Pedagogi: Jurnal Ilmu Pendidikan

Building Character Generation in Elementary Schools Through Education Report Cards: Study in South Sulawesi

Wahira Wahira, Abdul Hamid, Lukman HB — Thu, 30 Apr 2026 07:08:37 +0000

Character education based on report card results can be a tool to overcome these moral and social crises by strengthening positive values and changing student behavior. Character education is a primary focus of human resource development in Indonesia, particularly in South Sulawesi. Through the implementation of the Education Report, the government aims to provide comprehensive data as a basis for informed decision-making in improving the quality of education, including aspects of student character development. The purpose of this research is (1) to look at the implementation of strengthening character education based on the results of the Education Report at the elementary school level in South Sulawesi. The research method uses a qualitative descriptive approach through observation, interviews, and document studies in several elementary schools in Makassar, Gowa, and Takalar Regency, Sulawesi, South Sulawesi; (2) Knowing the obstacles faced in its implementation. The results of the study show that: (1) the use of Education Report cards is able to help schools identify character aspects that need to be strengthened, such as discipline, responsibility, and social concern. (2) there are still obstacles in terms of teacher data literacy and limitations of follow-up programs. Thus, it is necessary to strengthen the capacity of schools in analyzing Education Report data and fostering cross-party collaboration to build a sustainable culture of character.

The Influence of Artificial Intelligence Usage of ChatGPT and Work Motivation on Teaching Readiness of Educators in Leuwiliang Bogor

Sari Febrianti, Alifia Taufika Rahma, Dhioatmaja Megafajari, Vera Maya Santi — Thu, 30 Apr 2026 07:11:42 +0000

The rapid integration of artificial intelligence, particularly ChatGPT, has reshaped instructional practices and teacher preparation, while raising questions about educators’ readiness to adapt effectively. This study examines the influence of ChatGPT usage and work motivation on the teaching readiness of educators in Madrasah Tsanawiyah in Leuwiliang, Bogor. Employing a quantitative approach, data were collected from 155 teachers using validated questionnaires and analyzed through multiple linear regression. The findings reveal that both ChatGPT usage and work motivation have positive and significant effects on teaching readiness, with work motivation emerging as the strongest predictor. Moreover, the simultaneous impact of both variables explains a substantial proportion of variance in teaching readiness, indicating a synergistic relationship between technological utilization and psychological factors. The study concludes that effective AI integration in education must be accompanied by strong work motivation to enhance teachers’ preparedness. Ultimately, this research invites readers to reflect on how technology and human motivation together shape sustainable teaching readiness in the AI-supported educational landscape.

Promoting a School Companion Competency Model to Address New Education Policies and the Challenges of the Digital Era

Yayah Rahyasih, Johar Permana, Liah Siti Syarifah — Thu, 30 Apr 2026 07:13:20 +0000

This study aims to conceptualize and describe a new school companion competency model designed to guide educational practitioners in Indonesia, following a recent policy reform that abolished the official role of school supervisors. This reform coincides with the accelerating digital transformation of education, demanding new professional capacities that emphasize collaboration, adaptability, and digital fluency. To address this gap, the study employed a mixed-methods design over a nine-month period, combining in-depth semi-structured interviews and focus group discussions with purposively selected participants who had direct experience in supervisory role transitions. The findings identified the Instructional Coaching Competencies (ICC) framework as the most relevant model for current educational needs. The ICC model represents an adaptive, integrative, and holistic approach consisting of three interrelated dimensions: Digital Instructional Leadership, Digital Ethics and Communication, and Transformational Coaching. Collectively, these dimensions redefine supervision as an act of facilitation and reflective partnership rather than bureaucratic inspection. The results hold substantial relevance beyond Indonesia, particularly for countries with decentralized education systems undergoing similar policy transitions. The model also provides practical guidance for school principals in strengthening leadership and professional competence in the digital era. With strong confidence, this study recommends the broader application of the ICC framework and encourages future research using a quasi-experimental approach to validate its reliability and impact on teaching performance and instructional quality.

