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INDONESIA
Jurnal Penelitian Kebijakan Pendidikan
Published by Kemendikdasmen
ISSN : 02162792     EISSN : 2654427X     DOI : https://doi.org/10.24832/jpkp
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Jurnal Penelitian Kebijakan Pendidikan is a peer-reviewed journal that publishes research and analysis-based articles on education policy. The journal publishes a range of education policy topics such as education management, educational evaluation and assessment, curriculum, education technology, and educational innovations.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 149 Documents
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Aligning or Vanishing: A Case Study of History as a Subject at SMKN 9 Surakarta Nur Fatah Abidin
Jurnal Penelitian Kebijakan Pendidikan Vol 19 No 1 (2026)
Publisher : Pusat Standar dan Kebijakan Pendidikan, BSKAP, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpkp.v19i1.1076

Abstract

This study aims to examine the implementation of history learning in secondary vocational schools under Kurikulum Merdeka, Indonesia’s national curriculum. A qualitative case study approach was employed to investigate the extent to which history as a school subject is aligned with vocational competencies at SMKN 9 Surakarta. The findings indicate that history teachers have made efforts to align history instruction with vocational competencies. This alignment is reflected in lesson planning, the selection of appropriate learning models and instructional activities, and project-based assessment practices. The study highlights the integration of vocational competencies into history learning through a systematic process encompassing tplanning, implementation, and evaluation, in which teachers’ creativity and initiative play a central role. The findings suggest that history learning and vocational competencies can be integrated through various instructional approaches. The study recommends enriching historical content that is relevant to students’ vocational fields and emphasizing the practical application of history as a third-order concept in history learning. These aspects should be explicitly incorporated into the history curriculum for secondary vocational schools.
Tantangan Pelaksanaan Asesmen Nasional Berbasis Komputer (ANBK): Systematic Literature Review Agung Supriyono
Jurnal Penelitian Kebijakan Pendidikan Vol 19 No 1 (2026)
Publisher : Pusat Standar dan Kebijakan Pendidikan, BSKAP, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpkp.v19i1.1252

Abstract

Penggunaan teknologi dalam pelaksanaan Asesmen Nasional Berbasis Komputer (ANBK) memungkinkan adanya tantangan-tantangan baru. Penelitian ini bertujuan untuk menganalisis pelaksanaan ANBK di berbagai satuan pendidikan dan mengidentifikasi tantangan yang dihadapi selama melaksanakan ANBK. Metode penelitian ini adalah systematic literature review dengan strategi alur PRISMA. Data penelitian diperoleh dari Database Google Scholar dan SINTA. Didapatkan sebanyak 12 artikel yang memenuhi kriteria dan menjawab pertanyaan penelitian ini. Ruang lingkup data yang dianalisis adalah proses pelaksanaan ANBK dan tantangan pelaksanaan ANBK pada satuan pendidikan. Hasil menunjukkan bahwa 1) Pelaksanaan ANBK sudah sesuai dengan standar prosedur yang ada yaitu dimulai dari tahap Pra-ANBK, Pelaksanaan ANBK, dan Pasca-ANBK. Namun dalam pelaksanaannya masih terdapat beberapa kendala yang menghambat kelancaran pelaksanaannya, dan 2) Tantangan yang sering dialami saat pelaksanaan ANBK antara lain yaitu jaringan internet, gangguan pada server, ketidaksetaraan akses dan kurangnya literasi digital, jumlah komputer atau laptop, kurangnya kesiapan SDM, kurangnya pemahaman terkait Soal Literasi dan Numerasi (AKM), kualitas perangkat yang digunakan, dan spesifikasi komputer atau laptop yang tidak sesuai standar. Berdasarkan hasil temuan tersebut dapat disimpulkan bahwa pelaksanaan ANBK secara online maupun semionline sudah baik, namun dengan tantangan-tantangan yang ada dapat menghambat proses pelaksanaan sehingga memungkinkan adanya pengaruh terhadap hasil asesmen mutu pendidikan satuan pendidikan.
Menakar Efektivitas Kebijakan Program Pendidikan Karakter di Sekolah Dasar Kota Yogyakarta Izzul Kiram Suardi; Muhammad Nursa'ban; Uldiyanti Sya'diah Syahdan
Jurnal Penelitian Kebijakan Pendidikan Vol 19 No 1 (2026)
Publisher : Pusat Standar dan Kebijakan Pendidikan, BSKAP, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpkp.v19i1.1342

