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REKONSTRUKSI KURIKULUM PAI BERBASIS OUTCOME-BASED EDUCATION MELALUI MODEL OUTCOME-BASED ASSESSMENT Af Ahmad Ramadhan; Ahmad Arif Ramli; Mohd. Fauzan; Fauzhan Emdhira; Setiawan Herdiansyah
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.14184

Implementation of the Islamic Religious Education (PAI) curriculum in higher education still faces challenges in aligning learning outcomes with the assessment system. Even though the curriculum has adopted an Outcome-Based Education (OBE) approach, learning evaluation is still dominated by written exams, paper assignments and attendance assessments so that it is not yet fully able to measure the achievement of complete knowledge, skills and attitudes competencies. This research aims to reconstruct the OBE-based PAI curriculum through the Outcome-Based Assessment (OBA) model so that the assessment system is more authentic, measurable and in line with graduate learning outcomes. The research uses a qualitative-descriptive approach with documentation study techniques on curriculum documents, RPS, CPL, and CPMK, as well as other supporting documents. Data were analyzed using content analysis techniques by comparing curriculum components to OBE and OBA principles. The research results show that there is a mismatch between the evaluation system and the OBE principles in RPS PAI at ITB Indragiri, especially the dominance of cognitive assessments, the high use of paper assignments, attendance assessment as a component of achievement, and the lack of authentic assessments. Curriculum reconstruction produces an OBA model that integrates project-based learning, case-based learning, performance assessment, self and peer assessment, and e-portfolio. This model increases alignment between CPL, CPMK, learning strategies and assessments so that it is able to measure student competency more comprehensively and supports improving the quality of PAI learning in higher education. ABSTRAK Implementasi kurikulum Pendidikan Agama Islam (PAI) di perguruan tinggi masih menghadapi tantangan dalam menyelaraskan capaian pembelajaran dengan sistem asesmen. Meskipun kurikulum telah mengadopsi pendekatan Outcome-Based Education (OBE), evaluasi pembelajaran masih didominasi oleh ujian tertulis, tugas makalah, dan penilaian kehadiran sehingga belum sepenuhnya mampu mengukur ketercapaian kompetensi pengetahuan, keterampilan, dan sikap secara utuh. Penelitian ini bertujuan merekonstruksi kurikulum PAI berbasis OBE melalui model Outcome-Based Assessment (OBA) agar sistem penilaian lebih autentik, terukur, dan selaras dengan capaian pembelajaran lulusan. Penelitian menggunakan pendekatan kualitatif-deskriptif dengan teknik studi dokumentasi terhadap dokumen kurikulum, RPS, CPL, dan CPMK, serta dokumen pendukung lainnya. Data dianalisis menggunakan teknik analisis isi (content analysis) dengan membandingkan komponen kurikulum terhadap prinsip-prinsip OBE dan OBA. Hasil penelitian menunjukkan adanya ketidaksesuaian antara sistem evaluasi dengan prinsip OBE dalam RPS PAI di ITB Indragiri, terutama dominasi asesmen kognitif, tingginya penggunaan tugas makalah, penilaian kehadiran sebagai komponen capaian, serta minimnya asesmen autentik. Rekonstruksi kurikulum menghasilkan model OBA yang mengintegrasikan project-based learning, case-based learning, performance assessment, self and peer assessment, dan e-portfolio. Model tersebut meningkatkan keselarasan antara CPL, CPMK, strategi pembelajaran, dan asesmen sehingga mampu mengukur kompetensi mahasiswa secara lebih komprehensif serta mendukung peningkatan mutu pembelajaran PAI di perguruan tinggi.

PENGARUH PERGAULAN TEMAN SEBAYA TERHADAP MOTIVASI BELAJAR SISWA KELAS XI DI SMKN 1 BONE A. Tendriani; Sahiruddin Sahiruddin; Emmi Azis
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.14265

