Proceeding of Fakultas Ilmu Pendidikan Universitas Negeri Jakarta
Proceeding of Fakultas Ilmu Pendidikan-Universitas Negeri Jakarta merupakan publikasi ilmiah yang berfokus pada integrasi ilmu pendidikan. Prosiding ini diterbitkan oleh Universitas Negeri Jakarta dan dikelola oleh LPPM Universitas Negeri Jakarta, Fakultas Pendidikan Universitas Negeri Jakarta. Proceeding of Fakultas Ilmu Pendidikan-Universitas Negeri Jakarta bertujuan untuk memfasilitasi diseminasi gagasan dan inovasi, serta implementasi ilmu Pendidikan melalui pendekatan edukatif, partisipatif, dan berkelanjutan. Proceeding of Fakultas Ilmu Pendidikan-Universitas Negeri Jakarta diterbitkan 1 kali dalam setahun yaitu bulan Desember.
Diterbitkan oleh LPPM Universitas Negeri Jakarta dan dikelola oleh Fakultas Ilmu Pendidikan
Membangun Paradigma Baru: Model Pendidikan Kependudukan Berbasis Transformasi Digital
Digital transformation in population education has become a strategic necessity in the era of information expansion and global interconnectedness. This article aims to formulate a digital-based population education model through a comprehensive approach encompassing conceptual foundations of population studies, digital learning management, and the construction of a transformative conceptual model. This research employs a qualitative-descriptive design using a literature review method to analyze scholarly works related to population education, digital transformation, and human development policy. The findings reveal three key insights: (1) population education in the digital era emphasizes demographic literacy, critical awareness, and learners’ ability to interpret social realities through digital lenses; (2) digital transformation enables learning and educational management to become more adaptive, efficient, and collaborative, although challenges persist in infrastructure readiness, human resource capacity, and digital inequality; and (3) the proposed digital-based conceptual model positions technology as the foundation for enhancing population quality, expanding equitable access, and strengthening family capacity, thereby redirecting demographic development toward human-centered progress and long-term national sustainability
Copyright (c) 2025 Prosiding Fakultas Ilmu Pendidikan Universitas Negeri Jakarta
Analisis Tantangan Implementasi Kurikulum Nasional dan Internasional: Tinjauan Literatur Sistematis (2010–2025)
This study aims to analyze the implementation of the integration between the national and international curricula in educational institutions through a Systematic Literature Review (SLR) using the PRISMA approach. The integration of both curricula is seen as a strategic effort to improve the quality of education and prepare students for global competitiveness. Data were collected from 15 journal articles published between 2010 and 2025, selected based on inclusion and exclusion criteria through Google Scholar and Scopus databases. The findings were categorized into five major themes: policy and regulatory challenges, teacher competence and professional development, curriculum design and alignment, assessment and evaluation systems, and stakeholder involvement and communication. The results show that curriculum integration generally takes the form of curriculum mapping, which aligns national learning outcomes with international standards such as Cambridge and IB. This integration enriches the learning process by combining local values with global perspectives, fostering critical thinking, collaboration, and intercultural awareness among students. However, the study also reveals several obstacles, including inconsistent educational policies, differences in assessment systems, and unequal teacher training distribution. Despite these challenges, the overall impact of curriculum integration is positive, particularly in improving learning quality and students’ global competencies. Therefore, stable policies, ongoing professional development, and strong collaboration among stakeholders are essential to ensure sustainable and balanced implementation of dual curricula in Indonesian education.
Peningkatan Mutu Layanan Bimbingan Belajar Non Formal: Tinjauan Systematic Literature Review
Tutoring as a non-formal educational service plays a strategic role in enhancing educational quality and academic achievement for students in Indonesia. This study aims to identify, analyze, and synthesize empirical research on improving the quality of non-formal tutoring services through a systematic literature review following the PRISMA 2020 protocol. From 50 articles identified through database searches, 37 articles met inclusion criteria after screening and quality assessment. The research identified five major themes in tutoring quality improvement: (1) learning effectiveness and academic achievement (48.6%), (2) technology and e-learning use (13.5%), (3) educator quality and learning methods (21.6%), (4) operational and financial management (16.2%), and (5) social and emotional support in special contexts including COVID-19 pandemic and remote regions 3T (24.3%). This research provides practical implications for tutoring center managers, educators, and educational policymakers in designing and implementing sustainable quality improvement programs for non-formal tutoring services oriented toward optimal learning outcomes.
Integrasi Nilai-Nilai Profetik dalam Manajemen Program Pendidikan Anak Usia Dini
This study examines how prophetic values; humanization, liberation, and transcendence, are integrated into the management of early childhood education programs through a Systematic Literature Review (SLR) complemented by bibliometric analysis. Literature research was conducted using Google Scholar with the assistance of Publish or Perish, covering publications from 2000 to 2025; retrieved records were screened and appraised in accordance with the PRISMA 2020 protocol. Bibliometric mapping with VOSviewer revealed four principal thematic clusters: character education, religiosity, family involvement, and cultural diversity, and an observable temporal shift from basic moral concerns toward religiosity, tolerance, and multiculturalism. Thematic synthesis identified three recurrent patterns of prophetic-value integration: (1) transcendence enacted via religious habituation and spiritual reinforcement; (2) humanization realized through pedagogical relationships that uphold children’s dignity; and (3) liberation manifested in inclusive and multicultural practices. Based on these findings, a conceptual model is proposed that situates prophetic values as the philosophical foundation for core managerial functions; planning, organizing, implementation, and evaluation, within early childhood institutions. The study concludes that prophetic values are pertinent to holistic character development and to the sustainable management of early childhood education, and it recommends strengthening value-based curricula, enhancing teacher professional development, and advancing holistic instruments for character assessment.
Tren dan Tantangan Pemerataan Guru pada Daerah 3T di Indonesia: Narrative Literature Review 2015–2025
The equitable distribution of teachers in frontier, outermost, and disadvantaged (3T) regions remains a major issue in national education development. Inequalities in teacher distribution and quality continue to widen the gap in educational outcomes between urban and remote areas. Various affirmative policies such as SM-3T and Guru Garis Depan (GGD) have been implemented, yet their effectiveness in improving teacher retention and professionalism in 3T regions remains limited. This study maps trends and challenges in teacher distribution in Indonesia during the 2015–2025 period through a narrative literature review that analysed 15 scientific articles. Thematic content analysis identifies four main issues: teacher distribution and quality, structural and geographical factors, welfare and motivation, and policy innovation and educational digitalisation. The findings indicate a policy shift from affirmative approaches toward institutional restructuring and digital transformation. Achieving teacher equity requires a systemic, data-driven approach supported by improved welfare and technology, including the strengthening of the National Teacher Equity System (SPGN) to ensure more equitable and inclusive education.
Model Manajemen Pendidikan Inklusif dan Berkelanjutan di Tingkat Sekolah Dasar di Jakarta: Studi Konseptual
Elementary education in Jakarta faces challenges stemming from diverse student characteristics, socioeconomic disparities, and demands for sustainable school practices. This study aims to formulate a conceptual model for inclusive and sustainable education management at the elementary school level. The analysis focuses on five key issues: responsive curriculum, adaptive resource management, school community participation, inclusive school culture, and environmentally friendly culture. The approach is a conceptual study using descriptive qualitative methods, based on a synthesis of international literature and national policies related to inclusive and sustainable education. Thematic analysis identifies critical issues and integrates inclusive and sustainable principles into school management. Findings indicate that a differentiated curriculum, needs-based resource allocation, community collaboration, internalization of inclusive values, and environmentally conscious behavior are essential foundations. This study proposes a conceptual model as a strategic reference for schools and policymakers.
Kepemimpinan Transformasional dan Pembiasaan Positif: Memperkuat Disiplin dan Sikap Siswa di Sekolah Menengah Atas
This study explores how transformational leadership shapes positive habituation that strengthens students’ discipline and attitudes in a senior high school located in Jakarta. Moral and behavioural issues among adolescents, such as tardiness, low respect toward teachers, and inconsistent self-regulation, continue to be reported across Indonesian schools. This research responds to the need for leadership-based character education that integrates moral modelling, structured routines, and restorative discipline. Using a descriptive qualitative approach, data were collected through non-participant observation of daily routines, semi-structured interviews with the principal, teachers, and students, and document analysis of disciplinary records and routine schedules. The study site was a public senior high school in Jakarta with diverse socio-religious backgrounds. Data were analyzed through thematic coding and triangulation to ensure credibility and depth. The results reveal four major patterns: (1) consistent leadership visibility; (2) religious and reflective; (3) a restorative point-based system; and (4) behavioural improvements emerge. Transformational leadership operates synergistically with moral culture to convert external rules into lived virtues. The study was limited to one school and a qualitative design, constraining generalizability. Future research should involve longitudinal or comparative approaches. Nevertheless, the findings support leadership-based moral education models applicable to Indonesian schools.
