Jurnal Penjaminan Mutu

REVIU KURIKULUM SEBAGAI UPAYA PENINGKATAN MUTU PENDIDIKAN DI SMK PGRI 6 DENPASAR

Kadek Dedy Herawan — 2025-09-14

To enhance educational quality and strengthen public trust in SMK PGRI 6 Denpasar, curriculum reviews are conducted as a key strategy. These reviews aim to identify curricular weaknesses and design appropriate improvements, thereby ensuring a responsive and contextual curriculum that supports better student learning outcomes. The process is carried out in a participatory and data-driven manner to guarantee its relevance and effectiveness.

The research method employed in this study is descriptive qualitative research. The primary data were obtained from informants selected through purposive sampling. The collected data were then analyzed to generate meaningful findings that address the research problems.

The findings of this study indicate that the curriculum of SMK PGRI 6 Denpasar was reviewed based on reflective achievements and the quality report in 2024. The review was carried out by examining its main components, namely intra-curricular, co-curricular, and extracurricular activities. Once the planning stage was completed and the curriculum review had been fully implemented, SMK PGRI 6 Denpasar undertook an important subsequent step, namely conducting evaluation and follow-up actions. This stage was intended to ensure that the review process yielded valid and useful results, which could then be used as the basis for producing official documents aligned with the decisions and policies to be applied in achieving the school’s vision, mission, and objectives for the 2025/2026 academic year.

IMPLEMENTASI AJARAN PANCA YAMA BRATA DALAM PEMBENTUKAN JIWA KEPEMIMPINAN PADA MAHASISWA

Dewa Gede Satria Wira Bawana — 2026-01-25

Panca Yama Brata is one of the ethical teachings in Hinduism that can serve as a guideline for shaping leadership qualities, especially for students. This teaching consists of five main principles: Ahimsa, Brahmacari, Satya, Asteya, and Awyawaharika, each of which holds significance in developing leadership character. Ahimsa instills the value of non-violence avoiding harm physically, emotionally, or verbally thereby fostering leaders with empathy. Brahmacari emphasizes the importance of a passion for learning and seeking knowledge as a foundation for effective leadership. Satya teaches students to uphold honesty, justice, and truth, which are essential for building trust. Asteya encourages students to refrain from stealing or taking others' rights, instead promoting integrity and respect for others. Awyawaharika stresses the importance of prioritizing truth and dharma values in every action. The implementation of Panca Yama Brata not only helps students develop exemplary leadership qualities but also creates a positive impact on their environment and society. Therefore, this teaching is highly relevant in cultivating future leaders who are characterized by integrity, fairness, and a strong sense of responsibility.

ANALISIS PENDAYAGUNAAN GENERATIVE ARTIFICIAL INTELEGENCE (GAI) OLEH GURU SD KOTA DENPASAR: PERSPEKTIF ETIKA, EFISIENSI, & EFEKTIVITAS

Dewa Made Dwicky Putra Nugraha — 2026-01-25

The utilization of artificial intelligence (AI) in primary education is a transformative global phenomenon, yet it highlights the urgency of integrating this technology responsibly and effectively. Previous research indicates gaps in the ethical analysis, teacher time efficiency, and empirical impact on student learning outcomes. Therefore, this study aims to comprehensively assess the use of generative AI by elementary school teachers in Denpasar City from ethical, efficiency, and effectiveness perspectives concerning students. This study applying a quantitative descriptive approach with a cross-sectional survey design, data were collected from 142 elementary school teachers in Denpasar City via an online questionnaire using a Likert scale (1-5). The questionnaire comprised 12 ethics items, 8 efficiency items, and 9 effectiveness items. Descriptive analysis and Pearson correlation were performed. Results indicate that elementary school teachers in Denpasar selectively utilize generative AI (e.g., ChatGPT, Canva AI, Quizziz AI) according to specific pedagogical needs. Teachers' perceptions of the ethics (mean = 3.58), efficiency (mean = 3.70), and effectiveness (mean = 3.63) of AI use were categorized as "high." Significant correlations were found between the dimensions, with the strongest correlation observed between efficiency and effectiveness (r = 0.659, p < 0.01), suggesting that the ease and practicality of AI significantly influence perceived learning effectiveness. In conclusion, elementary school teachers in Denpasar have adopted generative AI ethically, efficiently, and effectively. Recommendations include continuous AI literacy training (functional, ethical, pedagogical) and empowering teachers as designers of learning with AI to ensure responsible and optimal integration.

THE SCIENCE LITERACY MEASUREMENT DESIGN ON THE QUALITY OF BIOLOGY LEARNING

eka anggis — 2026-01-25

Abstract

Scientific literacy is one of the skills needed in the 21st century, especially to ensure mutual learning of biology. The aim of the research is to describe the design of measuring scientific literacy in biology learning. The research method used R & D Thiagarajan 4D (Define, Design, Develop and Disseminate). The instrument used is a material expert validation sheet and biology learning methodology. The results showed that there was 85.6% feasibility by material experts, 96% by learning methodology experts. The conclusion of the research is that the feasibility of a scientific literacy instrument in biology learning has been produced so that it can be used as a measuring tool to evaluate the quality of biology students' scientific literacy.

COMPARATIVE ANALYSIS OF CURRICULUM IN INDONESIA AND JAPAN: STRUCTURE, IMPLEMENTATION, AND GOVERNMENT POLICY

Subkhan Syaroni — 2026-01-25

This study aims to compare the curricula of Indonesia and Japan in three key aspects: structure, implementation, and government policies. Using a literature review method, the study reveals that Indonesia's curriculum emphasizes moral and religious values and project-based learning. In contrast, Japan's curriculum focuses more on practical skills and character development through integrated moral education. The implementation of the curriculum in Indonesia faces challenges such as educational infrastructure disparities, whereas Japan successfully applies a uniform system despite academic pressure issues. Government policies play a vital role in supporting innovation and sustainability in education systems, with Japan demonstrating greater stability compared to Indonesia. This study provides recommendations for developing adaptive and relevant educational policies.