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mada sutapa
Yogyakarta State University
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The Role of In-House Training in Strengthening Teacher Professionalism in Inclusive Learning at Coastal Elementary Schools in Ketapang Regency Sri Arsayati; mada sutapa
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.177

Abstract

This study analyzes the role of In-House Training (IHT) in strengthening teacher professionalism in inclusive learning at coastal elementary schools in Ketapang Regency. The study employed a qualitative approach with a multi-site case study design at SD Negeri 01 Matan Hilir Selatan and SD Negeri 09 Matan Hilir Selatan. Data were collected through in-depth interviews, classroom observations, school environment observations, and document studies involving two principals and eight classroom teachers. Data were analyzed using the Miles, Huberman, and Saldana model through data condensation, data display, conclusion drawing, and verification. Data trustworthiness was strengthened through source triangulation, technique triangulation, member checking, and document auditing. The findings indicate that IHT plays a role in improving teachers’ understanding of student characteristics, differentiated instruction, adaptive strategies, and teacher collaboration. SD Negeri 01 Matan Hilir Selatan, which had implemented IHT, demonstrated stronger pedagogical readiness than SD Negeri 09 Matan Hilir Selatan, which had not conducted IHT. However, inclusive learning implementation still faces limited facilities, the absence of permanent special assistant teachers, unequal access to professional development, and geographical challenges in coastal areas. The study confirms that school-based IHT should be strengthened through principals’ academic supervision and local government policy support.
School Management Collaboration in Managing Student Potential in Nature Schools Rahmi Dewi; Mada Sutapa
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.179

Abstract

This study aimed to analyze the patterns of school management collaboration in managing student potential at Sekolah Alam Kampung Sawah and Pesantren Alam Arrahmah Bondowoso. The inquiry focused on role distribution among school management actors, coordination mechanisms, student potential facilitation strategies, and supporting and inhibiting factors of collaboration. A qualitative approach with a multi-site case study design was employed. Data were collected through in-depth interviews, limited participatory observation, and school documentation. Participants included principals, classroom teachers, supporting teachers, dormitory mentors, administrative staff, and parents. Data were analyzed through data condensation, data display, and thematic conclusion drawing. Trustworthiness was strengthened through source triangulation, technique triangulation, member checking, and document audits. The findings revealed that school management collaboration in managing student potential was enacted through coordination meetings, daily communication, individual assistance, outdoor learning adaptation, and student progress evaluation. Effective collaboration emerged when schools developed participatory leadership, a caring culture, cross-role communication, and consistent student development documentation. The main constraints were limited potential assessment instruments, teacher workload, and uneven understanding of holistic student potential management
Teacher Collaboration in Integrative Curriculum Development at Nature-Based Schools Ilmiati Ikhtiari Susamsa; Mada Sutapa
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.180

Abstract

Nature-based schools have grown rapidly worldwide, yet research on how teachers collaborate to develop integrative curricula within these settings—and what ecosystem factors shape such collaboration—remains limited. This study aimed to systematically synthesise existing literature on teacher collaboration in integrative curriculum development at nature-based schools, identify enabling and impeding ecosystem factors, and map current research gaps. A Systematic Literature Review (SLR) following the PRISMA protocol was conducted, screening 90 articles from four databases (ERIC, Google Scholar, Scispace, and Semantic Scholar) published between 2015 and 2026, from which 43 articles met all inclusion criteria. Thematic analysis revealed four main forms of teacher collaboration: curriculum co-planning and co-design, interdisciplinary team teaching, professional learning communities (PLC), and collaboration with external actors. Four ecosystem factor categories were identified as enablers and barriers: school leadership (the most determinant factor), school culture, educational policy, and the physical-community ecosystem of nature-based schools. Five critical research gaps were identified, notably the scarcity of studies in Asian and Indonesian contexts, the absence of integrative research simultaneously examining all three variables, and the lack of longitudinal studies. These findings indicate that effective teacher collaboration in nature-based schools requires distributed principal leadership, autonomy-supporting policies, and a systemic collaborative culture, with implications for school principals, policymakers, and researchers.
Principal Leadership Strategies in Managing the Implementation of Education Management Information Systems in Nature Schools Linda Haerunnisa; Mada Sutapa
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.181