ABSTRACT Students’ learning motivation is an important issue in the learning process because it is influenced not only by internal factors but also by the social environment, including peer relationships. This study aimed to determine the effect of peer relationships on the learning motivation of Grade XI students at SMK Negeri 1 Bone. The study employed a quantitative approach with an ex post facto correlational design. The population and sample consisted of 40 students selected using a saturated sampling technique. Data were collected through a five-point Likert-scale questionnaire and analyzed using simple linear regression with the assistance of IBM SPSS Statistics. The results showed that peer relationships had a positive and significant effect on students’ learning motivation, with a regression coefficient of 0.826, a t-value of 4.857, and a significance value of < 0.001. The coefficient of determination (R²) was 0.383, indicating that peer relationships contributed 38.3% to students’ learning motivation. These findings highlight the importance of fostering positive and supportive peer environments as an effort to enhance students’ learning motivation. ABSTRAK Motivasi belajar siswa menjadi salah satu persoalan penting dalam proses pembelajaran karena dipengaruhi tidak hanya oleh faktor internal, tetapi juga lingkungan sosial, termasuk pergaulan teman sebaya. Penelitian ini bertujuan untuk mengetahui pengaruh pergaulan teman sebaya terhadap motivasi belajar siswa kelas XI SMK Negeri 1 Bone. Penelitian menggunakan pendekatan kuantitatif dengan jenis ex post facto korelasional. Populasi sekaligus sampel penelitian berjumlah 40 siswa yang ditentukan melalui teknik sampling jenuh. Data dikumpulkan menggunakan angket skala Likert dan dianalisis melalui regresi linear sederhana dengan bantuan IBM SPSS Statistics. Hasil penelitian menunjukkan bahwa pergaulan teman sebaya berpengaruh positif dan signifikan terhadap motivasi belajar siswa, dengan koefisien regresi sebesar 0,826, nilai t sebesar 4,857, dan signifikansi < 0,001. Nilai koefisien determinasi (R²) sebesar 0,383 menunjukkan bahwa pergaulan teman sebaya memberikan kontribusi sebesar 38,3% terhadap motivasi belajar. Temuan ini menunjukkan pentingnya membangun lingkungan pertemanan yang positif dan mendukung kegiatan akademik sebagai salah satu upaya meningkatkan motivasi belajar siswa.

PENERAPAN MODEL FLIPPED CLASSROOM DENGAN PENDEKATAN DEEP LEARNING UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA AKUNTANSI Dilla Ayu Kartika; La Hanu; Sondang Aida Silalahi; Roza Thohiri; Choms Gary Ganda Tua Sibarani
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.14300

Low student activity and learning achievement in the Spreadsheet subject indicate the need for a learning model that combines independent preparation with stronger classroom interaction and problem solving. This study aimed to examine the improvement of learning activity and achievement among Grade X Accounting students at SMK Negeri 6 Medan through the implementation of the Flipped Classroom model integrated with a Deep Learning approach. The study employed the Kemmis and McTaggart classroom action research design in two cycles, each consisting of planning, action, observation, and reflection. The research subjects were selected using total sampling, involving all 33 students of Grade X AKL 1 who participated in the entire series of research activities. Learning activity was collected through an observation sheet covering five indicators, while achievement data were obtained from a pre-test and post-tests. The data were analyzed using quantitative descriptive techniques. The action was considered successful when at least 75% of students were categorized as active or very active, the class mean reached at least 85, and classical mastery reached at least 85%. The findings showed that the proportion of active and very active students increased from 51.52% in Cycle I to 90.91% in Cycle II. The class mean increased from 66.06 on the pre-test to 83.33 on Post-test I and 95.54 on Post-test II. Classical mastery also rose from 18.18% to 54.54% and finally to 93.94%. Therefore, the Flipped Classroom model integrating mindful, meaningful, and joyful learning principles improved students’ learning activity and achievement in adjusting-entry material. ABSTRAK Rendahnya aktivitas dan hasil belajar siswa pada mata pelajaran Spreadsheet menunjukkan perlunya model pembelajaran yang memberi ruang belajar mandiri sekaligus memperkuat interaksi dan pemecahan masalah di kelas. Penelitian ini bertujuan menganalisis peningkatan aktivitas dan hasil belajar siswa kelas X AKL 1 SMK Negeri 6 Medan melalui penerapan model Flipped Classroom dengan pendekatan Deep Learning. Penelitian menggunakan desain penelitian tindakan kelas model Kemmis dan McTaggart yang dilaksanakan dalam dua siklus, masing-masing terdiri atas perencanaan, tindakan, observasi, dan refleksi. Subjek penelitian ditentukan menggunakan teknik total sampling, yaitu seluruh siswa kelas X AKL 1 yang mengikuti rangkaian tindakan, sebanyak 33 siswa. Aktivitas belajar dikumpulkan melalui lembar observasi pada lima indikator, sedangkan hasil belajar diperoleh melalui pre-test dan post-test. Analisis dilakukan secara deskriptif kuantitatif dengan indikator keberhasilan minimal 75% siswa berada pada kategori aktif atau sangat aktif, nilai rata-rata kelas minimal 85, dan ketuntasan klasikal minimal 85%. Hasil penelitian menunjukkan persentase siswa aktif dan sangat aktif meningkat dari 51,52% pada siklus I menjadi 90,91% pada siklus II. Nilai rata-rata meningkat dari 66,06 pada pre-test menjadi 83,33 pada post-test I dan 95,54 pada post-test II. Ketuntasan klasikal juga meningkat dari 18,18% menjadi 54,54% dan akhirnya 93,94%. Dengan demikian, penerapan Flipped Classroom yang mengintegrasikan prinsip mindful, meaningful, dan joyful dapat meningkatkan aktivitas serta hasil belajar siswa pada materi jurnal penyesuaian.

