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All Journal Alignment: Journal of Administration and Educational Management
Tri Yuni Hendrowati
Universitas Muhammadiyah Pringsewu, Lampung
Education

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Implementasi Manajemen Pendampingan Kelompok Kerja Guru (KKG) dalam Penguatan Guru sebagai Pemimpin Perubahan di Kabupaten Pesawaran Zulkifli Zulkifli; Tri Yuni Hendrowati; Fatqul Hajar Aswad; Siswoyo Siswoyo
Journal Of Administration and Educational Management (ALIGNMENT) Vol. 9 No. 3 (2026): Journal Of Administration and Educational Management (ALIGNMENT)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/cr8p3004

Abstract

This study aims to analyze the implementation of mentoring management within the Teacher Working Group (KKG) to empower teachers as leaders of change in Pesawaran Regency. The research method used was descriptive research with a qualitative approach. The subjects consisted of the KKG chairperson and teacher members selected through purposive sampling. Data were collected through observation, interviews, and documentation, then analyzed using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing. Data validity was tested through technical triangulation. The results indicate that the implementation of KKG mentoring management was carried out through the stages of planning, organizing, implementing, and evaluating systematically and continuously. Planning was based on an analysis of teacher needs, organizing was supported by a clear structure and division of tasks, implementation used a collaborative approach through workshops, coaching, and discussions on learning practices, while evaluation was conducted through online reflection and follow-up. KKG mentoring has been shown to improve teachers' competence, self-confidence, creativity, and leadership skills as agents of change in the school environment. The program's success was supported by responsive leadership, a collaborative culture, active teacher participation, and facilitator support. Challenges faced included limited time, funding, coverage, and teacher workload. The study concludes that the mentoring management of the Teacher Working Group (KKG) in Pesawaran Regency positively contributed to strengthening teachers as leaders of change through collaborative and ongoing professional development. However, improvements are still needed in aspects such as impact evaluation, structural support, and program sustainability.   Keywords: Mentoring Management, Teacher Professionalism, Leaders of Change, Teacher Competency Development
Manajemen Administrasi Sekolah menuju Standardisasi Sekolah Ramah Anak: Studi Kasus SD Fransiskus Kalirejo Piter Agung Dwi Nugroho; Tri Yuni Hendrowati; Fatqul Hajar Aswad; Siswoyo Siswoyo
Journal Of Administration and Educational Management (ALIGNMENT) Vol. 9 No. 3 (2026): Journal Of Administration and Educational Management (ALIGNMENT)
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/4fy9we97

Abstract

This study aims to analyze how school administrative management through the POAC (Planning, Organizing, Actuating, Controlling) function can support the standardization process of Child-Friendly Schools (SRA) at Fransiskus Elementary School, Kalirejo, Central Lampung. The research method used was a qualitative approach with a case study design. Data were collected through observation, in-depth interviews, and documentation studies. Data were then analyzed using the interactive model of Miles, Huberman, and Saldana. The results showed that the implementation of the planning function was aligned with the school's vision and mission and SRA regulations. Organization was carried out through the formation of a decree-based SRA Team structure with a clear division of roles. Implementation (actuation) was characterized by instructional leadership and positive discipline, as well as stakeholder involvement. Controlling was carried out through participatory audits, supervision based on child-friendly indicators, and an effective complaint system. Overall, POAC-based administrative management proved to be a key foundation for the institutionalization of SRA, although challenges remain in the digitalization of administration. The conclusion of this study is that the success of Child-Friendly School standardization is largely determined by the strength of an integrated, adaptive, and child-protection-based school administration system, which needs to be strengthened through digitalization and system enhancements that are not dependent on individuals.                                       Keywords: School Administration, Management, Child-Friendly Schools, Standardization
Co-Authors Fatqul Hajar Aswad Piter Agung Dwi Nugroho Siswoyo Siswoyo Zulkifli Zulkifli