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All Journal Jurnal Manajemen Pendidikan Continuous Education : Journal of Science and Research ANTHOR: Education and Learning Journal
Ima Widiyanah
Universitas Negeri Surabaya, Indonesia
Religion Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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MANAJEMEN KURIKULUM CAMBRIDGE PADA PROGRAM KELAS INTERNASIONAL DI CHALIDANA ISLAMIC SCHOOL PRIMARY GRESIK Eliya Uslifatul Janah; Ima Widiyanah
Jurnal Manajemen Pendidikan Vol. 11 No. 2 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i2.2036

Abstract

Systematically designed curriculum management can improve the quality of the learning process and support the achievement of educational goals more effectively. Furthermore, successful curriculum implementation is also influenced by good coordination between the principal, teachers, and stakeholders in the education system. This study aims to examine the implementation of the Cambridge Curriculum in the international program at Chalidana Islamic School Primary Gresik, covering planning, organization, implementation, and evaluation. This study employs a qualitative approach with a descriptive design. Data collection was conducted through in-depth interviews, observations, and document analysis involving the school principal, the Cambridge program coordinator, Cambridge subject teachers, homeroom teachers, and students. The collected data were then analyzed using the approach proposed by Miles et al. (2014), which includes data condensation, data presentation, and the drawing and verification of conclusions. The results of the study indicate that the application of the POAC management functions (Planning, Organization, Actuating, Controlling) supports the management of the Cambridge Curriculum in international class programs at the elementary school level.
INTEGRASI MANAJEMEN STRATEGI DALAM MENINGKATKAN KUALITAS PEMBELAJARAN: SINTESIS KONSEPTUAL FORMULASI–IMPLEMENTASI–EVALUASI PADA LEMBAGA PENDIDIKAN Heri Suwarsono; Ima Widiyanah; Erny Roesminingsih; Amrozi Khamidi; Karwanto Karwanto; Syunu Triahantoyo
Jurnal Manajemen Pendidikan Vol. 11 No. 2 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i2.2212

Abstract

The development of education in the era of globalization requires educational institutions to adapt through effective strategic management, particularly in improving learning quality. However, strategic management and learning are often treated as separate domains, resulting in a gap between strategic planning and classroom practices. This study aims to explain the integration of strategic management in improving learning quality through a conceptual synthesis focusing on strategy formulation, implementation, and evaluation in educational institutions. This research employs a qualitative approach using library research. Data were collected from books and relevant national and international journal articles published between 2021 and 2026 through Google Scholar. Data analysis was conducted using content analysis to identify themes, patterns, and relationships among concepts. The findings indicate that integrating strategic management into learning is a crucial aspect that has not been widely explored. Strategy formulation serves as the basis for instructional design, implementation is reflected in innovative learning practices, and evaluation functions as a reflective mechanism for continuous improvement. Therefore, this integration is essential to systematically and sustainably improve learning quality.
DEVELOPMENT OF A RESOURCE CENTER FOR INCLUSIVE EDUCATION: ORGANIZATIONAL MODEL AND SUPPORT STRATEGIES IN CHAD Ali Abakar Ben Abakar; Amrozi Khamidi; Ima Widiyanah
Jurnal Manajemen Pendidikan Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i3.2823

Abstract

Chad faces significant challenges in implementing inclusive education despite its commitment to the Convention on the Rights of Persons with Disabilities (CRPD) and Sustainable Development Goal 4 (SDG 4). Less than 5% of children with disabilities have access to formal education, highlighting the urgent need for effective support structures. This study aims to describe the current state of inclusive education in Chad, identify the main barriers to its implementation, and propose an organizational model for a Resource Center for Inclusive Education (RCIE). A descriptive-propositional qualitative approach was employed. Data were collected through 12 semi-structured online interviews involving teachers, school principals, Ministry of Education officials, families of children with disabilities, and civil society representatives in N'Djamena. Data were analyzed using Taguette software through thematic coding and categorization. The findings revealed four major categories of barriers: institutional, pedagogical, material, and sociocultural. Participants emphasized the need for teacher training, adapted educational resources, intersectoral coordination, and community awareness programs. Based on the IPOF framework and Self-Determination Theory, the study proposes eight organizational propositions for the development of an RCIE adapted to the Chadian context.
IMPLEMENTASI KEPEMIMPINAN TRANSFORMASIONAL KEPALA SEKOLAH MELALUI KETELADANAN DALAM PENGEMBANGAN BUDAYA PRESTASI SISWA (Studi Kasus Di SMAN 1 Puri Kabupaten Mojokerto) Siti Arofah; Gunarti Dwi Lestari; Ima Widiyanah
Jurnal Manajemen Pendidikan Vol. 11 No. 3 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i3.3103

