Jurnal Pendidikan dan Kewirausahaan

FT Analisis Arsitektur Enterprise Untuk Pengembangan Smart Village Dan Integrasi Sistem Informasi Desa Bojongminggir

Mujibul Hakim — 2026-01-21

Desa Bojongminggir di Kabupaten Pekalongan telah mencapai status "Desa Mandiri" berdasarkan Indeks Pembangunan Desa (IPK), namun menghadapi tantangan fragmentasi data antara Sistem Keuangan Desa (Siskeudes) dan Sistem Informasi Desa (OpenSID). Masalah utama yang teridentifikasi adalah fragmentasi sistem, di mana desa menggunakan aplikasi Siskeudes untuk pelaporan keuangan ke pemerintah pusat, sementara layanan pos dan administrasi kependudukan menggunakan OpenSID. Penelitian ini merancang arsitektur perusahaan terintegrasi menggunakan kerangka kerja TOGAF ADM 9.2 untuk mendukung konsep Desa Cerdas. Metode penelitian menggunakan pendekatan metode campuran melalui observasi, FGD, dan pengembangan prototipe sistem. Hasil penelitian menghasilkan cetak biru arsitektur yang mengintegrasikan data kependudukan sebagai Sumber Kebenaran Tunggal (Single Source of Truth) dengan implementasi gateway API untuk konektivitas antar sistem. Evaluasi prototipe menunjukkan peningkatan efisiensi waktu layanan dari 15 menit per layanan menjadi mendekati waktu nyata sekitar 3 menit per layanan, ketersediaan sistem meningkat dari 85% menjadi 99,2%, dan staf administrasi memberikan skor SUS rata-rata 82,0. Arsitektur ini selaras dengan Peraturan Bupati Pekalongan Nomor 33 Tahun 2018 dan menyediakan peta jalan yang terukur untuk transformasi digital desa.

FT PEMIKIRAN PENDIDIKAN KI HAJAR DEWANTARA DAN IMPLIKASINYA TERHADAP PENYELENGGARAAN PENDIDIKAN DI TINGKAT SMP

Eutik Suhendar — 2026-01-21

This study aims to conduct an in-depth analysis of Ki Hajar Dewantara’s ideas on emancipatory education and to identify their implications for the education system at the junior secondary level (Sekolah Menengah Pertama). Amid the implementation of the Kurikulum Merdeka and the various challenges of twenty-first-century education, Ki Hajar Dewantara’s educational philosophy has regained relevance as a foundation for transforming learning practices. This study employs a library research method with a qualitative–narrative approach. The primary data are derived from the works of Ki Hajar Dewantara, while secondary data come from books, academic journals, and policy documents related to national education and the Kurikulum Merdeka. The findings indicate that emancipatory education according to Ki Hajar Dewantara is a process of “guiding” all of a child’s innate potentials through the among system, which is grounded in the principles of asih (care), asah (intellectual development), and asuh (nurturing). Education is directed toward enabling learners to attain the highest possible levels of safety and happiness as individuals and as members of society, emphasizing a balanced development of cipta (thought), rasa (feeling), karsa (will), and pekerti (character). In the context of junior secondary schools, these ideas call for a paradigm shift from teacher-centered and exam-oriented learning toward student-centered, contextual, and differentiated learning that integrates character strengthening. Teachers assume the role of pamong by applying the educational trilogy Ing Ngarso Sung Tulodo, Ing Madyo Mangun Karso, and Tut Wuri Handayani. The practical implications are reflected in curriculum design, pedagogical practices, and holistic assessment oriented toward the development of the Profil Pelajar Pancasila.