Multi-Sector Partnership Strategy In Quality Planning Of Holistic Integrative Early Childhood Education In Samarinda City

Thu, 30 Apr 2026 00:00:00 +0000

Early Childhood Education (PAUD) is a fundamental phase in shaping children’s character, as well as their social, emotional, and cognitive abilities. To ensure optimal child growth and development, PAUD services need to be implemented in an integrated manner through a Holistic Integrative approach (PAUD HI), encompassing education, health, nutrition, parenting, and child protection. This study aims to analyze effective multi-sector partnership strategies in the quality planning of Holistic Integrative PAUD in Samarinda City. This research employed a qualitative approach with a case study design conducted in two PAUD institutions: TK Negeri 1 Pembina and TK Islam Silmi Samarinda. The research informants consisted of school principals, teachers, representatives from technical agencies (education, health, and child protection), school committees, and parents, selected through purposive sampling. Data were collected through in-depth interviews, observation, and documentation, and analyzed using Miles and Huberman’s interactive model, which includes data reduction, data display, and conclusion drawing. The results showed that cross-sector partnership patterns in Samarinda City have been established but remain partial. TK Negeri 1 Pembina implements a formal partnership model based on regulations and institutional frameworks, while TK Islam Silmi emphasizes a cultural approach grounded in community participation. Each model has its strengths and weaknesses: public institutions excel in accountability and documentation, whereas private institutions stand out in flexibility and social closeness. The main challenges of partnership include weak inter-agency coordination, limited resources, differing partner perceptions, and the lack of a sustainable evaluation system. With the implementation of a comprehensive partnership strategy, cross-sector collaboration has the potential to become a strategic instrument in realizing quality, inclusive, and sustainable Holistic Integrative Early Childhood Education in Samarinda City

The Managerial Role of Principals in Implementing Inclusive Education for Students with Special Needs

Dwi Sartica — Thu, 30 Apr 2026 07:17:43 +0000

The principal plays a vital role in managing and developing educational activities within the school. SD Negeri 4 Palangka has accepted Students with Special Needs (PDBK) since July 2019 and was designated as a pilot school for the SELARAS Inclusive Education Development Strategy Program in Palangka Raya City in October 2023. In the 2025/2026 academic year, the school serves 24 PDBK from grades 1–6 with diverse needs. Its reputation as an inclusive referral school and experienced leadership attracts parents of PDBK. This study aims to analyze the principal’s managerial role in implementing inclusive education through planning, organizing, actuating, and controlling. Using a descriptive qualitative approach, data were collected through observation, semi-structured interviews, and documentation. The findings indicate that the principal conducts inclusive admissions planning, resource organization, teacher guidance, policy socialization, performance evaluation, and follow-up actions. Overall, inclusive education implementation has been managed systematically, providing a practical reference for other principals implementing inclusive education programs

Transformational Leadership in Enhancing Teacher Motivation and Skills in Border Areas within the Digital Era

Marinu Waruwu, Rody Putra Sartika, Fatmawati Fatmawati, Eviana Eviana — Thu, 30 Apr 2026 00:00:00 +0000

Transformational leadership is an important factor in facing educational challenges in the digital age, which demands innovation, collaboration, and improved teacher competence. This study aims to analyze the role of transformational leadership in improving teacher motivation and skills in Border Areas in the digital era. The research subjects include teachers and principals of senior high schools in the Indonesia-Malaysia border region. The approach used is a mixed method, which is a combination of quantitative and qualitative methods. Data were collected through questionnaires to obtain a quantitative picture of teachers' perceptions of principal leadership, and interviews to explore a more comprehensive understanding of transformational leadership practices in schools. Data analysis was performed using descriptive statistical techniques and thematic analysis. The results of the study show that transformational leadership plays a significant role in increasing teacher work motivation, strengthening professional commitment, and encouraging the development of digital skills relevant to the demands of 21st-century learning. Principals who apply a transformational leadership style are able to create a work environment that is inspiring and adaptive to technological changes. This study recommends the need for digital leadership training programs for principals to strengthen their ability to motivate and empower teachers in the era of educational transformation

Developing Brawijaya Knowledge Garden (BKG): An Integrated Higher Education Support System

