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All Journal Journal of Education and Teaching Learning SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Women, Education, and Social Welfare
Junaina
Universitas Islam Negeri Raden Intan Lampung
Religion Humanities Economics, Econometrics & Finance Education Environmental Science Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Penguatan Kompetensi Tenaga Administrasi Sekolah melalui Pelatihan Kerja Berbasis Dapodik Jahani; Junaina
SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan Vol. 3 No. 2 (2026): April - June | SAKALIMA: Pilar Pemberdayaan Masyarakat Pendidikan
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/sakalima.v3i2.536

Abstract

Digital transformation in school governance requires administrative staff to possess adequate competence in managing educational data accurately, timely, and accountably through the Basic Education Data System (Dapodik). This study aims to analyze the strengthening of school administrative staff competence through Dapodik-based on-the-job training and to identify changes in competence, supporting factors, and inhibiting factors in its implementation. This study employed a qualitative approach with a school-based case study design at SMA Negeri 5 Pontianak. Data were collected through training documentation, observation of administrative work practices, comparison of conditions before and after mentoring, and reflective notes on the training process. The data were analyzed descriptively and qualitatively by categorizing findings based on initial competence conditions, training implementation, competence changes, and supporting and inhibiting factors. The findings show that Dapodik-based on-the-job training conducted through direct practice, demonstration, guided trials, supervision, and follow-up strengthened administrative staff independence in operating Dapodik, using information technology, entering student and teacher data, understanding validation and synchronization procedures, and improving confidence in delivering digital administrative services. The main supporting factors included principal support, mentoring by the head of school administration, collaboration among teachers and students in providing data, and the availability of technological facilities, while the inhibiting factors included infrastructure limitations and the risk of unproductive internet use. This study concludes that Dapodik is not only a national education data platform but can also serve as a contextual medium for human resource competence development through work-based training. The implication of this study highlights the importance of continuous mentoring, digital administrative supervision, adequate technological support, and periodic competence evaluation as part of strengthening data-based school governance.
Gender-Responsive Digital Deep Learning Management in Indonesian Vocational Schools Junaina; Jahani; Syafrimen Syafril; Tulus Suryanto; Koderi
Women, Education, and Social Welfare Vol. 3 No. 3 (2026): July - September 2026 | Women, Education, and Social Welfare
Publisher : WISE Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70211/wesw.v3i3.458

Abstract

Digital transformation in vocational high schools should not be evaluated only through infrastructure availability, but also through its capacity to deepen learning, protect student well-being, and widen equitable school-to-work opportunities. This study evaluates the management of digital-based deep learning in four public vocational high schools in Pesawaran Regency, Indonesia, using a qualitative document-evaluation design. The data corpus comprised 2025 Education Report Cards, school vision and mission statements, school profiles, annual work plans, principal work programs, and follow-up planning documents from SMKN 1 Gedong Tataan, SMKN 1 Tegineneng, SMKN 1 Negeri Katon, and SMKN Padang Cermin. The documents were analyzed through thematic synthesis informed by open-systems theory, CIPP evaluation, continuous quality improvement, TPACK, project-based vocational pedagogy, and a gender-responsive welfare lens. The findings show that the schools have strong strategic commitments to character formation, digital learning, industry partnership, project learning, and vocational relevance. However, the Education Report Cards reveal an important management paradox: ICT facilities were consistently strong, while resource allocation for quality improvement remained weak and instructional quality was unstable in several schools. The study proposes a PPEPP-CIPP model for gender-responsive digital deep learning management, linking standard setting, implementation, evaluation, control, and improvement with context, input, process, and product evidence. The model positions digital learning as a human-centered and welfare-sensitive strategy for improving vocational learning quality, student participation, and transition readiness.
Transforming Vocational Education Financing Governance through Performance-Based Hybrid Financing in Lampung Province Junaina; Erlian Eka Damayanti; Undang Rosidin
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.157

Abstract

This study analyzes the transformation of vocational education financing governance through performance-based and BLUD-based hybrid financing in Lampung Province. Using a descriptive qualitative design with a multisite case study approach, this study examined three vocational institutions with different governance characteristics: non-BLUD, developing BLUD, and large-scale BLUD schools. Data were collected through policy documents, school financial planning documents, institutional profiles, and relevant secondary data, and were analyzed using an interactive qualitative analysis model. The findings show that conventional financing remains highly dependent on government allocations and community contributions, creating fiscal vulnerability after the abolition of school committee fees. BLUD status strengthens financial autonomy by enabling schools to retain and reinvest revenue generated through Teaching Factory activities, industry partnerships, and production-based learning units. However, the effectiveness of this model depends on entrepreneurial leadership, performance-based budgeting, industrial collaboration, and digital accountability through ARKAS and SIPLah. This study implies that regional governments should accelerate BLUD readiness, strengthen vocational school financial management capacity, and develop hybrid financing policies that maintain a balance between institutional revenue generation, educational equity, and graduate quality improvement.
Co-Authors Erlian Eka Damayanti Jahani Jahani Koderi Syafrimen Syafril Tulus Suryanto Undang Rosidin