Strategi Pengembangan Kompetensi ASN: Kepemimpinan dan Kebijakan Transformasi Digital
Examining how leadership and digital transformation policies shape the competency development strategy of the State Civil Apparatus (ASN) and its impact on public service performance. Using a systematic literature review method in accordance with PRISMA. Focusing on the relationship between transformational leadership, policy architecture, and competency development strategies, including HRIS as a mechanism that directs the influence of policy and leadership into performance results. The findings are grouped into three clusters: (1) transformational leadership as an enabler of learning culture and cross-unit coordination; (2) digital transformation policy as an institutional framework; and (3) needs-based competency development that connects data literacy, ethics, cross-functional collaboration, and the use of HRIS. The dominant causal pattern is leadership → competency strengthening → service performance improvement. Uneven digital human resource readiness, resistance to change, and data fragmentation have hampered the achievement of SPBE. The integration of transformational leadership, cohesive policies, and HRIS as a “competency analytics engine” is needed. The contribution is an operational conceptual model for coordinating policy-leadership-competency and implementable recommendations for policy planners and institutional leaders.
Analisis Network Bibliometrik Kepemimpinan Transformasional dan Digital terhadap Kinerja Pegawai (2020 - 2025)
This research stems from the increasing attention towards transformational leadership and digital leadership, which are believed to influence employee performance in the era of technological change. The aim is to map the development of research and identify the main conceptual structures linking these three themes. This study employs a systematic literature review combined with bibliometric analysis through keyword network mapping obtained from international publication databases. From a selection of articles, thirty publications are analysed using network visualisation, resulting in four dominant idea clusters that illustrate the relationships between motivation, organisational commitment, digital leadership, and technological change with work performance. The findings indicate a shift in leadership approaches towards models that integrate transformational nurturing values with the ability to utilise technology. This concludes that there is a need to develop hybrid leadership models and encourages further research to assess their application in public organisations and semi-military education.
School Library Management in Increasing Students' Reading Interest through Structured Literacy Programs in Elementary Schools
This study aims to describe how school library management contributes to enhancing students’ reading interest through a structured literacy program at SDN Pondok Kelapa 07, responding to the low basic literacy achievement among Indonesian elementary students. The study argues that systematic library management, supported by well-planned literacy activities, can strengthen students’ reading habits and engagement. Using a descriptive qualitative approach, data were collected through document analysis, observations during Mandatory Library Visits, informal interviews with school stakeholders, and analyses of book-borrowing records. The findings show that structured library management including clear role distribution, scheduled library visits, and standardized literacy activities promotes increased student participation in reading. The program also produces various literacy outputs such as reading journals, book reviews, critical reading sheets, and reflections, while differences in reading preferences across grade levels indicate alignment with students’ developmental stages. The study is limited to one school and relies heavily on administrative data; therefore, psychological aspects of reading motivation remain unexplored. Future research should involve more schools or longitudinal literacy studies.
Kesiapan Kerja Lulusan SMK Berstandar Internasional: Studi Kasus di SMK X
This research is driven by the global need for a skilled workforce ready to compete in the international market. The aim is to analyze the supporting and inhibiting factors in preparing vocational high school (SMK) graduates to meet international standards. The research used a qualitative approach with a case study design in a (SMK) partnering with foreign industry. Data were collected through in-depth interviews with the principal and key teachers, then analyzed using the narrative analysis model of Miles, Huberman, and Saldaña. The results indicate that the successful internationalization of vocational high school graduates is supported by the visionary leadership of the principal, synergistic support between the school, parents, and industry, and the integration of a global curriculum that aligns with the demands of the international workplace. Inhibiting factors identified included limited foreign language proficiency, psychological preparedness of students and parents, and minimal structural support from local governments. The study's conclusions confirm that the success of vocational high school graduate internationalization programs requires transformative leadership, multi-stakeholder collaboration, and a sustainable industry-based learning approach to strengthen global workforce readiness.
Pendidikan Sekolah Menengah Kejuruan Berorientasi Kebekerjaan Luar Negeri: Systematic Literature Review
This study aims to identify trends and research gaps related to vocational high school education oriented toward overseas employment over the past ten years. The method used was a systematic literature review, examining national and international indexed scientific publications from 2015–2024, using strict inclusion and exclusion criteria to ensure data relevance and validity. The results indicate a shift in focus from improving internal quality to strengthening the relevance of vocational education to global market needs through curriculum synchronization, employability skills development, and strengthening digital and entrepreneurial competencies. However, research gaps remain, including a lack of studies on the global orientation of vocational education, the effectiveness of cross-border link-and-match programs, longitudinal studies on graduate career sustainability, and policies on the internationalization of vocational education in Indonesia. These findings provide a foundation for developing an internationally standardized vocational education model and provide a direction for further research that supports increased global competitiveness.
Living the Motto “Giving, Compassion, Self-Control”: Mindfulness Leadership in Practice
This study explores how mindfulness leadership is practiced within school “X” guided by the institutional motto “Giving, Compassion, Self-Control.” Using a qualitative narrative analysis design, the research investigates how mindfulness values are embedded in leadership and organizational culture. Data were gathered through in-depth interviews with the Head of School, supported by document analysis and field observations. The analysis reveals that mindfulness leadership extends beyond individual awareness to a collective ethos shaping relationships, communication, and decision-making. The leader models mindfulness through presence, emotional regulation, and compassionate discipline, cultivating a culture anchored in empathy, service, and reflective awareness. Barriers such as workload, time pressure, and maintaining consistency also emerge as challenges in sustaining mindful practices. Overall, the study illustrates how mindfulness leadership, when lived through shared institutional values, fosters a value-driven educational environment that nurtures both personal growth and organizational wellbeing.
Reformasi Manajemen ASN: Evaluasi Peran Guru PPPK Pada Sekolah Dasar di DKI Jakarta
This study aims to analyze the role of Government Employees with Work Agreements (PPPK) teachers in supporting civil service management reform in the basic education sector, particularly within the metropolitan context of DKI Jakarta. The method employed is a Systematic Literature Review (SLR) based on PRISMA 2020, combined with bibliometric analysis using VOSviewer to map research trends, thematic clusters, and the relationship between PPPK policies, meritocracy systems, and education governance. The findings indicate that PPPK teachers contribute to workforce stability, enhanced professionalism through competency-based selection, and the strengthening of data-driven governance. The study concludes that PPPK serves as an essential instrument in accelerating civil service reform; However, its effectiveness is highly dependent on the quality of formation planning and the coordination established across different levels of government. The recommendations proposed include strengthening the integration of teacher demand data, standardizing regional administrative procedures, enhancing the management capacity of schools and district offices, and encouraging further empirical research to evaluate the performance and impact of PPPK at the education unit level.
Gamifikasi dan Pembelajaran Kontekstual untuk Perkembangan Sosial Anak Usia Dini
In the Society 5.0 era, early childhood education must shift from a narrow cognitive focus to innovative strategies that promote deep learning and holistic social competence. Conventional instruction often emphasizes teacher-centered approaches disconnected from real-world contexts. This research analyzes the roles of gamification and contextual teaching and learning in promoting deep learning and strengthening social development in early childhood, and identifies synergies between these approaches. The study employs a research and development design adapted from the Borg and Gall model, encompassing need analysis, prototype development of an instructional model integrating gamification activities and contextual learning scenarios, expert validation, and limited field testing with a small group of 5-6-year-old children. Data collection techniques include observation checklists, teacher field notes, and behavioral documentation to assess model feasibility and effectiveness; data are analyzed using descriptive qualitative procedures to identify patterns and children's social responses. Findings demonstrate that gamification effectively enhances motivation, engagement, and social interaction through interactive and reward-based elements. At the same time, contextual teaching and learning strengthen deep learning by situating tasks in meaningful real-world contexts that stimulate critical thinking. Both approaches contribute, both independently and synergistically, to social development, increasing cooperation, emotion regulation, communication, and empathy among children in early childhood. The integration of gamification and contextual teaching and learning creates a more dynamic, meaningful, and socially rich learning environment, offering robust pedagogical strategies to foster holistic cognitive and social development.
Rekonstruksi Kepercayaan Publik Melalui Integrasi Branding, Fasilitas, dan Legitimasi: Systematic Literature Review
This study aims to synthesize the latest empirical evidence on the relationship between school branding strategies, facility quality and management, and the formation of public trust in the educational context. The research method used is a Systematic Literature Review (SLR) with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) approach, examining scientific publications published between 2020 and 2025 obtained through Publish or Perish from the Scopus and Google Scholar databases. The literature selection stage was carried out comprehensively through identification, screening, eligibility, and in-depth analysis, resulting in 35 final articles relevant for analysis. The review results indicate that strong branding contributes to the formation of positive perceptions, but its effectiveness increases significantly when supported by adequate facilities, a safe learning environment, and professional facility management. The research implications emphasize the need for policies and managerial practices that align communication strategies with facility investments to strengthen legitimacy and long-term trust from parents, students, and other stakeholders.
Model Pendidikan Karakter di Sekolah Katolik (2010 -2025): Sebuah Tinjauan Systematic Literature Review Berdasarkan Kerangka Lickona
This study is grounded in the theoretical gap that conventional character education frameworks tend to be secular in orientation and have not fully captured the faith dimension and spiritual praxis that form the core of Catholic education. The research aims to develop a conceptual model of character education in Catholic schools by integrating Thomas Lickona’s framework: moral knowing, moral feeling, and moral action with the values of Catholic spirituality and faith community life. Employing a Systematic Literature Review (SLR) guided by PRISMA 2020, this study analyzed 40 Scopus-indexed articles published between 2010 and 2025. The analysis involved thematic data extraction and quality assessment using the Critical Appraisal Skills Programme (CASP). The synthesis of findings produced four major themes: moral knowing (curriculum and ethical reflection), moral feeling (school liturgy and spirituality), moral action (social service and pastoral praxis), and contextual Catholic values (faith, community, service, and compassion). The results indicate that effective character formation in Catholic schools occurs when moral learning is dynamically integrated with experiences of faith and the culture of the school community. The proposed conceptual model expands Lickona’s framework by adding a transcendental dimension of faith as the moral foundation and spirituality as a bridge between moral affect and moral action. Theoretically, this model contributes to the development of faith-based character education, while practically, it offers direction for curriculum design, teacher formation, and collaborative engagement among schools, the Church, and families..
