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SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Published by WISE Pendidikan Indonesia
ISSN : -     EISSN : 30642361     DOI : https://doi.org/10.70211/sakalima
Core Subject : Religion, Economy, Humanities, Education, Social,
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Social Sciences
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan is a peer-reviewed journal dedicated to the publication of high-quality research and community service outcomes in the field of education and community empowerment. All publications in SAKALIMA are freely accessible, ensuring that articles are available online without any subscription fees. SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan is an open-access journal, fully referenced, and exclusively published online since 2024. The journal is issued two times a year. The primary goal of this journal is to disseminate the results of community service initiatives that contribute to solving educational and societal issues. The focus of SAKALIMA extends beyond academic research; it centers on the application of knowledge, technology, and innovation in empowering communities, particularly in the context of education and social transformation. This includes, but is not limited to, sustainable community development programs, capacity building, and educational interventions.
Arjuna Subject : Umum - Umum
Articles 90 Documents
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Manajemen Strategis Berbasis Data dan Transformasi Digital dalam Meningkatkan Mutu Pendidikan: Systematic Literature Review Desmawati; Erlian Eka Damayanti; Evi Gusliana; Nirva Diana; Aan Komariah; Badrudin
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.584

Abstract

This study aims to synthesize the literature on data-driven strategic management and digital transformation in improving educational quality. This review is important because educational institutions are increasingly required to make evidence-based decisions, integrate information systems, and transform data into impactful improvement strategies. The method employed was a Systematic Literature Review by adapting PRISMA 2020 and PRISMA-S. The literature search was conducted through Scopus, Web of Science, ERIC, DOAJ, Crossref, Google Scholar, Garuda/SINTA, and official Indonesian policy sources using keywords related to data-driven decision making, data-based planning, strategic educational management, digital transformation, Rapor Pendidikan, and educational quality. From 773 initial records, 153 duplicates were removed, 620 documents were screened, 144 full-text documents were assessed for eligibility, and 35 core documents were thematically analyzed. The findings indicate that data-driven educational quality improvement requires the integration of quality diagnosis, data interpretation, strategy formulation, digital program implementation, impact evaluation, and continuous correction. Key enabling factors include digital leadership, teachers’ data literacy, collaborative culture, data validity, technological infrastructure, and policy support. The main barriers include administrative orientation, fragmentation of information systems, gaps in analytical capacity, organizational resistance, and data ethics risks. This review proposes the SIGAP-DIGITAL model as a conceptual contribution to evidence-based educational quality governance.
Strategic Foresight dalam Manajemen Pendidikan untuk Membangun Sekolah Masa Depan: Systematic Literature Review Trian Hermawan; Tarekah Hasanah; Wahyu Febriana; Binti Luthfiyah; Nirva Diana; Aan Komariah; Badrudin
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): Juni | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.608

Abstract

Global uncertainty driven by digital disruption, artificial intelligence, ecological risk, social polarization, and shifting skills demand requires schools to move beyond routine annual planning toward anticipatory and future-oriented management. This systematic literature review synthesizes studies on strategic foresight in educational management for building future-ready schools. The review covers publications from 2015 to 2025 and adapts PRISMA 2020 and PRISMA-S principles. Searches were conducted across Scopus, Web of Science Core Collection, ERIC, Google Scholar, and complementary policy sources from OECD and UNESCO. From 1,240 initial records, 286 duplicates and 24 non-target records were removed before screening. After title-abstract screening, full-text eligibility assessment, and quality appraisal, 42 documents were included in the qualitative thematic synthesis. The findings show that strategic foresight in educational management is constructed as an anticipatory capacity rather than a linear prediction mechanism. Key practices include horizon scanning, weak signal analysis, scenario planning, strategy stress-testing, future visioning, professional learning, and adaptive governance. The publication trend indicates two major waves: a foundational phase in 2015 and a policy consolidation phase in 2025. The review proposes the FORESIGHT-SCHOOL model as a conceptual framework for integrating foresight into school planning, implementation, evaluation, and organizational learning. The study contributes to strategic educational management by positioning foresight as a core capability for building adaptive, resilient, and future-ready schools.
Transformasi Pendidikan Islam di Negara-Negara ASEAN: Antara Modernisasi Kurikulum, Tantangan Radikalisme, dan Penguatan Identitas Keislaman Septia Fahiroh; Maryamah; Choirun Niswah
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): Juni | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.424

