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Ngurah Ayu Nyoman Murniati
Magister Manajemen Pendidikan, Universitas PGRI Semarang, Semarang, 50125, Indonesia
Religion Humanities Education Library & Information Science Other

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Strengthening Student Literacy through Mandatory KIR Program: Evidence from Principal Leadership Practices Sugiyanti Sugiyanti; Ngurah Ayu Nyoman Murniati; Bunyamin Bunyamin
Journal of Educational Sciences Vol. 10 No. 6 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.6.p.275-290

Abstract

Strengthening students’ literacy has become an important issue in improving educational quality through school-based academic programs that foster critical thinking and scientific literacy. This study aims to analyze the principal’s leadership practices in implementing a literacy strengthening program through the mandatory Youth Scientific Writing (Karya Ilmiah Remaja/KIR) program at SMA Negeri 1 Rembang. A qualitative case study design was employed. Data were collected through interviews, observations, and documentation involving the principal, teachers, students, and parents. Data were analyzed using data reduction, data display, and conclusion drawing techniques. The analysis generated four major themes: evaluation strategies, corrective mechanisms, literacy development impacts, and principal involvement in program sustainability. The findings show that the principal institutionalized the KIR program through routine evaluation meetings, integration of KIR outcomes into academic assessment, and collaborative communication with teachers and parents. Corrective actions included strengthening mentoring, improving supervision coordination, and addressing implementation barriers. Data also revealed changes in students’ literacy-related behaviors, including increased engagement in reading references, scientific discussions, report writing, and independent learning activities. The study concludes that transformational leadership, continuous evaluation, and collaborative support are essential for strengthening a sustainable school literacy culture through scientific writing programs.
Implementation of the Vroom-Yetton Model in Mitigating Teacher’s Interpersonal Conflict: An Analysis of Workload Distribution Policy in Schools Wiwiyanti Wiwiyanti; Amrina Rosyada; Reni Listiowati; Ngurah Ayu Nyoman Murniati
Journal of Educational Sciences Vol. 10 No. 6 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.6.p.842-857

Abstract

The management of teacher workload and decision-making processes in schools plays a crucial role in shaping organizational climate and teacher well-being. This study analyzes the implementation of the Vroom–Yetton Decision Model in managing teacher workload distribution as an effort to mitigate interpersonal conflict at SD Negeri Wangkelang. A qualitative case study approach was employed involving the principal and teachers as key informants. The findings indicate that teacher workload distribution is not yet fully proportional, particularly in non-teaching assignments, leading to perceptions of unfairness among teachers. This condition contributes to work stress, reduced job satisfaction, and latent interpersonal conflicts within the school environment. Although these conflicts are not openly expressed, they still affect collaboration and working relationships among teachers. Furthermore, the decision-making process in workload allocation remains dominated by the principal, with limited teacher participation. This shows that the Vroom–Yetton Model has not been optimally implemented in a participative manner. The lack of involvement reduces teachers’ sense of ownership toward school policies and increases organizational tension. The study integrates workload distribution, participatory decision-making, and interpersonal conflict within the Vroom–Yetton framework, offering insights for more participative leadership to improve fairness, job satisfaction, and school climate.
Co-Authors Amrina Rosyada Bunyamin Bunyamin Reni Listiowati Sugiyanti Sugiyanti Wiwiyanti Wiwiyanti