DARI KESALEHAN SPIRITUAL MENUJU KESALEHAN EKOLOGIS: REKONSTRUKSI PEMBELAJARAN PAI BERBASIS ETIKA LINGKUNGAN ISLAM Dedi Damhuji; Mallombasang Zainuddin; Ahmad Murtadha; Muhammad Tang; Sakkirang Mappatunru
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.14369

The increasingly complex environmental crisis is not merely an ecological problem but is also closely related to moral, ethical, and spiritual issues concerning how humans interact with nature. Islamic Religious Education (PAI) holds a strategic position in developing students' awareness of human responsibility toward the environment as an integral part of practicing Islamic values. However, PAI learning still tends to emphasize spiritual and individual piety, while the dimension of ecological piety has not received proportional attention. This study aims to analyze the concept of ecological piety from the perspective of Islamic environmental ethics and to formulate a reconstruction of PAI learning that integrates spiritual piety with students' ecological responsibility. This research employs a qualitative approach using library research and an interdisciplinary perspective that integrates Islamic Religious Education, Islamic ethics, and environmental education. The data sources are analyzed through content analysis by examining Qur'anic verses, hadith, Islamic educational literature, and relevant scholarly studies on environmental ethics. The findings indicate that Islamic environmental ethics are founded on the principles of tawḥīd, khalīfah fī al-arḍ, trust (amānah), balance (mīzān), as well as the prohibition of environmental destruction (fasād) and excessive behavior (isrāf). These principles can serve as the foundation for reconstructing PAI learning through the integration of learning objectives, materials, learning processes, habituation, and evaluation oriented toward the development of ecological piety. This study proposes a paradigm in which students' piety is represented not only through ritual obedience and their vertical relationship with Allah but also through ethical responsibility for environmental sustainability. Therefore, PAI learning needs to shift from a predominantly individual-spiritual piety paradigm toward an integrative form of piety that unites spiritual, social, and ecological dimensions. ABSTRAK Krisis lingkungan yang semakin kompleks tidak hanya merupakan persoalan ekologis, tetapi juga berkaitan dengan persoalan moral, etika, dan spiritual manusia dalam memperlakukan alam. Pendidikan Agama Islam (PAI) memiliki posisi strategis dalam membentuk kesadaran peserta didik mengenai tanggung jawab manusia terhadap lingkungan sebagai bagian dari pengamalan nilai-nilai keislaman. Namun, pembelajaran PAI masih cenderung berorientasi pada penguatan kesalehan spiritual dan individual, sementara dimensi kesalehan ekologis belum memperoleh perhatian yang proporsional. Penelitian ini bertujuan untuk menganalisis konsep kesalehan ekologis dalam perspektif etika lingkungan Islam serta merumuskan rekonstruksi pembelajaran PAI yang mengintegrasikan kesalehan spiritual dengan tanggung jawab ekologis peserta didik. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kepustakaan (library research) dan pendekatan interdisipliner yang mengintegrasikan perspektif Pendidikan Agama Islam, etika Islam, dan pendidikan lingkungan. Sumber data dianalisis melalui analisis isi dengan menelaah ayat-ayat Al-Qur'an, hadis, literatur pendidikan Islam, dan kajian ilmiah yang relevan dengan etika lingkungan. Hasil kajian menunjukkan bahwa etika lingkungan Islam bertumpu pada prinsip tauhid, khalīfah fī al-arḍ, amanah, keseimbangan (mīzān), serta larangan melakukan kerusakan (fasād) dan tindakan berlebih-lebihan (isrāf). Prinsip-prinsip tersebut dapat menjadi basis rekonstruksi pembelajaran PAI melalui integrasi tujuan, materi, proses pembelajaran, pembiasaan, dan evaluasi yang berorientasi pada pembentukan kesalehan ekologis. Penelitian ini menawarkan paradigma bahwa kesalehan peserta didik tidak hanya direpresentasikan melalui ketaatan ritual dan hubungan vertikal dengan Allah, tetapi juga melalui tanggung jawab etis dalam menjaga keberlanjutan lingkungan. Dengan demikian, pembelajaran PAI perlu diarahkan dari paradigma kesalehan yang dominan individual-spiritual menuju kesalehan integratif yang menyatukan dimensi spiritual, sosial, dan ekologis.