FT PENERAPAN PRINSIP FILSAFAT PROGRESIVISME DALAM PEMBELAJARAN KOLABORATIF PAI DI SMP: ANALISIS KESENJANGAN FILOSOFIS DAN KEPEMIMPINAN INSTRUKSIONAL

Ricky Yoseptry — 2026-01-21

Twenty-first-century education demands a paradigm shift from conventional, teacher-centered learning to student-centered learning. This demand aligns with the Kurikulum Merdeka, which emphasizes critical, creative, and collaborative competencies. The philosophy of progressivism (John Dewey) offers a theoretical foundation through the principles of learning by doing and cooperative learning. This study aims to gain an in-depth understanding of the implementation of progressivist principles in collaborative learning in Islamic Religious Education (PAI) at SMP Negeri 6 Darangdan. Employing a qualitative approach with a case study method, data were collected through in-depth interviews, participant observation, and documentation analysis. The findings indicate that the implementation of progressivism remains administrative rather than philosophical in nature. There is a significant gap between planning documents (lesson plans/teaching modules) that include progressive labels such as Problem-Based Learning and actual classroom practices, in which teachers’ roles as facilitators have not been optimally realized. Furthermore, although school managerial support is strong at the policy level, weaknesses were identified in the area of instructional leadership, as supervision focuses primarily on administrative completeness rather than on pedagogical coaching for teachers. This study concludes that progressive PAI learning requires strong integration between teachers’ pedagogical commitment and capacity-based managerial support.

FT PENERAPAN NILAI-NILAI HUMANISTIK DALAM PEMBELAJARAN TATANEN DI BALE ATIKAN UNTUK PENGUATAN KARAKTER ANAK DI KELAS 5 SDN 2 TANJUNGSARI

Siti Honijah — 2026-01-21

Education at the elementary school level plays a strategic role in shaping students’ character as a foundation for future personality development. At the elementary school age, children are in a stage of moral and social development that is strongly influenced by the learning environment, daily interactions, and concrete experiences they encounter at school. Therefore, character education in elementary schools needs to be designed not only through cognitive instruction but also through meaningful, contextual learning experiences that engage students’ affective and psychomotor domains. Humanistic values represent a set of values that place human beings at the center of the educational process. The research methodology used in this study is qualitative research with a case study design. This approach is employed to gain an in-depth understanding of how humanistic values are implemented in Tatanén learning activities at Balé Atikan and how these values contribute to strengthening students’ character. Overall, the findings indicate that Tatanén learning at Bale Atikan in SDN 2 Tanjungsari has effectively served as a medium for implementing humanistic values. Through activities such as farming, caring for the environment, working in groups, engaging in reflection, and making meaning of each process involved, students gain authentic learning experiences that reinforce values of empathy, responsibility, independence, care, cooperation, and respect for life.

FT PEMIKIRAN KI HAJAR DEWANTARA TENTANG PENDIDIKAN YANG MEMERDEKAKAN DAN IMPLIKASINYA TERHADAP IMPLEMENTASI PENDIDIKAN DI SMP

Ricky Yoseptry — 2026-01-21

The changes brought about by digital technology have had a significant impact on the process of identity formation among adolescents, particularly junior high school students who are in a transitional phase toward adulthood. In the environment of SMPN 2 Babakan Cikao Purwakarta, the use of social media and intense digital interaction has given rise to various issues, such as a tendency toward self-comparison, a decline in the authenticity of expression, anxiety over social judgment, and experiences of alienation from the real environment. This situation indicates the need for an educational approach that is able to address the personal dimension and the meaning of students’ lives. This study examines the relevance of existentialist thought, particularly the ideas of Sartre, Kierkegaard, and Frankl, as a foundation for guiding adolescents to understand themselves more holistically amid the flow of digitalization. The study is conducted using a descriptive qualitative research method based on a literature review, examining various relevant academic sources. The results show that adolescents face challenges such as undirected freedom, pressure to conform, the need for digital recognition, and a sense of meaninglessness. Through education grounded in existential values, teachers can act as facilitators who help students develop responsibility, moral courage, reflective thinking, healthy human relationships, and deeper ethical awareness. The findings of this study emphasize the importance of integrating an existential perspective into the learning process so that students are able to build a more mature identity and discover an authentic direction in life.

