Article Per Year (5 Year)
p-Index From 2021 - 2026
2.677
P-Index
This Author published in this journals
All Journal Perspektif Ilmu Pendidikan IMPROVEMENT: Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan Sarwahita : Jurnal Pengabdian Kepada Masyarakat Media Manajemen Pendidikan Edunesia : jurnal Ilmiah Pendidikan Nusantara: Jurnal Pendidikan Indonesia Journal of Basic Education Research Journal of Educational Sciences International Education Trend Issues Electronic Journal of Education, Social Economics and Technology Jurnal Pengabdian Masyarakat Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Medika: Medika
Listyasari, Winda Dewi
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Veterinary Other

Published : 28 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 28 Documents
Search

 1   2   3 
Strategies to Improve Vocational Graduate Employability: A Systematic Literature Review (2020-2025) Rusmiyati, Lena; Listyasari, Winda Dewi; Effendi, Mohammad Sofwan; Kamaludin, Kamaludin
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i1.1595

Abstract

Digital transformation, workforce globalization, and Industry 4.0 require rapid adaptation in vocational education to prepare competitive graduates for the global labour market. This study identifies strategies to enhance vocational graduates' employability and maps thematic clusters and Research trends. We conducted a systematic literature review with a PRISMA bibliometric analysis. A search in Scopus and Google Scholar retrieved 400 records; after removing duplicates, screening, applying inclusion/exclusion criteria (peer-reviewed journals indexed in Scopus or SINTA 1–2, full text, relevance), and quality assessment, 44 articles (2020–2025) were analyzed. Bibliometric and thematic synthesis revealed five clusters: (1) digital transformation and Industry 4.0–oriented learning, (2) work-based learning and dual systems, (3) skills development and employability, (4) policy and governance, and (5) entrepreneurship and career development. Findings show that employability is strengthened by integrating technical and soft skills, fostering industry partnerships, improving digital literacy, enhancing teacher competence, and adopting adaptive governance. The study proposes an integrated framework linking digital transformation, learning, and governance, and offers evidence-based guidance for policymakers, institutions, and stakeholders to design responsive vocational strategies aligned with Industry 4.0.
Comparative Analysis of Secondary School Teachers’ Competency in Literacy and Numeracy: A Cross-National Evidence from Indonesia and Afghanistan Takdir, Muh.; Listyasari, Winda Dewi; Rahmawati, Desi; Fadholi, Muhamad; Maheswari, Jenar; Febriani, Aisyah; Kayen, Hazrat Shah
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-1

Abstract

Purpose – This study aims to analyze and compare the competencies of secondary school teachers in teaching literacy and numeracy in Indonesia and Afghanistan.Methods – Employing a descriptive comparative quantitative approach, the study involved 200 teachers from both countries selected through a stratified random sampling technique. Data were collected using questionnaires, classroom observations, and semi-structured interviews, and analyzed using descriptive statistics to compare the mean competency scores. Findings – The findings revealed that teachers in Indonesia demonstrated higher competency scores in literacy (71.4) and numeracy (68.3) compared to teachers in Afghanistan, who scored 62.8 in literacy and 59.7 in numeracy. Indonesian teachers also reported greater participation in professional training, more frequent use of educational technology, and a stronger application of contextual approaches in their teaching practices. The study underscores the importance of continuous professional development, resource support, and context-based pedagogical approaches in enhancing teacher competencies. Research Implications – These findings contribute to the formulation of more responsive educational policies and open avenues for further research within broader geographical and socio-cultural contexts.
Tren Riset Kebijakan Pendidikan Inklusif di Asia: Analisis Bibliometrik 2005-2025 Iliya Tsabita, Afnan; Listyasari, Winda Dewi; Trianung, Teguh; Huda, Syafaat Ariful
Media Manajemen Pendidikan Vol 8 No 3 (2026): Februari 2026
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/mmp.v8i3.21351