Abstract

Islamic education in ASEAN is undergoing a complex transformation shaped by curriculum modernization, the prevention of radicalism, and the need to preserve Islamic identity amid globalization. This study aims to examine patterns of Islamic education transformation in Indonesia, Malaysia, Thailand, the Philippines, and Brunei Darussalam by focusing on policy orientation, curriculum reform, and institutional responses to contemporary challenges. Using library research with a qualitative-comparative approach, the study analyzes Scopus- and Web of Science-indexed journal articles, government policy documents, international agency reports, and official documents published between 2019 and 2025. The findings show that all five countries integrate moderate Islamic values into their national education systems, although the mechanisms, intensity, and degree of state intervention vary according to each country’s historical and political context. The study also finds that radicalism in Islamic educational institutions is more sustainably addressed through critical literacy and community-based preventive approaches than through purely coercive regulation. These findings imply that Islamic education reform in ASEAN should balance curriculum modernization, institutional accountability, local religious authority, and dialogical identity formation. The study concludes that Islamic education transformation in ASEAN is a multilayered negotiation between tradition, state policy, religious moderation, and global change.
Kemampuan Menghafal Al-Qur’an dan Capaian Hasil Belajar Santri: Studi Korelasional di Pondok Pesantren Daarul Qur’an Lampung Selatan Sulistia Sahilatul Hayah; Muhammad Akmansyah; Riyan Terna Kuswanto
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): Juni | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.459

Abstract

The ability to memorize the Qur’an constitutes an essential component of pesantren education, as it is not only associated with spiritual attainment but also closely related to cognitive discipline, concentration, and students’ academic development. This study aims to analyze the relationship between Qur’an memorization ability and students’ learning outcomes at Pondok Pesantren Daarul Qur’an, South Lampung. The study employed a quantitative approach with an ex post facto correlational design. The research was conducted in the odd semester of the 2025/2026 academic year at Pondok Pesantren Daarul Qur’an, South Lampung. The research sample was selected by including the entire available population. Data were collected using a Qur’an memorization ability questionnaire covering indicators of tahfidz, tajwid, and fluency, as well as a learning outcomes test encompassing cognitive levels from C1 to C6. The data were analyzed through validity testing, reliability testing, prerequisite testing, correlation analysis, hypothesis testing, and coefficient of determination analysis. The results indicate a positive correlation between Qur’an memorization ability and students’ learning outcomes. These findings suggest that strong memorization ability is associated with more optimal learning achievement through the reinforcement of discipline, focus, perseverance, and learning responsibility. This study implies the importance of integrating tahfiz programs with formal learning through effective time management, learning assistance, and continuous evaluation.
Integrasi Literasi Digital dalam Kurikulum PAI: Tantangan dan Peluang bagi Guru di Sekolah Dasar Islam Terpadu Muh. Fauzi; Ariyogo Adi‎ Guna; Zulfani Sesmiarni; Syahrur Ramli
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): Juni | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.463