FT ANALISIS KEBIJAKAN SEKOLAH TERHADAP INOVASI PEDAGOGIK DAN DAMPAKNYA TERHADAP MOTIVASI BELAJAR PESERTA DIDIK DI SMPS 2 AL-MUHAJIRIN

Sri Rahmawati — 2026-01-21

The background of this study stems from the need for schools to address the challenges of modern education through the strengthening of policies that encourage teacher creativity, the use of technology, and the development of student-centered learning strategies. School policies that support pedagogical innovation are expected to enhance the achievement of optimal learning outcomes. This study employs a qualitative approach using a case study method. The results indicate that school policies at SMPS 2 Al-Muhajirin have been directed toward strengthening pedagogical innovation through teacher training programs, the utilization of digital technology, the cultivation of an active learning culture, and the improvement of learning facilities. The implementation of pedagogical innovation is reflected in the use of collaborative and project-based learning models, technology integration, and differentiated approaches tailored to students’ needs. These innovations have been shown to have a positive impact on students’ learning motivation, as evidenced by increased participation, interest, enthusiasm, and learner autonomy. However, the study also identifies several obstacles, including limited technological facilities, variations in teachers’ competencies in adapting innovations, and a lack of continuous mentoring. Overall, the study concludes that well-directed and consistent school policies play a crucial role in promoting pedagogical innovation, and that such innovation significantly contributes to enhancing students’ learning motivation. This study recommends strengthening continuous professional development, optimizing digital facilities, and enhancing collaboration among teachers to ensure the sustainability of pedagogical innovation at SMPS 2 Al-Muhajirin.

FT ANALISIS RELEVANSI PEMBELAJARAN DI SMPN 3 DARANGDAN DENGAN KEBUTUHAN HIDUP NYATA SISWA DALAM PERSPEKTIF FILSAFAT PROGRESSIVISME

Ricky Yoseptry — 2026-01-21

Progressivism is an educational philosophy that emphasizes education being centered on students’ experiences in order to produce pragmatic and skilled graduates, rather than focusing on theoretical facts. This descriptive qualitative study aims to measure the relevance of learning at SMPN 3 Darangdan based on this framework. In conclusion, the school seeks to implement Progressivism by having teachers relate subject matter to local contexts and employ student-centered methods such as Project-Based Learning (PjBL) and Problem-Based Learning (PBL) to provide authentic learning experiences. Students perceive learning materials as relevant when they can be applied directly (such as in Crafts and practical Mathematics). However, implementation is constrained by structural factors (a dense curriculum and a culture focused on exam scores) and technical factors (limited teacher competence in designing authentic projects and inadequate facilities). For sustainability, strong structural support, enhancement of teacher competencies, and innovative leadership are required. This study employs a qualitative approach using a descriptive method, aiming to observe, analyze, and obtain a comprehensive overview of the relevance of learning at SMPN 3 Darangdan, Purwakarta Regency. SMPN 3 Darangdan has demonstrated a clear commitment to implementing relevant and experience-oriented learning in accordance with the principles of Progressivism. Teachers possess a solid philosophical understanding of curriculum relevance and strive to connect learning materials with students’ real-life contexts. Experience-centered learning, through methods such as Project-Based Learning and Problem-Based Learning, provides benefits for the development of academic competencies, social skills, and life skills. Nevertheless, implementation has not yet been fully stable due to structural barriers, limited facilities, and an educational culture that prioritizes exam scores. Continuous support from the school, improved teacher competence, and adequate facilities are needed so that progressive learning can be implemented more deeply and consistently.