Mukhlis mukhlis, Ainul Hayat — Thu, 30 Apr 2026 07:21:39 +0000

This study examines the development of the Brawijaya Knowledge Garden (BKG) as an integrated support system for higher education at Universitas Brawijaya. The initiative was designed to strengthen digital transformation and enhance the effectiveness of academic services through a unified knowledge ecosystem. BKG integrates various institutional platforms, including learning management systems, digital libraries, and research repositories, into a single access point that supports learning, research, and community engagement. Using a descriptive-qualitative approach, data were collected through interviews, observations, and document analysis involving system developers, lecturers, librarians, and administrative staff. The findings demonstrate that BKG enhances access to academic information, promotes research visibility, and facilitates collaboration across disciplines. It also provides data analytics for institutional decision-making and promotes a culture of knowledge sharing among educational stakeholders. Although challenges remain in maintaining sustainability, ensuring interoperability, and improving digital literacy, the implementation of BKG demonstrates that an integrated knowledge management system can significantly enhance academic productivity and organizational innovation. The model offers a strategic framework for universities seeking to strengthen their transformation toward digital and knowledge-based education.

Challenges in Managing Inclusive Education in the Digital Era: Between Limitations and Opportunities

Syamsu A. Kamaruddin, Sumarlin Mus, Syamsurijal Basri — Thu, 30 Apr 2026 07:23:20 +0000

This study examines the challenges and opportunities in managing inclusive education in the digital era within inclusive primary schools in Makassar City, focusing on three key dimensions: policy, human resources, and educational infrastructure. Inclusive education, as a strategic effort to ensure equitable learning opportunities for all children—including those with special needs—faces a range of implementation barriers such as the limited number of special education assistants, insufficient teacher training, and inadequate inclusive learning facilities. Using a quantitative descriptive approach, this research collected primary data through questionnaires administered to eight inclusive primary schools, with analysis conducted using descriptive statistical methods. The results indicate that while school policies have generally supported inclusive education implementation, substantial gaps remain in teacher preparedness and infrastructural accessibility. The policy dimension received the highest score, followed by human resources and facilities, showing that although institutional commitments are present, operational practices are not yet fully effective. These findings highlight that the success of inclusive education depends on the synergy between adaptive policy frameworks, professional capacity-building for teachers, and the integration of educational technology to promote accessibility and participation. The main contribution of this study lies in integrating educational management theory and inclusive education principles to propose a responsive and sustainable management model for primary schools in the digital era—offering both theoretical and practical implications for the development of inclusive education policies and practices in Indonesia.

Data-Driven Decision Making for School Improvement in the Indonesian Context: A Literature Review

Nurkolis Nurkolis, Widia Kusumaningsih — Thu, 30 Apr 2026 07:25:03 +0000

This literature review examines the application of data-driven decision making (DDDM) for school improvement within the specific context of Indonesia. It examines the theoretical foundations, empirical evidence, and practical considerations related to implementing DDDM in educational settings. The review synthesizes research from various sources, including journal articles, book chapters, and proceedings published within the last 15 years, to provide a comprehensive overview of the current state of knowledge. The analysis focuses on key themes, including the role of leadership, the importance of data literacy, the impact of technology, and the cultural considerations relevant to the Indonesian educational landscape. The aim is to identify best practices, highlight gaps in the existing literature, and suggest directions for future research aimed at enhancing the effectiveness of DDDM in improving educational outcomes in Indonesia.

Digital Leadership in Education: A Bibliometric Analysis

Thu, 30 Apr 2026 07:26:43 +0000

A crucial skill for guiding educational institutions through technological change is digital leadership. To improve strategic educational reform, it is essential to comprehend how academic research on digital leadership has changed as educational institutions and schools around the world embrace digital ecosystems. Using information from the Scopus Core Collection, this study performs a bibliometric analysis of studies on digital leadership in education conducted between 2010 and 2025. To find publication trends, prominent authors, nations, and topic groups, analyses were conducted using VOSviewer and Biblioshiny for R. A total of 1,174 documents with 3,217 authors were gathered from 556 sources. There is a strong and expanding scholarly interest, as evidenced by the publications' 28.01% annual growth rate. The average number of citations per paper was 14.61, the number of co-authors per publication was 3.18, and the international collaboration rate was 23.85%. Journal articles made up the majority of the documents (773), followed by conference papers (146) and book chapters (170). Growing clusters centered on digital transformation, educational innovation, teacher digital competency, and AI-driven leadership were revealed by the co-occurrence analysis. The results show that, with an emphasis on strategic change, equity, and digital ethics, research on digital leadership in education has expanded rapidly, especially since 2019. In order to assist in forming future educational leadership scholarship, this study offers the first comprehensive bibliometric mapping of digital leadership in education, outlining its intellectual structure, thematic evolution, and research boundaries.

