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Ima Widiyanah
Universitas Negeri Surabaya, Indonesia
Education

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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.
Co-Authors Ali Abakar Ben Abakar Amrozi Khamidi Eliya Uslifatul Janah Erny Roesminingsih Heri Suwarsono Karwanto Karwanto Syunu Triahantoyo