Abstract

This study examines the implementation of the akhlak kepada manusia (morality toward others) character element within Indonesia's Pancasila Student Profile (P5) program across eight Sekolah Penggerak elementary schools in Yogyakarta City. A concurrent embedded mixed-methods design guided by Stake's Countenance model combined questionnaires across all eight schools with document analysis and interviews with principals, coordinators, and teachers at five purposively selected schools. The findings revealed at antecedents, strong collective cohesion (78.1%) paradoxically weakens teachers' instructional agency, evident in inadequate assessment-design documentation (40%); at transactions, teachers offset these deficits through improvisational pedagogy, producing an instructional decoupling between written plans and classroom practice; and at outcomes, a perfect compliance score (100%) reflects administrative performance rather than genuine instructional quality, even as students show measurable empathetic growth through local-wisdom-based experiential projects. This study reveals that institutional cohesion can undermine individual pedagogical agency. This paradox has not been documented in previous P5 evaluation research. Internalization of character depends on the teacher's ability to create authentic social learning opportunities through learning spaces that go beyond the application of a textual curriculum. Supervision policies need to be directed at direct observation of authentic learning practices, not just at auditing document completeness.
HAMBATAN DALAM MENERAPKAN KEBIJAKAN PENDIDIKAN INKLUSIF: ANALISIS KONTEN LAPORAN PENDIDIKAN GLOBAL Pahenra A. Nongko; Yaman La Ndibo; Junaidin Junaidin; Roni Amaludin; Muh. Amin
Jurnal Penelitian Kebijakan Pendidikan Vol 19 No 1 (2026)
Publisher : Pusat Standar dan Kebijakan Pendidikan, BSKAP, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpkp.v19i1.1343

Abstract

Pendidikan inklusif merupakan pilar utama pemerataan dan keadilan sosial, sebagaimana ditegaskan dalam kerangka internasional seperti Konvensi PBB tentang Hak-Hak Penyandang Disabilitas (CRPD) dan Tujuan Pembangunan Berkelanjutan 4. Namun, meskipun kerangka normatif tersebut telah dirumuskan, kesenjangan antara kebijakan dan implementasi efektif masih berlangsung di berbagai konteks. Studi ini bertujuan mengidentifikasi hambatan utama pendidikan inklusif melalui analisis konten kualitatif tematik terhadap 35 laporan resmi yang diterbitkan oleh UNESCO, UNICEF, Bank Dunia, dan WHO pada periode 2019–2025. Pemilihan laporan dilakukan berdasarkan relevansi dan cakupan global. Hasil analisis menemukan delapan kategori hambatan yang konsisten, yaitu: kebijakan dan legislasi, alokasi sumber daya, kapasitas manusia, sikap sosiokultural, kurikulum dan pedagogi, aksesibilitas fisik, partisipasi pemangku kepentingan, serta sistem data dan pemantauan. Di antara hambatan tersebut, keterbatasan anggaran, kurangnya pelatihan guru, dan stigma sosial muncul sebagai faktor paling signifikan. Temuan ini menegaskan bahwa tantangan pendidikan inklusif bersifat multidimensi dan saling terkait. Oleh karena itu, diperlukan investasi jangka panjang, reformasi kebijakan menyeluruh, serta perubahan budaya yang berkesinambungan. Rekomendasi utama mencakup peningkatan komitmen pendanaan, penguatan kapasitas guru, kampanye kesadaran publik, serta pembangunan infrastruktur data untuk mendukung implementasi berbasis bukti dan akuntabilitas
Reframing English Language Education Policy Through Translanguaging: A Conceptual Framework for Multilingual Indonesia Eric Sulindra; Anita Lie
Jurnal Penelitian Kebijakan Pendidikan Vol 19 No 1 (2026)
Publisher : Pusat Standar dan Kebijakan Pendidikan, BSKAP, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpkp.v19i1.1348