Neuro-Centric Pedagogy: Fostering Inclusive and Personalized Teaching

Muhammad Hamidee Bin Redzuan, Mohd Zikri Ihsan bin Mohamad Zabhi — Thu, 30 Apr 2026 07:33:04 +0000

This study explores the implementation of neuro-centric pedagogy as an innovative approach to fostering inclusive and personalized teaching practices among lecturers public university. Although most lecturers demonstrated a high level of awareness regarding the importance of understanding students’ neurological differences, the actual integration of adaptive and personalized teaching practices remains limited. Using a mixed-methods design involving survey questionnaires and semi-structured interviews, data were collected from 60 lecturers in the Faculty of Education. Findings reveal that while lecturers acknowledge the significance of neurodiversity in shaping equitable learning environments, they face multiple challenges including insufficient training, limited institutional support, and lack of neuroscientific knowledge. This study underscores the need for comprehensive institutional initiatives, continuous professional training, and the integration of neuroscientific tools such as EEG to enhance lecturers’ competencies. The findings contribute to the growing body of educational neuroscience research and highlight the potential of neuro-centric pedagogy to transform teaching practices in higher education

An Evaluation of the Universal Basic Education (UBE) Programme within the Context of the Edo Basic Education Sector Transformation (EdoBEST) Initiative in Edo South Senatorial District

Martins Iserhienrhien OMOROGBE, Amen Valentine UYIGUE — Thu, 30 Apr 2026 07:38:28 +0000

The study evaluated the implementation of the Universal Basic Education (UBE) programme within the context of the Edo Basic Education Sector Transformation (EdoBEST) initiative in Edo South Senatorial District of Edo State. The Survey Research Design was employed in the study, and the population was 692 public primary and junior secondary schools and 6318 teachers. A sample size of 35 schools and 105 teachers were selected. Nine (9) research questions were raised and answered.

The research instrument used for data collection was a checklist compiled from the UBE programme guide containing 30 items and a questionnaire titled “Universal Basic Education Implementation Questionnaire” (UBEIQ). The Cronbach Alpha statistical tool was used to ascertain the internal consistency of the instrument and a reliability coefficient of 0.78 was obtained. Frequency counts, percentages, mean and standard deviation were the statistical tools used in answering the research questions.

Findings from the study revealed that the EdoBEST initiative has helped in the effective implementation of the UBE programme in areas such as; infrastructural facilities, instructional materials, training of teachers, among others, however, there is still the case of inadequate funding and availability of trained manpower to fully implement the UBE programme. It was recommended among others that government and other well-meaning citizens and stakeholders should help to ensure that funding of school, training of teachers and employment of qualified teachers is given the proper attention for effective implementation

Redefining the Selection of Yoruba Language Textbooks for Secondary Schools to Promote Sustainable Development in Ogun State, Nigeria

Ayinde David Kolawole, Adekunle Moses — Thu, 30 Apr 2026 00:00:00 +0000

This study aimed to rethink the criteria for selecting Yoruba language textbooks for secondary schools in Ogun State, Nigeria, to promote sustainable development. Textbook selection is the process of identifying, evaluating, and choosing appropriate textbooks to support teaching and learning within an educational setting. Selecting a textbook is an important issue since it can affect the quality of teaching and learning. The study adopts a descriptive survey research design. The population consists of teachers in public secondary schools in Ogun State. A total sample of one hundred teachers (100) was collected from 20 selected public secondary schools in the Ijebu North Local Government Area, Ogun State, Nigeria. The study finds that a key criterion for Yoruba language textbooks is the cultural relevance and authenticity of the content. The textbook should be current and pedagogically innovative, integrating modern teaching methods, including digital tools and interactive exercises. A Yoruba language textbook must align first and foremost with the curriculum and educational standards set by relevant educational authorities. Therefore, the study recommends that textbooks incorporate concepts related to sustainable development; include a diverse range of voices, perspectives, and experiences to reflect the multicultural and multilingual society of the Yoruba people; and consider how technology can be integrated into the textbooks to enhance learning and engagement. This could include interactive digital resources, multimedia content, or online platforms for collaborative learning. It is also important to provide teachers with training and support on effectively using the textbooks in the classroom to promote sustainable development

