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INDONESIA
Sukma: Jurnal Pendidikan
Published by Yayasan Sukma
ISSN : 25485105     EISSN : 25979590     DOI : -
Core Subject : Education,
Education
SUKMA: Jurnal Pendidikan is an academic journal bi-annually published in Indonesia. It covers issues related to education in general: teacher, student, school management, curricula, teaching methods, teaching evaluations, education best practices, learning materials, et cetera.
Arjuna Subject : Umum - Umum
Articles 109 Documents
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FRONT COVER: FRONT COVER Sukma: Jurnal Pendidikan, Admin
SUKMA: Jurnal Pendidikan Vol. 8 No. 2 (2024)
Publisher : Yayasan Sukma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32533/%x

Abstract

FRONT COVER
FRONT PAGE: FRONT PAGE Sukma: Jurnal Pendidikan, Admin
SUKMA: Jurnal Pendidikan Vol. 8 No. 2 (2024)
Publisher : Yayasan Sukma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32533/10.32533/00

Abstract

FRONT PAGE
EDITORIAL: EDITORIAL Jurnal Pendidikan, Sukma:
SUKMA: Jurnal Pendidikan Vol. 8 No. 2 (2024)
Publisher : Yayasan Sukma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32533/%x

Abstract

EDITORIAL
BACK COVER: BACK COVER Jurnal Pendidikan, Sukma:
SUKMA: Jurnal Pendidikan Vol. 8 No. 2 (2024)
Publisher : Yayasan Sukma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32533/%x

Abstract

BACK COVER
Meningkatkan Resiliensi dalam Pendidikan: Peran Mindfulness dalam Menumbuhkan Fleksibilitas Kognitif dan Kekuatan Emosional Bashori, Khoiruddin
SUKMA: Jurnal Pendidikan Vol. 9 No. 2 (2025)
Publisher : Yayasan Sukma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32533/09201.2025

Abstract

This article explores the transformative role of mindfulness in strengthening resilience within educational settings, particularly how mindfulness fosters cognitive flexibility and emotional strength—two key traits for adapting to academic and life challenges. Based on research involving students and educators, it concludes that mindfulness not only reduces stress but also enhances emotional regulation, empathy, and adaptive thinking. Integrating mindfulness into the curriculum has been shown to improve student engagement, psychological well-being, and academic performance. By emphasizing emotional intelligence, this article highlights the development of a responsive and inclusive school culture.
SOFT POWER KEPALA SEKOLAH: Kecerdasan Emosional dalam Menyelesaikan Konflik Internal Sekolah Yunita Kristanti; Efendi, Nur; Aziz, Abd.
SUKMA: Jurnal Pendidikan Vol. 9 No. 2 (2025)
Publisher : Yayasan Sukma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32533/09202.2025

Abstract

This study discusses the role of soft power of school principals through emotional intelligence in resolving internal school conflicts. This issue is important to examine because interpersonal conflicts in schools often disrupt the work and learning climate, while authoritarian approaches are no longer relevant in the era of humanistic leadership. The purpose of this study is to describe the forms of emotional strategies of school principals and identify the supporting and inhibiting factors of soft power effectiveness. This study employs a qualitative approach using case study methodology, with data collection techniques including participatory observation, in-depth interviews, and documentation, analyzed through the interactive model of Miles and Huberman. The results indicate that the primary strategies employed by school principals include empathy, dialogic communication, moral exemplary behavior, collective participation, and emotional recognition. Supporting factors include integrity, experience, collective support, and an inclusive organizational culture, while barriers include rigid bureaucracy, lack of emotional training, and low self-reflection. The conclusion of this study indicates that soft power based on emotional intelligence is an effective and strategic approach in building harmony and resolving conflicts in the school environment. These findings contribute to enriching transformative and humanistic leadership practices in the field of education.
KEPEMIMPINAN TRANSFORMASIONAL UNTUK SEKOLAH MASA DEPAN: STRATEGI MENINGKATKAN KINERJA GURU MENUJU INDONESIA EMAS 2045 Tobondo, Yuyun
SUKMA: Jurnal Pendidikan Vol. 9 No. 2 (2025)
Publisher : Yayasan Sukma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32533/09205.2025

