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All Journal Indonesian Journal of Educational Development (IJED) Kelola: Jurnal Manajemen Pendidikan
Reinhard Leonardo Paais
Universitas Pendidikan Indonesia
Decision Sciences, Operations Research & Management Education Mathematics Other

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The Quality Improvement of Certified Teachers’ Teaching Performance Using the Deming Cycle Model Andreas Andreas; Reinhard Leonardo Paais
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.p36-52

Abstract

Teacher performance enhancement is vital for optimal education quality. This research portrays the Deming Cycle’s application in improving certified teachers' performance at SMK Negeri 1 Sorong Regency. Using a qualitative descriptive approach, data were gathered from a principal and 13 purposively selected teachers through interviews, observations, and FGDs. Data were validated via triangulation and analyzed using Miles and Huberman’s interactive model. Results indicate that the Deming Cycle (PDCA) effectively enhances teaching performance. The Plan step identified needs for innovation, while the Do step implemented Project-Based Learning (PjBL) to boost students' analytical and creative skills. The Check step showed significant growth in teacher confidence and student engagement. Finally, the Act stage established sustainable mentoring and collaboration. Practically, the Deming Cycle serves as a "Kaizen" framework, aligning teacher professionalism with industrial demands. These findings suggest that systematic mentoring is essential for translating certification into classroom innovation, positively impacting overall learning quality.
Evaluasi Program Pelatihan Project-Based Learning bagi Guru dengan Model Kirkpatrick Reinhard Leonardo Paais; Sabirin
Kelola: Jurnal Manajemen Pendidikan Vol. 12 No. 2 (2025)
Publisher : Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.jk.2025.v12.i2.p184-195

Abstract

This studi aims to evaluate the effectiveness of Project-Based Learning (PjBL) training for teachers using two levels of the Kirkpatrick Model: Reaction and Learning. The training is essential to equip teachers in meeting the demands of 21st-century education, where teachers serve as facilitators who encourage active student participation in meaningful learning. The research subjects consisted of 25 junior and vocational high school teachers from the Islamic Development Network Boarding School Solo who participated in the Project-Based Learning (PjBL) training. Data were collected through evaluation questionnaires (Reaction level) and pretest-posttest assessments (Learning level). The data were analyzed quantitatively. The evaluation at the Reaction level indicated that the training was rated very positively by participants, with an overall average score of 4.21. Four aspect are material relevance, facilitators, training methods, and facilities and media were rated as “Very Good.” Meanwhile, the aspects of training duration and participant engagement were rated as “Good.” At the Learning level, the results of a paired sample t-test showed a significant increase in participants' knowledge scores after the training (pretest mean = 50.20; posttest mean = 84.80; sig. 0.000 < 0.05). These results indicate that the training successfully enhanced teachers’ understanding of the concepts and implementation of Project-Based Learning (PjBL). Therefore, the Project-Based Learning (PjBL) training proved to be effective in improving teachers’ knowledge and received a positive response from participants. This evaluation provides a valuable foundation for developing more impactful and contextual teacher training programs, and supports the improvement of learning quality in schools.
Academic ecosystem and change management effects on learning service quality in higher education Reinhard Leonardo Paais; Nur Aedi
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 2 (2026): August 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v7i2.6465

Abstract

The increasing demand for high-quality learning services in higher education is often not matched by institutional readiness to develop supportive academic ecosystems and manage change effectively, creating a gap between student expectations and actual service quality. This study examines the effects of the academic ecosystem and change management on learning service quality at the postgraduate level in response to the growing expectation that universities function as service-oriented institutions. A quantitative survey was conducted involving all 95 postgraduate students enrolled in the Educational Administration Study Program, Faculty of Education, Universitas Pendidikan Indonesia. Given the relatively small population, a census sampling technique was employed, with all students included as respondents. Data were collected through questionnaires and analyzed using multiple linear regression after meeting the classical assumption tests. The results indicate that the academic ecosystem and change management have positive and significant effects on learning service quality, both simultaneously and partially, with a combined contribution of 49.9%. The academic ecosystem exerts a stronger influence (β = 0.479) than change management (β = 0.327). These findings suggest that strengthening academic ecosystems and implementing sustainable change management are essential for improving learning service quality and enhancing institutional competitiveness in higher education.
Co-Authors Andreas Andreas Nur Aedi Sabirin