PENGUATAN LITERASI QUR’ANI SISWA NON-MUKIM MELALUI METODE SOROGAN Nur Ifadah Imamah; Dwi Juli Priyono
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.14446

Qur'anic literacy encompasses not only proficiency in reading and writing the Qur'an but also the internalization and application of its values in daily life. Therefore, this study aimed to describe the strengthening of Qur'anic literacy among non-residential students through the Sorogan method at SMK Nahdlatuth Thalabah Wuluhan. This study employed a qualitative approach with a descriptive research design. Data were collected through observations and interviews and analyzed through data reduction, data display, and conclusion drawing. The participants consisted of two Qur'anic learning teachers and five non-residential students who were purposively selected because they were considered capable of providing in-depth and relevant information in accordance with the research focus. Data trustworthiness was established through triangulation. The findings showed that the Sorogan method strengthened Qur'anic literacy among non-residential students through the development of their abilities to read, write, and understand Qur'anic translations. In terms of reading, students improved their accuracy in applying tajwid rules, particularly mad ṭabī‘ī, through direct correction and repeated reading practice. In terms of writing, students were able to recognize the forms of hijaiyah letters, apply Arabic letter-connection rules accurately, and write Qur'anic verses according to established writing conventions. In terms of understanding Qur'anic translations, students were able to explain the meanings of verses and relate them to their daily behavior. This strengthening process was carried out through four stages: interaction, guidance, listening, and evaluation, which were implemented individually and continuously. Thus, the Sorogan method serves as a comprehensive instructional approach for strengthening Qur'anic literacy among non-residential students by developing their abilities to read, write, and understand Qur'anic translations. ABSTRAK Literasi Qur'ani tidak sekadar mencakup kemahiran membaca dan menulis Al-Qur'an, tetapi juga penyerapan serta penerapan nilainya dalam aktivitas sehari-hari. Oleh karena itu, penelitian ini bertujuan mendeskripsikan penguatan literasi Qur'ani siswa nonmukim melalui metode sorogan di SMK Nahdlatuth Thalabah Wuluhan. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Data diperoleh melalui observasi dan wawancara, kemudian dianalisis melalui reduksi data, penyajian data, dan penarikan kesimpulan. Subjek terdiri atas 2 guru pembelajaran Al-Qur'an dan 5 siswa nonmukim yang dipilih secara purposive yang dianggap mampu memberikan informasi yang mendalam, relevan, dan sesuai dengan fokus penelitian. Keabsahan data diuji menggunakan teknik triangulasi. Hasil penelitian menunjukkan bahwa metode sorogan memperkuat literasi Qur'ani siswa nonmukim melalui kemampuan membaca, menulis, dan memahami terjemahan Al-Qur'an. Aspek membaca, siswa mampu memperbaiki ketepatan penerapan hukum tajwid, khususnya mad ṭabi‘i, melalui koreksi langsung dan pengulangan bacaan. Aspek menulis, siswa mampu mengenali bentuk huruf hijaiyah, menerapkan kaidah penyambungan huruf Arab secara tepat, serta menulis ayat Al-Qur'an sesuai kaidah penulisan. Aspek memahami terjemahan Al-Qur'an, siswa mampu menjelaskan makna ayat serta menghubungkannya dengan perilaku sehari-hari. Penguatan tersebut berlangsung melalui tahapan interaksi, pembimbingan, penyimakan, dan evaluasi yang dilaksanakan secara individual dan berkesinambungan. Dengan demikian, metode sorogan menjadi pendekatan pembelajaran yang memperkuat literasi Qur'ani siswa nonmukim secara komprehensif melalui pengembangan kemampuan membaca, menulis, dan memahami terjemahan Al-Qur'an.

