JIIP (Jurnal Inovatif Ilmu Pendidikan) is a peer-reviewed academic journal dedicated to the dissemination of high-quality scholarly works in the field of education. The journal publishes original research articles, theoretical studies, and innovative practices that contribute to the advancement of educational knowledge and practice at the primary, secondary, and higher education levels.
ISSN
2656-8527 (printed) |
2657-1838 (online)
Published
2026-07-03
Accreditation
Articles
Pergeseran Paradigma Kepemimpinan: Dari Model Trait Statis Menuju Kepemimpinan Adaptif, Kolaboratif, dan Berbasis Nilai
Penelitian ini menganalisis evolusi model kepemimpinan dari pendekatan berbasis sifat menuju paradigma kepemimpinan modern yang lebih adaptif dan kolaboratif. Latar belakang penelitian berangkat dari kebutuhan memahami perubahan model kepemimpinan yang dipengaruhi dinamika organisasi, perkembangan sosial, dan meningkatnya kompleksitas lingkungan kerja. Tujuan penelitian adalah memetakan perkembangan konsep kepemimpinan serta mengidentifikasi faktor yang memengaruhi efektivitas pemimpin pada berbagai periode. Metode yang digunakan adalah analisis pustaka dengan menelaah Model Sifat, Model Perilaku, teori Situasional dan Kontingensi, kepemimpinan transformasional dan transaksional, hingga model kontemporer seperti kepemimpinan otentik dan servant leadership. Hasil penelitian menunjukkan adanya pergeseran dari model statis menuju pendekatan dinamis yang menekankan fleksibilitas perilaku, kemampuan adaptasi, kecerdasan emosional, dan penguatan hubungan antarindividu. Temuan ini menegaskan bahwa kepemimpinan modern tidak lagi bertumpu pada sifat bawaan semata, tetapi pada kemampuan memahami konteks, mengelola perubahan, dan memberdayakan anggota organisasi.
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SintaWhere and How Can Knowledge Be Acquired? A Qualitative Analysis of Open-Ended Questionnaires
To address the global threat of fake news in the digital era, individuals must understand knowledge and how it is created (epistemic beliefs) to avoid falling for false information. Education is where students spend most of their time daily. Therefore, it is essential to begin investigating teachers' epistemic beliefs as designers of learning. The purpose of this research is to explore teachers' perceptions of knowledge and how it is acquired. Data collection employed an open-ended questionnaire. Inductive thematic analysis was applied to identify concepts and patterns of meaning in the data. The 15-point checklist from Braun and Clarke was used to ensure the quality of qualitative data analysis. Based on the research findings, there are five criteria that teachers believe to be sources of knowledge, namely: subject, environment, object, activity, and process, with subject and object being the most dominant. Furthermore, there are four criteria that teachers believe to be methods of acquiring knowledge: independent learning, learning with others, by providing treatment, and using learning activities. These findings offer potential sources and methods of knowledge acquisition that can be accommodated by teachers to deliver holistic learning experiences.
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