Abstract

This study aims to analyze the challenges and opportunities for integrating digital literacy into the Islamic Religious Education (PAI) curriculum at Integrated Islamic Elementary Schools (SDIT). Amidst the massive digital transformation, PAI teachers face pressure to adopt technology without compromising spiritual values. The research methodology used is descriptive qualitative with data collection techniques through observation, in-depth interviews, and curriculum documentation studies at SDIT. The results of the study indicate that digital literacy integration is still at the media substitution stage, where technology is used as a presentation aid but has not yet touched on a deep pedagogical transformation. The main challenges include the technological competency gap between generations of teachers, the limited digital content that is in accordance with Islamic beliefs for elementary school children, and sociocultural concerns about the negative impacts of the internet. However, this study also found significant opportunities in the use of gamification and digital portfolios that have been proven to increase student learning motivation by forty percent. The study's conclusion confirms that successful digital literacy integration requires curriculum restructuring that instills "Digital Akhlak" and the support of visionary school leadership policies.
Globalisasi dan Transformasi Pendidikan Digital: Kajian Literatur Komparatif Sistematis tentang Kebijakan Berbasis Teknologi di Indonesia, Korea Selatan, dan Finlandia Rizka Dwi Aprilia; Safari; Muhammad Aridan
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.479

Abstract

Digital education reform is often assessed through technology availability, although its sustainability depends on policy coherence, teacher agency, and equity. This comparative systematic review examines technology-based education policies in Indonesia, South Korea, and Finland and identifies transferable lessons for Indonesia. A PRISMA 2020-informed search across Scopus, ERIC, Web of Science, Google Scholar, and official international and national portals assembled 30 primary evidence sources, complemented by methodological and theoretical literature. Thematic and narrative synthesis compared policy governance, infrastructure and platforms, curriculum and teacher development, equity, and data governance. South Korea demonstrates a state-led, interoperable ecosystem supported by the Korea Education and Research Information Service, whereas Finland embeds digital competence in curriculum and teacher professionalism through locally responsive implementation. Indonesia has expanded digital platforms and reform initiatives, but regional infrastructure gaps, uneven pedagogical capacity, and fragmented implementation remain salient. The study advances a four-layer policy alignment model linking equitable access, pedagogical capacity, institutional governance, and continuous evaluation. Rather than importing a single foreign model, Indonesia should adopt context-sensitive adaptation through differentiated regional support, teacher learning communities, interoperable public platforms, and outcome-oriented monitoring. These findings position digital education as a vehicle for empowering teachers, schools, and learning communities toward inclusive quality education.
Rekonstruksi Evaluasi Sistem Penjaminan Mutu Eksternal PTKI Berbasis Total Quality Management dan Maqāṣid al-Syarī‘ah Merita Diana; Subandi; Deden Makbuloh; Ahmad Fauzan
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): Juni | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.505

Abstract

External quality assurance in Islamic higher education requires an evaluation model that moves beyond administrative compliance toward continuous improvement, ethical governance, and value-based institutional transformation. This study aims to reconstruct the evaluation of the External Quality Assurance System for Islamic Higher Education Institutions through the integration of Total Quality Management and maqāṣid al-syarī‘ah. The study employed qualitative document analysis and literature review. The corpus consisted of 31 key sources comprising national quality assurance regulations, accreditation instruments, Islamic higher education quality assurance guidelines, foundational theories, and scholarly literature on quality assurance, quality culture, Total Quality Management, accreditation, digital quality assurance, and maqāṣid al-syarī‘ah published or used within the 1986–2026 range. Data were analysed using thematic synthesis, theoretical comparison, and source triangulation. The findings reveal four major themes: the shift toward outcome-based and evidence-based accreditation, the persistence of compliance-oriented practices, the gap between formal quality systems and institutional quality culture, and the relevance of maqāṣid al-syarī‘ah as an ethical framework for reconstructing accreditation. The integration of Total Quality Management strengthens the logic of continuous improvement, while maqāṣid al-syarī‘ah reframes accreditation as a mechanism to protect religion, intellect, life, property, and future generations. This study contributes a value-based continuous improvement framework for reconstructing external quality assurance in Islamic higher education.
Penerapan Problem Based Learning terhadap Kemampuan Berpikir Kreatif Peserta Didik pada Materi Pengukuran Sri Latifah; Rita Nur Anjani; Mukarahmah Mustari
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 1 (2026): March | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i1.515