IMPLEMENTASI MANAJEMEN BERBASIS SEKOLAH (MBS) DALAM MENINGKATKAN MUTU PEMBELAJARAN DI TAMAN KANAK-KANAK Ririn Riantiningrum; Luluk Elyana; Dyah Kusbiantari
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i4.14485

School-Based Management (SBM) provides educational institutions with autonomy to manage resources according to local needs and characteristics to improve educational quality. This study aims to analyze the implementation of SBM at the kindergarten level, particularly in curriculum management, facilities and infrastructure, leadership, and parental participation. A descriptive qualitative approach with a case study design was employed. Data were collected through in-depth interviews, observations, and documentation. The study involved eight purposively selected informants, consisting of one principal, four kindergarten teachers, and three school committee/parent representatives at an early childhood education institution. Data were analyzed interactively through data reduction, data display, and conclusion drawing and verification, while data credibility was established through source and technique triangulation. The findings indicate that SBM implementation is supported by transformational school leadership and transparent budget management through the School Activity and Budget Plan (RKAS). However, implementation remains constrained by resistance to curriculum changes and limited pedagogical competence among some senior teachers. The findings suggest that strengthening human resource capacity, maintaining transparency in school management, and actively involving school committees and parents are important for sustaining improvements in learning quality. Thus, the successful implementation of SBM at the kindergarten level depends not only on school autonomy in resource management but also on leadership capacity, teacher competence, and collaboration between schools and stakeholders. ABSTRAK Manajemen Berbasis Sekolah (MBS) memberikan otonomi kepada satuan pendidikan untuk mengelola sumber daya sesuai kebutuhan dan karakteristik lokal guna meningkatkan mutu pendidikan. Penelitian ini bertujuan menganalisis implementasi MBS pada jenjang Taman Kanak-Kanak (TK), khususnya dalam aspek manajemen kurikulum, sarana dan prasarana, kepemimpinan, serta partisipasi orang tua. Penelitian menggunakan pendekatan kualitatif deskriptif dengan desain studi kasus. Data diperoleh melalui wawancara mendalam, observasi, dan dokumentasi. Informan berjumlah 8 orang yang dipilih secara purposive, terdiri atas 1 kepala sekolah, 4 guru TK, dan 3 perwakilan komite sekolah/orang tua pada satuan PAUD. Data dianalisis secara interaktif melalui tahap reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan, dengan keabsahan data diuji melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan bahwa implementasi MBS didukung oleh kepemimpinan kepala sekolah yang transformasional dan pengelolaan anggaran yang transparan melalui Rencana Kegiatan dan Anggaran Sekolah (RKAS). Namun, implementasi MBS masih menghadapi kendala berupa resistensi terhadap perubahan kurikulum dan keterbatasan kompetensi pedagogik pada sebagian guru senior. Temuan menunjukkan bahwa penguatan kapasitas sumber daya manusia, transparansi pengelolaan sekolah, serta keterlibatan aktif komite sekolah dan orang tua menjadi faktor penting dalam mendukung peningkatan mutu pembelajaran secara berkelanjutan. Dengan demikian, keberhasilan implementasi MBS pada jenjang TK tidak hanya ditentukan oleh otonomi pengelolaan sekolah, tetapi juga oleh kapasitas kepemimpinan, kompetensi pendidik, dan kolaborasi antara sekolah dengan pemangku kepentingan.