Melampaui Hambatan: Kajian Sistematik Hambatan dan Strategi Adaptif Implementasi Pendidikan Inklusif di Sekolah Negeri Indonesia
Inclusive education is an important commitment in realizing equitable access to education in Indonesia. However, various studies show that its implementation in public schools still faces complex challenges. This study aims to systematically analyze obstacles and adaptive strategies in the implementation of inclusive education in Indonesian public schools during the period 2020–2025. The method used is Systematic Literature Review (SLR) with a descriptive-narrative approach. Data was obtained through article search using the Google Scholar-based Publish or Perish (PoP) tool. The initial search yielded about 200 articles, then purposively filtered based on title suitability, focus on the context of public schools, and availability of full-text access. Through the selection process, 30 articles were obtained which were used as the main source of analysis. The entire article was analyzed through in-depth reading to identify key issues, followed by a narrative synthesis process to find common patterns of barriers and implementation strategies reported in various studies. The results of the study show that the main obstacles include limited human resources, lack of teacher competence and availability of GPK, limited infrastructure, weak school management, and cultural resistance. On the other hand, the adaptive strategies that emerge include the implementation of co-teaching, the preparation of IEPs, learning differentiation training, collaboration with universities and the community, and the integration of inclusion programs in school planning. This study offers the concept of Adaptive Inclusion Management (AIM) as a school-based management approach that emphasizes flexibility, collaboration, and empowerment of local resources.
Manajemen Mutu Berkelanjutan Berbasis Total Quality Management (TQM) sebagai Strategi Penguatan Identitas Kelembagaan dan Kepercayaan Publik pada Lembaga Pendidikan Inklusif
Inclusive education institutions face significant challenges in building organizational identity and enhancing public trust, particularly concerning service quality perceptions, diverse student needs, and increasing accountability demands. This study examines the strategic function of Total Quality Management (TQM) as a sustainable quality management approach that strengthens institutional credibility and ensures organizational continuity. TQM is positioned as a comprehensive strategy through stakeholder engagement, process control, continuous improvement, and orientation toward user satisfaction. The research employs a semantic literature review (SLR) of reputable national and international publications from 2018 to 2025. Findings indicate that the implementation of TQM in inclusive education requires three fundamental pillars: (1) quality planning based on inclusive values, (2) systematic quality control and quality assurance, and (3) continuous improvement through collaboration among teachers, parents, students, communities, and all stakeholders. These findings highlight that TQM functions not only as a quality control mechanism but also as an institutional strategy to build the identity of inclusive education institutions and strengthen public trust sustainably.
Efektivitas Program Magang Guru Terhadap Retensi Guru: Systematic Literature Review (2020-2025)
High rates of teacher attrition remain a global challenge that undermines the quality and continuity of education. One strategy considered effective for improving teacher retention is internship or residency programs that provide structured field experiences prior to entering the profession. This study analyzes the effectiveness of teacher internship programs on teacher retention using a Systematic Literature Review (SLR) approach based on the PRISMA 2020 method. Of the 114 articles identified through Scopus and Google Scholar, 22 met the established inclusion criteria. The analysis employed thematic synthesis to identify patterns, determining factors, and program models that contribute to teacher retention. The findings indicate that internship programs have a significant positive impact, particularly during the first five years of teaching. Their effectiveness is shaped by personal factors, structural components, and policy support. University–school partnership–based teacher residency models emerged as the most effective approach. These findings highlight the importance of designing comprehensive and sustainable internship programs to strengthen teacher retention and support the long-term viability of the teaching profession.
Pelestarian dan Pengembangan Lagu Wajib Nasional Menguatkan Rasa Kebangsaan Kalangan Generasi Muda
National Anthems are an integral part of the nation's cultural heritage, containing educational, historical, and ideological values passed down from generation to generation. These songs function not only as musical works of art but also as a medium for conveying moral messages, strengthening national identity, and internalizing national values. However, in the era of globalization, marked by the penetration of global popular culture, changes in the lifestyles of the younger generation, and the dominance of digital technology, the sustainability of the National Anthem's educational function faces various challenges. Younger generations tend to be more familiar with modern music, digital content, and global culture, resulting in a gradual decline in interest in the National Anthem. This paper aims to examine the urgency of preserving and developing the National Anthem as a strategic effort to strengthen nationalism among the younger generation. The method used is descriptive-qualitative, relying on data collection techniques such as document studies, observation, and interviews. The analysis technique is carried out using interactive techniques through data condensation, data presentation, and conclusions.The discussion includes an analysis of internal and external challenges affecting the relevance of national songs today, as well as the important role of educational institutions in integrating these songs into arts and culture learning. Furthermore, this study offers concrete strategies that adapt to current developments, such as revitalizing musical arrangements, utilizing digital platforms, innovating learning media, and cross-sector collaboration between educators, the government, the arts community, and the community. With a creative and contextual approach, the National Anthem can once again become an effective instrument for instilling patriotic values, strengthening national identity, and building the character of a young generation with a national perspective.
Kepemimpinan Kepala Sekolah dan Komunikasi Organisasi Sebagai Determinan Kepuasan Kerja Guru Generasi Z: Sebuah Systematic Literature Review
This study aims to analyze the influence of principal leadership and organizational communication on Generation Z teachers' job satisfaction through a systematic literature review approach. Using the PRISMA 2020 guidelines, 25 articles from four major electronic databases were thematically analyzed to identify patterns, themes, and research gaps. Findings indicate that empowering and transformational leadership have significant positive impacts on Generation Z teachers' job satisfaction, with organizational learning, organizational commitment, and psychological capital as important mediators. Organizational communication plays a crucial role through mentorship programs and organizational emotional support. Work-life balance emerges as the most dominant factor in determining Generation Z teachers' job satisfaction, followed by technology support and continuous professional development. The unique characteristics of Generation Z as digital natives demand inclusive, collaborative leadership approaches responsive to technology needs and work flexibility. This study recommends developing holistic educational human resource management strategies that integrate empowering leadership styles, participatory communication systems, clear work-life balance policies, and adequate technological infrastructure to enhance Generation Z teachers' job satisfaction and overall educational quality.
Studi Literatur Manajemen Pendidikan Karakter Berbasis Kearifan Lokal di Sekolah Menengah Pertama: Upaya Membangun Generasi Berkarakter Nusantara
This study aims to analyze the management of local-wisdom–based character education at the junior secondary school level through a Systematic Literature Review (SLR) approach. Ten selected articles published within the last five years were examined to identify strategies, implementation practices, and their impact on shaping students’ character. The findings show that the integration of local cultural values into the planning and implementation of learning strengthens students’ religious, nationalistic, disciplined, collaborative, and social-care character. The use of digital media rooted in local wisdom, such as flipbooks, has also been proven to enhance learning effectiveness and students’ understanding of character values. In addition, the application of management models that combine national and local values results in stronger character internalization, as reflected in consistently high evaluation outcomes. These findings affirm that local-wisdom–based character education management is a strategic and relevant approach to developing a generation with strong Indonesian identity and character. This study recommends strengthening collaboration among schools, families, communities, and the government to support sustainable implementation.
Kepemimpinan Agile Kepala Sekolah dalam Meningkatkan Mutu Sekolah di Daerah Terpencil: Analisis Systematic Literature Review
This study analyzes the implementation of agile leadership in improving school quality in remote areas during the 2015–2025 period through a PRISMA 2020–based Systematic Literature Review. Literature was collected from Scopus, ERIC, and Google Scholar, with 25 articles meeting the inclusion criteria. The data were analyzed descriptively and thematically to identify research trends, agile leadership practices, implementation challenges, and their impact on school quality. The quality of the studies was assessed using the Mixed Methods Appraisal Tool to ensure methodological consistency. The findings show a significant increase in research after 2020, with a shift from conceptual discussions toward practical implementation. Agile leadership is implemented through iterative decision-making, collaboration, flexible learning management, teacher empowerment, and innovative use of local resources. This approach strengthens school culture, enhances teacher performance, and provides solutions to geographical barriers. Supporting factors include community collaboration and teacher commitment, while key challenges involve limited technology and insufficient professional training.
Manajemen Keuangan Pendidikan Berbasis Filantropi Untuk Meningkatkan Akses dan Kualitas Pendidikan: Systematic Literature Review Berbasis Google Scholar dan Scopus (2015-2025)
This study aims to develop an education financial management system based on philanthropic principles to enhance access to and quality of education. Educational philanthropy is viewed as a strategic approach to addressing funding limitations, unequal access to education, and excessive reliance on a single source of government financing. This study employs a Systematic Literature Review (SLR) method of publications from 2015 to 2025 that examine education financial management and Islamic educational philanthropy. The findings indicate that the implementation of an education financial management system integrating principles of efficiency, transparency, accountability, and philanthropic values can strengthen the financial independence of educational institutions, expand access to education for vulnerable groups, and contribute to the improvement of human resource quality. Furthermore, digitally based philanthropic fund management enhances transparency and public trust. Therefore, a professional, accountable, and socially and religiously value-based financial governance model is required as a foundation for the sustainability of national education.
