Vol. 3 No. 2 (2024)

Improving the quality of teachers and education personnel is a critical factor in the development of innovative and adaptive learning models at SMA Negeri 6 Buru. This study aims to examine strategies to enhance the competence of these educational actors in supporting the implementation of project-based learning (PBL). Employing a qualitative approach with a case study method, the research involved 15 teachers, 5 education personnel, 1 principal, and 30 students. Data were collected through interviews, observations, and document analysis, and analyzed using the interactive model of Miles and Huberman. The findings reveal that although many teachers demonstrate adequate pedagogical skills, they face challenges in implementing PBL due to insufficient professional training, limited infrastructure, and lack of policy support. Similarly, education personnel have not fully optimized their roles in supporting learning activities due to limited understanding of educational administration technologies. Recommended strategies include competency-based training, structured mentoring programs, collaboration with higher education institutions, empowerment of education personnel, and technological integration in teaching. Successful implementation of these strategies requires collective support from stakeholders, including local government and the wider community.

Abstrak

Peningkatan kualitas pendidik dan tenaga kependidikan merupakan faktor krusial dalam mengembangkan model pembelajaran yang inovatif dan adaptif di SMA Negeri 6 Buru. Penelitian ini bertujuan untuk mengkaji strategi peningkatan kompetensi pendidik dan tenaga kependidikan dalam mendukung penerapan model pembelajaran berbasis proyek (Project-Based Learning/PBL). Dengan menggunakan pendekatan kualitatif dan metode studi kasus, penelitian ini melibatkan 15 guru, 5 tenaga kependidikan, 1 kepala sekolah, dan 30 siswa. Data dikumpulkan melalui wawancara, observasi, dan studi dokumentasi, serta dianalisis menggunakan model interaktif Miles dan Huberman. Hasil penelitian menunjukkan bahwa meskipun sebagian guru memiliki kompetensi pedagogik yang memadai, mereka masih menghadapi kendala dalam mengimplementasikan PBL karena terbatasnya pelatihan profesional, sarana-prasarana yang kurang memadai, serta minimnya dukungan kebijakan. Di sisi lain, tenaga kependidikan belum optimal dalam menjalankan peran pendukung pembelajaran karena keterbatasan pemahaman terhadap teknologi administrasi pendidikan. Strategi yang direkomendasikan meliputi pelatihan berbasis kompetensi, program pendampingan terstruktur, kolaborasi dengan perguruan tinggi, pemberdayaan tenaga kependidikan, serta integrasi teknologi dalam proses pembelajaran. Implementasi strategi ini memerlukan dukungan menyeluruh dari berbagai pemangku kepentingan, termasuk pemerintah daerah dan masyarakat.

This study explores the application of the deep learning model to improve students’ understanding of Social Studies (IPS) at SD Global Garuda Nusantara Islami Centre. Emphasizing active participation and a constructivist approach, this model encourages students to develop a deeper conceptual grasp and enhance their critical and reflective thinking skills. Employing a qualitative case study method, the research involved 10 teachers and 40 students as informants. Prior to the implementation, only 45% of students demonstrated satisfactory comprehension of IPS concepts. Following the adoption of deep learning, this number rose to 85%. The findings show that the model not only boosts conceptual understanding but also increases student engagement in discussion, collaboration, and problem-solving activities. Nevertheless, the implementation process faced challenges such as limited resources and insufficient teacher readiness. Therefore, the study recommends strengthening teacher training and improving technological infrastructure to facilitate more effective use of the model. Overall, deep learning holds promise as an innovative strategy to enrich learning experiences and promote meaningful understanding in elementary-level Social Studies education.

Abstrak

Penelitian ini mengkaji penerapan model pembelajaran deep learning dalam upaya meningkatkan pemahaman siswa terhadap materi Ilmu Pengetahuan Sosial (IPS) di SD Global Garuda Nusantara Islami Centre. Model ini menekankan partisipasi aktif dan pendekatan konstruktivis untuk mendorong siswa memahami konsep secara lebih mendalam serta mengembangkan keterampilan berpikir kritis dan reflektif. Dengan menggunakan metode studi kasus kualitatif, penelitian ini melibatkan 10 guru dan 40 siswa sebagai informan. Sebelum penerapan model, hanya 45% siswa yang menunjukkan pemahaman yang memadai terhadap konsep IPS. Setelah diterapkan, angka tersebut meningkat menjadi 85%. Temuan menunjukkan bahwa model ini tidak hanya meningkatkan pemahaman konsep, tetapi juga mendorong keterlibatan siswa dalam diskusi, kolaborasi, dan pemecahan masalah. Namun, pelaksanaannya masih menghadapi sejumlah tantangan, seperti keterbatasan sumber daya dan kesiapan guru. Oleh karena itu, penelitian ini merekomendasikan peningkatan pelatihan guru dan penguatan infrastruktur teknologi guna mendukung implementasi yang lebih optimal. Secara keseluruhan, model deep learning memiliki potensi besar sebagai strategi inovatif untuk memperkaya pengalaman belajar dan meningkatkan kualitas pemahaman siswa dalam pembelajaran IPS di sekolah dasar.

