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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

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

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

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

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

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

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

Mobile-Integrated Smart School Management Ecosystem Model (SiPPKe) for the Prevention and Intervention of School-Based Violence Soraya, Evitha; Supadi; Tarma; Mastur, S. Nudia; Listyasari, Winda Dewi
Tadbir : Jurnal Studi Manajemen Pendidikan Vol. 10 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/jsmp.v10i1.16392

The escalating prevalence of school-based violence underscores a critical systemic failure in safeguarding student welfare at the secondary level. This research addresses this exigency by developing SiPPKe (School Violence Prevention and Intervention System), an Android-based framework that operationalizes a multi-dimensional approach (encompassing proactive early detection, pedagogical intervention, and a streamlined reporting to resolution protocol) to ensure a responsive, effective, and digitally-integrated institutional environment. The research employed a Research and Development (R&D) approach adapting the Borg and Gall framework, conducted across 48 State Senior High Schools in East Jakarta. The study involved IT management experts alongside quota-sampled teachers and students. The development lifecycle followed five systematic stages: preliminary analysis, initial model construction, expert validation, limited-scale field trials, and large-scale testing with iterative revisions. Data were acquired through a triangulation of literature reviews, interviews, and questionnaires, utilizing descriptive statistics for quantitative analysis and the Miles and Huberman interactive model for qualitative interpretation. Instrument validation confirmed high reliability, while SiPPKe effectively integrated risk mapping, digital education, and rapid-response reporting. Findings reveal that user engagement significantly correlates with TPPK strategy effectiveness. Conclusively, SiPPKe optimizes violence management by streamlining bureaucratic reporting, transforming reactive handling into a proactive, technology-driven safeguarding framework in schools.

Improving the Quality of Academic Work of Master’s Students in Educational Management at Universitas Negeri Jakarta Based on Online Workshops Syam, Aldo Redho; Listyasari, Winda Dewi; Sari, Cynthia Mayang; Mayasari, Linda Ika; Ahmad, Iqbal Faza
Jurnal Pengabdian Masyarakat (Bisma) Vol. 3 No. 2 (2025): Jurnal Pengabdian Masyarakat (Bisma)
Publisher : Universitas Darunnajah, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61159/bisma.v3i2.655

This community service activity originates from the ongoing challenges faced by higher education institutions in improving the quality of academic writing, particularly theses, which is highly relevant in the Master's Program in Educational Management at Universitas Negeri Jakarta (UNJ), where students often struggle with critical thinking and the application of appropriate methodologies. The objective of this activity is to enhance students' academic writing skills through an online workshop focused on thesis preparation, covering aspects such as research methodology, data analysis, and structured academic writing. The workshop, held on August 4, 2025, via Zoom Meeting, was attended by 76 active students and featured three experts in the field of educational research who presented material on research frameworks, methodologies, and academic writing techniques. The methods used included synchronous presentations, interactive Q&A sessions, and group discussions facilitated by a moderator. The findings indicate that the workshop significantly improved students' cognitive, affective, and psychomotor competencies in thesis writing, with active participation and direct interaction with the speakers boosting students' confidence and problem-solving skills. However, technical challenges, such as unstable internet connections, presented barriers. Factors influencing the workshop's effectiveness include speaker competence, student engagement, peer collaboration, technological readiness, and institutional support. The implications of this workshop emphasize the importance of ongoing technical training for both students and lecturers, improvements in digital infrastructure, and continuous mentoring to maintain the quality of academic writing. This model can be further developed into a structured support system for thesis writing in similar academic environments.

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

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

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