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All Journal Journal of Education Technology Information Social Sciences and Health
Kristina Damayanti
Universitas Singaperbangsa Karawang
Computer Science & IT Education Neuroscience Nursing Public Health

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Perubahan Tenaga Pendidik dan Dampaknya Terhadap Budaya Sekolah Serta Kinerja Pembelajaran (Studi Kasus di SMPIT Al Ichwan Cikarang Utara, Kabupaten Bekasi) Kristina Damayanti; Maman Suryaman
Journal of Education Technology Information Social Sciences and Health Vol. 5 No. 2 (2026): September 2026
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/jetish.v5i2.8427

Abstract

Changes in teaching staff are an inherent part of the dynamics of educational organizations and may affect the stability of school culture and the quality of learning. This study aims to analyze the impact of changes in teaching staff on school culture and learning performance from the perspective of the school as a learning organization. This research employed a qualitative approach with a case study design conducted at SMPIT Al Ichwan, North Cikarang, Bekasi Regency, involving 21 teachers, 175 students, and 3 supporting staff. The findings reveal that changes in teaching staff, particularly due to the transfer of senior teachers, lead to shifts in school culture, decreased student discipline, and weakened learning systems. These findings are supported by quantitative data showing a teacher absenteeism rate of 23%, student tardiness at 38%, and unimplemented learning schedules at 31%. From the perspective of a learning organization, the school has not been able to optimally implement the five core disciplines. This study concludes that structural changes without strengthening leadership and organizational culture may lead to dysfunction in the educational system.
Kesenjangan antara Kurikulum Formal dan Praktik Pembelajaran Aktual dalam Penjaminan Mutu Pendidikan: Kajian melalui Observasi Partisipatif Ine Rahayu Purnamaningsih; Kristina Damayanti; Karmah
Journal of Education Technology Information Social Sciences and Health Vol. 5 No. 2 (2026): September 2026
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/jetish.v5i2.8428

Abstract

Educational quality is often assessed through administrative indicators that emphasize the completeness of instructional documents. However, this approach tends to privilege formal compliance over the actual dynamics of teaching and learning in the classroom. This study examines the gap between the formal curriculum and actual classroom practice, while also exploring the contribution of participant observation to educational quality assurance. Using a qualitative case study design, data were collected through participant observation, in-depth interviews, and document analysis. The findings show that quality evaluation systems remain largely oriented toward administrative compliance, resulting in representations of educational quality that do not fully capture the realities of classroom learning. In practice, teaching and learning processes are dynamic, adaptive, and context-dependent, yet these dimensions are insufficiently reflected in formal assessment mechanisms. The study also reveals differing perspectives on educational quality among school management, teachers, and students, indicating that quality cannot be adequately understood through administrative indicators alone. These findings highlight the importance of integrating participant observation into quality evaluation systems in order to produce a more authentic, contextual, and comprehensive assessment of classroom learning.
Co-Authors Ine Rahayu Purnamaningsih Karmah Maman Suryaman