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Robertus Jematu
Universitas Semarang
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Law, Crime, Criminology & Criminal Justice Social Sciences

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Implementation of Strategic Planning in Improving The Quality of Urban Schools (A Multi-Informant Qualitative Study of School Principals Across Cities and School Supervisors) Robertus Jematu; Rini Sugiarti; Erwin Erlangga
Journal of Social Research Vol. 5 No. 9 (2026): Journal of Social Research
Publisher : International Journal Labs (AHU-0028405-AH.01.14 Tahun 2022)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/josr.v5i9.3403

Abstract

Educational institutions, particularly urban schools, face increasingly complex challenges due to rapid social change, technological advancement, institutional competition, diverse student characteristics, and increasing demands for educational accountability. In this context, strategic planning is essential to ensure that school improvement initiatives are well-directed, data-driven, and sustainable. However, the availability of strategic planning documents does not always guarantee effective implementation or continuous quality improvement. This study aimed to examine the implementation of strategic planning in improving the quality of urban schools, identify supporting and inhibiting factors, and analyze the alignment between strategic planning practices and relevant theoretical frameworks. This research employed a descriptive qualitative approach using a multi-case study design. Data were collected through written interviews and document analysis involving school principals and school supervisors. Data analysis was conducted using the interactive model proposed by Miles, Huberman, and Saldaña, which consisted of data reduction, data display, and conclusion drawing/verification. Source and technical triangulation were applied to ensure data validity. The findings revealed that strategic planning contributed to school quality improvement through data-based environmental analysis, participatory vision and mission formulation, contextual priority setting, structured implementation, and continuous monitoring. Nevertheless, challenges remained in developing measurable objectives, optimizing resources, and ensuring consistent follow-up evaluations. The study concluded that strategic planning functioned effectively as a quality improvement mechanism when supported by collaborative leadership, data utilization, stakeholder engagement, and adaptive implementation processes. Future school improvement efforts should strengthen strategic planning capacity by integrating evidence-based decision-making and continuous evaluation systems.
Ketika “Merdeka” Dimaknai Berbeda: Pemaknaan Merdeka Belajar dan Motivasi Belajar Siswa SMA di Sintang Robertus Jematu; Rini Sugiarti; Erwin Erlangga
Jurnal Impresi Indonesia Vol. 5 No. 10 (2026): Jurnal Impresi Indonesia
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jii.v5i10.8181

Abstract

Kebijakan Merdeka Belajar memberi ruang kebebasan bagi siswa, tetapi kata "merdeka" dapat dimaknai secara berbeda oleh siswa. Penelitian ini bertujuan memetakan cara siswa SMA memaknai Merdeka Belajar dan menguji kaitan setiap pemaknaan dengan motivasi belajar. Penelitian menggunakan desain metode campuran sekuensial eksploratori di tiga SMA di Kabupaten Sintang. Tahap kualitatif melibatkan angket terbuka (30 siswa) dan wawancara informal (5 siswa) yang dianalisis secara tematik. Hasilnya menjadi dasar pengembangan skala pemaknaan yang divalidasi oleh tiga ahli dengan koefisien V Aiken. Tahap kuantitatif melibatkan 286 siswa dari dua sekolah lain melalui angket daring. Data dianalisis dengan SEM-PLS. Analisis tematik menghasilkan empat pemaknaan, yaitu konstruktif (kebebasan yang disertai tanggung jawab), permisif (kelonggaran dari kewajiban), kenyamanan (belajar tanpa tekanan), dan formal (sekadar pergantian kurikulum). Pemaknaan permisif jarang diakui sebagai pandangan pribadi dan lebih sering dilekatkan pada teman. Pemaknaan konstruktif berkaitan positif dengan motivasi belajar dan merupakan prediktor terkuat (? = 0,450; f² = 0,278). Pemaknaan permisif berkaitan negatif dengan motivasi belajar (? = ?0,169). Pemaknaan kenyamanan dan formal berkaitan positif dengan efek kecil. Model menjelaskan 41,4% variasi motivasi belajar dan memiliki daya prediksi yang tinggi. Temuan ini menunjukkan bahwa yang berkaitan dengan motivasi belajar bukan sekadar sikap positif terhadap Merdeka Belajar, tetapi cara siswa memahami arti "merdeka" itu sendiri. Guru perlu menautkan kebebasan memilih dengan tanggung jawab atas hasil belajar.
Co-Authors Erwin Erlangga Rini Sugiarti