Kualitas Layanan dan Kepuasan Siswa dalam Pendidikan: Tinjauan Prisma Berbasis Scopus (2015-2025)
Research on service quality and student satisfaction is increasingly important as the demand for quality education increases. This study aims to map the development of studies related to service quality and student satisfaction in the 2015-2025 period. The method used is Systematic Literature Review based on the PRISMA guidelines, by selecting articles from Scopus. Of the 192 articles identified in the initial stage, as many as 40 articles met the inclusion-exclusion criteria for analysis. Thematic and bibliometric analysis through VOSviewer is used to identify publication trends, theme development, and keyword density. The results showed that "service quality" and "student satisfaction" were the most dominant themes, closely related to perceived values, institutional image, trust, and student loyalty. Overlay visualization uncovers a shift toward modern topics such as social responsibility and sustainability, while density visualization emphasizes a focus on academic service and student satisfaction. This study concludes that improving student satisfaction requires a multidimensional approach that involves the quality of services, interactions, facilities, and reputation of the institution.
Digital Leadership Kepala Sekolah dalam Mengembangkan Ekosistem Pembelajaran Abad 21
The development of information technology has transformed the paradigm of educational management. School principals, as educational leaders, are required to possess not only managerial competence but also digital skills relevant to 21st- century education. This study aims to describe the implementation of digital leadership among school principals in developing a 21st-century learning ecosystem. The research uses a descriptive qualitative approach based on literature review, analyzing various studies, literature, and policies related to digital leadership in schools. The findings reveal that digital leadership plays a crucial role in fostering an adaptive school culture toward technological innovation, enhancing teacher collaboration, and expanding access to digital-based learning. The success of digital leadership implementation is influenced by leadership vision, digital literacy, infrastructure support, and teachers’ willingness to adapt. Therefore, school principals need to internalize digital leadership values to create a learning ecosystem that meets 21st-century demands.
Manajemen Pemberdayaan Berbasis Inkuiri Apresiatif pada Program Literasi Asik (Teras)
This study aims to reconstruct the practices of resource empowerment within the Literasi Asik (TERAS) Program at SMAN 18 Kota Bekasi through the Appreciative Inquiry (AI) approach. Using a retrospective case study design, data were collected through interviews, document analysis, program artifacts, and observations of activity videos. The findings indicate that the optimization of school assets—including teacher competencies, facilities and infrastructure, entertainment media, and social capital—successfully created an engaging learning atmosphere and increased student participation. The literacy activities fostered joyful learning, creative performance, and positive behaviors such as discipline and self-confidence. Moreover, cross-disciplinary teacher collaboration strengthened through academic conversations that enriched instructional strategies. Analysis using the 4D AI framework reinforces that the program’s success emerged from amplifying positive practices already present within the school community. This study concludes that AI-based resource empowerment is effective in cultivating a literacy culture and promoting innovative learning.
Integrasi Deep Learning dalam Mengembangkan Model Kepemimpinan Modern di Lembaga Pendidikan Dasar
In this era digital especially with the introduction of new approaches in education such as deep learning effective communication, collaboration, and integration among various stakeholders are essential. As policymakers, leaders must understand how to implement these innovations, particularly in the context of the 5.0 era. This study aims to analyze how deep learning can be integrated to develop modern leadership models in elementary education institutions. Elementary education is chosen because it is the foundational stage where students begin to master basic literacy and numeracy skills. This research employs a qualitative approach using an in-depth literature study. Data were collected through a systematic literature review. The data analysis was conducted using thematic analysis and validated through source triangulation. The results indicate that integrating deep learning can serve as a strategic tool in shaping modern, adaptive, and data-driven leadership in elementary schools. Thus, it can be concluded that deep learning helps leaders make smarter decisions, while leaders ensure that deep learning is used wisely and effectively—showing that the two are interrelated.
Kepemimpinan Egaliter Sebagai Basis Pengembangan Tim Pegawai di Institusi Pendidikan
This study aims to describe how egalitarian leadership is implemented as the foundation for team development in an educational institution. A descriptive narrative qualitative approach was employed, with data collected through in-depth interviews involving two key informants holding strategic managerial roles. The findings reveal that egalitarian leadership is manifested through deliberative decision-making, transparent communication across units, and fluid social interactions between leaders and staff. Additional results show that this leadership practice strengthens interpersonal trust, stimulates individual initiative, enhances cross-team collaboration, and produces organizational innovations driven by staff participation. The study recommends expanding the adoption of egalitarian leadership practices in other educational institutions to reinforce team performance, foster collective leadership, and cultivate adaptive and innovation-driven work environments.
Model Kemitraan Sekolah dalam Meningkatkan Prestasi Belajar Anak di SLB Negeri 7 Jakarta
Partnerships between schools and parents are an important factor in the educational success of children with special needs (CSN), particularly in special schools. This study aims to describe the model of school and parent partnership in improving the learning achievements of CSN at SLB Negeri 7 Jakarta. The approach used is descriptive qualitative with data collection techniques through interviews, observations, and documentation. The results of the study show three main partnership models, namely: communicative partnership, participatory partnership, and collaborative partnership, carried out through the preparation and implementation of the Individualized Education Program (IEP). Supporting factors for the partnership include participative school leadership, opencommunication, and increasedparentalawareness. keywords: school and parent partnership, children with special needs, inclusive education, learning achievement
Sistem Informasi Manajemen (SIM) Peserta Didik sebagai Instrumen Pengambilan Keputusan Strategis Kepala Sekolah di Era Society 5.0
Educational transformation towards the Society 5.0 era demands a paradigm shift in school leadership, moving from an administrative-bureaucratic approach to a strategic, data-driven, and human-centric approach. This study aims to deconstruct the role of the Student Management Information System (SMIS), often viewed merely as a digital archiving tool, into a vital instrument for principals' strategic decision-making. Using the Systematic Literature Review (SLR) method with the PRISMA protocol, this study critically reviews 35 reputable articles from the Scopus and Google Scholar databases spanning from 2015 to 2025. The synthesis of literature reveals that modern SMIS has evolved from mere record-keeping to a predictive Decision Support System (DSS). Optimal utilization of SMIS enables principals to execute three key strategic maneuvers: (1) Personalization of learning services based on student profiles; (2) Mitigation of dropout risks through an early warning system; and (3) Equitable allocation of school resources. This study concludes that the effectiveness of SMIS in the Society 5.0 era is not determined solely by algorithmic sophistication, but by the principal's data literacy in translating statistics into policies that humanize the educational ecosystem.
Kepemimpinan Visioner, Kesiapan Digital Guru, dan Kinerja Mutu Sekolah Swasta
Private schools face challenges in improving educational quality in the digital era, particularly related to teachers’ digital readiness and the consistency of quality management practices. This study aims to examine the relationship between visionary leadership of school principals, teachers’ digital readiness, and the quality performance of private schools. The study employs an integrated narrative literature review using a systematic selection process to analyze relevant studies published over the last decade. The findings indicate that visionary leadership plays a crucial role in providing direction and support for digital transformation, while teachers’ digital readiness acts as a key factor in translating leadership vision into effective teaching practices. In addition, structured quality management frameworks support continuous improvement in school performance. The study concludes that the integration of visionary leadership, teachers’ digital readiness, and systematic quality management is essential for achieving sustainable quality improvement in private schools.
Sertifikasi Kompetensi Sebagai Bagian dari Sistem Manajemen Mutu Pendidikan di Sekolah Menengah Kejuruan
The competency certification program in vocational high schools (SMK) plays a crucial role in ensuring graduate quality aligns with industry needs. However, its implementation faces challenges such as limited assessors, testing facilities, and industrial participation. This study aims to evaluate the implementation of competency certification programs in SMKs and their contribution to graduate quality through a Narrative Literature Review (NLR). Data were collected from nine studies published between 2015 and 2025 through Google Scholar. The results indicate that certification through the Professional Certification Institute Type 1 (LSP-P1) positively impacts students’ employability, confidence, and professionalism. Nonetheless, its effectiveness remains limited due to a shortage of certified assessors, inadequate testing facilities, and weak industrial collaboration. The study concludes that competency certification should be integrated into the curriculum as part of a continuous quality assurance system. The implication highlights the need to strengthen assessor capacity and develop digital certification systems to enhance SMK graduates’ competitiveness.
Faktor dan Tren Publikasi Kinerja Akademik: Analisis Bibliometric berbasis data Scopus (2024-2025)
Previous studies have mostly focused on factors related to academic performance and have not extensively examined publication trends on this topic. This research aims to analyze the factors influencing academic performance as well as the publication trends in 2024–2025. The method employed is a systematic literature review and bibliometric analysis using a qualitative and descriptive quantitative approach. Data were collected from Scopus and analyzed with Bibliometrix and VOSviewer. The findings indicate that academic performance factors are multidimensional, encompassing individual aspects such as ADHD, emotional regulation, and executive cognitive functions; healthy lifestyles through physical activity, sleep, and screen time; transformational-participatory school leadership; geographic and sociodemographic factors; school environment; and social issues such as child abuse and ability grouping practices. Recent publication trends reveal a more integrative direction of research, with emphasis on psychological interventions, healthy lifestyles, ecological factors, educational leadership, technology-based pedagogy, as well as equity and inclusion in education.
