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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Patrisius Rahabav
Master of Educational Management, Postgraduate Program, Pattimura University, Ambon, Indonesia
Education Social Sciences Other

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MANAGING SCHOOL LITERACY PROGRAMS IN PUBLIC SENIOR HIGH SCHOOLS IN AMBON Dina; Patrisius Rahabav; Paul Arjanto
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8071

Abstract

This study describes and analyzes the management of school literacy programs at SMA Negeri 9 Ambon and SMA Negeri 5 Ambon. The research used a qualitative multi-site design because it examined naturally occurring school practices in two senior high schools. Data were collected through observation, semi-structured interviews, and documentation involving principals, teachers, library staff, and students. The analysis followed the interactive model of data reduction, data display, and conclusion drawing, while credibility was strengthened through source, technique, and time triangulation. The findings show that the two schools have implemented literacy activities, especially reading before lessons, but the level of management varies. At SMA Negeri 5 Ambon, planning reached 75%, organizing 100%, implementation 100%, and evaluation 100%. The school also conducts an annual Language Month program to develop students' literacy interests. At SMA Negeri 9 Ambon, planning reached 50%, organizing 66.6%, implementation 100%, and evaluation 66.6%. Both schools have not yet established a formal School Literacy Team, and several activities remain dependent on subject teachers. Supporting factors include principal support, teacher involvement, library availability, and coordination between teachers and library staff. Inhibiting factors include limited varied reading materials, low student reading motivation, teacher punctuality issues, and the absence of formal evaluation instruments. The study concludes that literacy programs require stronger formal planning, structured teams, diversified reading resources, and systematic evaluation to become sustainable school culture.
TRANSFORMATIONAL LEADERSHIP IN MALUKU'S DISADVANTAGED, FRONTIER, AND OUTERMOST SCHOOLS: A BURU MULTI-SITE STUDY Kartika Eka Prasetiyani; Patrisius Rahabav; Paul Arjanto
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8260

Abstract

Principal leadership is crucial for sustaining school quality in Indonesia's disadvantaged, frontier, and outermost (3T) areas, where limited infrastructure, teacher shortages, and difficult access often constrain educational services. This study aims to analyze the implementation of transformational leadership by principals at SMP Negeri 28 Buru and SMP Negeri 37 Buru, Maluku Province; identify its impacts on school performance; and explain supporting and inhibiting factors. A qualitative multi-site design was applied. Data were collected through in-depth interviews with principals, teachers, and students, direct observation of school activities, and documentation of school programs and student achievements. The data were analyzed using data reduction, data display, conclusion drawing, and cross-site comparison, while credibility was strengthened through source triangulation, method triangulation, and member checking. The findings show that both principals applied the four dimensions of transformational leadership. Idealized influence appeared in discipline, integrity, and direct involvement in school activities. Inspirational motivation was reflected in efforts to build optimism and a shared vision. Intellectual stimulation encouraged teachers to use simple learning media and local resources. Individualized consideration appeared in personal coaching, emotional support, and attention to student potential. These practices improved teacher discipline, work motivation, student confidence, learning creativity, and community participation. Supporting factors included teacher solidarity, principal commitment, community support, operational assistance, and students' learning motivation, whereas obstacles included insufficient facilities, difficult geography, teacher shortages, limited professional training, and weak technology access.
PRINCIPALS AS MANAGERS IN IMPROVING LEARNING QUALITY IN 3T SCHOOLS: A TANIMBAR SELATAN MULTI-SITE STUDY Friska Fordatkosu; Patrisius Rahabav; Paulus Liberthy Wairisal
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8334

Abstract

Principal managerial leadership is a decisive factor in improving learning quality, particularly in Indonesia's disadvantaged, frontier, and outermost (3T) areas, where schools face limited facilities, teacher shortages, unstable internet access, and complex community conditions. This study aims to analyze the role of principals as managers in planning, organizing, actuating, and controlling learning at SMP Santo Paulus Saumlaki and SMP Negeri 2 Tanimbar Selatan. A qualitative multi-site design was applied. Data were collected through semi-structured interviews with principals, teachers, school staff, and committee representatives; direct observation of school activities; and documentation of school programs, supervision records, learning schedules, and planning documents. Data were analyzed using reduction, display, conclusion drawing, and cross-site comparison. Credibility was strengthened through source triangulation, method triangulation, and member checking. The findings show that the principal of SMP Santo Paulus applied an adaptive-collegial managerial pattern supported by teacher solidarity, flexible planning, and humanistic supervision. Meanwhile, the principal of SMP Negeri 2 Tanimbar Selatan applied a transformational-structured pattern supported by formal programs, standardized supervision, and broader community networks. Both models improved learning management, although they faced different constraints. SMP Santo Paulus struggled with limited documentation, facilities, and standardized supervision, while SMP Negeri 2 faced bureaucratic constraints, teacher participation polarization, and student literacy problems. This study contributes to educational management by showing that principal managerial effectiveness in 3T schools depends on contextual adaptation, not a single universal leadership model.
EVALUATION OF THE IMPLEMENTATION OF THE MERDEKA CURRICULUM USING THE CIPP MODEL IN ELEMENTARY SCHOOLS Nanci Elyani Panna; Patrisius Rahabav; Lambertus Johanes Lokollo
SOSIOEDUKASI Vol 15 No 2 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i2.8452

Abstract

This study evaluates the implementation of the Merdeka Curriculum in four elementary schools in Baguala District, Ambon City, namely SD Negeri 1 Lateri, SD Negeri 2 Lateri, SD Negeri 2 Passo, and SD Negeri 77 Passo. The study used a qualitative evaluative approach with the CIPP model, consisting of context, input, process, and product evaluation. Data were collected through interviews, observations, and documentation involving principals and teachers as key informants. The results show that, in the context aspect, schools have understood the main principles of the Merdeka Curriculum as flexible, student-centered, and character-oriented learning. In the input aspect, schools have provided training, learning devices, and principal support, although teacher readiness and learning facilities remain uneven. In the process aspect, learning has begun to apply student-centered strategies, project activities, and diagnostic and formative assessment, but differentiated learning has not been implemented consistently. In the product aspect, the curriculum has contributed to students' activeness, confidence, cooperation, literacy, numeracy, and Pancasila Student Profile values. The study concludes that the implementation is generally adequate but requires continuous improvement in teacher competence, digital learning facilities, assessment practice, and school-parent collaboration.
Co-Authors Dina Friska Fordatkosu Kartika Eka Prasetiyani Lambertus Johanes Lokollo Nanci Elyani Panna Paul Arjanto Paulus Liberthy Wairisal