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All Journal Mimbar PGSD Undiksha Mimbar Ilmu
Ratnawati Susanto
PGSD, FKIP, Universitas Esa Unggul, Jakarta, Indonesia
Education

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Innovative Strategy of Management for Developing 21st Century Skills-Based Curriculum in Modern Schools Ratnawati Susanto
Mimbar Ilmu Vol. 31 No. 1 (2026): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v31i1.105738

Abstract

The increasing cultural diversity of students in international schools poses challenges for teachers in effectively managing student behavior, particularly due to differences in norms, values, and communication patterns. This condition demands the implementation of inclusive and culturally sensitive pedagogical strategies to create a harmonious learning environment. This study aims to analyze the relationship between cross-cultural communication competencies, student behavior management strategies, the implementation of inclusive learning, and the effectiveness of multicultural classroom management. This study uses a mixed methods approach involving teachers as research subjects. Data collection was conducted through Likert scale questionnaires and in-depth interviews. Data analysis used descriptive statistics, correlation tests, multiple linear regression, analysis of variance, and thematic analysis for qualitative data. The results of the study indicate a significant positive relationship between all variables, where inclusive learning is the most dominant factor in increasing the effectiveness of multicultural classroom management. Qualitative findings reveal that the implementation of a cross-cultural approach by teachers can improve discipline, empathy, and collaboration among students. The conclusion of this study confirms that inclusive pedagogy based on cultural sensitivity plays an important role in strengthening a harmonious classroom climate. The implications of this research indicate that cross-cultural communication training and inclusive learning strategies need to be prioritized in teacher professional development to improve the quality of multicultural classroom management.
The Impact of Teacher Competency Management Development on Educational Effectiveness in Elementary Schools Ratnawati Susanto
MIMBAR PGSD Undiksha Vol. 13 No. 3 (2025): October
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jjpgsd.v13i3.103102

Abstract

The low effectiveness of educational management negatively affects learning quality in elementary schools, creating an urgent need to evaluate the impact of teacher competency development programs on school performance. This study aims to analyze the effect of teacher competency development on the effectiveness of educational management. This research employs a quantitative survey design. The sample consisted of 250 elementary school teachers. Data were collected using closed-ended questionnaires based on teacher competency indicators (pedagogical, professional, social, and personal) and educational management effectiveness indicators (planning, organizing, implementing, and evaluating). Data analysis was conducted using descriptive statistics with SPSS version 29.0, multiple linear regression, and Structural Equation Modeling Partial Least Square (SEM-PLS). The results indicate that teacher competency significantly influences educational management effectiveness, contributing 56–64%. Professional competency was the most dominant in the organizing aspect (β = 0.32; p = 0.000), followed by personal, pedagogical, and social competencies. Implementation had the highest R² value (0.64), while evaluation had the lowest R² (0.56), yet remained significant. In conclusion, sustainable and practice-oriented teacher competency development plays a crucial role in enhancing learning quality and educational management effectiveness. The study implies that teacher development programs based on mentoring, collaboration, and school leadership support strengthen overall education quality.
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