Abstract

This study aims to highlight the importance of an adaptable English language teaching and learning curriculum as a strategic approach to strengthening English language education policy in Indonesia. Specifically, it seeks to improve students’ English proficiency while preserving local languages and cultural values. This conceptual study employs a descriptive qualitative narrative review to synthesize evidence on translanguaging and English language education policy in Indonesia. The findings indicate that a translanguaging-based English language curriculum should be contextsensitive by accommodating linguistic diversity while maintaining national learning standards. Its implementation requires adaptability in instruction, assessment, and policy to respond effectively to the linguistic dynamics of diverse educational contexts. The study's novelty lies in reconceptualizing translanguaging from a classroom pedagogical approach into a conceptual foundation for English language education policy that reflects Indonesia's multilingual reality. The study concludes that integrating translanguaging into the national curriculum, teacher professional development, and multilingual instructional materials is essential for strengthening the policy in Indonesia. It recommends establishing supportive policy mechanisms, developing an adaptable curriculum, strengthening teacher professional development, and providing flexible learning resources aligned with local contexts.
TANTANGAN DAN POTENSI KEBERHASILAN IMPLEMENTASI KEBIJAKAN PEMBELAJARAN KODING DAN KECERDASAN ARTIFISIAL DI JENJANG SEKOLAH DASAR Fadhilah Darma Sulistyo; Janiscus Pieter Tanesab
Jurnal Penelitian Kebijakan Pendidikan Vol 19 No 1 (2026)
Publisher : Pusat Standar dan Kebijakan Pendidikan, BSKAP, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpkp.v19i1.1349

Abstract

Kajian ini menganalisis tantangan dan potensi keberhasilan implementasi kebijakan Kurikulum Koding dan Kecerdasan Artifisial (KKA) di jenjang Sekolah Dasar di Indonesia. Penelitian ini menggunakan pendekatan kualitatif dengan studi kasus komparatif di tiga Sekolah Dasar di Jawa Barat, dipandu oleh kerangka analisis implementasi kebijakan Merilee S. Grindle (1980) yang berfokus pada isi dan konteks kebijakan. Data dikumpulkan melalui studi dokumen dan wawancara mendalam dengan koordinator regional (Dinas Pendidikan), kepala sekolah, dan guru pelaksana. Hasil penelitian menunjukkan bahwa implementasi KKA berjalan di dua jalur: desain kebijakan top-down yang visioner dan fleksibel dari pemerintah pusat, serta realitas implementasi bottom-up yang diwarnai inisiatif dan adaptasi sekolah terhadap keterbatasan. Kebijakan ini menumbuhkan optimisme, namun keberhasilannya dibatasi oleh kesenjangan antara visi besar dengan kesiapan ekosistem pendukung. Hambatan implementasi meliputi kekosongan perangkat ajar esensial, mekanisme peningkatan kapasitas guru yang terbatas, kurang relevan, dan tidak tepat sasaran, serta lemahnya peran pendamping lokal seperti Dinas Pendidikan dan pengawas sekolah yang masih bersifat administratif. Rekomendasi kebijakan mencakup pemenuhan dukungan perangkat ajar yang adaptif dan komperhensif, revitalisasi strategi pengembangan profesional guru melalui "Model Peningkatan Kapasitas Berdiferensiasi" yang lebih inklusif dan relevan, serta penguatan peran Dinas Pendidikan sebagai mitra substantif dan percepatan rekrutmen pengawas dengan spesialisasi literasi digital.
Strengthening Numeracy in Indonesia: A Policy Analysis and Integrative Review of Culturally Responsive Pedagogy Rully Charitas Indra Prahmana; Samsul Ma'arif; Puri Pramudiani
Jurnal Penelitian Kebijakan Pendidikan Vol 19 No 1 (2026)
Publisher : Pusat Standar dan Kebijakan Pendidikan, BSKAP, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpkp.v19i1.1368

Abstract

This study examines the foundations, policy design, implementation strategies, and culturally responsive pedagogical orientation underpinning Indonesia’s National Numeracy Movement. A qualitative policy analysis integrated with an integrative literature review was conducted by synthesizing government policy documents, studies, and reports published between 2020 and 2025. Data were analyzed using document, content, and thematic analyses. The findings indicate that Indonesia’s numeracy reform is supported by a coherent policy framework grounded in the Deep Learning approach, which emphasizes meaningful learning, contextualized instruction, educational equity, and higher-order thinking. The evidence further suggests that culturally responsive approaches—including the GEMBIRA learning model, Ethno-Realistic Mathematics Education, adaptive cooperative learning, digital technologies, and mother tongue-based instruction—enhance learner engagement and conceptual understanding. However, the empirical evidence remains fragmented and highly context specific. The study’s novelty lies in proposing an integrated conceptual framework that links policy design, implementation strategies, and culturally responsive pedagogy to explain how systemic coherence can strengthen numeracy reform. The findings underscore that sustainable improvement in numeracy requires alignment among policy, pedagogy, teacher capacity, infrastructure, and assessment systems. Policy recommendations include conducting large-scale longitudinal evaluations and sustaining investments in teacher professional development, assessment reform, and culturally responsive implementation to promote equitable and scalable numeracy outcomes.
Evaluating Learning Management System Usability for In-Service STEM Teacher Training Maila Dinia Husni Rahiem; Dzikri Rahmat Romadhon; Evi Muliyah; Tarma Tarma; Upi Fitriani; Putra Asga Elevri; Rita Pranawati
Jurnal Penelitian Kebijakan Pendidikan Vol 19 No 1 (2026)
Publisher : Pusat Standar dan Kebijakan Pendidikan, BSKAP, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpkp.v19i1.1390

