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p-Index From 2021 - 2026
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All Journal Journal of Educational Sciences
Supandi Supandi
Manajemen Pendidikan, Pascasarjana, Universitas Persatuan Guru Republik Indonesia Semarang, Semarang, 50125, Indonesia
Religion Humanities Education Library & Information Science Other

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Dynamics of Supporters and Inhibitors of Social Emotional Learning (SEL) Implementation by Teachers in Learning at SDN Rajek Haryanto Haryanto; Ngurah Ayu Nyoman Murniati; Supandi Supandi
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.773-782

Abstract

This research was motivated by an anomaly in the Education Report Card data at SDN Rajek, where the increase in teacher well-being (79.00) was not linear with the low level of student well-being (66.30). This phenomenon indicates a barrier to the transmission of positive emotions within the school climate. This research aims to formulate a solution model to convert teacher well-being into Social Emotional Competence (SEC), which impacts students. Using a qualitative case study method, data was collected through interviews, observations, and document review. The results introduce the "RSI-SEC Bridge" model, which integrates three main pillars: Resilience, Systemic Competence, and Instructional Competence. This strategy transforms teachers' personal capacities into emotionally charged pedagogical practices in the classroom. The study's conclusions confirm that high teacher well-being requires a structured implementation strategy to mitigate student academic stress and sustainably improve the school's safety climate. This model serves as a crucial bridge in ensuring that teacher well-being is internalized into meaningful learning for students.
Human-Centric Approach Strategy: Analysis of Principals' Individualized Consideration of the Learning Environment's Safety Climate Fathimah Fathimah; Ngurah Ayu Nyoman Murniati; Supandi Supandi
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.796-806

Abstract

This study aims to identify and analyze teacher competencies in designing personalized learning in the digital era. Using the Systematic Literature Review (SLR) method based on the PRISMA model, this research reviewed 35 scientific articles published between 2020 and 2025 related to teacher competence, pedagogical design, and personalized learning. Content analysis revealed four major dimensions of teacher competence: pedagogical competence, technological competence, assessment and reflective competence, and socio-emotional and innovative competence. The findings indicate that effective personalized learning requires the integration of understanding students’ learning profiles, the use of adaptive and AI-based technologies, formative and reflective assessment practices, and the creation of empathetic and inclusive learning environments. The study implies that educational management plays a strategic role in developing continuous professional development policies to strengthen teachers’ digital literacy, reflective capacity, and pedagogical innovation. It is recommended that teacher training programs and performance management systems be optimized to support the effective implementation of personalized learning in schools.
Optimizing School Resource Management to Improve Educational Output at SDN 1 Godong Zumrotun Zumrotun; Ngurah Ayu Nyoman Murniati; Supandi Supandi
Journal of Educational Sciences Vol. 10 No. 5 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.5.p.416-426

Abstract

The decline in character and learning quality scores on the Education Report Card poses a serious challenge for SDN 1 Godong, a pilot school. This study aims to analyze the optimization of effective, transparent, and accountable resource management (human, financial, and physical) as a strategic solution. Using a descriptive qualitative method with a case study design, data were collected through in-depth interviews, observations, and document reviews. Findings indicate governance anomalies; the availability of physical facilities and financial administrative compliance are not yet linear with instructional quality due to low investment in teacher pedagogical competence (below 10% of the budget). The study's conclusions confirm that optimization requires a radical budget refocusing from physical maintenance to strengthening classroom interactions. Strategic recommendations include debureaucratizing teacher workloads and revitalizing facility functions to reverse the negative trend in education quality.
Co-Authors Fathimah Fathimah Haryanto Haryanto Ngurah Ayu Nyoman Murniati Zumrotun Zumrotun