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PEMBENTUKAN AKHLAK SISWA DENGAN STRATEGI HUMANISTIK GURU PENDIDIKAN AGAMA ISLAM Ilyas Rozak Hanafi; Rofiudin Rofiudin; Dedi Junaidi Al Hidayah; Prasetiawan Prasetiawan; Sundari Astuti; Muhamad Qomarudinul Huda
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.9816

ABSTRACT This study focuses on the role of Islamic Religious Education teachers in the process of fostering students’ moral character at SMK Muhammadiyah 2 Kalirejo, Central Lampung. The purpose of this research is to describe the strategies employed by Islamic Religious Education teachers, the various challenges encountered in their implementation, and the efforts made to overcome these obstacles. This research applies a qualitative approach, with data collection conducted through interview techniques. The findings reveal that Islamic Religious Education teachers perform their roles as role models, mentors, and motivators by demonstrating positive behavior, habituating good attitudes, delivering contextual learning, and employing persuasive communication. The main challenges identified in this study include limited time during the learning process and differences in students’ backgrounds. In response to these conditions, teachers implement a humanistic and collaborative approach. The study also emphasizes that the active participation of Islamic Religious Education teachers and the synergy among all elements of the school play a crucial role in supporting the implementation of character education. Furthermore, the findings indicate that moral development requires consistency, exemplary behavior, and a supportive school environment so that moral values can be continuously internalized within students. ABSTRAK Kajian ini menitikberatkan pada peran guru Pendidikan Agama Islam dalam proses pembinaan akhlak peserta didik di SMK Muhammadiyah 2 Kalirejo Lampung Tengah. Penelitian ini bertujuan untuk menguraikan strategi yang digunakan oleh guru Pendidikan Agama Islam, berbagai tantangan yang dihadapi dalam pelaksanaannya, serta upaya yang dilakukan untuk mengatasi berbagai kendala tersebut. Penelitian ini menerapkan pendekatan kualitatif, sementara proses pengumpulan data dilaksanakan melalui teknik wawancara. Hasil penelitian menunjukkan bahwa guru Pendidikan Agama Islam menjalankan peran sebagai teladan, pembimbing, dan motivator melalui penunjukan perilaku yang positif, pembiasaan sikap yang baik, penyampaian pembelajaran yang kontekstual, serta penggunaan komunikasi yang bersifat persuasif. Tantangan utama yang dihadapi dalam penelitian ini meliputi keterbatasan waktu pada pelaksanaan proses pembelajaran serta adanya perbedaan latar belakang yang dimiliki oleh para siswa. Sebagai respons terhadap kondisi tersebut, guru menerapkan pendekatan yang bersifat humanis dan kolaboratif. Penelitian ini juga menegaskan bahwa partisipasi aktif guru Pendidikan Agama Islam serta sinergi seluruh unsur sekolah memegang peranan penting dalam mendukung pelaksanaan pendidikan karakter. Selain itu, temuan penelitian ini menunjukkan bahwa pembinaan akhlak memerlukan konsistensi, keteladanan, serta dukungan lingkungan sekolah yang kondusif agar nilai-nilai moral dapat tertanam secara berkesinambungan dalam diri siswa.

ANALISIS IMPLEMENTASI KURIKULUM MERDEKA DALAM MENINGKATKAN KOMPETENSI PESERTA DIDIK Masaad Haidah; Baiq Rohiyatun; Lu’luin Najwa
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.9852