Abstract

This study addresses the question of how transformational leadership enhances teacher performance in shaping the future school toward the vision of Indonesia Emas 2045. Positioned as a literature review, the research views transformational leadership not merely as a managerial style, but as a long-term strategy grounded in values, motivation, and organizational commitment. The discussion explores the dimensions of transformational leadership and their implications for intrinsic motivation, school culture, and continuous professional development. The findings reveal that transformational leadership generates systemic effects at the individual, team, and organizational levels, fostering an educational ecosystem that is adaptive, innovative, and sustainable. Thus, transformational leadership emerges as a strategic foundation for preparing future schools that are visionary, inclusive, and globally competitive.
FEAR OF MISSING OUT (FOMO) DAN LINGKUNGAN TEMAN SEBAYA SEBAGAI FAKTOR DALAM HIGHER EDUCATION CHOICE Ahbab, Muhamad; Sukadi; Rahayu, Sri
SUKMA: Jurnal Pendidikan Vol. 9 No. 2 (2025)
Publisher : Yayasan Sukma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32533/09203.2025

Abstract

The decision to pursue higher education is an important choice that affects both a student’s career and the quality of human resources in a country. Higher education participation in Indonesia remains low, with a Gross Enrollment Rate (GER) of 31.45% in 2022, far from the government’s target of 50% by 2045. This study aims to: (1) describe the levels of Fear of Missing Out (FoMO), peer environment, and students’ decisions to continue their studies, and (2) analyze the influence of FoMO and peer environment on academic decision-making. The research employed a quantitative ex post facto method, collecting data through questionnaires distributed to 166 students from the Building Engineering Education, Civil Engineering, Architecture Education, and Architecture programs at Universitas Pendidikan Indonesia. Data were analyzed using IBM SPSS 25.0. The results indicate that FoMO and peer environment levels were in the strong category, while the decision to continue studies was very strong. Regression analysis shows that both FoMO and peer environment significantly influence students’ decisions, with peer environment exerting a more dominant effect. These findings highlight the importance of balancing digital social pressures with real-life social support in guiding students’ educational choices.
Menganalisis Kurikulum dan Pola Pembelajaran PAI di Sekolah Dasar Kelas Tinggi Syarifudin, Ahmad
SUKMA: Jurnal Pendidikan Vol. 9 No. 2 (2025)
Publisher : Yayasan Sukma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32533/09204.2025

Abstract

Penelitian ini mengkaji implementasi Kurikulum 2013 pada mata pelajaran Pendidikan Agama Islam (PAI) di sekolah dasar kelas 4-6 melalui pendekatan kualitatif dengan metode studi kepustakaan. Fokus kajian meliputi karakteristik dan struktur kurikulum, pola pembelajaran, serta faktor pendukung dan penghambat implementasi. Hasil penelitian menunjukkan bahwa Kurikulum 2013 PAI memiliki struktur sistematis yang menekankan pendekatan saintifik dengan mengintegrasikan aspek spiritual, sosial, dan pengetahuan. Pola pembelajaran mengalami transformasi dari teacher-centered menuju student-centered learning melalui tahapan mengamati, menanya, mengeksplorasi, mengasosiasi, dan mengomunikasikan. Faktor pendukung implementasi meliputi dukungan kebijakan pemerintah, ketersediaan bahan ajar, dan antusiasme guru dalam berinovasi. Sementara itu, faktor penghambat yang teridentifikasi adalah keterbatasan kompetensi guru, keterbatasan sarana prasarana, dan belum optimalnya sistem penilaian autentik. Penelitian ini merekomendasikan perlunya peningkatan kualitas guru melalui pelatihan berkelanjutan, penyediaan sarana prasarana memadai, dan pengembangan sistem evaluasi komprehensif untuk mencapai tujuan pembelajaran PAI yang optimal.

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