Abstract

Creative thinking is a key competence in physics learning because students must generate alternative ideas, select measurement strategies, and justify solutions based on evidence. This study examined the effect of Problem Based Learning (PBL) on students' creative thinking in measurement topics. A quasi-experimental pretest-posttest control group design was implemented with 60 tenth-grade students at SMK Karya Bhakti Pringsewu, Lampung. The experimental class (n = 30) learned through five PBL phases: problem orientation, learning organization, group investigation, solution presentation, and reflective evaluation, whereas the control class (n = 30) learned through conventional instruction. Data were collected using an essay-based creative thinking test, observation sheets, student response questionnaires, and documentation. The test measured fluency, flexibility, originality, and elaboration. The results showed that the experimental class achieved a higher posttest mean (78.47) than the control class (64.83). The N-gain of the experimental class was moderate (0.55), whereas the control class was low (0.25). An independent-samples t-test indicated a significant difference in creative thinking improvement, t(58) = 6.91, p < 0.001, with a large effect size (Cohen's d = 1.78). These findings indicate that PBL provides a contextual, collaborative, and inquiry-oriented environment that supports students in developing more fluent, flexible, original, and elaborated ideas in measurement learning.
Pengembangan Media Augmented Reality Berbasis Project Based Learning pada Materi Tata Surya Rahma Diani; M. Rifatul Ickram; Sri Latifah
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): Juni | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.516

Abstract

This study developed and evaluated an augmented reality (AR)-based physics learning medium integrated with the Project Based Learning (PjBL) model for the topic of the universe and solar system in grade X at SMA Negeri 8 Bandar Lampung. The study adopted a research and development design using the ADDIE procedure: analyze, design, development, implementation, and evaluation. The product was designed as a smartphone-accessible AR learning medium that visualizes three-dimensional celestial objects and supports project tasks requiring students to observe, design, discuss, and present solar-system models. Validation involved media experts, material experts, a physics teacher, and grade X students. The findings indicated that the developed medium was highly feasible, with an average expert validation score of 92.40%. Practicality responses from the teacher and students reached 93.10% and 89.70%, respectively, both categorized as very practical. Effectiveness data showed improvement in students' conceptual understanding, with a mean pretest score of 54.82, a mean posttest score of 82.46, and an N-gain of 0.61, indicating a moderate-to-high improvement. These results suggest that AR combined with PjBL can support visualization of abstract astronomical concepts, increase learning engagement, and provide a meaningful project-based learning experience in physics. The study recommends wider classroom trials and refinement of accessibility features for future implementation.
Model Learning Cycle 7E terhadap Hasil Belajar Peserta Didik pada Materi Usaha dan Pesawat Sederhana Raprika Dwi Lianda; Sri Latifah; Mukarramah Mustari
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): Juni | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.517

Abstract

Learning outcomes in junior secondary physics remain a persistent concern when instruction is dominated by teacher explanation and students receive limited opportunities to construct concepts through inquiry. This study examined the effect of the Learning Cycle 7E model on students' cognitive learning outcomes in the topic of work and simple machines. A quasi-experimental design with a nonequivalent control group was used. The participants were 62 eighth-grade students of MTs Muhammadiyah Sukarame Bandar Lampung, consisting of 26 students in the experimental class and 36 students in the control class. The experimental class learned through seven structured phases: elicit, engage, explore, explain, elaborate, evaluate, and extend, whereas the control class received conventional instruction. Data were collected through a validated cognitive achievement test covering C1-C4 levels, classroom observation, and documentation. The reconstructed empirical data showed that the experimental class obtained a higher posttest mean score (82.31; SD = 7.48) than the control class (73.17; SD = 8.62). The independent-samples t-test indicated a significant difference between groups, t(60) = 4.35, p < .001, with a large effect size (Cohen's d = 1.12). The experimental class also showed stronger achievement at the applying and analyzing levels. These findings indicate that Learning Cycle 7E provides a systematic constructivist learning sequence that supports conceptual understanding and improves students' cognitive learning outcomes in work and simple machines.

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