Kampus Mengajar program is a government initiative aimed at improving the quality of basic education, particularly students’ literacy and numeracy skills. This study aims to describe the implementation of the eighth batch of the Kampus Mengajar program at SD Negeri Kalisalam 1 and analyze its impact on students' basic competencies through contextual learning. A descriptive qualitative approach was employed, using observation, interviews, and documentation as data collection techniques. Thematic analysis was conducted through data reduction, presentation, and conclusion drawing. The findings indicate that the program’s implementation through five key activities—RUJAK (Learning with Peers), Tutoring Math, Learning with Experts, The LitNum Fest, and Book Fair—successfully fostered enjoyable, practical, and adaptive learning experiences. These activities contributed to significant improvements in students’ reading, writing, and arithmetic skills, while also shaping positive learning habits. The program further established collaborative interactions among students, teachers, and university mentors, reinforcing a contextual learning environment. These results suggest that experiential learning strategies can effectively enhance students’ fundamental competencies, especially in schools with limited educational resources.

Abstrak

Program Kampus Mengajar hadir sebagai salah satu strategi pemerintah untuk meningkatkan kualitas pendidikan dasar, khususnya dalam keterampilan literasi dan numerasi siswa. Kajian ini bertujuan untuk mendeskripsikan pelaksanaan program Kampus Mengajar angkatan 8 di SD Negeri Kalisalam 1 dan menganalisis dampaknya terhadap peningkatan keterampilan literasi dan numerasi siswa melalui pembelajaran kontekstual. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan teknik pengumpulan data berupa observasi, wawancara, dan dokumentasi. Data dianalisis secara tematik melalui proses reduksi, penyajian, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa pelaksanaan program melalui lima kegiatan utama—RUJAK, Tutoring Math, Belajar Bersama Si Ahli, The LitNum Fest, dan Pameran Buku—berhasil menciptakan pembelajaran yang menyenangkan, aplikatif, dan adaptif terhadap kebutuhan siswa. Kegiatan tersebut mendorong peningkatan signifikan dalam kemampuan membaca, menulis, dan berhitung, serta membentuk kebiasaan belajar yang positif. Program ini juga membangun interaksi kolaboratif antara mahasiswa, guru, dan komunitas sekolah yang memperkuat suasana belajar kontekstual. Temuan ini mengindikasikan bahwa pembelajaran berbasis pengalaman nyata dapat menjadi strategi efektif dalam meningkatkan kompetensi dasar siswa di sekolah dasar, terutama pada konteks sekolah dengan keterbatasan sumber daya.

Imam Al-Ghazali is one of the great figures in Islamic thought who paid close attention to the aspect of spiritual education. According to Al-Ghazali, the concept of spiritual education is not only oriented towards intellectual aspects, but also towards the moral and spiritual development of students. This article aims to examine the concept of spiritual education in Al-Ghazali's thought and relate it to the development of the current Islamic education curriculum. The method used is a literature review with a descriptive qualitative approach. The findings reveal that spiritual education in Al-Ghazali's perspective encompasses tazkiyatun nafs (purification of the soul), takhalli (emptying oneself of undesirable traits), and tahalli (filling oneself with virtuous traits). The relevance of Al-Ghazali's thought can serve as a foundation for curriculum development that emphasises the formation of character, ethics, and spirituality among students

The digital era has brought about major transformations in the world of education, both in terms of teaching methods and the content delivered. However, behind this progress lies a serious challenge in preserving and transmitting local wisdom values to the younger generation. This study aims to explore how education can serve as a strategic tool in revitalising local values to ensure they remain relevant and vibrant amidst the currents of globalisation and digitalisation. Through a qualitative approach and literature review, the author outlines the importance of integrating local values into the curriculum, the use of digital media based on local culture, and the role of educators as agents of cultural identity preservation.

Active learning is recognized as an effective approach to enhancing student engagement and learning motivation, including in pesantren (Islamic boarding schools) where classical Islamic texts (kitab kuning) are the main focus of study. The background of this research stems from the limited studies addressing the effectiveness of active learning methods in the teaching of kitab kuning within traditional pesantren settings. This study aims to evaluate how far active learning can improve the learning motivation of female students (santriwati) at Dayah MUDI Mesjid Raya Samalanga. A qualitative descriptive method was employed through literature review, in-depth interviews with 2 heads of teaching departments, 3 kitab kuning teachers, and 5 class II students, as well as direct classroom observations. The findings indicate that active learning fosters a more interactive learning atmosphere, reduces learning fatigue, and enhances students’ confidence in understanding classical texts. The main conclusion of this research is that active learning is relevant and applicable as an innovative strategy while maintaining the traditional values of pesantren education. The contribution of this study lies in strengthening the adaptive teaching approach of kitab kuning to meet students’ needs and contemporary challenges.

Listening and speaking are two interrelated language skills that play a crucial role in English as a Foreign Language (EFL) learning, particularly in developing students’ oral communication ability. However, these skills are often taught separately in classroom practice, which limits students’ opportunities to engage in authentic communication and hinders speech production. This article aims to examine the importance of integrating listening and speaking skills to promote students’ English speech production. Using a conceptual qualitative approach, this study reviews relevant theories and previous studies related to listening-speaking integration. The discussion focuses on the pedagogical benefits of integrated listening-speaking instruction and explores practical classroom strategies such as listen-and-respond tasks, role-play and simulation, information gap activities, and discussion-based listening. The findings indicate that integrating listening and speaking skills enhances students’ fluency, pronunciation, vocabulary use, confidence, and overall communicative competence. Therefore, this article suggests that listening and speaking integration should be considered a fundamental principle in EFL instruction to support effective speech production and prepare students for authentic communication beyond the classroom