MODEL MANAJEMEN BERBASIS SEKOLAH BERBASIS DATA DALAM MENINGKATKAN MUTU LAYANAN PENDIDIKAN DI PAUD Winahyu Artanti; Winahyu Dwi Artanti; Luluk Elyana; Dyah Kusbiantari
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i4.14587

Data-driven School-Based Management (SBM) in Early Childhood Education (PAUD) is an important strategy for improving educational service quality through more targeted, participatory, and accountable decision-making. This study aims to analyze the implementation of data-driven SBM in PAUD and identify its supporting components for improving educational service quality. A mixed-methods approach was employed through a literature review and preliminary surveys in selected PAUD institutions. Data were obtained from accredited scientific articles, educational policy documents, and secondary data from the PAUD Education Profile in the Rapor Pendidikan platform. The data were analyzed using qualitative content analysis and descriptive analysis of secondary data. The results indicate that data-driven SBM supports planning and decision-making based on the actual conditions of educational institutions through the use of Rapor Pendidikan and Sulingjar. Its implementation also encourages the involvement of principals, teachers, parents, and the community in quality improvement processes. Data-driven SBM requires support from Education Management Information Systems (SIMP), strengthened data literacy among educators and educational staff, and the use of evaluation results as a basis for planning and follow-up actions. The practical implications highlight the need to strengthen PAUD institutions’ capacity to manage and utilize data continuously through RKT/RKAS planning based on evaluation results, data-literacy training, and regular internal monitoring. Thus, data-driven SBM has the potential to strengthen PAUD governance and sustainably improve educational service quality. ABSTRAK Penerapan Manajemen Berbasis Sekolah (MBS) berbasis data pada satuan Pendidikan Anak Usia Dini (PAUD) merupakan strategi penting dalam meningkatkan mutu layanan pendidikan melalui pengambilan keputusan yang lebih tepat sasaran, partisipatif, dan akuntabel. Penelitian ini bertujuan menganalisis penerapan MBS berbasis data di PAUD serta mengidentifikasi komponen yang mendukung peningkatan mutu layanan pendidikan. Penelitian menggunakan pendekatan mixed methods melalui studi literatur dan survei pendahuluan pada beberapa satuan PAUD. Data diperoleh dari artikel ilmiah terakreditasi, dokumen kebijakan pendidikan, serta data sekunder Profil Pendidikan pada Rapor Pendidikan PAUD. Analisis dilakukan melalui analisis konten kualitatif dan analisis deskriptif terhadap data sekunder. Hasil penelitian menunjukkan bahwa MBS berbasis data mendukung perencanaan dan pengambilan keputusan berdasarkan kondisi aktual satuan pendidikan melalui pemanfaatan Rapor Pendidikan dan Sulingjar. Penerapannya juga mendorong keterlibatan kepala satuan pendidikan, guru, orang tua, dan masyarakat dalam proses peningkatan mutu. Implementasi MBS berbasis data memerlukan dukungan Sistem Informasi Manajemen Pendidikan (SIMP), peningkatan literasi data pendidik dan tenaga kependidikan, serta pemanfaatan hasil evaluasi sebagai dasar penyusunan perencanaan dan tindak lanjut. Implikasi penelitian menunjukkan perlunya penguatan kapasitas satuan PAUD dalam mengelola dan menggunakan data secara berkelanjutan melalui penyusunan RKT/RKAS berbasis hasil evaluasi, pelatihan literasi data, dan monitoring internal secara berkala. Dengan demikian, MBS berbasis data berpotensi memperkuat tata kelola PAUD dan meningkatkan mutu layanan pendidikan secara berkelanjutan.

PROBLEMATIKA LEARNING LOSS PADA PESERTA DIDIK SEKOLAH DASAR STUDI KASUS DI SDN 2 BATUNYALA Hiswandi Hiswandi; Saepul Ashari; Pathurrahman Pathurrahman; Abdullah Abdullah; Deni Megawati; Basilius Redan Werang
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.14588