FT PEMIKIRAN KI HAJAR DEWANTARA TENTANG PENDIDIKAN YANG MEMERDEKAKAN DAN IMPLIKASINYA TERHADAP SISTEM PENDIDIKAN DI SMP

Sa’ir Apipudin — 2026-01-21

This study aims to analyze the implementation of existentialist values in the educational process at SMP Negeri 8 Purwakarta. Existentialism is a philosophical movement that emphasizes individual freedom, responsibility, authenticity, and the search for meaning in life through conscious choices. In the era of modern education, particularly at the junior secondary school level, these values are highly relevant as students are in a critical phase of identity development. The study employs a qualitative approach with data collection techniques including observation, in-depth interviews, and document analysis. The findings indicate that existentialist values have emerged in several learning activities, although not yet evenly implemented. Freedom is reflected in the provision of choices in learning methods and the freedom to express opinions. Responsibility is evident in teachers’ emphasis on discipline, classroom agreements, and the consequences of each decision. Authenticity develops through teachers’ appreciation of the uniqueness of students’ opinions. Reflective activities conducted by some teachers help students understand the meaning of lessons in real-life contexts. However, the application of existentialist values has not yet become a comprehensive school culture. Some teachers remain focused on academic achievement and have not fully established spaces for intensive dialogue. Therefore, strengthening teacher capacity, implementing school policies that support reflective learning, and integrating existentialist principles into lesson planning are necessary. This study contributes to the development of a humanistic educational paradigm in Indonesia and serves as a reference for schools seeking to develop learning oriented toward the personal meaning of students.

FT PENDIDIKAN YANG MEMERDEKAKAN DALAM PERSPEKTIF KI HAJAR DEWANTARA DAN IMPLIKASINYA BAGI PENDIDIKAN SMP

Ahmad Muamar Zaenul Hakim — 2026-01-21

This study is grounded in the thought of Ki Hajar Dewantara, who viewed education as an effort to liberate human beings—that is, to shape learners so that they can develop in accordance with their natural potential, possess noble character, and become independent individuals without losing their human values. This study aims to: (1) describe the concept of liberating education according to Ki Hajar Dewantara; (2) analyze the relevance of this concept to the needs of 21st-century education; and (3) examine the implications of Ki Hajar Dewantara’s ideas for the education system at the junior high school level, including aspects of curriculum, learning, school management, and institutional culture. The method employed is library research using a descriptive qualitative approach. Data sources include the original works of Ki Hajar Dewantara, academic studies on character education and humanistic education, as well as national education policy documents such as the Merdeka Curriculum and the Pancasila Student Profile. The data were analyzed through data reduction, categorization, interpretation, and thematic conclusion drawing. The findings indicate that Ki Hajar Dewantara’s concept of liberating education emphasizes three main principles: (1) exemplary leadership (ing ngarso sung tulodo), (2) empowerment and motivation (ing madya mangun karso), and (3) encouragement of independence (tut wuri handayani). These three principles have strong implications for the junior high school education system. In terms of curriculum, there is a need to strengthen flexibility, learning differentiation, and character development. In the learning process, teachers need to act as mentors who guide students through dialogical, reflective, and experiential approaches. In terms of school management, a democratic and participatory school culture is required, positioning students as active subjects of learning. This study concludes that the implementation of liberating education at the junior high school level can strengthen a humanistic educational ecosystem that is relevant to the developmental needs of learners.

FT FILSAFAT PENDIDIKAN SEBAGAI DASAR PEMBELAJARAN BERMAKNA DALAM KURIKULUM TEMATIK SD

Nur Widyasti Utami — 2026-01-21

This study aims to analyze the application of educational philosophy as the foundation of meaningful learning within the Thematic Curriculum in elementary schools. Educational philosophy—particularly progressivism, constructivism, and humanism—serves as an essential basis for designing holistic, contextual, and student-centered learning. However, the implementation of thematic learning in schools often reveals a gap between the philosophical foundations of the curriculum and classroom learning practices. This research employs a qualitative approach with a case study design. Data were collected through classroom observations, in-depth interviews with teachers, and document analysis of lesson plans (RPP) and learning implementation. The findings indicate that teachers’ understanding of the philosophical foundations of the curriculum varies and tends to be technical in nature. Nevertheless, several philosophical values—such as learning by doing, contextual learning, and respect for students’ individuality—have emerged in practice, although not yet implemented consistently. The contribution of educational philosophy is reflected in the increased relevance of learning materials to real-life contexts, the development of learner autonomy, and the creation of more meaningful learning processes. This study emphasizes the importance of strengthening teachers’ philosophical understanding as a key factor in the successful implementation of the Thematic Curriculum and as an effort to build learning that liberates students intellectually, socially, and emotionally.