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All Journal Jurnal Ilmiah Mandala Education (JIME) Journal of Educational Studies
A. Fandir
Universitas Pendidikan Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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A Data-Driven Policy–Governance Alignment Model for Lecturer Performance Management in Vocational Higher Education A. Fandir; Johar Permana; Nur Aedi; Cepi Triatna
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.v4i1.2419

Abstract

The persistent misalignment between national higher education policy mandates and institutional governance practices in Indonesian vocational higher education institutions (VHEIs) continues to obstruct effective lecturer performance management. This study develops and validates the Data-Driven Policy–Governance Alignment Model (DPGAM), a theoretically integrated framework that synthesizes policy alignment theory, institutional analytics theory, and organizational learning theory to diagnose and bridge the policy–governance gap in VHEIs. Employing a sequential explanatory mixed-methods design with a comparison group longitudinal component, this study aimed to analyze data from 4,424 lecturers across 142 VHEIs between 2022 and 2024. A 48-item validated instrument, the Governance Alignment Assessment Tool (GAAT), measured six governance dimensions. Common method bias was assessed using Harman's single-factor test (variance explained = 22.7%, below the 50% threshold) and procedural remedies. Structural equation modeling (SEM) identified Policy Compliance Index (? = 0.421, p < .001), Governance Transparency Score (? = 0.318, p < .001), and Data Infrastructure Quality (? = 0.287, p = .003) as the strongest predictors of the Policy Alignment Score (PAS). Post-DPGAM implementation demonstrated a statistically significant improvement in the Composite Lecturer Performance Index (CLPI) from 63.5 to 76.8 (Cohen's d = 1.32, p < .001; difference-in-differences = 11.4 points). Unexpectedly, private polytechnics showed disproportionately lower transparency compliance than community colleges, challenging assumptions about institutional size and governance capacity. The model demonstrated strong construct validity (Cronbach's ? = 0.74–0.87) and acceptable model fit (CFI = .962, RMSEA = .048). These findings offer a theoretically grounded, empirically validated, and reproducible governance framework for policymakers and administrators in vocational higher education
Innovative Approach For Professional Development For Language Teachers In The Digital Age Nurfidah Nurfidah; Supriadin Supriadin; Evi Rosdiyanti; A. Fandir
Jurnal Ilmiah Mandala Education (JIME) Vol 12 No 1 (2026): Jurnal Ilmiah Mandala Education (Januari)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jime.v1i2.10112

Abstract

 The development of digital technology has brought significant changes to language learning practices and requires language educators to continuously improve their professional competencies through innovative approaches. This study aims to examine various innovative approaches to the professional development of language educators in the digital era and identify their benefits, challenges, and implications for improving the quality of language learning. The study employed a qualitative descriptive approach through literature review and limited case studies. Data were collected through analysis of reputable scientific documents, education policy reports, and semi-structured interviews with language educators and professional development program managers. Data analysis was conducted thematically to identify patterns, strategies, and barriers in the implementation of innovative technology-based approaches. The results show that innovative approaches, such as digital technology integration, collaborative learning, and strengthening digital literacy, contribute positively to improving the pedagogical, professional, and digital competencies of language educators. However, challenges such as limited technological skills and resistance to change remain major obstacles. These findings emphasize the importance of developing professional development models that are contextual, sustainable, and adaptive to the dynamics of language education in the digital era.
Co-Authors Cepi Triatna, Cepi Evi Rosdiyanti Johar Permana Nur Aedi Nurfidah Nurfidah Syarifoeddin, Elya Wibawa