Evaluasi Kebijakan Literasi Bahasa di Sekolah: Systematic Literature Review
Literacy policies in Indonesia have experienced significant development over the past decade through various national programs such as the National Literacy Movement (GLN), the School Literacy Movement (GLS), the Minimum Competency Assessment (AKM), as well as the strengthening of digital literacy, information literacy, and multilingual literacy. Nevertheless, various international surveys such as PISA show that the literacy achievement of Indonesian students is still at a low level. This condition underscores the importance of evaluating literacy policies as well as their implementation in educational institutions. This study aims to analyze literacy policies in Indonesia and evaluate the implementation of literacy programs in schools through a Systematic Literature Review (SLR) of 20 selected articles from a total of 150 initial articles sourced from Google Scholar and Scopus. The analyzed articles include national literacy policies, evaluations of literacy programs based on the CIPP model, digital literacy, information literacy, multilingual literacy, and the implementation of literacy in the Merdeka Curriculum. The SLR results show that national literacy policies have provided clear policy directions in strengthening the culture of literacy, but their implementation in schools faces various challenges such as limited facilities, low reading motivation, uneven teacher competencies, and minimal integration of literacy into learning. On the other hand, several literacy programs have been proven to improve reading ability, literacy interest, and 21st-century skills when supported by school management, parental support, and resource readiness. This study emphasizes the need for more comprehensive literacy policies, strengthening teacher capacity, providing adequate literacy facilities, and a continuous evaluation system to ensure the effectiveness of literacy policy implementation in schools.
Kepuasan Kerja dalam Organizational Citizenship Behavior
This study aims to determine Job Satisfaction in Organizational Citizenship Behavior (OCB). The approach used in this study is a quantitative approach using the Systematic Literature Review (SLR) method by searching article data through Google Scholar. The data and data sources collected in the study came from secondary data of 20 journal articles obtained through electronic databases using inclusion and exclusion criteria in the article screening process for data accuracy. The results of the study indicate that Job Satisfaction has a positive effect on Organizational Citizenship Behavior (OCB). Satisfied teachers tend to engage in voluntary behavior that benefits the school and their colleagues. Increased Organizational Citizenship Behavior resulting from higher job satisfaction can help improve the effectiveness and productivity of the organization as a whole.
Strategi Kepemimpinan Kepala Sekolah dalam Peningkatan Mutu Pendidikan di SMA Islam Al-Azhar BSD
The quality of secondary education is not solely determined by classroom instructional processes but is strongly influenced by the leadership of school principals, who serve as key drivers of quality culture. Recent studies indicate that transformational leadership, instructional leadership, and academic supervision play a significant role in improving teacher motivation, school climate, and student learning outcomes. However, in the context of Islamic schools, there exists a critical challenge, namely the dual responsibility to maintain academic quality while simultaneously fostering Islamic values among all members of the school community. This condition requires principals to integrate Islamic leadership values—such as role modeling, servant leadership, and spiritual leadership—with data-driven managerial practices and systematic academic supervision.In response to this issue, the present study aims to analyze the principal’s leadership strategies in improving educational quality at SMA Islam Al-Azhar BSD, with a specific focus on teacher professional development, academic supervision, quality culture building, and the incorporation of Islamic values into school policies and programs.This research employs a qualitative ethnographic approach using Spradley’s Developmental Research Sequence (DRS), involving Grand Tour observation, in-depth ethnographic interviews, focused observations, and data validation through triangulation. Research participants include the principal as the key informant, senior teachers, novice teachers, students (including student council representatives), parents, and the school foundation management, in order to capture comprehensive perspectives on Islamic value-based leadership practices.The findings are expected to contribute academically to the development of leadership models for Islamic schools in urban settings and to offer practical recommendations for improving educational quality in private Islamic educational institutions in Indonesia.
Leveling Buku, Jurnal Membaca dan Maker Space: Ekosistem Literasi di Sekolah Dasar
Strengthening literacy in primary schools in the era of Society 5.0 requires management that goes beyond reading habituation and emphasizes the development of an integrated and sustainable literacy ecosystem. This study aims to map the initial configuration of literacy management at SD Gagas Ceria Bandung through a grand tour exploration, focusing on book leveling practices, reading journals, and the utilization of maker spaces as integral components of the school literacy ecosystem. A qualitative approach with a case study design was employed. Data were collected through in-depth interviews, classroom and maker space observations, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that literacy management has developed organically and systemically through daily reading routines, a mandatory reading policy of 20 books per year, a structured book leveling system, and the use of reading journals as authentic assessment tools. Teachers serve as the primary drivers of literacy practices, supported by the school library in providing and rotating collections, while maker spaces extend literacy practices toward multiliteracies. The main challenges identified include limited availability of book copies, the complexity of maintaining consistent leveling, and instances of plagiarism in reading summaries. Overall, the study concludes that the literacy ecosystem at SD Gagas Ceria is well-established and relatively stable despite the absence of a national literacy syllabus, thereby providing a strong empirical foundation for the development of context-based literacy management models and for more in-depth future research.
Peran Program Indonesia Pintar dalam Meningkatkan Akses Pendidikan di Kabupaten Biak Numfor
The Smart Indonesia Program aims to support the participation and sustainability of education for students from underprivileged families throughout Indonesia. This program not only provides financial assistance, but is also expected to increase learning motivation, reduce dropout rates, and encourage equal access to education, including in disadvantaged, frontier, and outermost areas such as Biak Numfor Regency, Papua. This study uses a qualitative approach with a case study method to analyze the effectiveness of the Smart Indonesia Program at the high school level in Biak Numfor Regency. Research informants include school principals, teachers, education staff, and students who are program beneficiaries, who were selected purposively based on their involvement in program implementation. Data were collected through in-depth interviews, direct observations at schools, and document analysis. Data analysis was conducted through data reduction, data presentation, and conclusion drawing, as well as triangulation to ensure the validity of the findings. The study found that the program significantly contributed to increasing student participation and reducing dropout rates. However, the program's effectiveness is still limited by the validity of recipient data that is not fully accurate, suboptimal utilization of funds, and limited coordination between stakeholders. Therefore, the study recommends optimizing the program through improving data accuracy, financial literacy assistance for students, integration with educational facilities, and cross-sector collaboration. With strategies that are adaptive to the local context, this program has the potential to improve access and quality of education in Biak Numfor Regency.
Program Pengembangan Kompetensi Aparatur Sipil Negara Melalui Teknologi Digital: Studi Literatur
This study aims to analyze the competency development program for the State Civil Apparatus (ASN) through the use of digital technology by reviewing relevant scientific research results from 2017 to 2024. The research method used is a narrative literature review with a qualitative approach that examines nationally and internationally indexed scientific articles. Data was collected using a data extraction sheet. The results of the study show that digital transformation in the ASN competency development program has changed the training paradigm from a conventional model to learning based on Learning Management Systems (LMS), microlearning, and integrated online platforms. The use of technology has been proven to expand access, increase efficiency, and support the personalization of ASN learning. However, challenges have been identified, such as low digital literacy, infrastructure limitations, and suboptimal cross-agency training management. This research provides a theoretical contribution in strengthening the concept of technology-based competency development in the public sector as well as a practical contribution as a reference for government agencies to strengthen sustainable digital ASN training policies and strategies
Kapabilitas Dinamis Sebagai Kerangka Konseptual dalam Pengembangan Model Penilaian Kinerja Sekolah
For remote cross-functional teams, conflict resolution is an additional crucial factor to consider. The lack of face-to-face communication can sometimes lead to misunderstandings or exacerbate disputes. Using proactive conflict resolution measures, such as setting clear communication expectations and providing channels for resolving issues, can effectively reduce potential conflicts. Promoting transparent and respectful communication, as well as offering assistance in conflict mediation, is essential to maintaining a cohesive remote work atmosphere. To summarize, optimizing cross-functional teams in a remote work environment requires a comprehensive strategy that addresses communication barriers, leverages technology, promotes positive team dynamics, and ensures alignment with organizational goals. Organizations can enhance the productivity and success of their remote product development efforts by adopting efficient methods and proven methodologies. Given the ongoing evolution of remote work, it is important to understand and address these aspects in order to drive innovation and achieve desired outcomes in a virtual work environment.
Analisis Kritis Tentang Integrasi Kurikulum Pesantren Modern dan Peningkatan Kualitas Pembelajaran
This study aims to analyze the effectiveness of integrating modern pesantren curricula in improving learning quality through a systematic review of 60 national and international publications from 2019–2024. Using a systematic literature review method, this research examines integration patterns, teachers’ epistemological readiness, institutional structures, and the role of digital technology. The findings reveal that curriculum integration has shifted from an administrative approach toward epistemological integration, with the connected and webbed models emerging as dominant patterns proven to strengthen the coherence of religious and general knowledge. Other findings emphasize that teacher readiness is a determining factor of success, while the kyai’s leadership plays a central role in guiding knowledge legitimacy and policy adjustment. Digital technology functions as a cognitive enabler, although its utilization remains limited to administrative purposes and has not fully supported epistemic reconstruction. Theoretically, this study proposes the Integrated Curriculum Effectiveness Index as a multidimensional evaluative framework. The study’s limitations include the dominance of qualitative literature, the geographically concentrated scope primarily in Southeast Asia, and the lack of empirical testing of the proposed framework. Therefore, future studies are recommended to validate the model using a mixed-method approach and expand data coverage across regions and pesantren typologies.
