cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
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
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 35 Documents
 1   2   3   4 
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.
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.
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.
Elementary teachers’ practices and challenges in integrating nusantara culture into multicultural learning Disson Muhammad Fauzi; Nirwan Mulyatno
HAMKA INSIGHT Vol. 6 No. 1 (2026)
Publisher : UHAMKA Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51574/hamka.v6i1.196

Abstract

Purpose: This study investigates how elementary teachers integrate Nusantara culture into multicultural learning, examining interdisciplinary practices, structural challenges, and pedagogical anxiety in Indonesian primary classrooms. Design/methodology/approach: A qualitative multi-case study examined 15 purposively sampled teachers across six elementary schools in Yogyakarta and West Java, Indonesia. Over four months, data were gathered via semi-structured interviews, 60-minute observations, and document analysis of lesson plans (Modul Ajar). Analysis followed Braun and Clarke’s reflexive thematic approach, verified via triangulation and member-checking. Findings: Teachers operationalized Nusantara culture through artifact-based instruction and service-learning (gotong royong),Logically enhancing spatial reasoning, identity salience, and practical wisdom (phronesis). However, integration was constrained by curriculum pressures, static textbooks, and anxiety over cultural misrepresentation and religious sensitivities, causing topic avoidance or superficial compliance. Practical implications: Findings inform teacher education reforms by offering strategies to embed ethnomathematics and culturally sustaining pedagogy, mitigating teacher anxiety while reconciling standardized requirements with local cultural integration. Originality/value: This study shifts multicultural discourse from Western racial binaries to a Global South pluralistic context, demonstrating how indigenous Nusantara heritage enriches core subjects like primary mathematics.
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.

Page 4 of 4 | Total Record : 35

 1   2   3   4 

Filter by Year

2022 2026


Reset
Filter By Issues
All Issue Vol. 6 No. 1 (2026) Vol. 5 No. 2 (2025) Vol. 5 No. 1 (2025) Vol. 2 No. 2 (2023) Vol. 2 No. 1 (2023) Vol. 1 No. 2 (2022) Vol. 1 No. 1 (2022)