Abstract

This study aims to evaluate teachers’ perceived usability of a Learning Management System (LMS) implemented in a national STEM pedagogy pilot and to identify priority areas for refinement before large-scale implementation. A quantitative survey was conducted involving 152 senior high school (Sekolah Menengah Atas/SMA) and vocational high school (Sekolah Menengah Kejuruan/SMK) teachers from 38 Indonesian provinces. Data were collected using a 35-item questionnaire measuring seven dimensions of LMS usability. The findings indicate a high level of perceived usability (M = 3.814 out of 4), with the highest ratings observed for compatibility and application performance. Nevertheless, item-level analysis identified several areas requiring improvement, particularly navigation, notification clarity, and helpdesk functionality. This study contributes to the literature by evaluating LMS usability within a government-led, nationwide teacher professional development program involving both STEM and non-STEM teachers, thereby extending previous research that has predominantly focused on institution-based or student-centered settings. The study concludes that the LMS is suitable for broader implementation, provided that identified usability issues are addressed. It recommends that the Ministry of Primary and Secondary Education prioritize improvements to navigation design, notification systems, and user support services to enhance platform usability and sustain teacher engagement in STEM professional development.
Editorial dan Daftar Isi JPKP, Vol. 19, No. 1 Tahun 2026 JPKP Kemendikdasmen
Jurnal Penelitian Kebijakan Pendidikan Vol 19 No 1 (2026)
Publisher : Pusat Standar dan Kebijakan Pendidikan, BSKAP, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Jurnal Penelitian Kebijakan Pendidikan (JPKP) Volume 19 Nomor 1 Tahun 2026 dapat terbit tepat waktu pada Agustus 2026. Penerbitan edisi ini berlangsung di tengah upaya penyempurnaan panduan penulis dan templat artikel agar publikasi makin sesuai dengan kaidah penulisan ilmiah, serta lebih sistematis dan menarik. Seiring dengan peningkatan jumlah naskah yang diterima secara signifikan, tahapan seleksi, reviu, penyuntingan, hingga tata letak dilakukan secara lebih ketat guna memastikan setiap artikel memenuhi standar kualitas, baik dari sisi substansi, metodologi, maupun penyajiannya. JPKP Volume 19 Nomor 1 Tahun 2026 menyajikan 8 (delapan) artikel yang mengangkat beragam isu strategis mengenai kebijakan pendidikan, yang terdiri dari tiga artikel berbahasa Indonesia dan lima artikel berbahasa Inggris. Delapan topik tersebut yaitu: 1) "Tantangan Implementasi Asesmen Nasional Berbasis Komputer (ANBK): Tinjauan Literatur Sistematis dengan Perspektif Sensemaking"; 2) "Tantangan dan Potensi Keberhasilan Implementasi Pembelajaran Koding dan Kecerdasan Artifisial di Sekolah Dasar"; 3) "Strengthening Numeracy in Indonesia: A Policy Analysis and Integrative Review of Culturally Responsive Pedagogy"; 4) "Evaluating Learning Management System Usability for In-Service STEM Teacher Training"; 5) "Instructional Decoupling in Character Education Policy: An Evaluation of Elementary Schools in Yogyakarta"; 6) "Hambatan dalam Menerapkan Kebijakan Pendidikan Inklusif: Analisis Konten Laporan Pendidikan Global"; 7) "Reframing English Language Education Policy Through Translanguaging: A Conceptual Framework for Multilingual Indonesia"; dan 8) "Aligning or Vanishing: A Case Study of History as a Subject at SMKN 9 Surakarta".

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