BERKAH Learning Model Design for Elementary School Curriculum Transformation: 21st Century Skills Development

Ana Ratnasari — Thu, 30 Apr 2026 00:00:00 +0000

This study aims to develop the initial design of the BERKAH instructional model as a transformative pedagogical framework for implementing the Merdeka Curriculum in Indonesian primary schools. The BERKAH model an acronym for Critical Thinking (Berpikir Kritis), Empathy, Reflection, Collaboration, Adaptation, and Humanization, was conceptualized to meet the urgent need for a more holistic learning approach that integrates 21st-century competencies (6C) with humanistic and local values. Adopting a design and development research methodology based on the 4D model (Define, Design, Develop, Disseminate), this study focuses on the first two stages: Define and Design. Data were collected through surveys and interviews involving elementary school teachers who have implemented the Merdeka Curriculum. The findings highlight that while teachers recognize the importance of cognitive development, they face challenges in embedding affective and moral dimensions explicitly within classroom practices. The BERKAH model offers a context-responsive, values-oriented pedagogical design that complements and extends existing approaches such as Problem-Based Learning (PBL) and Project-Based Learning (PjBL), particularly by addressing their limitations in fostering empathy, reflection, and character formation. By aligning with the values of Profil Pelajar Pancasila, BERKAH as a meaningful instructional innovation for 21st-century learning

Enhancing quality Education in Gambian School’s through Digitalization of using Sustainable Technology

Abdoulie Jonga, Sulastri Sulastri — Thu, 30 Apr 2026 07:54:18 +0000

The integration of information and communication technology (ICT) in The Gambia’s education system has historically been limited, although recent developments have begun to transform teaching and learning practices. Effective use of ICT is essential for promoting innovative educational approaches that support Sustainable Development Goals (SDGs). This study aims to review and systematize research on innovative strategies that integrate ICT in online learning to promote sustainability in education. The study employs a mixed approach using questionnaire data as the primary source and a comprehensive literature review as the secondary source. The analysis is guided by research questions that examine theoretical and practical perspectives on the relationship between ICT-based educational innovation and sustainable development. The findings highlight key factors influencing the effective use of ICT in educational practice to support the SDGs. The study concludes that digital education plays a significant role in advancing sustainable and innovative learning systems.

Opportunities and Challenges of Soft Skills Integration in the Curriculum of Islamic Religious Colleges: An Empirical Study at IAIN Kendari

Dirman Dirman, Nasir Nasir — Thu, 30 Apr 2026 08:04:27 +0000

The development of soft skills has become a crucial component of contemporary higher education, especially in terms of preparing graduates for social and professional life. Soft skills are closely linked to both employability and the development of moral character based on Islamic principles in the context of Islamic Higher Education Institutions (PTKI). The purpose of this study is to examine the opportunities, difficulties, and methods used in PTKI to help students develop their soft skills. Lecturers, faculty leaders, and students from various institutions, such as IAIN Kendari, Universitas Muhammadiyah Kendari, IAIN Madura, UIN Datokarama Palu, IAIN Pare-Pare, and IAIN Bone, participated in in-depth interviews, observations, and document analysis using a qualitative descriptive-analytical approach. The results show that classroom discussions, academic presentations, project-based learning, student organizations, and community service all contribute to the development of soft skills. They are still not systematically integrated into the curriculum, and cognitive outcomes are still given priority in evaluations, which limits the effectiveness of soft skills development in students. There are strategic opportunities for a more comprehensive PTKI education model by strengthening the integration of digital learning and Islamic values, which can enhance both soft skills and cognitive outcomes in students.

Exploring Resource Effectiveness through Training and Organizational Culture among Junior High School Teachers in Bali

Ni Luh Gede Erni Sulindawati, Anak Agung Gede Agung, Basilius Redan Werang — Thu, 30 Apr 2026 08:06:16 +0000

The effectiveness of human resources is very influential on teacher performance. The effectiveness of teacher human resources is influenced by various factors such as principal leadership, recruitment, training, organizational culture, and welfare. The results of preliminary interviews conducted with several principals in Middle Schools in Bali Province obtained information that (1) the workforce or teachers recruited did not match the competencies possessed by the teacher, (2) the training conducted did not have a positive impact on improving teacher competency. Good knowledge, expertise and skills are obtained through learning activities at the educational level and training programs (1). The purpose of this study is to analyze the influence of (1) training on the effectiveness of human resources, (2) organizational culture on the effectiveness of human resources, and (3) training, organizational culture on the effectiveness of human resources in Public Junior High School Teachers in Bali Province. Training and organizational culture influence the effectiveness of human resources. Suggestion In order for human resources to be effective, it is necessary to carry out training that is appropriate to the needs of teachers and optimize organizational culture.

