pendidikan merupakan upaya untuk menyesuaikan proses pembelajaran dengan tuntutan zaman dan kebutuhan siswa yang terus berkembang. Penelitian ini berfokus pada implementasi Kurikulum Merdeka (KurMer) di SDN Kenari 01, Jakarta Pusat, yang merupakan salah satu sekolah yang menerapkan kurikulum ini sejak tahun 2022. Kurikulum Merdeka bertujuan untuk memberikan fleksibilitas dalam proses pembelajaran, meningkatkan kemandirian siswa, dan menyediakan pendekatan yang inklusif untuk siswa dengan kebutuhan khusus. Studi ini menggunakan metode penelitian kualitatif dengan pendekatan wawancara dan observasi untuk mengumpulkan data. Wawancara dilakukan dengan Ibu Tutri Handayani, S. Pd, Kepala Sekolah SDN Kenari 01, untuk memperoleh informasi mendalam mengenai tujuan, pelaksanaan, tantangan, dan pencapaian Kurikulum Merdeka. Hasil penelitian menunjukkan bahwa Kurikulum Merdeka di SDN Kenari 01 telah berhasil meningkatkan kemandirian siswa dan memperbaiki karakter mereka melalui pendekatan pembelajaran yang lebih fleksibel dan inklusif. Meskipun menghadapi beberapa tantangan, seperti kurangnya pemahaman orang tua mengenai program P5 dan keterbatasan fasilitas, sekolah telah menunjukkan kemajuan dalam penerapan kurikulum dan terus melakukan evaluasi untuk perbaikan.
Navigating support and accountability: exploring academic supervision and its impact on school teacher performance Ika Pratiwi; Ahmad Iswanto
HAMKA INSIGHT Vol. 6 No. 1 (2026)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v6i1.98

Abstract

Purpose: This study investigates how academic supervision impacts school teacher performance by balancing developmental support with administrative accountability, mediated by teacher self-efficacy. Method: A convergent parallel mixed-methods design was employed with N = 320 teachers and n = 24 supervisors. Quantitative survey data were analyzed using SEM and bootstrap mediation, while qualitative interview data were analyzed through thematic coding in NVivo. Findings: High support and accountability yielded the highest performance (M = 4.45). SEM confirmed developmental support (β = 0.38) and accountability (β = 0.19) predict performance, mediated by self-efficacy (Indirect Effect = 0.12). Qualitatively, constructive dialogue fostered high engagement (62%), whereas directive or punitive monitoring induced surface compliance (26%) or resistance (12%). Practical implications: Supervisors should scaffold accountability with continuous support to build teacher efficacy. Practices must shift from top-down inspection to collaborative coaching, using bi-directional feedback to enhance classroom delivery and alleviate teaching anxiety. Originality/value: This study offers a mixed-methods examination of teacher supervision, demonstrating how balancing support and accountability directly strengthens self-efficacy to drive instructional performance.
Integrating culturally sustaining pedagogies into elementary science instruction to foster inclusive character Een Suhaeni; Faizatul Uyun; Ahmad Sahrudin
HAMKA INSIGHT Vol. 6 No. 1 (2026)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v6i1.165

Abstract

Abstract Purpose: This study investigates the systemic integration of Culturally Sustaining Pedagogies (CSP) into elementary science instruction to evaluate its impact on teacher pedagogical enactment fidelity and student inclusive character development. Design/methodology/approach: Employing a 14-week convergent parallel mixed-methods design, data were gathered from 12 primary teachers and 284 students (Grades 3–5) across four public elementary schools in Indonesia. Instruments included the validated Culturally Sustaining Science Enactment Rubric (CSSER). Findings: Quantitative analyses demonstrated statistically significant gains in teacher CSP enactment ( ) and student composite character traits ( ), occurring equitably across demographic subgroups. Qualitative findings revealed that legitimizing linguistic pluralism, community-connected inquiry, and critical socio-scientific consciousness served as pivotal mechanisms driving empathy, cultural humility, and collaborative agency. Practical implications: The findings provide primary educators, curriculum developers, and school leaders with an actionable instructional blueprint for embedding local socio-environmental phenomena and native language registers into science inquiry to nurture compassionate, equity-minded learners. Originality/value: This research bridges the divide between STEM conceptual learning and character education, establishing that CSP functions not merely as a tool for content acquisition, but as a direct driver of primary students' socio-ethical development.
Examining the effect of group investigation cooperative learning on student science achievement and collaboration skills Erna Kusumawati; Wahyu Edi Prasetyo; Ikah Salhah
HAMKA INSIGHT Vol. 6 No. 1 (2026)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v6i1.172

