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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Paul Arjanto
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.
MAPPING ENTREPRENEURIAL LEADERSHIP OF SCHOOL PRINCIPALS RESEARCH: A BIBLIOMETRIC ANALYSIS Alberthin Gabriela Reskir; Tanwey G. Ratumanan; 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.v15i2.8114

Abstract

This study maps the development of research on entrepreneurial leadership of school principals using bibliometric analysis. Bibliographic data were retrieved from the Scopus database and screened using the PRISMA 2020 flow procedure. From 397 initial records, 59 English-language articles and reviews were selected for analysis. The dataset covered publications from 2014 to 2026, 45 sources, 150 authors, and 7,127 references. The analysis examined annual scientific production, source productivity, country scientific production, international collaboration, author keywords, keyword co-occurrence, thematic mapping, and trend topics. The findings show that the field has grown unevenly but steadily, with publication peaks in 2018, 2020, and 2024. Frontiers in Education and the International Journal of Educational Management were among the most productive sources. Indonesia, Australia, Malaysia, South Africa, Cyprus, Hong Kong, Finland, the United States, and the United Kingdom occupied visible positions in country productivity, while international collaboration remained relatively limited. The keyword and thematic analyses show that school principals, entrepreneurial leadership, school leaders, school leadership, entrepreneurship education, innovation, entrepreneurial competence, and educational management form the core conceptual structure of the field. The study contributes by clarifying the publication, geographical, and thematic structure of entrepreneurial school leadership research and identifying future directions for educational management studies.
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.
QUALITY MANAGEMENT OF ELEMENTARY SCHOOLS BASED ON NATIONAL ASSESSMENT Debie Elvan Latuharhary; Tanwey Gerson Ratumanan; 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.v15i2.8325

Abstract

This study aims to analyze elementary school quality management based on National Assessment results in three different institutional contexts in Dobo, Aru Islands Regency. The research employed a qualitative multi-site study at SD Naskat Yos Sudarso 1 Dobo, SD Negeri 7 Dobo, and SD Kristen 1 Dobo. Data were collected through in-depth interviews, open observation, and document study involving principals, teachers, school operators, and supervisors. The data were analyzed using reduction, display, and conclusion drawing, followed by cross-site analysis. The findings show that all three schools have implemented quality management through planning, implementation, evaluation, and follow-up, but with different levels of effectiveness. SD Naskat Yos Sudarso 1 Dobo demonstrated a more systematic data-based planning process through the use of Education Report Card data in school programs, supported by literacy habituation, reading corners, literacy competitions, and the GASING method for numeracy. SD Kristen 1 Dobo showed initial efforts to use National Assessment data, although monitoring and follow-up were not yet consistent. SD Negeri 7 Dobo still faced major challenges in integrating assessment data into school planning and instructional improvement. The study concludes that successful quality management based on National Assessment is strongly influenced by data-driven principal leadership, teacher involvement in reflective culture, and consistent evaluation and follow-up mechanisms.
ANALYSIS OF TEACHER COMPETENCY STANDARDS IN CREATING EFFECTIVE LEARNING AT SMP ALHILAAL KAMAL Markus Marthen Somae; Izaak Hendrik Wenno; 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.v15i2.8326

Abstract

This study aims to analyze the implementation of teacher competency standards in creating effective learning at SMP Alhilaal Kamal, Kairatu Barat District, Seram Bagian Barat Regency. The research used a qualitative survey approach. Data were collected through interviews, observation, and documentation involving the principal, vice principal for curriculum, and teachers. The data were analyzed through data reduction, data display, and conclusion drawing. The findings show that the implementation of teacher competencies has not been optimal. Pedagogical competence was reflected in teachers' awareness of classroom management, student characteristics, lesson planning, and learning evaluation, but learning devices and classroom practices were not consistently prepared and implemented. Professional competence was indicated by teachers' efforts to master subject matter and learning strategies, although preparation, media use, and self-development still needed improvement. Personality competence was reflected in expectations that teachers should be disciplined, responsible, mature, and exemplary, yet consistency in classroom control and student guidance remained weak. Social competence appeared in communication with students, colleagues, and parents, but collaboration among teachers and parental involvement were still limited. The inhibiting factors included limited teacher knowledge, motivation, commitment, experience, cooperation, facilities, and parental support. Supporting factors included school leadership, teacher willingness to improve, and the availability of basic learning facilities. The study concludes that effective learning requires continuous principal supervision, planned teacher competency development, stronger collaboration, and systematic evaluation of teacher performance.
CHILD-FRIENDLY SCHOOL MANAGEMENT: A MULTIPLE CASE STUDY IN AMBON Costapina Purimahua; Rudolf Kempa; 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.v15i2.8402

Abstract

Child-Friendly Schools require systematic management to ensure that children learn in safe, inclusive, participatory, and violence-free environments. This study aims to analyze Child-Friendly School management at SD Xaverius A1 Ambon, SMP Negeri 20 Ambon, and SMK Negeri 6 Ambon. A qualitative approach with a multiple case study design was used. Data were collected through in-depth interviews, observation, document analysis, and supporting questionnaires involving principals, teachers, guidance and counseling teachers, school committees, parents, and students. The data were analyzed using the Miles, Huberman, and Saldana interactive model, supported by cross-case comparison to identify similarities and differences among the three schools. The findings show that Child-Friendly School management has generally been implemented well, but the degree of optimization differs across sites. SD Xaverius A1 Ambon showed the most optimal implementation because it had a formal Child-Friendly School decree and more structured programs. SMK Negeri 6 Ambon also showed strong implementation through character development, school-wide coordination, and protection-oriented strategies. SMP Negeri 20 Ambon fulfilled most indicators but still required stronger supervision, student behavior guidance, documentation, and parental involvement. Supporting factors included cooperation among principals, teachers, guidance counselors, committees, parents, and students, while inhibiting factors included peer influence outside school, diverse student characteristics, limited facilities, and uneven parental participation. This study contributes to educational management by showing that Child-Friendly School implementation requires not only formal policy, but also participatory management, consistent supervision, and contextual adaptation across educational levels.
Co-Authors Alberthin Gabriela Reskir Costapina Purimahua Debie Elvan Latuharhary Dina Izaak Hendrik Wenno Kartika Eka Prasetiyani Markus Marthen Somae Patrisius Rahabav Rudolf Kempa Tanwey G. Ratumanan Tanwey Gerson Ratumanan