Inovasi Model Kompetisi Pendidikan untuk Penguatan Deep Learning: Studi Kasus di Lembaga Bina Prestasi Nusantara Olimnus
The era of Society 5.0 demands an educational transformation that not only focuses on academic achievement but also strengthens higher order thinking skills and meaningful learning (deep learning). However, learning practices in schools remain dominated by rote memorization and assessments based on lower order thinking skills, limiting opportunities for deeper cognitive engagement. This condition encourages the emergence of alternative learning ecosystems outside formal education, one of which is educational competitions. This study analyzes how competitions organized by Lembaga Bina Prestasi Nusantara (Olimnus) contribute to developing a deep learning–oriented model and academic talent development. Using a descriptive case study approach through document analysis, test blueprint evaluation, observation, and participant testimonials, the findings reveal that Olimnus implements challenge-based learning, HOTS-oriented assessments, and a nonformal learning cycle involving practice, competition, and reflection. These competitions not only enhance academic outcomes but also foster soft skills such as confidence, resilience, and problem-solving abilities.
Peran Kepala Sekolah, Guru, dan Siswa dalam Menumbuhkan dan Melestarikan Budaya Sopan Santun di Sekolah
The cultivation of a culture of politeness within educational institutions is instrumental in the development of character and in the establishment of a harmonious and productive academic milieu. This research meticulously investigates the contributions of school administrators, educators, and students in promoting and maintaining the culture of politeness in educational settings. Utilizing a qualitative literature review in conjunction with a case study focused on the application of the 5S culture (Smile, Greeting, Addressing, Politeness, Courteousness), the analysis elucidates the roles of each stakeholder in the creation of a supportive and respectful educational environment. The findings indicate that the collaborative interaction among these three roles is essential for the effective and enduring maintenance of the culture of politeness.
Transformational Leadership Sebagai Prediktor Literasi Digital Guru: Sebuah Kajian Sistematis
This systematic review aims to analyze the role of transformational leadership as a predictor of teachers' digital literacy through an in-depth review of empirical and conceptual articles published in international and national indexed databases. Digital transformation in the education ecosystem has made digital literacy an essential competency for teachers, while transformational leadership is positioned as a leadership style capable of driving digital capacity change through motivation, support, and empowerment. Using the PRISMA approach, 217 articles were identified from two major databases (Scopus and Google Scholar). After a rigorous selection process involving title-abstract screening, full-text availability, topic relevance, and publication quality, only 14 articles met the inclusion criteria for further analysis. The study results indicate that transformational leadership consistently contributes to improving teachers' digital literacy through mechanisms such as intellectual stimulation, inspirational motivation, empowerment, collaboration, and building a school climate that supports technological innovation. Bibliometric analysis through keyword co-occurrence mapping reveals the central position of transformational leadership in connecting digital literacy, digital competency, teacher digital skills, and technology integration. This study confirms that transformational leadership is a strategic factor in accelerating teachers' digital readiness. However, methodological limitations in existing studies indicate the need for longitudinal and interventional research to more comprehensively examine causal pathways. Keywords: Transformational leadership, Digital literacy, Teacher digital competence; Technology integration, Systematic literature review.
Pemetaan Bibliometrik Penelitian Mutu Layanan Pendidikan: Tren Publikasi Tahun 2021-2025
This study discusses bibliometric analysis of the development of research on the quality of educational services during the 2021-2025 period. Many educational services have become important issues in improving the quality of education, especially in the post-pandemic era. Bibliometric analysis is used to provide a comprehensive overview of publication trends, dominant themes, and the direction of research development in this field. The research method uses bibliometric analysis with publication data obtained through the Publish or Perish application from Google Scholar, then analyzed using VOSViewer software. The results show that the number of publications varies from year to year, with the highest productivity in 2021 and 2025, and a decline in 2022 before stabilizing in 2023 and 2024. Keyword mapping shows that the dominant themes frequently discussed are the quality of educational services, quality of education, and quality management. The conclusion of this study is that the quality of educational services remains a significant focus in the academic world, with research directions increasingly adapting to technological developments and the need for equal service distribution.
Model Profesionalisme Guru Berbasis Islam: Tinjauan Literatur Sistematis
This study aims to synthesize research findings on teacher professionalism development and Continuous Professional Development (CPD) within the context of Islamic values–based educational management. A Systematic Literature Review (SLR) following PRISMA 2020 guidelines was conducted on 30 peer-reviewed articles published between 2018 and 2025, sourced from Scopus and Google Scholar. Data were analyzed using thematic coding procedures, including open, axial, and selective coding. The findings indicate that teacher professionalism is a reflective, continuous, and contextual process influenced by three main factors: competency development through CPD, institutional support in educational management, and the internalization of Islamic values such as amanah, ikhlas, and ta’dib. These values extend professionalism beyond technical competence to include moral and spiritual dimensions. This study proposes the Islamic-Based Continuous Professional Growth Model, integrating individual reflection, organizational support, cultural values, and digital transformation. The findings offer both theoretical contributions and practical implications for value-based and sustainable teacher development policies.
Kesejahteraan Psikologis Guru Sekolah Dasar
Teachers are key actors in the success of the educational process; therefore, their psychological well-being is a crucial aspect in supporting the quality of learning. This study aims to describe the level of psychological well-being of elementary school teachers, identify the factors influencing it, and analyze its implications for learning quality and the achievement of the Sustainable Development Goals (SDG 3 and SDG 4). The study employed a mixed-methods approach with the integration of quantitative and qualitative data using a sequential explanatory design. Quantitative data were collected through Ryff’s Psychological Well-Being Scale completed by 19 teachers from two public elementary schools, while qualitative data were obtained through observations and in-depth interviews with five teachers. The results indicate that teachers’ psychological well-being is at a moderate level, with no significant difference in mean scores between schools. The dimensions of purpose in life and personal growth showed higher scores, whereas the dimensions of positive relations and autonomy exhibited greater individual variation. Factors influencing psychological well-being include administrative workload, organizational support, principal leadership, and stress management strategies. These findings emphasize that teachers’ psychological well-being is shaped not only by personal factors but also by school organizational structures and work culture. This study recommends strengthening institutional support and enhancing teachers’ capacity as strategies to improve psychological well-being and educational quality.
Kompetensi Profesionalisme Guru dalam Pembelajaran Slow Learner di Sekolah Inklusif: Systematic Literature Review
Inclusive education requires teachers to be adequately prepared to meet the needs of all learners, including slow learners who require more intensive instructional support, making professional competence critically important. However, many teachers still face limitations in assessment, instructional differentiation, and behavior management when addressing the diverse characteristics of slow learners. This study aims to map essential professional competencies in teaching slow learners through a Systematic Literature Review (SLR) of 23 international articles using a descriptive–narrative approach and thematic synthesis. The review identifies four key competencies: differentiated pedagogical competence based on Universal Design for Learning (UDL), competence in assessing learning needs, competence in behavior management and classroom climate, and professional collaboration skills. The findings indicate that practice-based, reflective, and collaborative professional development, including UDL implementation, lesson study, technology-focused training, and institutional partnerships, enhances teachers’ capacity to support slow learners. This study concludes that integrating these four competencies, supported by a collaborative school environment, forms a crucial foundation for the success of inclusive education for slow learners.
Tantangan Manajemen Pembelajaran Berbasis Personalized Learning: Tinjauan Literature Review
This study aims to identify managerial challenges in implementing personalized learning in Indonesian schools. Using a Systematic Literature Review (SLR) approach with PRISMA guidelines, a literature search was conducted based on the Google Scholar database in 2020–2025. Of the 192 initial articles, 23 articles met the inclusion criteria and were analyzed thematically. The results revealed three main challenges: (1) weak strategic planning and institutional policies, (2) limited teacher capacity in pedagogical, digital, and analytical competencies, as well as high workloads, and (3) uneven distribution of digital infrastructure and technological support. These findings suggest that the success of personalized learning depends on systemic transformation of school management, not just pedagogical innovation. The study recommends transforming school management through the development of personalization policies, ongoing training, redistribution of teacher tasks, and investment in digital infrastructure.
Evaluasi Kebijakan PPDB Sistem Domisili dalam Pemerataan Akses Pendidikan: Tinjauan Sistematis Literatur
Educational equity has been a central priority in Indonesia's national education policy. The Student Admission Policy (PPDB) with a domicile-based system, implemented in 2025 as a transformation from the zoning system since 2017, serves as a key instrument to achieve this equity. This study aims to analyze the development and trends of research on PPDB domicile/zoning policy from 2018 to 2025 through a systematic literature review using bibliometric analysis. The study employed VOSviewer software to analyze 18 articles from Google Scholar and Publish or Perish, filtered using the PRISMA approach. Network visualization showed that keywords "inequality," "indonesia," "access," "policy," and "education" have strong thematic relationships. Findings indicate significant acceleration in publications in 2025, with dominant themes including policy implementation, educational equity, school quality disparities, and data manipulation challenges. The study highlights a fundamental dilemma: while the policy successfully improves access equity (78% of studies), it does not automatically ensure quality equity, with 89% of studies reporting school quality disparities as the main challenge. Future research should focus on longitudinal approaches in 3T regions and advanced analytical methods.