Abstract

Digital transformation in education positions school principals as strategic actors in managing the implementation of the Education Management Information System (EMIS); however, empirical studies remain concentrated on formal schools and have not adequately explored alternative school contexts. This study aims to analyze principals' leadership strategies in managing EMIS implementation in nature schools, alternative educational institutions with distinct philosophical, pedagogical, and cultural characteristics. The study employed a qualitative approach with a multiple case study design at two nature schools, Naufal Zahra School and Arrasyid School. Data were collected through semi-structured interviews with two principals as key informants and four supporting informants (teachers and system operators), participant observation, and documentary analysis. Data analysis followed the Miles, Huberman, and Saldaña interactive model encompassing data condensation, thematic display, and conclusion drawing and verification, supported by source, method, and cross-case triangulation. The findings identify five mutually reinforcing leadership strategies: needs-diagnostic planning, phased socialization and implementation, differentiated training combined with empowering operators as internal technical agents, institutional digital culture building, and adaptive management of implementation barriers. These strategies improved administrative effectiveness, accelerated data-driven decision-making, and strengthened school–parent communication while maintaining coherence with the humanistic values of nature schools. This study contributes to educational leadership theory by demonstrating that successful EMIS implementation in alternative institutions rests on contextual, transformational, and adaptive leadership strategies attuned to organizational culture.  
The Principal’s Role as a Change Agent in Building a Culture of Teacher Compliance with School Policies Sisra Yosi; Mada Sutapa
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.290

Abstract

This study aims to describe the principal’s role as a change agent, identify supporting and inhibiting factors, and analyze the principal’s strategies in strengthening teachers’ compliance with school policies. The research employs a qualitative approach and was conducted at a public junior high school in Pelangiran Subdistrict, Indragiri Hilir Regency. Data were collected through in-depth interviews, observation, and documentation, and analyzed using Miles and Huberman’s interactive model, with data validity ensured through source and technique triangulation. The results show that the principal acts as a change agent through role modeling, coaching, supervision, participatory communication, and teacher empowerment. Supporting factors include teacher commitment, a family-like work climate, simple reward systems, and the use of digital technology, while inhibiting factors comprise resistance to change, heavy workload, limited technological competence, and inconsistent rule enforcement. The strategies employed include strengthening role modeling, continuous coaching and supervision, proportional reward and punishment, optimization of information systems, and reinforcing a culture of mutual reminder. This study concludes that effective principal leadership can shift teacher compliance from mere formality toward compliance based on awareness and collective professional responsibility.
The Role of Organizational Culture in Improving Elementary Teachers' Professional Competence in Kempas, Indragiri Hilir Siti Hartinah; Mada Sutapa
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.310

Abstract

This study aims to analyze teacher professional competence, the factors influencing teacher professional competence, and the role of school organizational culture in supporting the improvement of teacher professional competence at SD Kecamatan Kempas, Indragiri Hilir District. Based on interviews with the principal and teachers, it was found that although teacher professional competence is generally good, challenges still exist regarding the mastery of technology and the limited time available to implement new teaching methods. Individual, organizational, and managerial factors significantly affect the development of teacher competence, while organizational culture that supports collaboration among teachers has proven to strengthen professional competence improvement. However, there are barriers related to limited access to training and insufficient facilities that need to be addressed. A more open and collaborative organizational culture, along with increased access to training, is essential to supporting the sustainable development of teacher competence. This study is expected to contribute to more effective management of organizational culture in other schools
Co-Authors Ilmiati Ikhtiari Susamsa Linda Haerunnisa Rahmi Dewi Sisra Yosi Siti Hartinah Sri Arsayati