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All Journal Ameena Journal Journal of Islamic Education and Law
Raudhatul Juniati
Universitas Islam Al-Aziziyah Indonesia
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice

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Manajemen Pendidikan PAUD Berbasis Partisipasi Orang Tua dalam Menguatkan Mutu Pembelajaran Anak Usia Dini Raudhatul Juniati
Journal of Islamic Education and Law Vol. 1 No. 4 (2025): Journal of Islamic Education and Law
Publisher : Yayasan Nanggroe Aceh Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66155/h9xknq30

Abstract

Manajemen Pendidikan Anak Usia Dini (PAUD) memegang peranan penting dalam menentukan mutu pembelajaran anak usia dini, terutama ketika dikaitkan dengan partisipasi orang tua sebagai mitra pendidikan. Meskipun partisipasi orang tua telah banyak dibahas dalam kajian pendidikan, pengelolaannya secara sistematis dalam kerangka manajemen pendidikan PAUD masih belum banyak dikaji secara mendalam. Artikel ini bertujuan untuk mengkaji bagaimana manajemen pendidikan PAUD berbasis partisipasi orang tua dapat menguatkan mutu pembelajaran anak usia dini serta mengisi kesenjangan kajian terkait integrasi peran orang tua dalam fungsi manajerial pendidikan. Penelitian ini menggunakan metode kajian pustaka (library research) dengan menganalisis berbagai sumber literatur berupa buku, artikel jurnal, dan dokumen ilmiah yang relevan dengan topik manajemen PAUD, partisipasi orang tua, dan mutu pembelajaran anak usia dini. Teknik analisis dilakukan secara deskriptif dan interpretatif untuk menemukan pola, keterkaitan konsep, serta celah kajian yang belum banyak diteliti. Hasil kajian menunjukkan bahwa partisipasi orang tua yang dikelola secara terstruktur melalui perencanaan, pelaksanaan, dan evaluasi pembelajaran mampu meningkatkan konsistensi, relevansi, dan keberlanjutan proses pembelajaran anak. Namun demikian, sebagian besar praktik di lapangan masih menunjukkan partisipasi orang tua yang bersifat parsial dan belum terintegrasi dalam sistem manajemen pendidikan PAUD. Kesimpulan penelitian ini menegaskan bahwa manajemen pendidikan PAUD berbasis partisipasi orang tua merupakan pendekatan strategis untuk menguatkan mutu pembelajaran anak usia dini. Kontribusi artikel ini terletak pada penguatan perspektif konseptual mengenai pentingnya integrasi partisipasi orang tua dalam manajemen PAUD sebagai dasar pengembangan kebijakan dan praktik pendidikan yang lebih kolaboratif dan berkelanjutan.
Humanising Classical Management in Primary School Learning: A Contextual Model from Aceh, Indonesia Raudhatul Juniati
Ameena Journal Vol. 4 No. 3 (2026): Ameena Journal
Publisher : Yayasan Madinah Al-Aziziyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63732/aij.v4i3.287

Abstract

Classical management remains influential in school administration, yet its assumptions of hierarchy, standardisation, and formal control are often considered insufficient for explaining educational practice in culturally embedded settings. This study examines how classical management principles are adapted and humanised in the management of primary school learning in Aceh, Indonesia. A qualitative case study was conducted at Keude Blang Public Primary School in East Aceh. Data were generated through in-depth interviews with the principal and teachers, direct observation of school and classroom practices, and analysis of lesson plans, annual programmes, organisational documents, meeting notes, and evaluation records. Data were analysed through interactive reduction, display, and verification, followed by thematic reinterpretation around structure, leadership, moral commitment, collegiality, and community participation. The findings show that planning, organising, leading, and controlling continue to provide the formal architecture of learning management. However, these functions are not enacted mechanically. They are softened and reworked through participatory leadership, developmental supervision, religiously grounded motivation, intergenerational teacher collaboration, a familial organisational culture, and community support. The study identifies a persistent tension between administrative compliance and pedagogical improvement, particularly where evaluation focuses more strongly on learning outcomes than on instructional processes and where limited facilities constrain innovation. The article proposes a contextual humanistic classical management model in which structural discipline is made educationally productive through moral legitimacy, collegial relations, and local social capital. The model extends classical management beyond its industrial origins and offers a context-sensitive explanation of school management in a non-Western setting.
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