Manajemen Kolaboratif Program Makan Bergizi Gratis Sebagai Upaya Pencegahan Stunting di Sekolah Dasar: Tinjauan Literatur Review
Nutritious Meal Program (Makan Bergizi Gratis/MBG) is a strategic initiative to address stunting and malnutrition in primary schools. However, the success of program implementation depends on effective collaborative management among stakeholders. This research aims to analyze the stakeholder collaboration model in the implementation of the Free Nutritious Meal Program, its contribution to stunting prevention, and implementation challenges in primary schools. Using a Systematic Literature Review (SLR) approach guided by PRISMA 2020, this research analyzed 29 scientific articles published between 2020-2025 from Google Scholar and Publish or Perish databases. The article selection process followed the PRISMA flow, including initial identification (200 articles), title-abstract screening (116 articles), and final inclusion (29 articles). Data analysis was conducted using thematic approaches and network visualization with VOSviewer. The research findings reveal a significant acceleration in publications in 2025 (28 publications, 96.6%) compared to 2024 (1 publication, 3.4%), reflecting the achievement of a research tipping point on this topic. VOSviewer analysis identified five main thematic clusters: (1) program implementation and policy, (2) school-level stakeholder implementation, (3) health and nutrition literacy, (4) policy analysis and monitoring, and (5) multi-sector collaboration and partnerships. The core nodes of the research are "education," "free nutritious meals," and "nutrition" that connect various sub-themes of implementation, stakeholder coordination, and education-health outcomes. The findings indicate that research focus has shifted from administrative-policy perspectives (2024) toward in-depth exploration of stakeholder collaboration mechanisms, the role of teachers, food policy linkages, and program impacts on student learning (2025). However, several research gaps remain identified, particularly regarding program sustainability, equity considerations, integration with local food systems, and long-term impact research. This research provides a comprehensive panorama of the research landscape in collaborative management of the MBG program and identifies research priorities to enhance program effectiveness in preventing stunting at the primary school level.
Integrasi Teknologi Informasi dalam Optimalisasi Program Sekolah Sehat di Sekolah Menengah Pertama: Tinjauan Literature Review
This study examines the role of healthy school programs in enhancing student well-being in the digital era through information technology integration. The research aims to analyze the development of studies on information technology integration in optimizing healthy school programs in junior high schools using a systematic literature review and bibliometric analysis of 13 articles published between 2019 and 2025. Data were analyzed with VOSviewer to map networks, temporal trends, and theme density, resulting in four main clusters: learning technology and infrastructure, students’ mental and emotional well-being, digital health literacy, and internet-based health information as an emerging theme. Temporally, research focus has shifted from technical infrastructure issues toward psychological impacts and digital health literacy. While 78% of studies report improved program accessibility, 89% highlight challenges in program sustainability and alignment. Research remains dominated by urban schools, descriptive designs, and a lack of longitudinal studies, leading to recommendations for stronger policy frameworks, enhanced school management capacity, continuous teacher training, and long-term monitoring and evaluation systems.
Penerapan ISO 31000 dalam Pengelolaan Risiko untuk Meningkatkan Keselamatan Anak Usia Dini
Ensuring early childhood safety requires a structured and measurable risk management approach. ISO 31000:2018 provides a universal framework to guide the systematic processes of risk identification, analysis, evaluation, and treatment. This study aims to review the application of ISO 31000 across various sectors and synthesize its relevance, adaptability, and potential contributions to strengthening safety risk management in Early Childhood Education (ECE) institutions. A Systematic Literature Review (SLR) was conducted using the PRISMA protocol. A total of 404 articles published between 2015 and 2025 were identified from Scopus and Google Scholar. The selection process involved four stages: identification, duplicate removal, eligibility screening, and final inclusion, resulting in 138 articles that met the criteria related to ISO 31000 implementation. The analysis was performed through thematic coding aligned with ISO 31000 components: risk identification, risk analysis, risk evaluation, risk treatment, communication, and monitoring and review. The SLR findings reveal five major patterns of ISO 31000 implementation: (1) systematic identification of physical, environmental, operational, and human-factor risks; (2) risk analysis using likelihood–severity matrices; (3) risk treatment through technical controls, procedural measures, and emergency preparedness; (4) strengthened risk communication with stakeholders; and (5) continuous monitoring through audits and performance indicators. Although the reviewed studies originate from industrial, health, environmental, and educational sectors, their principles demonstrate strong adaptability for enhancing safety practices in ECE settings. This review provides a solid conceptual foundation for adopting ISO 31000 within early childhood institutions. Nonetheless, limitations arise from the scarcity of empirical studies explicitly applying ISO 31000 to ECE contexts, highlighting the need for further research involving model trials, procedural adaptations, and risk management training for ECE educators.
Peran Artificial Intelligence dalam Mengoptimalkan Kinerja Guru di Era Pendidikan Digital: Systematic Literature Review
Digital transformation through the implementation of Artificial Intelligence (AI) in the Indonesian education system requires a deep understanding of how various dimensions such as technology, teacher competence, and instructional leadership interact to enhance educator performance. This study employs bibliometric analysis using VOSviewer to map the research landscape related to this topic across recent academic proceedings (2024–2025). Through network, overlay, and cluster visualizations, the study identifies a complex knowledge structure, revealing four interconnected thematic clusters: AI and educational technology as core infrastructure, teacher professional development through digital literacy as a human factor, the institutional context with a focus on elementary school teacher competence, and the specific dimension of Madrasah Ibtidaiyah education. Critical findings indicate a paradigm shift in research from a purely technical focus toward a holistic approach that integrates pedagogical perspectives, social psychology, and phenomenological methodology. Strong connections identified among key nodes particularly between “artificial intelligence,” “teachers,” and “kecerdasan buatan,” as well as “learning,” “teachers,” and “phenomenology” suggest that the Indonesian research community has recognized that successful AI implementation is not solely about technology, but is fundamentally about human adaptation, competency development, and the quality of institutional leadership.
Apakah Beban Kerja Menjadi Penentu Utama Stres Kerja Guru?: Sistematis Literatur Review 2015-2025
Teacher workload that continues to increase through instructional demands, administrative responsibilities, and additional tasks has become a critical issue because it directly affects teachers’ psychological well-being. This study aims to analyze how workload serves as a major determinant of teacher work stress through a systematic review of literature published between 2015 and 2025. The method used is a systematic literature review following the PRISMA approach, with a stepwise selection process that resulted in 17 articles meeting the inclusion criteria. The findings indicate that teacher workload is categorized as high and is directly associated with increased work stress. These findings align with global trends showing that rising workload and post-pandemic task complexity have accelerated the onset of burnout and reduced teacher well-being. The study highlights the importance of reorganizing task distribution, simplifying administrative processes, and strengthening organizational support to reduce teacher work stress. A key limitation of this study is the reliance on secondary data, which depends on the quality and methodological variation of previous research; therefore, future studies should incorporate field investigations to obtain a more comprehensive empirical understanding.
Evaluasi Kesesuaian Kurikulum Sekolah Dasar Dengan Pedagogik Deep Learning: Tinjauan Literatur Sistematis
This systematic literature review evaluates the alignment between primary school curricula and deep learning pedagogy (conceptual understanding, higher-order thinking, and transferable problem-solving skills). Following PRISMA procedures, peer-reviewed articles, book chapters, and policy documents (2010–2025) from Scopus, Web of Science, ERIC, and Google Scholar were analyzed using thematic synthesis and mapped onto three curriculum dimensions: intended, implemented, and assessed. Initial findings indicate that many primary curricula explicitly reference 21st-century competencies and higher-order thinking skills (HOTS), yet alignment with deep learning pedagogy is often partial and fragmented. Misalignment commonly stems from overloaded content, exam-driven assessment practices, and limited teacher support in designing deep learning tasks. In contrast, curricula that incorporate project-based, inquiry-based, and interdisciplinary learning—supported by formative assessment—show stronger alignment with deep learning principles. This review proposes an analytical framework for curriculum–pedagogy alignment and offers implications for policymakers, curriculum developers, and teacher education programs seeking to redesign core curricula for deep learning.
Makna Pendidikan Bagi Masyarakat Suku Asmat: Studi Etnografi
This study aims to explore the meaning, values, and functions of education among the Asmat people of Papua by examining the interrelation between indigenous and formal educational systems. For the Asmat community, education is not limited to academic learning but represents a holistic process of transmitting values, shaping identity, and strengthening spiritual relationships between humans, nature, and ancestors. Using a qualitative ethnographic approach, data were collected through in-depth interviews, participatory observations, and document analysis involving customary leaders, parents, teachers, and religious figures. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data reduction, display, and verification stages. The findings reveal that indigenous education serves as a living mechanism for social, moral, and spiritual learning that sustains communal harmony and ecological balance. Formal education, while recognized as a means of social transformation, continues to face structural barriers such as limited accessibility, infrastructure, and qualified teachers. These tensions between traditional and modern systems highlight the need for culturally responsive education that integrates local knowledge and spiritual values into formal curricula. This study is limited to the Asmat community in the Akat District; therefore, its generalization should be made cautiously. Nonetheless, it offers valuable insights for developing context-based educational policies that respect indigenous wisdom and spirituality in Papua.
