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All Journal Journal of Education Research Journal of General Education and Humanities
Aini Mazaya El Banna
International Islamic University of Islamabad
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Reassessing Student Representation: Legal and Managerial Implications of the Absence of a Student Executive Board under Law No. 12 of 2012 Muhammad Abdul Zalil; Ade Aspandi; Aini Mazaya El Banna; Aip Syarifudin
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.715

Abstract

This study explores the legal and managerial implications of the absence of a Student Executive Board (Badan Eksekutif Mahasiswa/BEM) at Universitas Pamulang. Law No. 12 of 2012 on Higher Education recognizes students’ rights to form intra-campus organizations as part of their academic and civic development. Nevertheless, Universitas Pamulang operates only through faculty-based associations (HIMA), without a university-level BEM. Using a normative juridical approach and descriptive qualitative analysis, this research reveals that the absence of BEM restricts student representation, weakens interfaculty coordination, and limits participatory decision-making. From a legal perspective, this condition indicates partial non-compliance with statutory obligations regarding organizational rights. From a managerial perspective, it reflects a governance gap that undermines accountability and inclusivity. The findings highlight the need for universities to align legal compliance with participatory management practices to enhance institutional legitimacy and educational quality. The study recommends that higher education institutions establish representative student bodies to foster democratic engagement and fulfill the mandates of national law.
Comparing Teacher Professional Development Effectiveness Across High-Performing PISA Systems: A Cross-Continental Policy Analysis Using the New World Kirkpatrick Model Inu Eka Nugraha; Iman Subasman; Moh Firdaos Agih; Dodi Suhendi; Syibli Maufur; M Syamsul Ma'arif; Aini Mazaya El Banna
Journal of Education Research Vol. 7 No. 3 (2026): in Progress
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v7i3.3986

Abstract

This study examines why several education systems sustained high learning performance following the global disruption caused by the COVID-19 pandemic, while many others experienced substantial learning loss. It aims to compare how teacher professional development is translated into classroom practice across four high-performing PISA 2022 systems representing different continents: Singapore, Estonia, Ontario (Canada), and Australia. A qualitative descriptive approach employing comparative policy analysis was adopted, with the New World Kirkpatrick Model serving as the analytical framework to examine training effectiveness across the dimensions of reaction, learning, behavior, and results. The analysis demonstrates that although all four systems have well-established professional learning structures, their distinguishing strength lies in the institutional mechanisms that facilitate behavioral transfer after training. These mechanisms include instructional leadership, professional collaboration, performance monitoring, and transparent career progression. The study concludes that sustainable educational excellence depends not merely on the quality of teacher training but on coherent performance management systems that systematically connect professional learning with instructional practice and long-term educational outcomes.
Co-Authors Aspandi, Ade Dodi Suhendi Iman Subasman Inu Eka Nugraha M Syamsul Ma'arif Moh Firdaos Agih Muhammad Abdul Zalil Syarifudin, Aip Syibli Maufur