ABSTRACT The Merdeka Curriculum is an educational policy designed to provide flexibility for schools in developing students’ potential based on their characteristics, interests, and talents. This curriculum emphasizes student-centered learning, collaboration, and project-based approaches to strengthen the Pancasila Student Profile. This study aims to examine the implementation of the Merdeka Curriculum at SMA Negeri 2 Mataram and to identify the supporting and inhibiting factors in improving students’ competencies. This research employs a qualitative approach with a descriptive method. The informants include the vice principal for curriculum affairs, subject teachers, and twelfth-grade students. Data were collected through observation, interviews, and documentation, and analyzed through data reduction, data display, and conclusion drawing. The results indicate that the implementation of the Merdeka Curriculum has been carried out gradually and systematically. Teachers refer to Learning Outcomes, develop Learning Objective Flows, and apply differentiated learning strategies. The Pancasila Student Profile Strengthening Project plays a role in fostering students’ character, creativity, and collaboration. Its implementation is supported by school commitment, teacher readiness, and adequate facilities, although challenges remain, such as limited instructional time and differences in students’ abilities. ABSTRAK Kurikulum Merdeka merupakan kebijakan pendidikan yang memberikan keleluasaan kepada satuan pendidikan dalam mengembangkan potensi peserta didik sesuai karakteristik, minat, dan bakatnya. Kurikulum ini menekankan pembelajaran berpusat pada peserta didik, kolaborasi, serta penggunaan pendekatan berbasis proyek untuk memperkuat Profil Pelajar Pancasila. Penelitian ini bertujuan mengkaji implementasi Kurikulum Merdeka di SMA Negeri 2 Mataram serta mengidentifikasi faktor pendukung dan penghambat dalam meningkatkan kompetensi peserta didik. Penelitian menggunakan pendekatan kualitatif dengan metode deskriptif. Informan terdiri atas wakil kepala sekolah bidang kurikulum, guru, dan siswa kelas XII. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi Kurikulum Merdeka telah berjalan secara bertahap dan sistematis. Guru mengacu pada Capaian Pembelajaran, mengembangkan Alur Tujuan Pembelajaran, serta menerapkan pembelajaran berdiferensiasi. Projek Penguatan Profil Pelajar Pancasila berperan dalam mengembangkan karakter, kreativitas, dan kolaborasi siswa. Keberhasilan didukung oleh komitmen sekolah, kesiapan guru, dan fasilitas, meskipun masih terdapat kendala seperti keterbatasan waktu dan perbedaan kemampuan siswa.

PERAN SEKOLAH DALAM PELAKSANAAN PROGRAM MAKAN BERGIZI GRATIS (MBG) DI UPTD SMP NEGERI 1 SIROMBU Nirawati Gulo; Syukur Kasieli Hulu; Adrianus Bawamenewi; Restu Yandika Sakti Zendrato
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.9859

ABSTRACT The Free Nutritious Meal Program (MBG) is a national initiative launched by the government to improve the quality of human resources starting from school age, with schools serving as the primary implementers at the educational unit level. This study aims to analyze the implementation of the roles and functions of schools in the Free Nutritious Meal Program (MBG) at UPTD SMP Negeri 1 Sirombu. The research employed a descriptive approach with a qualitative method. Data were collected through observation, interviews, and documentation involving the principal, one teacher, and one student as informants. Data analysis was conducted through data reduction, data display, and interactive conclusion drawing, strengthened by source triangulation to ensure the validity of the findings. The results indicate that the school’s role has been implemented systematically, including identifying student beneficiaries such as those with special conditions providing supporting facilities, receiving and inspecting meals, distributing food, supervising consumption, and preparing accountability reports. The school’s functions in this program include ensuring accurate targeting, addressing students’ special needs, guaranteeing that meals are appropriate, safe, and nutritious, and creating an orderly and comfortable consumption process. Overall, the school’s active involvement in managing and supervising the program is a key factor in the successful implementation of MBG and demonstrates that optimizing managerial and supervisory functions significantly determines the program’s effectiveness at the school level. ABSTRAK Program Makan Bergizi Gratis (MBG) merupakan program nasional yang dicanangkan pemerintah untuk meningkatkan kualitas sumber daya manusia sejak usia sekolah, dengan sekolah sebagai pelaksana utama di tingkat satuan pendidikan. Penelitian ini bertujuan untuk menganalisis pelaksanaan peran dan fungsi sekolah dalam implementasi Program Makan Bergizi Gratis (MBG) di UPTD SMP Negeri 1 Sirombu. Penelitian menggunakan pendekatan deskriptif dengan metode kualitatif. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi dengan informan yang terdiri atas kepala sekolah, satu guru, dan satu siswa. Analisis data dilakukan melalui tahapan reduksi data, penyajian data, dan penarikan kesimpulan secara interaktif, serta diperkuat dengan teknik triangulasi sumber untuk menjamin keabsahan temuan. Hasil penelitian menunjukkan bahwa pelaksanaan peran sekolah telah berjalan secara sistematis, meliputi pendataan peserta didik penerima manfaat termasuk yang memiliki kondisi khusus, penyediaan sarana pendukung, penerimaan dan pengecekan makanan, pendistribusian, pengawasan saat konsumsi, hingga penyusunan laporan pertanggungjawaban. Fungsi sekolah dalam program ini mencakup memastikan ketepatan sasaran, memperhatikan kebutuhan khusus peserta didik, menjamin makanan yang layak, aman, dan bergizi, serta menciptakan proses konsumsi yang tertib dan nyaman. Secara keseluruhan, keterlibatan aktif sekolah dalam pengelolaan dan pengawasan program menjadi faktor kunci keberhasilan implementasi MBG serta menunjukkan bahwa optimalisasi fungsi manajerial dan pengawasan sekolah sangat menentukan efektivitas program di tingkat satuan pendidikan.