The Role of Educational Planning in SDG Implementation

Taufani Chusnul Kurniatun — Thu, 30 Apr 2026 08:09:42 +0000

This study aims to examine the strategic role of educational planning in supporting the implementation of the Sustainable Development Goals (SDGs), particularly the fourth goal on quality education (SDG 4). Using a literature review method, this study integrates findings from various international and national studies over the past five years that highlight the relationship between education policy, sustainable development governance, and the effectiveness of data-driven and participatory planning. The analysis shows that educational planning plays a crucial role not only as an administrative tool but also as an instrument of social transformation that directs policies, resources, and programs toward achieving the SDGs. Implementation in Indonesia has been integrated into the National Medium-Term Development Plan (RPJMN) and regional development plans, but its effectiveness is still influenced by regional disparities, institutional capacity, and limited human resources. Recent studies confirm that the success of educational planning in supporting SDG 4 depends heavily on systematic, participatory, data-driven, and cross-sectoral planning mechanisms that synergize education with other sectors such as health, employment, and technology. Thus, inclusive and adaptive educational planning is the foundation for realizing quality education and achieving sustainable development goals in Indonesia.

The Knowledge Bottleneck: Analyzing Barriers to Effective Knowledge Management System (KMS) Use in Public Institutions

Irfan Ramdani, Khaerudin Khaerudin, Ifa Sarifah, Cep Ubad Abdullah — Thu, 30 Apr 2026 16:27:00 +0000

In the era of digital transformation, Knowledge Management Systems (KMS) play a pivotal role in improving transparency, efficiency, and organizational learning across public institutions. Despite their potential, many governments—particularly in developing contexts—continue to experience uneven implementation outcomes. This study aims to identify the primary barriers and enablers influencing the successful adoption of KMS in public sector organizations. Employing a Systematic Literature Review (SLR) guided by the PRISMA 2020 protocol, the research systematically analyzed 22 empirical studies published between 2006 and 2024 retrieved from Scopus and Web of Science databases. The synthesis reveals that technological, organizational, and human factors jointly shape KMS success. Common barriers include inadequate ICT infrastructure, bureaucratic rigidity, resistance to change, and low digital literacy. Conversely, leadership commitment, supportive culture, technological integration, and policy alignment emerge as key enablers. Interpreted through the Technology–Organization–Environment (TOE) framework, the Knowledge-Based View (KBV), and Socio-Technical Systems (STS) theory, the findings underscore that technological sophistication alone does not ensure effectiveness—strategic leadership and cultural transformation are equally critical. The study contributes a holistic understanding of KMS implementation dynamics in the public sector and offers evidence-based insights for policymakers to strengthen knowledge governance and institutional innovation.

A Dark Labyrinth of Risk Governance and Culture: A Sustainability of Higher Education in Indonesia

Bernadetha Nadeak — Thu, 30 Apr 2026 16:31:51 +0000

This research aims to highlight the complexities between regulations and practices in higher education, and to address the sustainability of organizations in Indonesia through risk governance and culture. Government regulations have transformed higher education governance, addressing changes that are not yet aligned with domestic and international competition. These drastic changes—what I call a dark labyrinth—have altered the strategies of higher education institutions for sustainability and regulatory compliance, resulting in stagnant or even declining growth. Therefore, my argument is that calculating risk governance and culture creates attitudes and behaviours that enable them to survive, adapt, and thrive in a complex environment. Using secondary sources, including books, articles, academic writings, and archival materials, this research explores the issues and generates an in-depth discussion. The findings of this study, specifically risk governance and culture, inform the process of shaping attitudes and behaviours among human resources in higher education. From these findings, I conclude that risk governance and culture are crucial determinants of compliance and play a vital role in shaping effective human resources management practices in higher education.