Readiness Assessment for Literacy Program Implementation: A Case Study of Elementary Schools

This study examines the readiness of elementary schools in Palopo City, Indonesia, for implementing literacy programs under the Merdeka Curriculum framework. Using a mixed-methods approach and the Countenance Stake evaluation model, the study assesses key antecedents, including school policies, infrastructure, and instructional strategies. Data were collected from nine selected schools through observations, interviews, surveys, and document analysis. Findings reveal that while school policies align with national regulations, such as Ministry of Education Regulation No. 56/M/2022, inconsistencies in implementation persist due to resource constraints and uneven Standard Operating Procedures (SOPs). Infrastructure limitations, including inadequate library facilities, poorly maintained reading corners, and insufficient multimedia resources, hinder literacy-rich environments. Schools employ strategies, such as teacher training, reading programs, and stakeholder collaborations, to address these gaps. However, disparities in access to professional development and unequal resource distribution highlight ongoing challenges. This study underscores the importance of policy standardization, infrastructure enhancement, and targeted capacity-building programs to foster sustainable literacy practices. Strengthening school-community partnerships and increasing government support are crucial for addressing systemic gaps. The findings contribute to the discourse on literacy education in Indonesia, offering practical recommendations for policymakers and educators. Literacy programs can be more effectively implemented by improving school readiness, supporting national educational goals and enhancing student learning outcomes

Between Two Worlds: The Impact of Sociocultural Acculturation on the Psychological Well-being

The sociocultural adaptation of Mainland Chinese students in Hong Kong presents unique challenges that significantly impact their psychological well-being. While Hong Kong shares cultural similarities with Mainland China, historical, political, and linguistic differences create distinct adaptation barriers for non-local students. This study examines the relationship between sociocultural adaptation difficulties and psychological distress among Mainland Chinese students, emphasizing the impact on anxiety, social impairments, and depression. Using a quantitative approach, data were collected from 245 students through a structured survey incorporating the Sociocultural Adaptation Scale and the General Health Questionnaire-28 (GHQ-28). Pearson correlation analysis revealed a strong positive association (r= 0.79, p < 0.05) between adaptation difficulties and psychological distress. Further analysis indicated that social impairments and anxiety/insomnia were the most affected mental health dimensions, while longer duration of stay in Hong Kong was linked to improved adaptation and reduced psychological distress. These findings highlight the need for targeted interventions to support Mainland Chinese students in overcoming adaptation stress. Universities should enhance peer mentorship programs, language support services, and intercultural initiatives to foster social inclusion and reduce psychological distress. Future research should explore qualitative perspectives to gain deeper insights into students' lived experiences and the long-term effects of acculturation stress. By addressing these challenges, higher education institutions can create a more supportive and inclusive environment that enhances both academic success and student well-being

Prophetic Leadership in Islamic Schools: Transforming Teacher Performance and Student Achievement

Prophetic leadership, rooted in the values of humanization, liberation, and transcendence, has gained attention as an ethical and values-based leadership model in Islamic education. This study examines the influence of prophetic leadership on teacher performance and student achievement at Madrasah Ibtidaiyah Datok Sulaiman Palopo. Using a quantitative correlational design, the study collected data from teachers and students using structured questionnaires and academic performance records. The data were analyzed using multiple regression and Pearson correlation tests to determine the relationship between prophetic leadership, teacher performance, and student achievement. The findings indicate that teachers perceive the principal’s leadership as highly aligned with prophetic values, particularly in fostering ethical guidance, professional motivation, and collaborative engagement. A significant positive correlation was found between prophetic leadership and teacher performance, suggesting that teachers who experience strong moral and professional support from school leaders demonstrate higher instructional effectiveness and classroom engagement. Additionally, student achievement was significantly influenced by the leadership approach, reinforcing the idea that values-driven leadership fosters a positive learning environment. The study highlights the need for Islamic schools to integrate participatory leadership practices, ensuring teachers have greater autonomy in decision-making. It also emphasizes expanding leadership strategies beyond teacher development to engage students and parents actively. Future research should explore how prophetic leadership can adapt to contemporary educational challenges, ensuring its continued relevance in enhancing teacher effectiveness and student success