PENINGKATAN KESEJAHTERAAN GURU SENI DI INDONESIA: ANALISIS TANTANGAN STRUKTURAL DAN MODEL PENGUATAN PROFESIONALISME Tri Danu Satria; Fadillah Annisa
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.9884

Teacher welfare is a key pillar of quality education, yet arts teachers in Indonesia still face significant structural challenges. This study aims to analyze these systemic barriers and formulate a strategic model for strengthening arts teacher professionalism. Using a qualitative approach with a conceptual-analytical design, this study conducted a literature review of various scientific articles and educational policy documents from the past decade. Content analysis techniques were used to identify patterns of relationships between the concepts of welfare and the arts ecosystem. The findings indicate that the marginal position of arts education in the curriculum, minimal school facilities, and low social recognition are factors that hinder welfare, impacting motivation and professional identity. In particular, unstable employment status contributes to the worsening economic conditions of educators. As a solution, this study offers a model for strengthening professional capital that integrates human, social, and decision-making dimensions through the development of artistic competencies and the expansion of creative community networks. The main conclusion emphasizes that improving arts teacher welfare requires inclusive systemic policy transformation, not simply financial incentives. The integration of pedagogical autonomy and strong institutional support is essential to strengthen the strategic position of art teachers as creative agents to support the sustainability of the quality of art education in Indonesia in a holistic and sustainable manner for the future of the nation by strengthening the pillars of a just, equitable, competitive, and comprehensive national culture.

PENERAPAN NILAI-NILAI MULTIKULTURAL DALAM PEMBELAJARAN PPKn UNTUK MENINGKATKAN SIKAP TOLERANSI SISWA DI SMK NEGERI 1 GUNUNGSITOLI Danny Exaudyman Harefa; Berkat Persada Lase; Adrianus Bawamenewi; Hendrikus Otniel Nasozaro Harefa
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.9889

ABSTRACT Cultural, religious, and social diversity within the school environment requires strengthening educational practices that foster students’ tolerance. The integration of multicultural values into Civic Education (Pendidikan Pancasila dan Kewarganegaraan/PPKn) serves as a relevant strategy to achieve this goal. This study aims to describe the implementation of multicultural values in PPKn learning, identify supporting and inhibiting factors, and analyze their impact on students’ attitudes of tolerance. The research employed a descriptive qualitative approach, with data collected through observations, interviews, and documentation involving PPKn teachers, the principal, and students at SMK Negeri 1 Gunungsitoli. The findings reveal that multicultural values are integrated through classroom discussions, heterogeneous group work, contextualizing materials within diverse social realities, and teacher role modeling in classroom interactions. School support and active teacher involvement emerged as key contributing factors, while time limitations and variations in students’ characteristics posed challenges. These findings confirm that multicultural value-based PPKn learning contributes to strengthening students’ tolerance and fostering a more inclusive and harmonious learning environment. ABSTRAK Keberagaman budaya, agama, dan sosial di lingkungan sekolah menuntut penguatan pendidikan yang mampu menumbuhkan sikap toleransi siswa. Integrasi nilai-nilai multikultural dalam pembelajaran Pendidikan Pancasila dan Kewarganegaraan (PPKn) menjadi salah satu strategi yang relevan untuk tujuan tersebut. Penelitian ini bertujuan mendeskripsikan penerapan nilai-nilai multikultural dalam pembelajaran PPKn, mengidentifikasi faktor pendukung dan penghambatnya, serta menganalisis dampaknya terhadap sikap toleransi siswa. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data melalui observasi, wawancara, dan dokumentasi terhadap guru PPKn, kepala sekolah, dan siswa di SMK Negeri 1 Gunungsitoli. Hasil penelitian menunjukkan bahwa nilai multikultural diintegrasikan melalui diskusi kelas, kerja kelompok heterogen, pengaitan materi dengan konteks keberagaman, serta keteladanan guru dalam interaksi pembelajaran. Dukungan sekolah dan peran aktif guru menjadi faktor utama keberhasilan, sementara keterbatasan waktu dan variasi karakter siswa menjadi kendala. Temuan ini menegaskan bahwa pembelajaran PPKn berbasis nilai multikultural berkontribusi dalam memperkuat sikap toleransi dan membangun lingkungan belajar yang inklusif serta harmonis.