Abstract

This study aims to analyze research trends in inclusive education policy in the Asian region during the period 2005–2025. A bibliometric approach was employed using the PRISMA method to select articles from the Scopus database through Publish or Perish, complemented by manual searches on Google Scholar. From an initial 184 documents, 21 articles met the inclusion criteria. Descriptive and visual analyses were conducted using VOSviewer, with a minimum threshold of three keyword occurrences. The results indicate a significant increase in publications after 2015, peaking during the 2023–2025 period. The most productive countries include China, Indonesia, Malaysia, and Thailand. Keyword mapping revealed two main clusters: policy and legal frameworks, and implementation and educational equity. These findings highlight a persistent gap between regulation and practice in inclusive education across Asia. This study contributes to a comprehensive mapping of inclusive education policy research trends and provides an empirical foundation for strengthening policy and implementation at the regional level.
Kompetensi Profesional Guru dalam Mendukung Peserta Didik dengan Kesulitan Belajar Ringan dalam Pendidikan Inklusif: A Systematic Literature Review Fajrina, Syifa; Takdir, Supadi; Listyasari, Winda Dewi; Kamaludin
Media Manajemen Pendidikan Vol 8 No 3 (2026): Februari 2026
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/mmp.v8i3.21551

Abstract

This study aims to map research developments on teachers’ professional competence in inclusive education and to identify competencies relevant to supporting students with mild learning difficulties (slow learners). A Systematic Literature Review (SLR) was conducted following PRISMA guidelines. Literature searches in Scopus and Google Scholar covering the 2021–2025 period yielded 181 initial articles, of which 24 met the inclusion criteria. The methodological quality of the selected studies was appraised using the Mixed Methods Appraisal Tool (MMAT). Data were analyzed through thematic synthesis and bibliometric analysis using VOSviewer to explore conceptual structures and research trends. The findings indicate that existing studies predominantly focus on inclusive education and teacher professional development, while slow learners remain a relatively marginal topic. Six key dimensions of teachers’ professional competence were identified: diagnostic–formative assessment, pedagogical differentiation, technology and assistive integration, social–emotional support, professional collaboration, and engagement within supportive institutional ecosystems. This review offers a concise conceptual framework and practical implications for strengthening teacher professional development in inclusive education context.
Transformational Leadership of School Principals in Improving School Quality in Remote Areas Khalifah, Hamidatul; Santosa, Heru; Listyasari, Winda Dewi; Huda, Syafaat Ariful
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.129-141

Abstract

This study aims to analyze transformational leadership practices among school principals in improving school quality in remote areas through a Systematic Literature Review using the PRISMA method. Literature searches were conducted in Scopus and Google Scholar for publications from 2020 to 2025. After screening, twenty-four relevant articles were examined in depth. Findings show an increasing research trend from 2023 to 2025, focusing on learning innovation, teacher performance, and school culture. The four dimensions of transformational leadership, namely idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration, were adapted to geographical constraints and limited resources. Implementation strategies include fostering an innovative school culture, optimizing local resources, strengthening teacher capacity, and building a shared vision through effective communication. Main challenges involve limited infrastructure, variations in principal competencies, resistance to change, and insufficient policy support. Transformational leadership positively impacts teacher retention, motivation, professional performance, learning innovation, and organizational culture. The study implies that strengthening transformational leadership in remote schools requires developing adaptive leadership capacities that respond to contextual limitations. These findings provide a foundation for adaptive leadership models that are relevant to the conditions of remote areas.
A Systematic Literature Review on the CIPP Evaluation Model in Education: Examining Its Trends, Applications, and Research Gaps Wulan, Mentari Putri; Listyasari, Winda Dewi; Santosa, Heru; Huda, Syafa’At Ariful
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.307-320

Abstract

This study aims to analyze the development, trends, applications, and research gaps of the CIPP (Context, Input, Process, Product) Evaluation Model in the field of education over the past decade (2015–2025). This review employs a Systematic Literature Review (SLR) approach guided by PRISMA 2020, based on a structured search in the Scopus database using Boolean codes. The selection process followed the four PRISMA stages: identification, screening, eligibility, and inclusion, resulting in 22 relevant articles for in-depth analysis. The findings indicate that the CIPP model remains a dominant and adaptable evaluation framework across diverse educational contexts, ranging from primary and secondary education to higher education and professional training. The thematic analysis reveals a methodological shift toward mixed methods, expert-based evaluation techniques (such as Delphi and AHP), as well as data-driven and technology-enhanced approaches. The Context and Input components demonstrate the highest performance, whereas the Process and Product components still require improvement. Despite its wide application, research gaps persist, particularly in longitudinal evaluation, digital-based assessment, and theoretical integration. This study offers a theoretical contribution by updating the state of the art of the CIPP model and provides practical insights for policymakers and educators to strengthen evidence-based and outcome-oriented educational evaluation practices.
Principal Leadership and Teacher Job Satisfaction in Millennials and Z Generations: A Systematic Study (2015–2025) Raihan, Izza Mutia; Listyasari, Winda Dewi
Journal of Educational Sciences Vol. 10 No. 3 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.3.p.369-382