Learning Loss has become one of the major challenges faced by elementary schools following disruptions to the learning process, affecting both students' academic achievement and non-academic development. This study aimed to analyze the forms of Learning Loss, its contributing factors, its impact on learning, and the recovery strategies implemented at SDN 2 Batunyala. This study employed a qualitative approach using a case study design. Data were collected through observations, in-depth interviews, and document analysis involving the principal, teachers, students, and parents selected through purposive sampling. Data were analyzed using the Miles, Huberman, and Saldaña interactive model, including data condensation, data display, and conclusion drawing. Trustworthiness was ensured through source triangulation, technique triangulation, member checking, and an audit trail. The findings revealed that Learning Loss was characterized not only by declines in literacy and numeracy achievement but also by reduced learning motivation, concentration, and independent learning skills. These conditions were influenced by limited literacy habits, insufficient parental learning support, excessive use of digital devices for non-academic purposes, and family socioeconomic conditions. Recovery strategies included diagnostic assessment, differentiated instruction, literacy and numeracy reinforcement programs, the implementation of deep learning, and collaboration between teachers and parents. These findings indicate that addressing Learning Loss requires comprehensive, adaptive, and sustainable interventions involving schools, families, and other educational stakeholders. ABSTRAK Learning Loss menjadi salah satu tantangan utama yang dihadapi sekolah dasar setelah terjadinya disrupsi pembelajaran karena berdampak pada penurunan capaian akademik maupun aspek nonakademik peserta didik. Penelitian ini bertujuan menganalisis bentuk Learning Loss, faktor penyebab, dampak terhadap pembelajaran, serta strategi pemulihan yang diterapkan di SDN 2 Batunyala. Penelitian menggunakan pendekatan kualitatif dengan desain case study. Data diperoleh melalui observasi, wawancara mendalam, dan dokumentasi terhadap kepala sekolah, guru, peserta didik, dan orang tua yang dipilih menggunakan purposive sampling. Data dianalisis menggunakan model Miles, Huberman, dan Saldaña melalui kondensasi data, penyajian data, serta penarikan kesimpulan. Keabsahan data dijaga melalui triangulasi sumber, triangulasi teknik, member checking, dan audit trail. Hasil penelitian menunjukkan bahwa Learning Loss tidak hanya ditandai oleh penurunan kemampuan literasi dan numerasi, tetapi juga melemahnya motivasi, konsentrasi, dan kemandirian belajar. Kondisi tersebut dipengaruhi oleh rendahnya budaya literasi, terbatasnya pendampingan belajar di rumah, tingginya penggunaan gawai untuk aktivitas non-akademik, serta kondisi sosial ekonomi keluarga. Strategi pemulihan yang diterapkan meliputi asesmen diagnostik, pembelajaran berdiferensiasi, penguatan program literasi dan numerasi, penerapan deep learning, serta kolaborasi antara guru dan orang tua. Temuan ini menunjukkan bahwa pemulihan Learning Loss memerlukan pendekatan yang komprehensif, adaptif, dan berkelanjutan dengan melibatkan seluruh pemangku kepentingan pendidikan.

IDENTITAS DAN KEBINGUNGAN PERAN TOKOH UTAMA DALAM NOVEL ARGANTARA KARYA FELISTIYANA: TINJAUAN PSIKOSOSIAL ERIK ERIKSON Nur Afifah; Mas’ulah Mas’ulah; M Ridlwan; R. Panji Hermoyo
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.14608

ABSTRACT Adolescence in Argantara is not portrayed as a developmental stage that unfolds without pressure, but rather as an experience in which social demands confront individual readiness. This study explores how this issue is constructed through the narrative structure and the character’s environment, while also examining the transformation of the main character’s identity from the psychosocial perspective of Erik Erikson. A qualitative-descriptive approach was employed to examine Falistiyana’s novel Argantara. The data, consisting of words, phrases, sentences, dialogues, and narratives, were obtained through intensive reading and note-taking, then classified and interpreted according to the intrinsic elements, extrinsic elements, and identity versus role confusion. The findings reveal that themes of adolescent life, progressive plot development, characterization, and setting function as narrative devices that portray the character’s psychosocial transformation. Meanwhile, family, social environment, and cultural values serve as contexts that exert pressure while simultaneously shaping the character’s responses. Role confusion becomes most evident when the main character is required to assume the status of a husband while still being a student. The narrative subsequently depicts a shift from rejection and inner conflict toward increased responsibility, emotional regulation, acceptance of consequences, and a more mature identity. Thus, the novel positions adolescent identity as a dynamic process continually negotiated through the interaction between personal conditions and social demands. ABSTRAK Masa remaja dalam Argantara tidak digambarkan sebagai tahap perkembangan yang berjalan tanpa tekanan, melainkan sebagai pengalaman ketika tuntutan sosial berhadapan dengan kesiapan individu. Penelitian ini menelusuri bagaimana persoalan tersebut dibangun melalui struktur cerita dan lingkungan tokoh, sekaligus melihat perubahan identitas tokoh utama dengan menggunakan perspektif psikososial Erik Erikson. Kajian dilakukan secara kualitatif-deskriptif terhadap novel Argantara karya Falistiyana. Data berupa kata, frasa, kalimat, dialog, dan narasi diperoleh melalui pembacaan intensif serta pencatatan, kemudian dikelompokkan dan ditafsirkan sesuai fokus unsur intrinsik, unsur ekstrinsik, serta identity versus role confusion. Hasil kajian memperlihatkan bahwa tema kehidupan remaja, alur progresif, karakterisasi, dan latar menjadi perangkat yang menampakkan perubahan psikososial tokoh. Pada sisi lain, keluarga, lingkungan sosial, dan nilai budaya hadir sebagai konteks yang memberi tekanan sekaligus membentuk respons tokoh. Kebingungan peran paling kuat muncul ketika tokoh utama harus menjalankan status sebagai suami saat masih berstatus pelajar. Perjalanan cerita kemudian memperlihatkan pergeseran dari penolakan dan konflik batin menuju peningkatan tanggung jawab, pengendalian emosi, penerimaan konsekuensi, dan identitas yang lebih matang. Dengan demikian, novel ini memosisikan identitas remaja sebagai proses dinamis yang terus dinegosiasikan melalui pertemuan antara kondisi personal dan tuntutan sosial.

