The Power of “Not-Yet-Sure” dalam Strategi Perubahan Pendidikan

Dina Martha  Tiraswati; Siswantoyo Siswantoyo; Iskandar Iskandar

doi:10.65065/g0w6as87

Authors

Dina Martha Tiraswati Universitas Negeri Yogyakarta Author
Siswantoyo Siswantoyo Universitas Negeri Yogyakarta Author
Iskandar Iskandar STIT Fatahillah Cileungsi Jawa Barat Author

DOI:

https://doi.org/10.65065/g0w6as87

Keywords:

Ketidakpastian, Not-Yet-Sure, Perubahan Pendidikan, Sistem Adaptif, Kepemimpinan

Abstract

This study aims to systematically examine the Power of "Not-Yet-Sure" paradigm as a strategy for adaptive and sustainable educational change. This study uses a literature review method of 32 reputable academic sources covering educational change theory, complexity theory, educational psychology, adaptive leadership, and change management. The results of the study indicate that uncertainty is an inherent character of educational change and cannot be separated from the nature of the education system as a complex adaptive system. The not-yet-sure paradigm, supported by the concepts of growth mindset and reflective learning, enables individuals and educational institutions to interpret uncertainty as a space for learning and innovation. Furthermore, adaptive and distributed leadership has been shown to play a crucial role in managing uncertainty productively through collective learning and strengthening organizational capacity

References

Branson, C. M. (2010). Leading Educational Change Wisely. In Leading Educational Change Wisely. Brill. https://www.scopus.com/inward/record.uri?eid=2-s2.0-84920519156&partnerID=40&md5=1d668c78ea93378d154601d142b26f84

Darling-Hammond, L. (2017). Effective Teacher Professional Development. Learning Policy Institute.

Davis, B., & Sumara, D. (2006). Complexity and Education. Lawrence Erlbaum Associates.

Davis, B., & Sumara, D. (2008). The death and life of great educational ideas: Why we might want to avoid a critical complexity theory. Journal of the Canadian Association for Curriculum Studies, 6(1).

Davis, B., & Sumara, D. (2014). Complexity and education: Inquiries into learning, teaching, and research. Routledge.

Davis, B., & Sumara, D. J. (2005). Challenging images of knowing: Complexity science and educational research. International Journal of Qualitative Studies in Education, 18(3), 305–321.

DuFour, R. (2004). What is a" professional learning community"? Educational Leadership, 61(8), 6–11.

Dweck, C. (2006). Mindset: The New Psychology of Success. Random House.

Erbil, D. G. (2020). A review of flipped classroom and cooperative learning method within the context of Vygotsky theory. Frontiers in Psychology, 11, 1157.

Fullan, M. (2016). The New Meaning of Educational Change. Teachers College Press.

Graham, G. (2004). Eight Theories of Ethics. Routledge.

Hargreaves, A., & Shirley, D. (2012). The global fourth way: The quest for educational excellence. Corwin Press.

Heifetz, R. A., Grashow, A., & Linsky, M. (2009). The theory behind the practice. Harvard Business Press.

Hughes, M. (2016). Leading changes: Why transformation explanations fail. Leadership, 12(4), 449–469.

Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership. School Leadership and Management, 28(1), 27–42.

Morrison, K. (2010). Complexity theory, school leadership and management: Questions for theory and practice. Educational Management Administration & Leadership, 38(3), 374–393.

Muharram, M. R. W., Karlimah, D., Apriani, I. F., Septiani, F., & Meilani, F. (2025). Elementary teachers as catalysts for productive struggle and mathematical mindset. Research Theme: Innovative and Digital Learning in Education, 489.

Napu, I. A., & Noe, I. A. (2025). Adaptive Leadership In Human Resource Management For Msme Digitalization. Jurnal Ilmu Manajemen Dan Bisnis, 13(2), 135–144.

Nissa, N. L. F., & Pujianto, W. E. (2024). Adaptive Leadership dan Etos Kerja Terhadap Produktivitas Kerja Karyawan: Psikologi Capital Sebagai Variabel Mediasi. Jurnal Manajemen Riset Inovasi, 2(2), 64–76.

Peterson, S. M. (2012). Meeting People Where They Are: Recognizing Early Educators’ Readiness to Change. NHSA Dialog, 15(1), 147–152. https://doi.org/10.1080/15240754.2011.637163

Rachmawati, E., Hidayatullah, A. R., & Anshori, M. I. (2023). Gaya Kepemimpinan Adaptive Leadership Seorang Pemimpin; Studi Literatur. Jurnal of Management and Social Sciences, 1(3), 195–210.

Schön, D. (1983). The Reflective Practitioner. In Basic Books.

Spillane, J. (2006). Distributed Leadership. Jossey-Bass.

Stoll, L., & Louis, K. S. (2007). Professional learning communities. McGraw-Hill Education (UK).

Toole, J. C., & Louis, K. S. (2002). The role of professional learning communities in international education. In Second international handbook of educational leadership and administration (pp. 245–279). Springer.

Uhl-Bien, M., Marion, R., & McKelvey, B. (2007). Complexity Leadership Theory. The Leadership Quarterly.

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91.

Wilson, J. (2023). Growth mindset intervention and its impact on productive struggle in the eighth-grade mathematics classroom.

Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302–314.