The integration of digital technology and artificial intelligence into the learning ecosystem has increased global demands for teacher competency. This study examines the simultaneous and partial effects of transformational leadership (X1), teacher motivation (X2), and upskilling and reskilling (X3) on 21st-century teacher competency (Y). This study was conducted because no empirical study has simultaneously tested these three variables in a single regression model among elementary and junior high school teachers in Indonesia. We used a quantitative explanatory correlational approach, collecting data from 238 teachers in West Java through a 40-item Likert-scale online questionnaire and analyzing them using multiple linear regression. All items were valid and highly reliable. The model explained 84.5% of the variance in teacher competency. Three predictors had a significant influence: 1) Transformational leadership; 2) Teacher motivation; and 3) Upskilling and reskilling. Upskilling and reskilling were the most dominant predictors, confirming that continuous skill development is the most direct path to developing 21st-century teacher competency.
Carita Pantun Panggung Karaton is a Sundanese oral literature rich in philosophical values and character education, yet it remains relatively unknown to the younger generation. This study aims to describe the story structure, Sundanese philosophical-cosmological aspects, semiotic meanings, and its relevance as character education material in secondary schools. This research was conducted due to the lack of studies on Ki Ence's transcription text and the urgent need to revitalize local wisdom to address moral crises among youth. The method used is descriptive qualitative. Data were analyzed using Nurgiyantoro's fiction structure theory, Jakob Sumardjo's Tritangtu cosmology, Roland Barthes' semiotics on the rajah sections, and the Gapura Pancawaluya ethnopedagogical framework. The results indicate that the story possesses a coherent structure with a circular plot (simpay) centered on the pursuit of life perfection. Cosmological analysis reveals Buana Panca Tengah as the dominant space for self-maturation. Semiotic analysis of 18 rajah units uncovers denotative, connotative, and mythical meanings representing the acculturation of Tauhid with Sundanese cosmology. These findings integrate into the five Pancawaluya pillars (cageur, bageur, bener, pinter, singer) as local wisdom-based character education material.
Modern Islamic boarding schools (Pesantren) function as total institutions providing 24-hour character education. This qualitative study, employing a multi-site design at MA Darul Hijrah and MA Puteri Annajah, aims to analyze character education management through three focal points: planning, implementation, and monitoring/evaluation. Findings reveal that planning is conducted systematically and participatively through leadership councils, guided by the Panca Jiwa values (sincerity, simplicity, self-reliance, Islamic brotherhood, and freedom). Implementation is carried out through an integrative "tripod tarbiyah" model that synchronizes intra- and extra-curricular activities with those in the dormitories, with teachers and wardens serving as primary role models. Furthermore, monitoring and evaluation are carried out continuously through multi-layered supervision systems and collective evaluation meetings. Despite challenges from digital culture, both institutions demonstrate high effectiveness in shaping student character. It is driven by visionary leadership, cross-departmental collaboration, and a consistent culture of deliberation. The study concludes that the key to successful character education in modern pesantren is aligning the leader's vision with structured, integrated managerial governance.
The low numeracy skills of junior high school students remain a major challenge in Mathematics learning, particularly in plane figures material that requires conceptual understanding, procedural application, and integrated reasoning. This study aims to analyze the numeracy skills of seventh-grade students at SMPN 2 Kasihan using an open essay test. The approach in this study was a descriptive, quantitative design, with 120 students as the main participants. The instrument consisted of seven validated essay questions to measure aspects of mathematical understanding, application, and reasoning. Data were analyzed using descriptive statistics, including maximum, minimum, average, and standard deviation scores, as well as categorization of student achievement. The results showed a very significant variation in ability. Most students were in the low category, and only a few were in the very high category. The highest achievement was in understanding, while application and reasoning were still very low. These findings emphasize the need for innovative, problem-based, context-driven learning, supported by intensive remedial programs and peer tutoring, to comprehensively improve students' mathematical literacy and address the challenges of 21st-century national education.
National education reforms in Indonesia often assume a land-based connectivity and urban sameness that just doesn’t exist in an archipelagic state. This continental bias creates a deep mismatch, where a one-size-fits-all curriculum sidelines the unique lives of students in coastal 3T regions. Most current efforts fail to bridge this gap because they treat coastal schools as just poor versions of city schools, rather than unique centers of biocultural knowledge. This study builds a new, macro-level framework by revitalizing Hilda Taba’s Inductive Model using a Critical Library Research Design. By analyzing 45 academic and policy documents, this study mapped out where national rules clash with local maritime wisdom. The findings show that for education to be truly fair, the usual top-down approach must be flipped. This study proposes the Coastal-Taba Model, a seven-step process that starts with the student’s own maritime world (Islandness) and local science. By using seasonal schedules and place-based learning, this model moves teachers from being passive implementers to becoming true architects of the curriculum. Ultimately, recognizing the periphery as a valid center of knowledge is the key to making science literacy competitive and meaningful for students in a nation of islands.