Abstract

This study is a systematic literature review that aims to explore the relationship between school leadership, organizational communication, and school culture to teacher job satisfaction, with a focus on millennials and Generation Z. A total of 22 studies from 76 initial articles (2015-2025) were analyzed using the PRISMA and VOSviewer methods. Bibliometric analysis using the PRISMA and VOSviewer methods identified 59 keywords grouped into five main themes. The findings showed that teacher job satisfaction (40 incidents) emerged as the most dominant theme with key factors including distributive and transformational leadership, teacher collaboration, and professional development. Organizational communication serves as an important mediator between leadership and teacher satisfaction. This research contributes to providing an integrative conceptual framework that bridges the leadership literature, organizational communication, and teacher generation dynamics, and offers practical implications for the development of school leadership models that are responsive to the needs of young teachers. The study emphasizes the importance of adaptive leadership, transparent internal communication, and supportive school cultures for teacher retention, performance, and motivation. Further research is recommended using longitudinal approaches and blended methods in a variety of school contexts.
Implementation of the Competency Certification Program as Effort to Improve the Quality of Vocational School Graduates Anggraini, Septiana; Madhakomala, R; Listyasari, Winda Dewi; Huda, Syafaat Ariful
Journal of Basic Education Research Vol 7 No 2 (2026): Marc
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jber.v7i2.2522

Abstract

Purpose of the study: This study aims to describe the implementation of the competency certification program in vocational high schools as a strategy to improve the quality of vocational education and strengthen alignment with industry demands. Methodology: The study uses a qualitative descriptive method supported by grandtour interviews with the Vice Principal for Curriculum as the key informant, along with documentation of LSP-P1 activities and institutional records analyzed through data reduction, data display, and conclusion drawing. Main Findings: The findings show that competency certification implementation includes program planning aligned with policies and industry needs, assessments conducted through LSP-P1, collaboration with business and industry partners, and strategies to address challenges related to assessor availability, facility limitations, and student readiness. The results indicate that certification enhances students’ employability, professionalism, and competitiveness. Novelty/Originality of this study: The novelty of this study lies in positioning LSP-P1 certification not merely as an administrative procedure but as a transformative instrument for strengthening the quality culture in vocational
Co-Authors Anna Armeini Rangkuti Barus, Rosnelly Cendaryana, Cendaryana Desi Rahmawati Dwi Puji Lestari, Dwi Puji Effendi, Mohammad Sofwan Ershadwi Satria, Muhamad Faisal Faadhilah, Zaahidah Fadholi, Muhamad FADHOLI, MUHAMMAD Fajrina, Syifa Farah, Farah Febriani, Aisyah Hapsari, Iriani Indri Heldy Ramadhan Putra P Heru Santosa Huda, Syafa’at Ariful Iliya Tsabita, Afnan Iqbal Faza Ahmad Jahudin, Andi Aswad Jamil, Soraya Nuron Kamaludin Kamaludin Kamaludin Karnati, Neti Kayen, Hazrat Shah Khalifah, Hamidatul Linda Ika Mayasari, Linda Ika Maheswari, Jenar Maulana, Rifky Audrey Mestika, Gelar Gelora Mukarrom, Tri Sulistyo Jati Nurhattati R. Madhakomala Raihan, Izza Mutia Ramadhan, Nabil Auliya Reynita, Stevani Rusmiyati, Lena Saher, Rayma S. Sari, Cynthia Mayang Satria, Rizqi Pratama Septiana Anggraini, Septiana Sibuea, Moria Augusta Siti Zulaikha Soraya, Evitha Sri Maryati Supadi Supadi Syafaat Ariful Huda Syam, Aldo Redho Syupriadin, Syupriadin Takdir, Muh. Takdir, Supadi Teguh Trianung Djoko Susanto Trianung, Teguh Unifah Rosyidi, Unifah Utami Wahyuni, Lussy Dwi Valentine, Stephany Ventinia, Rizki Wulan, Mentari Putri Yufiarti