ANALISIS FAKTOR PENYEBAB STUNTING PADA ANAK USIA DINI DI DESA WAWOWAE Maria Seventia Trivonia Bay; Elisabeth Tantiana Ngura; Gde Putu Arya Oka; Karmelia Rosfinda Meo Maku
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.9890

This study is motivated by the high prevalence of stunting among early childhood, which has significant impacts on physical growth, cognitive development, and the quality of human resources in the future. The objective of this study is to analyze the factors causing stunting among early childhood in Wawowae Village. This research employed a qualitative method with a descriptive approach. The research subjects consisted of parents of stunted children and Posyandu cadres selected through purposive sampling. Data were collected through observation, in-depth interviews, and documentation. Data analysis was conducted using the Miles, Huberman, and Saldana model, including data reduction, data display, and conclusion drawing, and was validated through source and technique triangulation. The results show that stunting is caused by several main factors, including inadequate nutritional intake characterized by limited food variety and low consumption of animal protein, suboptimal parenting practices in managing children’s eating schedules and assistance, and socio-economic conditions that limit the ability to provide nutritious food. In addition, environmental factors such as sanitation are not the primary cause, although some hygiene practices are still not optimal. This study confirms that stunting is a multidimensional problem that requires integrated interventions through improving parental nutrition literacy and optimizing the use of local food resources. ABSTRAK Penelitian ini dilatarbelakangi oleh tingginya kasus stunting pada anak usia dini yang berdampak pada pertumbuhan fisik, perkembangan kognitif, dan kualitas sumber daya manusia di masa depan. Penelitian ini bertujuan untuk menganalisis faktor-faktor penyebab stunting pada anak usia dini di Desa Wawowae. Metode yang digunakan adalah penelitian kualitatif dengan pendekatan deskriptif. Subjek penelitian terdiri atas orang tua anak stunting dan kader Posyandu yang dipilih secara purposive sampling. Teknik pengumpulan data dilakukan melalui observasi, wawancara mendalam, dan dokumentasi. Analisis data menggunakan model Miles, Huberman, dan Saldana yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan, serta diuji melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa stunting disebabkan oleh beberapa faktor utama, yaitu rendahnya asupan gizi yang ditandai dengan kurangnya variasi makanan dan konsumsi protein hewani, pola asuh yang belum optimal dalam pengaturan jadwal makan dan pendampingan anak, serta kondisi sosial ekonomi keluarga yang membatasi kemampuan dalam menyediakan makanan bergizi. Selain itu, faktor lingkungan seperti sanitasi tidak menjadi penyebab utama, meskipun masih ditemukan perilaku hidup bersih yang belum optimal. Penelitian ini menegaskan bahwa stunting merupakan masalah multidimensional yang memerlukan intervensi terpadu melalui peningkatan literasi gizi orang tua dan pemanfaatan sumber pangan lokal.