Abstract

The role of transformational leadership in fostering a culture of student achievement is highly significant and has been practiced at SMA Negeri 1 Puri, Mojokerto Regency. However, existing studies on this topic have predominantly focused on literature reviews, while empirical investigations remain limited. Therefore, this study aims to analyze the role of the principal’s leadership in developing a culture of student achievement using the transformational leadership framework, which comprises the four dimensions known as the Four I’s: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. This study employed a qualitative approach with a case study design. The findings indicate that the principal of SMA Negeri 1 Puri, Mojokerto Regency, has effectively implemented transformational leadership in fostering a culture of achievement. In terms of idealized influence, the principal demonstrated exemplary leadership through academic productivity, literacy promotion, educational innovation, and various professional accomplishments that inspired members of the school community. Regarding inspirational motivation, the principal successfully established a collective vision of a high-achieving school through various flagship programs that encouraged students’ motivation and commitment to achievement. In the dimension of intellectual stimulation, the principal promoted a culture of innovation, creativity, and continuous learning through educational innovations and the strengthening of literacy practices.
MANAJEMEN KELAS DENGAN MODEL PENDEKATAN RESTORATIF DALAM MENGELOLA DISRUPTIVE BEHAVIOR SISWA Iga Dwi Rianningrum; Ima Widiyanah
Jurnal Manajemen Pendidikan Vol. 10 No. 4 (2025): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v10i4.1255

Abstract

Objective: The purpose of this study is to explore the application of classroom management with a restorative approach in managing disruptive student behavior at SMP Hang Tuah 6 Excellent. Qualitative case studies were used in this study to gain a deeper understanding of the restorative principles (reparation, collaboration, and empathy) integrated into classroom management strategies. Data from observations, interviews, and documentation with the principal and teachers were collected as the results of this study. Although traditional disciplinary approaches are still used, the results of the study show that there are several indicators of a restorative approach, such as two-way communication and relationship restoration, which are early signs of the application of a restorative approach that has the potential to reduce disruptive student behavior and build a more positive learning atmosphere.
Integrasi Kurikulum dan Penjaminan Mutu Pembelajaran dalam Penguatan Literasi dan Numerasi Siswa Madrasah Tsanawiyah Tika May Aryati; Kaniati Amalia; Ima Widiyanah
ANTHOR: Education and Learning Journal Vol 5 No 3 (2026): Anthor 2026
Publisher : Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/anthor.v5i3.453

Abstract

Penelitian ini bertujuan untuk menganalisis integrasi kurikulum dan penjaminan mutu pembelajaran dalam penguatan literasi dan numerasi siswa Madrasah Tsanawiyah di Kabupaten Sidoarjo. Penelitian menggunakan metode Systematic Literature Review (SLR) dengan menelaah 15 artikel utama yang relevan terkait integrasi kurikulum, penjaminan mutu pendidikan, literasi, dan numerasi pada rentang tahun 2010–2025. Proses pengumpulan data dilakukan melalui penelusuran berbagai database ilmiah seperti Google Scholar, Garuda, DOAJ, dan Scopus menggunakan kata kunci yang sesuai dengan fokus penelitian. Analisis data dilakukan dengan teknik content analysis untuk mengidentifikasi tema, pola hubungan, dan kesenjangan penelitian. Hasil penelitian menunjukkan bahwa integrasi kurikulum mampu menciptakan pembelajaran yang lebih kontekstual, bermakna, dan mendukung pengembangan kemampuan berpikir kritis siswa. Literasi dan numerasi terbukti menjadi kompetensi lintas mata pelajaran yang memerlukan dukungan seluruh guru melalui pembelajaran terintegrasi. Selain itu, sistem penjaminan mutu pembelajaran berperan penting dalam menjaga konsistensi proses pembelajaran melalui perencanaan, pelaksanaan, evaluasi, dan tindak lanjut secara berkelanjutan. Pada konteks madrasah, integrasi kurikulum agama dan umum yang didukung sistem mutu pembelajaran mampu memperkuat kualitas pendidikan, karakter siswa, serta capaian literasi dan numerasi. Penelitian ini memiliki kebaruan pada pengintegrasian variabel integrasi kurikulum dan penjaminan mutu pembelajaran dalam satu kerangka analisis terhadap penguatan literasi dan numerasi siswa MTs. Penelitian ini diharapkan dapat memberikan kontribusi teoritis dan praktis bagi pengembangan kebijakan pendidikan madrasah berbasis mutu dan pembelajaran terintegrasi.
Integrasi Data Rapor Pendidikan dan Capaian SNBP-SNBT sebagai Instrumen Evaluasi Mutu Sekolah: Studi Komparatif SMA Negeri 1 Sooko dan SMA Negeri 2 Kota Mojokerto Imron Rosadi; Heri Susanto; Gunarti Dwi Lestari; Ima Widiyanah
ANTHOR: Education and Learning Journal Vol 5 No 3 (2026): Anthor 2026
Publisher : Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/anthor.v5i3.567

