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All Journal Kelola: Jurnal Manajemen Pendidikan JIMAD : Jurnal Ilmiah Mutiara Pendidikan Journal of Educational Studies
Nerru Pranuta Murnaka
Universitas Katolik Parahyangan
Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Authoritarian Leadership Style of Principals at the Elementary Education Level: A Review of the Literature Muhammad Huda; Marevic Jean P. Lutog; Nerru Pranuta Murnaka
Kelola: Jurnal Manajemen Pendidikan Vol. 13 No. 1 (2026)
Publisher : Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.jk.2026.v13.i1.p16-35

Abstract

This study aimed to examine authoritarian leadership styles at the elementary school level by highlighting their characteristics in elementary education. The problem this research addresses is the impact of authoritarian leadership implemented by school principals, particularly its strengths and weaknesses. This study used a qualitative approach and a literature review method, collecting literature from the Google Scholar database from 2019–2024 and from January to April 2025, using keywords related to authoritarian leadership in elementary schools. The literature was then filtered into 15 primary sources based on their relevance and focus on the research topic. The criteria for the literature used discuss authoritarian leadership in the context of elementary schools. The findings revealed that authoritarian leadership can improve discipline and rapid decision-making, but it often hinders creativity, collaboration, and a sense of togetherness among educators and leads to increased stress and decreased motivation. The conclusion of this study states that authoritarian leadership helps achieve school goals by maintaining teacher discipline, yet it negatively impacts teacher creativity, cooperation, and job satisfaction. Thus, school principals need to use this style selectively and responsibly, combining it with other leadership approaches that are more adaptive to the situation and the characteristics of team members.
Students' Perception of Academic Service Management of Study Programs and Its Implications on Student Satisfaction Andi Mardiana Paduppai; Nerru Pranuta Murnaka; Mochamad Nashrullah
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i1.2696

Abstract

This study aims to examine students' perceptions of academic service management within study programs and its implications for student satisfaction at Muhammadiyah University of Sidoarjo. Academic service management in this study encompasses aspects of planning, organizing, implementing, and monitoring and evaluating academic services. The study used a quantitative approach with a descriptive and correlational design. The subjects were active students at Muhammadiyah University of Sidoarjo. were selected as respondents because they have direct experience in utilizing academic services. Data were collected through a Likert-based questionnaire and analyzed using descriptive statistics and correlation analysis to examine the relationship between academic service management and student satisfaction. The results of this study are expected to provide an empirical overview of the quality of academic service management at the study program level and the level of student satisfaction as service users. The findings of this study are expected to serve as a basis for evaluation and decision-making in order to continuously improve the quality of academic services and strengthen academic governance oriented towards student satisfaction.
Pengaruh Minat Belajar dan Kepercayaan Diri terhadap Hasil Belajar Kognitif Matematis pada Siswa SMK Negeri 7 Kabupaten Tangerang Charlos E. P. L. Gaol; Nerru Pranuta Murnaka; Ayatul Ulya
JIMAD: Jurnal Ilmiah Mutiara Pendidikan Vol. 4 No. 2 (2026): JIMAD - MEI
Publisher : PT. Penerbit Tiga Mutiara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61404/jimad.v4i2.481

Abstract

This study was motivated by the low mathematics learning outcomes of vocational high school students, which are influenced by affective factors, particularly learning interest and self-confidence. Mathematics plays a crucial role in developing students’ logical, critical, and systematic thinking skills; therefore, successful mathematics learning constitutes an essential component of vocational education. The research problem focused on the influence of learning interest and self-confidence on the mathematical cognitive learning outcomes of eleventh-grade students at SMK Negeri 7 Kabupaten Tangerang. The study employed a quantitative approach with a correlational survey design. The research sample consisted of 129 students selected through cluster sampling techniques. Data were collected through Likert-scale questionnaires and documentation of students’ mathematics scores. Data analysis was conducted using descriptive statistics, Pearson correlation, and multiple linear regression with the assistance of SPSS software. The findings revealed that learning interest did not have a significant effect on mathematics learning outcomes, contributing only 1.1%, whereas self-confidence had a significant effect with a contribution of 10.8%. Simultaneous testing demonstrated that learning interest and self-confidence collectively exerted a significant influence on mathematics learning outcomes with a contribution of 13.8%. The findings indicate that self-confidence is a more dominant affective factor than learning interest in improving the mathematical cognitive learning outcomes of vocational high school students. The novelty of this study lies in the finding that the vocational practice-oriented characteristics of vocational high school students cause learning interest not to directly influence mathematics learning outcomes, while self-confidence emerges as a more determining factor in students’ academic achievement. The results of this study are expected to serve as a foundation for developing mathematics learning strategies that are more oriented toward strengthening students’ psychological aspects.
Co-Authors Andi Mardiana Paduppai Ayatul Ulya Charlos E. P. L. Gaol Marevic Jean P. Lutog Mochamad Nashrullah Muhammad Huda