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All Journal Jurnal Pendidikan Dasar JPI (Jurnal Pendidikan Indonesia) : Jurnal Ilmiah Pendidikan SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Wacana Akademika : Majalah Ilmiah Kependidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) Media Manajemen Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang Buletin Pengabdian Multidisiplin Jurnal Pendidikan Progresif Indonesian Journal on Learning and Advanced Education (IJOLAE)
Purbonuswanto, Welius
Universitas Sarjanawiyata Tamansiswa
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Physics Social Sciences Other

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Transforming Educational Leadership: Digital Applications of Ki Hajar Dewantara’s Leadership Principles Welius Purbonuswanto; Sutama Sutama; Didi Supriadi; Mazlini Binti Adnan; Mohamad Waluyo
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 3, September 2024
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i3.23839

Abstract

In the face of rapid technological developments, digital leadership in the leadership of Ki Hadjar Dewantara plays an important role in ensuring that digital technology is used effectively and efficiently for educational goals. The research aims to develop a model of digital integration of leadership in the leadership trilogy of Ki Hadjar Dewantara at Tamansiswa College. The research used a quantitative approach with survey methods. The sampling technique used purposive sampling with a total sample of 116 people. The data collection technique in this research used a questionnaire using a five-option Likert. The data analysis technique is the Structural Equation Model (SEM) using SmartPLS version 3 software. The leadership trilogy by Ki Hajar Dewantara is highly suitable for school principals to implement in their digital leadership practices for principals and teachers. The concept of Ing ngarso sung tuladha is particularly relevant to modern digital leadership. Implementing Ing ngarso sang tuladha in the digital domain, leaders may motivate their people, establish trust, and successfully traverse the intricacies of the digital era. The school principal can implement the Ing madya mangun karsa concept in a digital context. The school principal encourages collaboration and co-creation, recognizing the immense potential for collaborative work in digital domains. The Tut wuri handayani approach encourages digital leaders to cultivate a culture of autonomous learning, empowering team members to actively pursue knowledge, acquire new abilities, and adjust to the evolving digital environment.
Gendered Participation in Elementary Science Learning: Understanding Stereotypes and Lived Experiences: - Fitria Khusnul Khotimah; Welius Purbonuswanto
Jurnal Penelitian Pendidikan IPA Vol 12 No 1 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i1.13624

Abstract

In many elementary classrooms, boys and girls often engage in natural science in different ways. This study explores how students, teachers, and parents perceive these differences in South Klaten, Klaten, Central Java through a qualitative phenomenological approach. Data were gathered through interviews, participant observation, and student journals involving 30 students, 10 teachers, and 10 parents. The findings show the common view that girls tend to prefer biological topics that involve patience and verbal explanation, while boys are more drawn to experiments and physical science tasks. Thematic analysis identified three key points: differences in the understanding of science concepts based on gender, the influence of gender stereotypes on motivation and participation, and the role of the social and cultural environment in shaping students’ views of science. The study concludes that perceived gaps in science learning reflect social construction rather than innate ability and encourages classroom strategies that reduce stereotype reinforcement and expand opportunities for participation.
Dukungan Organisasi, Budaya Sekolah dan Kompetensi Guru untuk menjamin Kinerja Kepala Sekolah Di Sekolah Dasar Kecamatan Magelang Selatan Anggraeni, Pratiwi; Purbonuswanto, Welius; Jumintono
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.v8i3.20195

Abstract

This study aims to determine (1) The influence of organizational support on the performance of the principal; (2) The influence of school culture on the performance of the principal; (3) The influence of teacher competence on the performance of the principal; (4) The influence of organizational support, school culture and teacher competence on the performance of the principal of Elementary Schools in South Magelang District. The approach used in this study is quantitative, with a survey method. The hypothesis was tested using multiple linear regression analysis. The population in this study was 168 elementary school teachers throughout South Magelang District, with sampling using the proportional random sampling technique, a sample of 114 teachers was obtained. The collected data were analyzed using SPSS, which consists of data analysis techniques and prerequisite tests consisting of normality tests, linearity tests, multicollinearity tests. For the hypothesis test using multiple linear regression, R test, t test, and F test. The results show that organizational support, school culture, and teacher competence have a positive and significant effect on the performance of the principal at Elementary Schools in South Magelang District, both partially and simultaneously
Enhancing the effectiveness of anti-bullying policies through counselling management and collaborative leadership: A structural model in elementary schools of Magelang Regency Musrifah, Musrifah; Supriadi, Didi; Purbonuswanto, Welius
SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora Vol 12 No 1 (2026): February 2026
Publisher : LP2M Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/sosio.v12i1.20884