Abstract

Penelitian ini bertujuan untuk menganalisis integrasi data Rapor Pendidikan dan capaian Seleksi Nasional Berdasarkan Prestasi (SNBP) serta Seleksi Nasional Berdasarkan Tes (SNBT) sebagai instrumen evaluasi mutu sekolah. Penelitian menggunakan pendekatan kuantitatif dengan desain deskriptif komparatif. Objek penelitian adalah SMA Negeri 1 Sooko Kabupaten Mojokerto dan SMA Negeri 2 Kota Mojokerto. Data diperoleh melalui dokumentasi Rapor Pendidikan tahun 2024–2025 dan data capaian SNBP-SNBT tahun 2025–2026. Analisis dilakukan menggunakan teknik deskriptif, komparatif, dan integratif. Hasil penelitian menunjukkan bahwa kedua sekolah memiliki capaian literasi dan numerasi yang sangat tinggi. Namun demikian, SMA Negeri 1 Sooko menunjukkan peningkatan yang lebih baik pada indikator karakter, kualitas pembelajaran, dan iklim sekolah. Kondisi tersebut diikuti peningkatan jumlah siswa yang diterima di perguruan tinggi negeri melalui jalur SNBP maupun SNBT. Temuan penelitian menunjukkan bahwa indikator karakter, kualitas pembelajaran, dan iklim sekolah memiliki kecenderungan keterkaitan yang lebih kuat terhadap capaian lulusan dibandingkan indikator akademik yang relatif setara. Integrasi data Rapor Pendidikan dan capaian SNBP-SNBT dapat dimanfaatkan sebagai instrumen evaluasi mutu sekolah yang lebih komprehensif dalam mendukung implementasi Perencanaan Berbasis Data (PBD).
Implementasi Kebijakan Interactive Flat Panel dan Implikasinya Terhadap Pembelajaran Berbasis Kebutuhan Masyarakat di Kabupaten Bojonegoro: Perspektif Filsafat Pendidikan Indonesia Ansachul Balaya; A. Rofiq Ghozali; Siti Arofah; Gunarti Dwi Lestari; Ima Widiyanah
Continuous Education: Journal of Science and Research Vol. 7 No. 2 (2026)
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i2.3526

Abstract

Digital technology has evolved beyond a learning aid into a medium for creating more interactive and meaningful learning experiences. This study aims to analyze the implementation of the IFP distribution policy and its implications for community needs-based learning from the perspective of Indonesian educational philosophy in Bojonegoro Regency. This study employed a qualitative approach using a case study design. The research was conducted at SMAN 1 Bojonegoro, SMPN 1 Trucuk Bojonegoro, and SMPN 1 Kedewan Bojonegoro. Participants consisted of principals, teachers, vice principals for curriculum or facilities, and students selected through purposive sampling. Data were collected through observation, in-depth interviews, and documentation, and analyzed using descriptive qualitative techniques involving data reduction, data display, and conclusion drawing. The findings indicate that the implementation of the IFP distribution policy has generally succeeded in supporting the digital transformation of the education system. The use of IFP enhances classroom interactivity, learning motivation, and student engagement through touchscreen features, visual media, learning videos, and educational games. However, challenges remain, including limited device availability, inadequate teacher training, and the absence of systematic monitoring and evaluation. From the perspective of Indonesian educational philosophy, the policy reflects educational adaptation to technological advancement while remaining aligned with the values of progressivism and Ki Hadjar Dewantara’s philosophy. Nevertheless, IFP utilization is still concentrated on modernizing instructional media rather than addressing local community needs. Strengthening teacher capacity, contextual learning practices, and the digital learning ecosystem is therefore essential to maximize the policy’s effectiveness and sustainability.
Co-Authors A. Rofiq Ghozali Ali Abakar Ben Abakar Amrozi Khamidi Ansachul Balaya Eliya Uslifatul Janah Erny Roesminingsih Gunarti Dwi Lestari Heri Susanto Heri Suwarsono Iga Dwi Rianningrum Imron Rosadi Kaniati Amalia Karwanto Karwanto Siti Arofah Syunu Triahantoyo Tika May Aryati