REPRESENTASI KEKERASAN DALAM NOVEL NAMAKU ALAM KARYA LEILA S. CHUDORI: KAJIAN SOSIOLOGI SASTRA JOHAN GALTUNG Isma Sholihah; Mas’ulah Mas’ulah; M Ridlwan; Suher Suher
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i3.14610

ABSTRACT The experience of violence in Namaku Alam does not end when past political events come to an end; instead, it continues to shape how characters are treated, perceived, and positioned within social life. Leila S. Chudori’s novel (2023) serves as the object of this study to explore how the legacy of violence operates through the interplay of actions, social structures, and cultural constructions. The study draws on Johan Galtung’s Triangle of Violence within the perspective of literary sociology, employing a qualitative-descriptive approach and content analysis. The data, consisting of words, phrases, sentences, dialogues, monologues, and narratives related to violence, were obtained through repeated reading and systematic note-taking, then classified and interpreted according to their contextual occurrence. The findings reveal three interconnected layers of violence. Direct violence appears through arrests, torture, murder, intimidation, insults, and sexual violence; structural violence operates through institutional discrimination, restrictions on rights and mobility, passport revocation, and exclusion; while cultural violence manifests through stigma, labeling, prejudice, bullying, and the normalization of exclusion. Their interconnectedness demonstrates that stigma can reinforce discrimination, discrimination can create space for direct violence, and the overall process sustains intergenerational trauma and injustice. ABSTRAK Pengalaman kekerasan dalam Namaku Alam tidak berakhir ketika peristiwa politik masa lalu selesai, tetapi terus hadir melalui cara tokoh diperlakukan, dinilai, dan ditempatkan dalam kehidupan sosial. Novel Leila S. Chudori (2023) tersebut menjadi objek kajian untuk menelusuri bagaimana warisan kekerasan bekerja melalui hubungan antara tindakan, struktur sosial, dan konstruksi budaya. Penelitian ini berpijak pada teori Segitiga Kekerasan Johan Galtung dalam perspektif sosiologi sastra, dengan pendekatan kualitatif-deskriptif dan teknik content analysis. Data berupa kata, frasa, kalimat, dialog, monolog, serta narasi yang berkaitan dengan kekerasan diperoleh melalui pembacaan berulang dan pencatatan sistematis, kemudian diklasifikasikan serta ditafsirkan berdasarkan konteks kemunculannya. Hasil kajian memperlihatkan tiga lapisan kekerasan yang saling terhubung. Kekerasan langsung muncul melalui penangkapan, penyiksaan, pembunuhan, intimidasi, penghinaan, dan kekerasan seksual; kekerasan struktural berlangsung melalui diskriminasi institusional, pembatasan hak dan mobilitas, pencabutan paspor, serta pengucilan; sedangkan kekerasan kultural beroperasi melalui stigma, pelabelan, prasangka, perundungan, dan normalisasi pengucilan. Keterhubungan ketiganya memperlihatkan bahwa stigma dapat menopang diskriminasi, diskriminasi membuka ruang bagi kekerasan langsung, dan keseluruhan proses tersebut mempertahankan trauma serta ketidakadilan antargenerasi.

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

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