Abstract

School bullying significantly undermines children's psychological well-being, academic achievement, and school safety in Indonesian primary education. Although proactive school counseling and collaborative leadership are recognized individually in bullying prevention research, their integrated structural relationships remain understudied. This study uniquely examines how these constructs jointly relate to anti-bullying policy effectiveness, addressing Indonesia's Permendikbudristek Number 46 of 2023. Purpose of this study is to examine the associations between proactive counseling management, collaborative school leadership, and anti-bullying policy effectiveness, with school climate as a mediating pathway. Method: Quantitative explanatory survey employing Structural Equation Modeling (SEM-PLS). Sample and Data Collection: 100 respondents (elementary teachers, school counselors, school principals) from elementary schools in Magelang Regency, obtained through purposive sampling. Data collected via standardized Likert-scale questionnaires. Results: Proactive counseling management (comprising systematic counseling services, prevention-based counseling, and teacher-counselor engagement; all loadings >0.79) was associated with anti-bullying policy effectiveness (direct effect = 0.369, p < 0.001). Collaborative school leadership (joint decision-making, counselor support, open communication; loadings ≥0.806) showed stronger associations (direct effect = 0.590, p < 0.001). Both constructs jointly related to policy effectiveness through direct pathways and school climate mediation, explaining 72% of variance (R² = 0.72). Implications: School leaders should establish formalized collaborative decision-making forums and transparent communication systems. School counselors should document services systematically and demonstrate evidence-based program impacts. System administrators should develop integrated professional development combining leadership and counseling competencies, with accountability measures recognizing both contributions.
Revitalizing Ki Hadjar Dewantara’s Philosophy in the Context of 21st Century Education Reform Suyono; Rejokirono; Purbonuswanto, Welius; Haryanto, Sigit
Jurnal Penelitian Pendidikan IPA Vol 12 No 1 (2026)
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v12i1.13183

Abstract

Indonesian education is increasingly shaped by digitalization and global benchmarks, producing an emphasis on cognitive performance while cultural and moral formation receives limited space, creating a need to reassess Ki Hadjar Dewantara's humanistic philosophy in relation to current policy. This study aims to analyze how Dewantara's key educational principles correspond to the objectives of the National Education System Law (Law No. 20/2003) and to identify the forms of tension that arise when these values are implemented in 21st-century schooling. A qualitative approach was employed through document analysis of Dewantara's texts and the National Education Law, supported by in-depth interviews with 10 key informants (teachers, school leaders, and education experts) and non-participant observation in two Taman Siswa schools in Yogyakarta and Semarang. The findings show substantive alignment between Dewantara's emphasis on moral character, learner autonomy, and contextual learning and the mandates of Article 3 regarding holistic development. However, autonomy is reduced in practice to scheduling flexibility, while bureaucratic reporting and centralized curriculum controls restrict creative pedagogy. Field observations also show that cultural-arts learning still contributes to character formation but is difficult to institutionalize under efficiency-driven policy incentives. The study concludes that harmony at the philosophical level does not ensure operational freedom, institutional reform through reduced administrative burden, greater school-level discretion, and cultural-based instruction is necessary to revitalize Dewantara's values in contemporary policy implementation
Co-Authors -, Suhada Abdul Majid Adnan, Mazlini Binti Agung Purwanto Alfiatul Maulida, Alfiatul Anggraeni, Pratiwi Asa, Yustrivat Bambang Supriyadi Baniyatun, Marlina Christian, Daniel Grace Christina Dwi Hartanti Darmowiyono, Mulyanto dewi riska Didi Supriadi Endang Yunarti Farida Fitria Khusnul Khotimah Jumintono Ki Supriyoko M, Mundilarno Mazlini Binti Adnan Mohamad Waluyo Muhammad Sobirin Mulyanto Darmowiyono Mulyono, Rahmat Murjilah, M Musrifah Musrifah, Musrifah Nina Mardiana (F01108057) Prihantini, Yeni Purwanti Purwanti Rahmad Mulyono Rejokirono Sarbun Hadi Saryanto Sigit Haryanto Supriadi, Didi Sutama SUYONO Tin Dels Marce Triyono, Sidig Waluyo, Mohamad Wibisono, Thoriq Ajie Winarsa, Raden Daru Murti Tri