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INDONESIA
Jurnal Pendidikan Rafflesia
Published by Gein Rafflesia
ISSN : -     EISSN : 29620643     DOI : -
Core Subject : Education,
Education Other
Business and Management Education Educational Technology Educational Management Sport Education Gudance and Counseling Non Formal Education Indonesian Language Education English Language Education Biology Education Mathematics Education Chemistry Education Geography Education Vocational Education Economics Education Primary Education Physics Education Management Language Teaching Arabic Language Teaching Fine Art Teaching Accounting Economics Sciences History Education Civic (law, constitution) Education Engineering Education (Informatics/Mechanical/Civil/Electrical etc.) Education in general etc.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 63 Documents
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Principal's Leadership In Developing Teacher Competence In Special Schools (SLB) C Muzdalifah Sugiarjo Sugiarjo; Mhd. Habibu Rahman; Danny Abrianto
Jurnal Pendidikan Rafflesia Vol. 4 No. 2 (2026): Juni
Publisher : CV. Generasi Insan Rafflesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70963/jpr.v4i2.158

Abstract

This study aims to analyze the principal's leadership in developing teacher competency at Muzdalifah Special Needs School (SLB C) in Medan and to identify supporting and inhibiting factors in this process. This study used a descriptive qualitative approach. Subjects included the principal and teachers of SLB C Muzdalifah. Data collection techniques included in-depth interviews, observation, and documentation. Data were analyzed using data reduction, data presentation, and conclusion drawing techniques.The results indicate that the principal implements democratic and visionary leadership, manifested through two-way communication, ongoing academic supervision, motivation, and participatory decision-making. This leadership contributes significantly to improving the pedagogical, professional, social, and personal competencies of teachers in serving students with special needs. Supporting factors for principal leadership include high leadership commitment, a collaborative work culture, teacher participation, and external training and partnerships. Inhibiting factors include budget constraints, uneven educational qualifications for SLB teachers, and the complex characteristics of students with special needs. This study confirms that participatory principal leadership and a focus on professional development play a crucial role in improving teacher quality and educational services in special needs schools.
The Influence Of Cultural Values On The Implementation Of Education: A Comparison With Education Systems In Other Countries Depi Fibriyanti; Ade Putra Tri Prima; Asbani Asbani; Kashardi Kashardi; Adi Asmara
Jurnal Pendidikan Rafflesia Vol. 4 No. 2 (2026): Juni
Publisher : CV. Generasi Insan Rafflesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70963/jpr.v4i2.159

Abstract

Cultural values ​​play a crucial role in shaping a country's education system, encompassing curriculum, learning methods, discipline, and educational objectives. This study aims to analyze the influence of cultural values ​​on the delivery of education through a comparison of the education systems of Finland, Japan, South Korea, and Singapore. The method used in this study is a literature review with a descriptive-comparative approach. Data were obtained from various scientific sources such as journals, books, and international education reports. The results show that each country has educational characteristics influenced by the cultural values ​​of its society. Finland emphasizes equality, freedom, and student well-being, creating a flexible education system with minimal academic pressure. Japan prioritizes discipline, responsibility, cooperation, and respect for others, reflected in school culture and character education. South Korea is influenced by a competitive culture and a strong work ethic, resulting in an education system oriented toward academic achievement. Meanwhile, Singapore integrates the values ​​of pragmatism, multiculturalism, and technological mastery into its education system to support the development of superior and adaptive human resources. This comparison demonstrates that the success of an education system is inseparable from the cultural values ​​that develop within society. Therefore, the development of education in Indonesia needs to consider relevant local cultural values ​​in order to be able to create an education system that is high quality, has character, and is in accordance with the needs of the times.
Analysis Of Generative AI Applications Usage By Elementary School Teacher Education Students In Supporting The Learning Process Thatet Dirgantara; Ria Triayomi; Petrus Murwanto; Agnes Fibriana Kurniawati
Jurnal Pendidikan Rafflesia Vol. 4 No. 2 (2026): Juni
Publisher : CV. Generasi Insan Rafflesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70963/jpr.v4i2.161

Abstract

The penetration of generative AI (GenAI) applications in Indonesian higher education has increased significantly; however, the understanding of the multi-application usage ecosystem among pre-service elementary school teachers remains limited. This study aims to describe the usage patterns of 13 GenAI applications by Elementary School Teacher Education (PGSD) students at Universitas Katolik Musi Charitas and to understand the functions, motives, and perceived limitations in designing lesson plans. A Convergent Parallel Mixed Methods design was applied using two parallel strands: the QUAN strand utilized an online questionnaire administered to 101 students (analyzed using descriptive frequencies and percentages), and the QUAL strand employed purposive in-depth interviews with 9–13 informants, which were analyzed using thematic analysis. Integration was conducted through a joint display at the interpretation stage. ChatGPT dominated the usage (85.1%; n=86), followed by Grammarly (21.8%; n=22) and Google Bard/Gemini (10.9%; n=11). The primary purpose of usage was seeking references or additional learning resources (83.2%). Four main themes were identified: (T1) the function of GenAI in lesson plan design, (T2) motives for selecting specific applications, (T3) perceived limitations, and (T4) usage patterns of multi-application combinations with ChatGPT as the primary application. The joint display results showed a convergence between the QUAN data and QUAL findings regarding the dominance of ChatGPT, and revealed that the purpose of use reported in the questionnaire ("seeking references") refers to specific pedagogical functions in designing teaching modules.

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