Ibrahim Bafadal

Heutagogy merupakan pendekatan pembelajaran yang menekankan pada kemandirian dan refleksi diri dalam proses belajar. Penelitian ini bertujuan untuk menganalisis penerapan pendekatan heutagogy dalam pengembangan profesional guru. Studi ini menggunakan metode kualitatif deskriptif dengan pendekatan kajian literatur sistematis yang mengacu pada model Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). Hasil kajian menunjukkan dua temuan utama. Pertama, penerapan heutagogy dalam pengembangan profesional guru dapat diwujudkan dalam berbagai bentuk, seperti modul e-learning, e-portfolio, media sosial, video edukatif, dan platform pembelajaran daring yang fleksibel. Kedua, heutagogy memberikan dampak positif terhadap profesionalisme guru, antara lain meningkatkan kesadaran reflektif, mendorong kemandirian dalam pengembangan kompetensi, serta memfasilitasi pemanfaatan teknologi dalam praktik pembelajaran. Temuan ini berkontribusi pada pengembangan desain pelatihan guru yang adaptif terhadap kebutuhan individu, berbasis teknologi, serta mendukung pelaksanaan kurikulum berbasis merdeka belajar. Secara teoretis, penelitian ini memperkaya ilmu pendidikan khususnya dalam pengembangan profesional guru berbasis pendekatan pembelajaran mandiri.

This paper aims to describe learning leadership in building a culture of information technology and utilizing it to improve the quality of elementary school organizations based on digital developments in Indonesia. This article uses a qualitative approach with a multi-case study method. Data were obtained from key informants, elementary school documents and books, as well as journals and articles that support the research on learning leadership in building a culture of information technology in the digital era. The findings show that principal’s leadership plays a central role, not only by issuing policies but also by modeling, guiding teachers, and fostering collaboration that integrates technology into daily learning practices. This leadership focus transforms technology use into a sustainable school culture rather than a temporary response to the pandemic. The use of information technology is not only carried out in learning, but academic activities and school management have also begun to incorporate digital-based information technology. The learning leadership of school principals can be seen in their role in organizing the acculturation of information technology utilization through school policies and activity programs, especially in developing learning activities. Limitations include the fact that learning in the classroom is not fully digital-based, as elementary school learning still prioritizes face-to-face interactions between teachers and students. This study develops its setting and orientation by emphasizing leadership values in educational management. The study highlights the importance of the learning leadership of school principals in developing learning innovations at their schools, especially in the development of a digital-based information technology culture.

This systematic review explores the characteristics and theoretical foundations of innovative leadership in educational settings, aiming to identify how specific leadership behaviours and theories promote creativity, adaptability, and institutional innovation. The review process, conducted in March 2024, was structured in four (4) stages. Initially, a comprehensive keyword search was executed across selected databases, yielding 672 articles, supplemented by ten (10) additional articles identified through reference snowballing. After removing 65 duplicates, 617 records were screened based on their title and abstracts. Of these, 558 articles were excluded due to being review articles, meta-analyses, book chapters, conference proceedings, non-English publications, or unrelated to educational settings, leaving 59 articles for a deeper qualitative analysis. Further filtering excluded articles that did not align with the research questions, resulting in a final sample of 39 studies. The analysis highlights transformational, visionary, instructional, and team-oriented leadership as central to fostering innovation, with key characteristics such as clear vision, adaptability, risk-taking, and collaboration emerging as essential for practical, innovative leadership. This review underscores the importance of a multifaceted leadership approach that integrates diverse theoretical perspectives with practical attributes to drive educational transformation, with significant implications for the practice of educational leadership.

This paper aims to describe the role of Islamic educational leadership practised by school principals in addressing the psychological impact experienced by students after natural disasters in Indonesia. This article uses a literature study approach that explores information and processing research material through the recording of events that have been reviewed. The role of the principal in Islamic educational leadership is crucial in addressing the psychological impact of natural disasters on students in Indonesia. Principals, guided by Islamic values such as compassion, trust, and justice, are responsible for creating a supportive and safe environment for students affected by trauma. Their leadership involves structured interventions, including phases of stabilization, emotional sharing, and rebuilding trust. Effective communication, resource management, and collaboration with teachers, families, and the community are key to minimizing the long-term psychological effects of disasters. Islamic educational leadership empowers principals to foster resilience and emotional healing, ensuring students' well-being and recovery while maintaining a focus on their academic and personal growth. Limitations are shown in the study of the principal’s role in handling the psychological impact of students as victims of natural disasters within the framework of Islamic educational leadership. This study is grounded in the principles of Islamic educational leadership, emphasizing the importance of compassionate and responsive leadership in managing education during a crisis. It highlights the pivotal role of school principals in guiding and supporting students affected by natural disasters, who require not only academic leadership but also emotional and psychological care rooted in Islamic values.

