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

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MANAGING TEACHERS' PEDAGOGICAL COMPETENCE DEVELOPMENT IN PUBLIC JUNIOR HIGH SCHOOLS Yulce Hambali; Rudolf Kempa; Tanwey Gerson Ratumanan
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.v15i2.8180

Abstract

This study aims to describe the management of teachers' pedagogical competence development in public junior high schools in Baguala District, Ambon City. The study focuses on planning, implementation, evaluation, and supporting and inhibiting factors in three schools: SMP Negeri 9 Ambon, SMP Negeri 12 Ambon, and SMP Negeri 13 Ambon. A qualitative descriptive approach with a multisite case study design was used. Data were collected through in-depth interviews, non-participant observation, and documentation involving principals, vice principals for curriculum, and subject teachers. The data were analyzed through data condensation, data display, and conclusion drawing, while validity was strengthened through source, technique, and theoretical triangulation. The findings show that planning was generally systematic but differed across schools. SMP Negeri 9 Ambon emphasized school-based management planning through work meetings and curriculum programs; SMP Negeri 12 Ambon emphasized professional learning community planning through school-based MGMP and professional discussions; and SMP Negeri 13 Ambon emphasized reflective and evidence-based planning using academic supervision results. Implementation was carried out through workshops, MGMP activities, internal training on the Merdeka Curriculum, academic supervision, and technology-based learning media training. Evaluation was conducted through supervision, curriculum evaluation meetings, reflective discussions, and analysis of learning outcomes. The main supporting factors were principal support, active MGMP activities, teacher participation, and regular supervision, while the main obstacles were limited facilities, limited time, administrative workload, and training budget constraints. The study concludes that integrated managerial, collaborative, and reflective approaches are needed to strengthen sustainable pedagogical competence development.
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 Costapina Purimahua Paul Arjanto Tanwey Gerson Ratumanan Yulce Hambali