Abstract

Purpose: This study evaluates the pedagogical efficacy of the six-stage Group Investigation cooperative learning model on primary students' science achievement and collaboration skills, directly addressing cognitive and affective limitations associated with conventional teacher-directed instructional approaches in elementary science education. Method: Employing a six-week quantitative, quasi-experimental pretest-posttest control group design, the research involved elementary students across intact classrooms. Data were gathered using a validated Science Achievement Test measuring higher-order cognitive domains alongside a dual-mode Collaboration Evaluation Framework comprising peer assessments and direct observations. Data were processed using multivariate and univariate analyses of covariance to control for baseline differences. Findings: Multivariate analysis revealed a highly significant positive effect for Group Investigation on combined cognitive and interpersonal outcomes. Follow-up univariate testing demonstrated substantial, statistically significant gains in conceptual science mastery and peer collaboration skills compared to direct instruction, with high partial eta squared effect sizes confirming practical significance. Practical implications: Findings provide elementary educators and curriculum designers with an actionable, scalable framework to simultaneously cultivate essential twenty-first-century collaboration competencies and deep conceptual science understanding. Originality/value: This research offers novel empirical validation regarding scaffolded group investigation in primary education, demonstrating its capacity to bridge cognitive academic mastery and socio-emotional learning.
Enhancing digital transformation capacity of educators to optimize school governance Tirta Anhari; Ahmad Said
HAMKA INSIGHT Vol. 6 No. 1 (2026)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v6i1.198

Abstract

Purpose: This study evaluates the effectiveness of implementing an information technology paradigm at SMK Muhammadiyah Al Kautsar Jakarta to resolve critical operational bottlenecks. Specifically, it addresses systemic infrastructure inequality, low digital literacy among educators, organizational resistance, and weak digital service governance that hinder academic management. Method: Adopting a qualitative case study design, data were collected from key school stakeholders through in-depth interviews, direct operational observations, and document analysis of curriculum and digital policy records. The gathered empirical data were analyzed using an interactive model comprising data reduction, data presentation, and conclusion drawing. Findings: Targeted training significantly enhanced stakeholders' comprehension, shifting their perception of technology from a costly administrative burden to a core strategic asset. By holistically addressing sociological and governance root causes alongside technical skills, the intervention strengthened data security awareness, educational service quality, and data-driven decision-making. However, achieving complete organizational transformation requires long-term funding and continuous monitoring. Practical implications: Provides vocational education practitioners and administrators with actionable strategies to integrate technical upskilling with adaptive governance frameworks, thereby optimizing operational efficiency. Originality/value: Offers a novel comprehensive framework that integrates sociological and governance dimensions to overcome technology adoption barriers in Indonesian vocational high schools.
Principal instructional leadership as a driver for improving learning quality and outcomes Muhammad Suryadi Syarif; Sri Nevi Gantini; Gilang Kumari Putra; Chukwuka Judith Nkolika
HAMKA INSIGHT Vol. 6 No. 1 (2026)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v6i1.199

Abstract

Purpose: This study investigates the influence of principals' instructional leadership on student learning outcomes, specifically addressing suboptimal academic performance by examining the mediating role of learning quality in secondary education. Method A quantitative survey research design was conducted among secondary school teachers. Data were collected using validated, highly reliable questionnaires and analyzed via Structural Equation Modeling (SEM) to evaluate structural direct and indirect effects. Findings Results demonstrate that principals' instructional leadership exerts a statistically significant positive effect on learning quality, which directly enhances student outcomes. Moreover, empirical evidence confirms that learning quality serves as an effective mediating variable between instructional leadership and academic achievement. Practical implications This research provides actionable insights for educational practitioners and policymakers to design targeted leadership development programs, strengthen academic supervision, and cultivate teacher professional development to systematically improve student outcomes. Originality/value: This paper offers novel empirical validation elucidating the critical mediating pathway of learning quality, enriching the educational management literature by explaining precisely how principal leadership translates into improved student success
Analysis of Students' Mathematical Literacy in Curved-Surface Solids Based on Learning Motivation Abdul Hakim Maruf Ma'ruf; Siti Umi Rokhani; Yayah Amalia; Natasya Nazwa; Samson Worku Teshome
HAMKA INSIGHT Vol. 6 No. 1 (2026)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v6i1.202

Abstract

Abstract Purpose: This study aims to describe students' mathematical literacy in solving problems involving curved-surface solids according to low, moderate, and high levels of learning motivation. Method: A descriptive qualitative design was employed. The participants were 10 ninth-grade students at MTs Miftahul Huda. Data were collected using three contextual mathematical literacy tasks, a 10-item learning motivation questionnaire, and follow-up interviews. Three focal participants representing low, moderate, and high learning motivation were selected for in-depth analysis. Findings: Students with low learning motivation met few mathematical literacy indicators and had trouble identifying relevant information, constructing mathematical models, applying appropriate procedures, and interpreting results. Students with moderate motivation met several indicators but did not consistently present systematic solution processes or relate their results to the problem context. Practical implications: Mathematics teachers should combine contextual problem-solving activities with strategies that strengthen persistence, confidence, and independent learning. Students with low learning motivation require structured scaffolding, feedback, and sustained encouragement, while students with higher motivation should receive opportunities for independent exploration and reflective problem solving. Originality/value: This study provides a qualitative account of how mathematical literacy varies across three levels of learning motivation in the specific context of curved-surface solids. It integrates written solution analysis and interview evidence to explain students' performance in the PISA processes of formulating, employing, and interpreting mathematics.

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