Manajemen Sekolah Menyenangkan: Tinjauan Sistematis terhadap Pendidikan Positif dan Pembelajaran Mendalam pada Kurikulum Merdeka

Rakhmawati Wulan Yuliarti; Imron; M Tohirin

doi:10.24832/jpnk.v10i2.6882

Manajemen Sekolah Menyenangkan: Tinjauan Sistematis terhadap Pendidikan Positif dan Pembelajaran Mendalam pada Kurikulum Merdeka

Rakhmawati Wulan Yuliarti

Universitas Muhammadiyah Magelang - Indonesia

Imron

Universitas Muhammadiyah Magelang - Indonesia

M Tohirin

Universitas Muhammadiyah Magelang - Indonesia

DOI: https://doi.org/10.24832/jpnk.v10i2.6882

Submitted

Nov 24, 2025

Published

Dec 30, 2025

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Citation

Yuliarti, R. W., Imron, & Tohirin, M. (2025). Manajemen Sekolah Menyenangkan: Tinjauan Sistematis terhadap Pendidikan Positif dan Pembelajaran Mendalam pada Kurikulum Merdeka. Jurnal Pendidikan Dan Kebudayaan, 10(2), 275–295. https://doi.org/10.24832/jpnk.v10i2.6882

Abstract

ingkungan belajar yang aman, sehat, dan bermakna semakin dibutuhkan dalam implementasi Kurikulum Merdeka yang menekankan kemandirian, kesejahteraan peserta didik, dan pembelajaran mendalam. Sekolah menyenangkan menjadi salah satu pendekatan strategis untuk membangun ekosistem pembelajaran yang humanistik dan berkualitas. Penelitian ini bertujuan untuk menganalisis bagaimana manajemen sekolah menyenangkan dapat dibangun melalui integrasi pendidikan positif, kepemimpinan humanis, dan pembelajaran mendalam. Penelitian ini menggunakan metode studi literatur dengan penelusuran artikel ilmiah melalui Google Scholar dan Science Direct. Artikel yang diperoleh diseleksi berdasarkan tingkat relevansi dan validitasnya. Analisis tematik yang dilakukan secara manual menghasilkan tiga tema utama. Pertama, positive education yang berlandaskan pada model PERMA (positive emotion, engagement, relationship, meaning, accomplishment) menjadi fondasi bagi kesejahteraan emosional siswa dan guru, yang berfungsi sebagai prasyarat terciptanya lingkungan belajar yang kondusif. Kedua, kepemimpinan humanis dan manajemen sekolah yang menyenangkan memungkinkan nilai-nilai kesejahteraan diintegrasikan ke dalam praktik manajerial. Ketiga, ekosistem sekolah yang positif mendorong terbentuknya pembelajaran mendalam, yaitu pembelajaran yang bermakna, reflektif, dan berorientasi pada penguatan kompetensi jangka panjang. Temuan ini menunjukkan bahwa manajemen sekolah yang menyenangkan tidak hanya berfokus pada aspek administratif, tetapi merupakan model pengelolaan sekolah berbasis kesejahteraan yang mengintegrasikan hubungan antarmanusia, kesejahteraan emosional, dan pembelajaran bermakna. Integrasi ketiga komponen tersebut sejalan dengan arah kebijakan Kurikulum Merdeka serta memberikan perspektif baru bagi pengembangan sekolah sebagai ruang tumbuh yang holistik bagi seluruh warga sekolah.

Keywords

manajemen sekolah menyenangkan pendidikan positif Pembelajaran mendalam kepemimpinan humanis Kurikulum Merdeka

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