Membangun Budaya Kepemimpinan Berorientasi Pembelajaran melalui Integrasi Coaching: Tinjauan Literatur Sistematis
This study aims to systematically synthesize empirical and conceptual evidence on the integration of coaching in fostering a learning-oriented leadership culture. The review addresses a gap in existing literature that largely conceptualizes coaching as an individual development practice, with limited attention to its organizational and cultural functions. A Systematic Literature Review (SLR) design was employed, drawing on peer-reviewed journal articles published between 2015 and 2025 from the Scopus and Emerald Insight databases. The selection process followed PRISMA guidelines and resulted in 15 articles that met the inclusion criteria. Data were analyzed using thematic synthesis to identify recurring patterns and mechanisms of coaching integration. The findings highlight three dominant roles of coaching: as a mechanism for reflective dialogue, as a means of internalizing a learning culture, and as an institutional instrument embedded within organizational systems. The results further indicate a shift in leadership roles toward facilitating organizational learning. Nevertheless, the effectiveness of coaching is strongly influenced by organizational context. Future research should adopt longitudinal and empirical intervention approaches to strengthen causal understanding.
Manajemen Interaksi Pembelajaran Pendidikan Tinggi Jarak Jauh untuk Menguatkan Pembelajaran Mendalam: Studi Literatur
This literature review synthesizes findings from more than thirty-five reputable international studies to examine how learning interaction management in Distance Higher Education contributes to strengthening deep learning within the context of Society 5.0. Grounded in the Community of Inquiry (CoI), Transactional Distance Theory (TD), and recent meta-analyses, the review maps interaction forms, determinants, contextual challenges, and technological opportunities. Evidence demonstrates that high-quality instructional design, strong teaching presence, digital competence, and institutional digital governance effectively enhance cognitive presence and support deeper learning. Unique challenges in Asian contexts—including passive learning behaviors, invisible learners, hierarchical norms, and cognitive overload—limit optimal interaction. This review provides strategic pedagogical and managerial recommendations to optimize learning interaction aligned with technological innovations within Society 5.0.
Model Pendidikan Karakter di Pesantren Modern: Analisis Systematic Literature Review terhadap Pendekatan Nilai, Disiplin, dan Keteladanan
This study aims to analyze the model of character education in modern Islamic boarding schools (pesantren) through a Systematic Literature Review (SLR) of scholarly publications from 2015 to 2025. The research focuses on three core approaches that underpin character education systems in modern pesantren: value-based, discipline-based, and exemplary (role-model) approaches. Data were collected from 35 nationally and internationally indexed articles, selected using inclusion criteria based on thematic relevance, methodology, and institutional context. The findings reveal that character education in modern pesantren represents an integrative and continuous personality formation system. The value-based approach provides the moral and spiritual foundation, the discipline-based approach functions as behavioral habituation, and the exemplary approach reinforces affective aspects through the role models of kiai, teachers, and senior students. These three approaches interact in a holistic cycle of value internalization that shapes the students’ moral character in daily life. This study concludes that the modern pesantren model offers a relevant and contextual framework for integrating character education into formal schooling systems to strengthen morality, integrity, and independence among learners in the modern era.
Peran Community Based Learning dalam Meningkatkan Pembelajaran di Sekolah Alam Indonesia Cibinong
Learning communities for teachers are seen as an important means of improving the quality of education through collaboration and professional development. Learning communities help others learn about the Independent Curriculum, share good practices, think about what they have learned, and reflect on what they have learned. This is done using a qualitative approach using case study research methods. The results of the study indicate that learning in nature schools is often carried out in open spaces, utilizing the potential within the school environment. This is in accordance with the learning with nature method. In principle, nature schools use appropriate methods in selecting learning models. This means that any appropriate method can be used. The Indonesian Nature School in Cibinong frees students to explore, experiment, and express themselves without being limited by walls that restrict their curiosity. This nature school prioritizes three main subjects in its educational concept: akhlakul karimah (attitude to life), philosophy of science (logical thinking), and leadership training. The presence of learning communities can create a collaborative culture that supports teacher professional development, and collaboration within learning communities can improve teaching practices through evidence-based discussions and the sharing of experiences between teachers.
Peran Reputasi Sekolah Terhadap Preferensi Orang Tua Memilih SMP Swasta: Kajian Prisma
This study aims to analyze the role of school reputation on parents' preferences in choosing private junior high schools. This study focuses on identifying school reputation, the influence of school reputation on school decisions, and the tendency of parents to choose schools. This study uses the PRISMA method. Article searches were conducted through Google Scholar using the Publish or Perish application with keywords related to school reputation, parental preferences, and private junior high schools limited to the years 2020-2025. From the initial 200 articles, the selection process resulted in 13 journal articles that met the criteria after eliminating duplicates, irrelevant articles, and those that were inaccessible. The synthesis results show that school reputation is built through teacher quality, learning quality, school services, security, discipline, facilities, and flagship programs. Most studies state that school reputation and image have a positive influence on parents' decisions. However, in certain areas, especially those with limited economic or access limitations, educational costs and location are more dominant than school reputation.
Dinamika Self-Efficacy Guru Sekolah Dasar Swasta Jakarta Selatan dalam Pelaksanaan Pembelajaran Berbasis Pendekatan Deep Learning
This study aims to examine the dynamics of teacher self-efficacy in implementing learning based on a deep learning approach in private elementary schools. The primary objective is to address the limitations of previous research. The study employs a multi-site case study design with a qualitative approach. Data were collected through classroom observations, semi-structured interviews with 10 classroom teachers and 2 school leaders, and document analysis of lesson plans and teaching modules. Data analysis was conducted using the Miles, Huberman, and Saldana model. The findings indicate that teacher self-efficacy is significantly influenced by previous mastery experiences, the quality of professional development, school leadership support, and the availability of learning resources. This research confirms that the success of deep learning requires not only pedagogical competence but also psychological readiness and a supportive school environment. Limitations of this study include the limited number of sites and the urban private school context, which restricts generalizability; however, the findings provide important implications for strengthening teacher self-efficacy through leadership support and more targeted training.
Studi Deskriptif Peran Teknologi Informasi dalam Manajemen Pencegahan Perundungan pada Jenjang Sekolah Menengah Pertama
This study aims to elucidate the role of information technology in the management of bullying prevention at the junior secondary school level through a critical analysis of policy documents, institutional reports, and scholarly publications from the past decade. Adopting a document-based descriptive approach, the study examines how information technology is positioned as a strategic instrument for strengthening planning, organizing, implementation, and control functions within school-based anti-bullying programs. The synthesis of findings demonstrates that information technology contributes substantially to improving the speed and accuracy of incident reporting, providing secure and anonymous reporting channels, and enabling real-time data utilization for informed decision-making. Furthermore, the adoption of digital reporting applications, dashboard-based school management systems, and integrated student data enhances transparency, coordination effectiveness among violence prevention teams, and accountability in follow-up actions. Nevertheless, the literature identifies persistent challenges, including disparities in digital literacy, infrastructural constraints, data privacy and security concerns, and the lack of standardized operational procedures for effective technology integration. This study offers both theoretical and practical foundations for the development of adaptive and sustainable technology-based bullying prevention models at the junior secondary education level.
Implementasi Model Pendidikan Karakter Berbasis Disiplin Barak dalam Membentuk Kepribadian Siswa SMA
This study aims to analyze the implementation of a barracks-based character education model in shaping student personality in senior high schools (SMA). This model was developed by adapting the principles of discipline, responsibility, and independence applied in the barracks or dormitory system, with the hope of developing students with integrity and strong personalities. The research method used was descriptive qualitative with a case study approach. Data were collected through observation, in-depth interviews with teachers and students, and documentation of character education activities within the school environment. The results indicate that the implementation of the barracks-based character education model has a positive impact on student personality development, particularly in aspects of time discipline, adherence to rules, and the ability to cooperate and respect others. Furthermore, the habituation of structured activities such as morning assembly, group activities, and daily evaluations has been shown to increase students' sense of responsibility and leadership. However, challenges remain in the consistency of implementation and family support, which is not fully aligned with the school's disciplinary values. Overall, this study confirms that the barracks-based character education model is an effective strategy for fostering strong, independent, and character-based personalities in high school students and can serve as a reference for other educational institutions in designing sustainable character development systems.
Copyright (c) 2025 Proceeding of Fakultas Ilmu Pendidikan Universitas Negeri Jakarta
Strategi Branding Sekolah Berbasis Layanan Melalui Media Digital dan Interaksi Sosial Daring
Penelitian ini bertujuan mengembangkan model branding sekolah berbasis layanan yang terintegrasi dengan pemanfaatan media digital dan interaksi sosial daring untuk memperkuat citra sekolah dan meningkatkan kepercayaan masyarakat. Kajian ini menggunakan pendekatan Systematic Literature Review dengan protokol PRISMA terhadap publikasi ilmiah tahun 2020–2025 yang diperoleh melalui basis data Scopus dan Google Scholar. Sebanyak 38 artikel dianalisis melalui interpretive synthesis untuk mengidentifikasi pola hubungan kualitas layanan, strategi digital branding, keterlibatan komunitas, dan reputasi sekolah. Hasil penelitian menunjukkan bahwa reputasi sekolah dibentuk oleh konsistensi mutu layanan, keterbacaan layanan melalui media digital, dan validasi publik. Hal tersebut bekerja secara simultan untuk membentuk kepercayaan dan minat masyarakat dalam memilih sekolah. Sintesis temuan menghasilkan model Service-Led Digital School Branding sebagai inti diferensiasi sekolah, kanal digital sebagai amplifier layanan, dan komunitas sebagai penguat citra institusional. Penelitian selanjutnya direkomendasikan untuk menguji efektivitas model SLDSB secara empiris serta mengembangkan indikator evaluasi layanan digital pada berbagai jenjang pendidikan.