Strengthening Religious Moderation in Madrasahs: An In-Depth Evaluation

This study evaluates the implementation and outcomes of religious moderation education in three madrasahs—MIS Bokin, MIS Rantepao, and MTs Rantepao—located in North Toraja Regency. Employing the CIPP (Context, Input, Process, Product) evaluation model and a qualitative approach, the research explores how religious moderation principles are integrated into Islamic Religious Education (PAI) lessons and extracurricular activities. Data were gathered through observations, interviews, and document analysis, involving principals, teachers, and students as key informants. The findings indicate that religious moderation education is embedded effectively into both curricular and extracurricular activities. Through PAI lessons, teachers integrate values such as tolerance, harmony, and critical thinking using innovative methods like Active Debate and Everyone Is a Teacher Here. These approaches enable students to internalize moderation values naturally. Extracurricular activities, such as interfaith collaborations during religious holidays, provide practical applications of these principles, fostering mutual respect and inclusivity among students. The outcomes reveal enhanced national commitment, tolerance, and critical thinking skills among students. The programs address contemporary challenges, such as the spread of radical ideologies, by creating a positive and inclusive school environment. A systematic implementation process, supported by continuous evaluation, ensures the programs’ effectiveness and adaptability to the needs of students. This study concludes that religious moderation education at these madrasahs serves as an exemplary model for fostering harmony and coexistence in diverse educational contexts. Recommendations include consistent program evaluation, leveraging technology for broader outreach, and expanding these practices to other educational institutions

Teacher Strategies in Navigating Curriculum Transition: From K13 to the Merdeka Curriculum in Primary Schools

This study evaluates the implementation of a point-based disciplinary system in fostering student character development at SMAN 7 Luwu Timur. The research examines how structured disciplinary measures shape student behavior, enhance responsibility, and promote ethical values. Data were collected over one academic year through classroom observations, structured interviews with teachers and students, and document analysis using a qualitative research design. Findings indicate that the point-based system positively influences student discipline and moral development. Teachers reported a significant decrease in behavioral infractions and a noticeable improvement in students’ ethical awareness. The system fosters accountability and self-regulation, encouraging students to take responsibility for their actions. However, several challenges persist, including inconsistencies in enforcement and limited parental involvement. Some variations in disciplinary application undermine its effectiveness, emphasizing the need for comprehensive teacher training and structured implementation guidelines. This study contributes to the growing body of literature on character education by demonstrating the effectiveness of a structured disciplinary framework in promoting positive student behavior. It highlights the importance of integrating character-building strategies with school discipline policies to create a more supportive educational environment. The findings suggest that a well-designed point-based violation system can be a powerful tool for character education when implemented consistently and equitably. For sustainability and broader applicability, future research should explore the long-term behavioral impacts of such systems and investigate their effectiveness in diverse educational settings. Policymakers and educators must collaborate to refine disciplinary approaches that balance strict enforcement with holistic character development

Unpacking the Impact of the Merdeka Mengajar Platform on Teacher Performance: A CIPP Model Evaluation

This study evaluates the implementation of the Platform Merdeka Mengajar (PMM) and its impact on improving teacher performance through the Context, Input, Process, and Product (CIPP) evaluation model. As a flagship initiative of Indonesia’s Ministry of Education, PMM provides self-paced training modules, instructional resources, assessment tools, and digital portfolios to support teachers in delivering the Merdeka Curriculum. Employing a qualitative approach, data were collected through semi-structured interviews, classroom observations, and document analysis involving eight teachers and one principal at a junior secondary school in Indonesia. The findings indicate that PMM is contextually aligned with the evolving needs of educators, particularly in promoting independent learning and responsive teaching. While infrastructure and resources were generally adequate, limited digital fluency and time constraints hindered optimal use. Teachers are actively engaged with the platform, supported by institutional mechanisms like Komunitas Belajar, for collaborative reflection. The evaluation showed improved pedagogical competence, classroom management, and student engagement. Despite some obstacles, PMM demonstrates strong potential as a digital innovation for professional development. This study recommends sustained policy support, user-centered platform improvements, ongoing training, and a robust monitoring and evaluation framework to enhance its effectiveness. The results provide valuable insights for policymakers and school leaders seeking to integrate technology into teacher development systems

Assessing the Impact of Government Initiatives on Primary Education Access and Quality in Bangladesh (1971-2000)

The period from 1971 to 2000 represents a transformative era for primary education in Bangladesh, driven by post-independence reforms and the government’s commitment to universal education. This study critically examines government-led initiatives aimed at improving access to and the quality of primary education. Key programs analyzed include the Universal Primary Education initiative, the Primary Education Development Program (PEDP I), and conditional cash transfer schemes such as Food for Education (FFE) and the Female Secondary Stipend Program (FSSP). Employing a policy analysis framework, the study evaluates the design, implementation, and long-term impacts of these initiatives. Findings reveal notable progress in primary education enrollment, with rates increasing from 75.6% in 1991 to 96.6% in 2000. Gender disparities also narrowed significantly, achieving near parity in primary school enrollment by the end of the decade. Despite these achievements, the education sector faced persistent challenges, including high dropout rates, insufficient teacher training, overcrowded classrooms, and systemic resource mismanagement. Political interference and bureaucratic inefficiencies further hindered the effective implementation of educational policies. This study highlights the dual nature of Bangladesh’s educational progress: while access to primary education has expanded considerably, issues related to the quality of instruction, curriculum relevance, and equitable resource distribution remain unresolved. The findings underscore the need for a more integrated approach to policy implementation, focusing not only on enrollment but also on educational outcomes and sustainability. These insights offer valuable guidance for future policy reforms aimed at achieving universal access to high-quality primary education in Bangladesh