PENGARUH KEMAMPUAN MANAJEMEN KELAS GURU BERSERTIFIKASI DAN MOTIVASI BELAJAR TERHADAP PRESTASI BELAJAR SISWA Jubaida F Abdullah; Rudi Hariawan; Lukmanul Hakim
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.9897

ABSTRACT Teachers who possess strong professional competencies are able to establish and sustain an effective and engaging learning environment that prevents students from feeling bored during the learning process. In addition, teachers can guide students in utilizing various learning resources, such as textbooks, printed materials, and digital technologies, which encourage students to think critically, explore information, and exchange ideas with their peers. Such learning conditions can stimulate students’ motivation and ultimately contribute to improved academic achievement. This study aims to examine the influence of certified teachers’ classroom management skills on students’ academic achievement at SMP Negeri 15 Mataram. In addition, the study seeks to analyze the effect of students’ learning motivation on their academic achievement, as well as to determine the combined effect of certified teachers’ classroom management ability and learning motivation on students’ learning outcomes. The research employed a quantitative approach using a correlational method. The results of the partial test indicate that the classroom management ability of certified teachers does not have a significant effect on students’ academic achievement, as indicated by a significance value of 0.633 (> 0.05). In contrast, students’ learning motivation has a significant effect on academic achievement with a significance value of 0.005 (< 0.05). Furthermore, the results of the F-test show that the calculated F value is 5.397, which is greater than the F-table value of 3.09 (5.397 > 3.09), with a significance level of 0.006 (< 0.05). The significance test of the F-change model also produced an F value of 5.397 with a significance level of 0.006 (< 0.05). These findings indicate that the regression model is statistically significant, meaning that the two independent variables simultaneously influence students’ academic achievement. ABSTRAK Guru yang memiliki kompetensi profesional mampu menciptakan suasana pembelajaran yang kondusif, efektif, dan menyenangkan sehingga peserta didik tidak mudah merasa bosan selama proses pembelajaran berlangsung. Selain itu, guru juga berperan dalam mengembangkan kemampuan siswa dalam memanfaatkan berbagai sumber dan media pembelajaran, seperti buku, media cetak, maupun teknologi, sehingga siswa dapat berpikir kritis, berdiskusi, serta saling bertukar gagasan. Kondisi pembelajaran yang demikian diharapkan dapat meningkatkan motivasi belajar siswa yang pada akhirnya berdampak pada peningkatan prestasi belajar. Penelitian ini bertujuan untuk menganalisis pengaruh kemampuan manajemen kelas guru yang telah bersertifikasi terhadap prestasi belajar siswa di SMP Negeri 15 Mataram, mengetahui pengaruh motivasi belajar terhadap prestasi belajar siswa, serta mengkaji pengaruh kedua variabel tersebut secara bersama-sama terhadap prestasi belajar. Penelitian ini menggunakan pendekatan kuantitatif dengan metode korelasional. Berdasarkan hasil analisis uji parsial, diketahui bahwa variabel kemampuan manajemen kelas guru bersertifikasi tidak memiliki pengaruh yang signifikan terhadap prestasi belajar siswa, yang ditunjukkan oleh nilai signifikansi sebesar 0,633 (> 0,05). Sebaliknya, variabel motivasi belajar terbukti berpengaruh signifikan terhadap prestasi belajar siswa dengan nilai signifikansi sebesar 0,005 (< 0,05). Sementara itu, hasil uji simultan melalui uji F menunjukkan nilai Fhitung sebesar 5,397 yang lebih besar daripada F tabel sebesar 3,09 (5,397 > 3,09) dengan tingkat signifikansi 0,006 (< 0,05). Hasil tersebut menunjukkan bahwa model regresi yang digunakan signifikan secara statistik. Dengan demikian, dapat disimpulkan bahwa secara simultan kemampuan manajemen kelas guru bersertifikasi dan motivasi belajar memiliki pengaruh terhadap prestasi belajar siswa.

EKSPLORASI PERAN SUPERVISI AKADEMIK DALAM MENINGKATKAN PROFESIONALISME GURU Maria Goreti Kalo; Baiq Rohiyatun; Lu’luin Najwa
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.9914