Desa Ampelan merupakan desa yang berada di Kecamatan Wringin Kabupaten Bondowoso. Terdapat balita stunting di Kabupaten Bondowoso sebanyak 3.837 orang pada tahun 202. Salah satu upaya menurunkan angka stunting terutama di Desa Ampelan Kecamatan Wringin adalah dengan Program Kosabangsa 2024 yang merupakan program DRTPM Kemdikbudristek, melibatkan institusi: Universitas Negeri Malang dan Universitas Bondowoso dengan 2 mitra sasaran (1) Gapoktan Cahaya Tani dengan permasalahan prioritas (a) produksi kunyit; (b) penguatan kelembagaan (2) Forum Anak Desa (FAD) dengan permasalahan prioritas: (a) sosial kemasyarakatan; (b) penguatan kelembagaan. Tujuan kegiatan: (1) meningkatkan pendapatan Gapoktan; (2) meningkatkan kekuatan kelembagaan Gapoktan dan FAD; (3) meningkatkan kemampuan dan ketrampilan pencegahan stunting bagi FAD. Metode Pelaksanaan: (1) Metode pendampingan oleh Tim Pendamping kepada Tim Pelaksana. (2) Metode Pendampingan bersama Tim Pendamping dan Tim Pelaksana kepada mitra. Hasil pertama: sosialisasi, pengenalan, pelatihan, dan pendampingan serta evaluasi kegiatan mentransfer teknologi inovasi berupa: (1) Virtual Game Education “Healthy Hero”, (2) mesin penggiling kunyit tertintegrasi IoT, (3) Mesin Destilasi Minyak Atsiri berbahan baku kunyit; Kedua: Workshop penguatan kelembagaan. Output dan outcome berupa: (1) tercapainya penyelesaian permasalahan pada Gapoktan Cahaya Tani dan FAD Ampelan; (2) meningkatnya level keberdayaan mitra: (a) meningkatnya iptek dan ketrampilan (b) meningkatnya kualitas SDM; (c) meningkatnya kerjasama organisasi.

Digital-based education has become one of the important elements to enhance the quality of learning in various educational institutions, especially in senior high schools. Brawijaya Smart High School Indonesia (BSS) is the subject of this study. The purpose of this study is to describe how the leaders of BSS are leading the change towards a digital learning ecosystem. The research method involves data collection through interviews, observations, and document analysis related to digital change initiatives in the school. The findings of this study reflect how leaders at BSS play a key role in designing, implementing, monitoring, and evaluating the implementation of digital education transformation. This in-depth study explores the motivators, enablers, and inhibitors of transformational leadership and the impact of change on the school's learning ecosystem. In addition, the leaders ensure that integrating digital-based technologies into the curriculum is effective, improves the quality of learning, and meets the expectations of learners and stakeholders. A qualitative approach with a case study design was used to uncover the facts in the field. Data analysis took place in three simultaneous stages, namely data reduction, data presentation, and conclusion (verification) while triangulating sources carried out data validity until the researcher found the desired certainty. This research provides an in-depth insight into how change leadership in developing digital-based learning ecosystems in BSS can positively contribute to modern education's development. The implications of this research can also help other schools to identify the best practices and develop effective leadership strategies in this current era.

In the current electronic age, the trend of pornography exposure to Primary School Students is massively happening. Pornography exposure becomes an important issue to study because it concerns the self-development of tens of millions of Primary School Students in Indonesia. This phenomenon cannot be separated from environmental factors. Environmental factors around Primary School Students in pornography exposure become a focus of this study. Specifically, about kinds of environmental factors, environmental role, dan the process of pornography exposure facilitated by the environment. This study was conducted qualitatively with the use of observation, in-depth interviews, and field notes to collect data. This study finds that there are three kinds of environments around primary school students now. All of these have an important role in causing pornography exposure. Interaction with two or three kinds of environments at the same time by involving a virtual environment ends in pornography exposure. Associated with it, this interaction needs to be attention because interaction with a virtual environment cannot happen without physical environment and or social environment interaction. In response to these findings, stakeholders should reduce pornography exposure to Primary School Students simultaneously maximizing their role in changing Primary School Student’s behaviour.

The principal has a central impact on enhancing the education unit and a strategic role in developing school resources. The principal has a crucial role to play in realizing a superior school as a learning leader. This study aimed to describe the moral competencies that a teacher must possess in order to serve as the Academic Paper published by IAFOR under Creative Commons Attribution 4.0 Attribution Non Commercial International