Empowering Educators: The Principal's Strategy in Enhancing Teachers' Professional Competence in Islamic Schools

This study examines the strategies employed by principals in enhancing teachers' professional competence within Islamic schools. Using a qualitative descriptive approach and a case study design, data were collected through in-depth interviews, classroom observations, and document analysis. The findings reveal that principals implement structured professional development programs, mentorship and coaching initiatives, collaborative learning environments, spiritual and moral guidance, and institutional support to improve teachers' instructional skills and overall performance. The study highlights that professional development programs enhance pedagogical skills and encourage innovative teaching methods. Mentorship and coaching provide novice teachers with valuable feedback and support, leading to improved classroom management and student engagement. Collaborative learning environments, such as MGMP meetings, foster the exchange of best practices and continuous learning. Additionally, spiritual and moral guidance strengthens teachers' ethical conduct and emotional connection with students, while institutional support, including access to resources and recognition of achievements, boosts teacher motivation and job satisfaction. The results of this study align with educational theories such as Social Learning Theory, Sociocultural Theory, and Herzberg's Two-Factor Theory. However, challenges such as limited funding, resistance to change, and the need for continuous evaluation were also identified. The study concludes that the strategies implemented by principals effectively enhance teachers' professional competence by addressing both technical and moral aspects of teaching. Future research is recommended to assess the long-term impact of these strategies on student outcomes and explore the role of technology in supporting professional development

Effectiveness of Digital Training for Educational Staff in Management Information Systems

The rapid digital transformation in the education sector necessitates the effective utilization of Management Information Systems (MIS) by educational staff. This study evaluates the effectiveness of digital-based technical guidance in enhancing MIS competencies among administrative personnel. A quantitative research approach was employed, with data collected from 24 participants through pre-test and post-test assessments, surveys, and institutional records. The results indicate a significant improvement in participants' knowledge, with post-test scores increasing from an average of 3.21 to 4.45. Participants reported a 35% reduction in data entry errors and a 27% decrease in administrative processing time, demonstrating the training’s impact on institutional efficiency. Additionally, the system utilization rate improved by 26%, highlighting increased confidence and adoption of digital tools. Findings further suggest that structured training programs lead to high participant satisfaction, with an overall rating of 4.33 out of 5. However, time allocation for practical exercises was identified as a challenge, indicating the need for more extensive hands-on sessions. Despite these positive outcomes, the study acknowledges limitations such as a small sample size and reliance on self-reported data. Future research should explore longitudinal impacts and assess the role of continuous training programs in sustaining digital competencies. This study underscores the critical role of technical guidance in equipping educational staff with essential digital skills, ultimately enhancing institutional performance. By implementing structured and continuous training programs, educational institutions can optimize digital transformation efforts and improve administrative efficiency. These findings provide valuable insights for policymakers and educators aiming to foster digital literacy in academic environments

KH. Ahmad Dahlan and the Muhammadiyah Movement: Trailblazers of Educational Transformation in Indonesia

KH. Ahmad Dahlan, born Muhammad Darwis in 1868 in Yogyakarta, was a scholar, educator, and reformer who founded Muhammadiyah in 1912. He was concerned with education and religious understanding among Indonesian Muslims, who were lagging. Muhammadiyah aimed to advance education, health, and social welfare by establishing schools that integrated religious and secular knowledge. Before Muhammadiyah, education in Indonesia was dominated by traditional pesantren and madrasah, with less relevant methods to contemporary developments. KH. Ahmad Dahlan introduced modern teaching methods that encouraged critical thinking and understanding. This study employs a literature review method to explore the contributions of KH. Ahmad Dahlan and the Muhammadiyah movement are transforming education in Indonesia. Data were collected from academic journals, books, conference papers, and credible online sources discussing the history, philosophy, and influence of KH. Ahmad Dahlan and Muhammadiyah. The research findings indicate that KH. Ahmad Dahlan and Muhammadiyah brought significant changes to Indonesian education by integrating religious and secular education, using the Indonesian language as the medium of instruction, emphasizing character education, and promoting gender equality. Muhammadiyah also introduced modern teaching methods and holistic social services. These contributions have enhanced access to and quality education, strengthened national identity, and influenced national education policies. This study provides a deep understanding of the pivotal role of KH. Ahmad Dahlan and Muhammadiyah, in educational reform, offer valuable lessons for the future development of the education system