ABSTRACT Academic supervision is an important strategy for improving teachers’ professionalism in schools. The effectiveness of its implementation is influenced by the quality of planning, implementation, and follow-up of the supervision process. This study aims to describe the implementation of academic supervision at SMAN 5 Mataram and its role in improving teachers’ professionalism, including pedagogical, personal, social, and professional competencies, as well as to identify the supporting and inhibiting factors. This research employed a qualitative approach using a case study design. The research informants consisted of the principal, the vice principal for curriculum affairs, and subject teachers. Data were collected through interviews, observations, and documentation, while data analysis was conducted through data reduction, data display, and conclusion drawing. The results indicate that academic supervision planning is carried out systematically through an annual coordination meeting preceded by mapping teachers’ needs. The implementation of supervision emphasizes a collaborative approach through classroom observations and individual conferences, while follow-up activities are conducted in the form of coaching and constructive feedback. Supporting factors include effective principal leadership, a collaborative school culture, and the availability of adequate facilities and infrastructure. Meanwhile, the inhibiting factors include limited time, teachers’ workload, and limited technological facilities. Overall, consistent and participatory academic supervision contributes positively to improving teachers’ professionalism at SMAN 5 Mataram. ABSTRAK Supervisi akademik merupakan salah satu strategi penting dalam meningkatkan profesionalisme guru di sekolah. Keberhasilan pelaksanaannya dipengaruhi oleh kualitas perencanaan, pelaksanaan, serta tindak lanjut supervisi yang dilakukan secara berkelanjutan. Penelitian ini bertujuan untuk mendeskripsikan pelaksanaan supervisi akademik di SMAN 5 Mataram serta perannya dalam meningkatkan profesionalisme guru yang meliputi kompetensi pedagogik, kepribadian, sosial, dan profesional, serta mengidentifikasi faktor pendukung dan penghambatnya. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus. Informan penelitian terdiri atas kepala sekolah, wakil kepala sekolah bidang kurikulum, dan guru mata pelajaran. Teknik pengumpulan data dilakukan melalui wawancara, observasi, dan dokumentasi, sedangkan analisis data dilakukan melalui tahap reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa perencanaan supervisi akademik dilakukan secara terstruktur melalui rapat awal tahun yang diawali dengan pemetaan kebutuhan guru. Pelaksanaan supervisi menekankan pendekatan kolaboratif melalui observasi kelas dan pembicaraan individual, sedangkan tindak lanjut dilakukan dalam bentuk pembinaan serta pemberian umpan balik yang konstruktif. Faktor pendukung pelaksanaan supervisi meliputi kepemimpinan kepala sekolah yang efektif, budaya sekolah yang kolaboratif, serta ketersediaan sarana dan prasarana. Adapun faktor penghambat meliputi keterbatasan waktu, beban kerja guru, serta keterbatasan fasilitas teknologi. Secara keseluruhan, supervisi akademik yang dilaksanakan secara konsisten dan partisipatif terbukti memberikan kontribusi positif terhadap peningkatan profesionalisme guru di SMAN 5 Mataram.

LONELINESS SEBAGAI PREDIKTOR ACADEMIC BURNOUT PADA MAHASISWA PERANTAU DI UNIVERSITAS NEGERI SEMARANG Fadlan Hilmy Rahman; Fikrotul Hanifah
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.9915

Migrant student face unique academic and psychological challenges, particularly loneliness. Loneliness is often a hidden struggle that negatively affects academic engagement and well-being, and when prolonged, may lead to academic burnout. Academic burnout is associated with decreased academic performance, loss of motivation, increased dropout risk, and long-term mental health problems. This study aims to examine loneliness as a predictor of academic burnout among migrant students at Semarang State University. Using a quantitative approach, survey data were collected from 298 students through Google Forms, with sample size determined using G-Power analysis. Data were analyzed using simple linear regression. The results indicate that loneliness has a significant positive effect on academic burnout, explaining 27.5% of its variance (R² = 0.275). No significant differences in burnout were found based on gender or organizational involvement. These findings confirm loneliness as a significant predictor of academic burnout and contribute to the understanding of migrant students’ academic experiences in the Indonesian context.

FROM READINESS TO PRACTICE: EXPLORING GENAI AS AN ACADEMIC COUNSELING TOOL AMONG VOCATIONAL EFL TEACHERS Putu Febry Valentina Griadhi; Made Hery Santosa; Anak Agung Gede Yudha Paramartha
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.9924

ABSTRACT The rapid development of Generative Artificial Intelligence (GenAI) technology has brought significant changes to instructional practices and academic services in vocational education settings. This study aims to explore the functions of Generative Artificial Intelligence (GenAI) utilized by English teachers in vocational schools in supporting instructional practices and academic counseling, particularly professional practices that go beyond the readiness indicators outlined in the Readiness for Artificial Intelligence Application Scale (RAIS). This study employed a mixed-method sequential explanatory design, using a RAIS-based questionnaire for quantitative data collection and semi-structured interviews for qualitative data collection. The quantitative data were analyzed descriptively to determine teachers’ readiness levels, while the qualitative data were examined through thematic analysis to gain deeper insights into the use of GenAI in professional practice. The results indicate that teachers are categorized as “ready” for GenAI utilization, reflecting an adequate level of competence to integrate GenAI into practical, pedagogical, and ethical aspects of English language teaching. Furthermore, the thematic findings reveal that GenAI functions not only as an instructional support tool but also as an academic support tool, serving as a reflective partner, decision-making aid, assessment design facilitator, and learning data management tool. These findings highlight the evolving role of GenAI in supporting teachers’ reflective practices, pedagogical decision-making, and professional development. This study suggests the importance of practice-oriented training and the development of more comprehensive technology readiness frameworks that incorporate reflective and data-informed teaching practices. ABSTRAK Perkembangan pesat teknologi Generative Artificial Intelligence (GenAI) telah membawa perubahan signifikan dalam praktik pembelajaran dan layanan akademik di lingkungan pendidikan vokasi. Penelitian ini bertujuan untuk mengeksplorasi fungsi penggunaan Generative Artificial Intelligence (GenAI) oleh guru bahasa Inggris di sekolah vokasi dalam mendukung praktik pembelajaran dan konseling akademik, khususnya praktik profesional yang melampaui indikator kesiapan yang tercantum dalam Readiness for Artificial Intelligence Application Scale (RAIS). Penelitian ini menggunakan desain mixed-method dengan pendekatan sequential explanatory, dengan kuesioner berbasis RAIS sebagai instrumen pengumpulan data kuantitatif dan wawancara semi-terstruktur sebagai instrumen pengumpulan data kualitatif. Data kuantitatif dianalisis secara deskriptif untuk menentukan tingkat kesiapan guru, sedangkan data kualitatif dianalisis menggunakan analisis tematik untuk memperoleh pemahaman yang lebih mendalam mengenai penggunaan GenAI dalam praktik profesional. Hasil penelitian menunjukkan bahwa guru termasuk dalam kategori “siap” dalam penggunaan GenAI, yang mencerminkan tingkat kompetensi yang memadai untuk mengintegrasikan GenAI ke dalam aspek praktis, pedagogis, dan etis dalam pembelajaran bahasa Inggris. Selain itu, temuan tematik mengungkapkan bahwa GenAI tidak hanya berfungsi sebagai alat pendukung pembelajaran, tetapi juga sebagai alat pendukung akademik, yang berperan sebagai mitra reflektif, pendukung pengambilan keputusan, fasilitator perancangan asesmen, serta alat pengelolaan data pembelajaran. Temuan ini menegaskan peran GenAI yang semakin berkembang dalam mendukung praktik reflektif guru, pengambilan keputusan pedagogis, serta pengembangan profesional. Penelitian ini merekomendasikan pentingnya pelatihan yang berorientasi pada praktik serta pengembangan kerangka kesiapan teknologi yang lebih komprehensif, yang mencakup praktik pembelajaran reflektif dan berbasis data.

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Contact Name
Yogi Setiawan

Contact Email
jurnal.P4I@gmail.com

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+62851733700892

Journal Mail Official
jurnal.P4I@gmail.com

Editorial Address
Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah

Location
Unknown,

Unknown

INDONESIA

Abstract

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Yogi Setiawan

Contact Email jurnal.P4I@gmail.com

Phone +62851733700892

Journal Mail Official jurnal.P4I@gmail.com

Editorial Address Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah

Location Unknown, Unknown INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Yogi Setiawan

Contact Email
jurnal.P4I@gmail.com

Phone
+62851733700892

Journal Mail Official
jurnal.P4I@gmail.com

Editorial Address
Lingkungan Handayanai, Kel. Leneng, Kec. Praya, Kab. Lombok Tengah

Location
Unknown,

Unknown

INDONESIA