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All Journal Jurnal Konseling dan Pendidikan Tadbir : Jurnal Studi Manajemen Pendidikan Manajer Pendidikan: Jurnal Ilmiah Manajemen Pendidikan Program Pascasarjana International Journal of Educational Management and Innovation (IJEMI) Education and Social Sciences Review Indonesian Journal of Educational Development (IJED) Jurnal Penelitian Pendidikan Indonesia
Somantri, Manap
FKIP Universitas Bengkulu
Religion Education Languange, Linguistic, Communication & Media Social Sciences Other

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Optimizing field work practices in vocational schools by developing a management information system Mutia Liana; M Lutfi Firdaus; Manap Somantri
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 10 No. 2 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020243609

Abstract

The management information system is not yet optimal. This research aims to develop a work practice management information system for vocational school students. The method used in development is the SLDC waterfall model. Management, database, and website feasibility data are obtained through feasibility sheets. Trial data via questionnaire. Descriptive data analysis. The results of the feasibility assessment of the work practice management information system carried out by management experts, database experts and website experts indicate that it is suitable for use. Respondents gave positive responses. The developed management information system can simplify data management and make it easier to make decision data on vocational school students' field work practice.
Design of Sekolah Penggerak principal leadership in implementing best practices Sutarjo Sutarjo; Sudarwan Danim; Manap Somantri
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 10 No. 2 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020243714

Abstract

This research aims to determine the leadership design of Sekolah Penggerak principals in instilling good practices in high schools in East OKU Regency. The method used in this research is research and development. The Research and Development (R&D) research procedure used in this research adopted the ADDIE model which consists of five stages, namely: Analysis, Design, Development, Implementation, and Evaluation. The results of the research show that the initial conditions for the development of Sekolah Penggerak for school principals in implementing good practices in SMA East OKU Regency still require adaptive school planning and management to adapt to current developments and ensure quality learning. The Sekolah Penggerak principal's leadership design in instilling good practices is presented in units such as the Sekolah Penggerak program, school operational management working group, mentoring activities by the principal, and mentoring of the principal. The feasibility of the leadership design was declared feasible to implement, with an average score of 83.4% on the feasibility criteria and 80.73% on the material validator. This research could be groundbreaking in understanding how school leadership can influence best practices in secondary schools and provide valuable new insights for educational practitioners, researchers, and policymakers. This research can make a significant contribution to our understanding of how school leadership can improve best practices at the high school level, as well as provide a foundation for further research in this area.
Instructional leadership and deep learning in the implementation of the student center learning: a case study of a junior high school in indonesia Septi Emilya; Manap Somantri; Muhammad Kristiawan
Jurnal Konseling dan Pendidikan Vol. 14 No. 1 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1196900

Abstract

This study aims to describe the principal’s instructional leadership in accelerating deep learning in the implementation of the independent curriculum at Junior Hight School number 20 bengkulu city which includes the role of the principal, the principal’s strategy, the obstacles faced, the impact and the influence of the principal’s instructional leadership on the quality of the implementation of deep learning on the implementation of the independent curriculum at Junior High School number 20 bengkulu city. the method used is descriptive qualitative with interview, observation, and documentation techniques. data analysis was carried out using the interactive model of miles and huberman which consists of data reduction, data presentation, and data verification. the results of the study are 1). The school principal succeeded in directing teachers to implement deep learning through clear instructional policies and school programs that support Student Center Learning. 2) Principal guidance, supervision, and feedback accelerate the application of deep learning and improve the quality of planning and teacher learning practices. 3) The implementation of instructional leadership still faces obstacles, especially teacher readiness, administrative burden, limited facilities, and not optimal training and external support. 4) instructional leadership has an impact on improving teacher professionalism in designing project-based learning, authentic assessment, and higher-level thinking activities. 5). Principal leadership is a determining factor for the success of deep learning, indicated by increased engagement, critical thinking skills, and the quality of student learning outcomes. Its contribution provides an empirical reference for school principals and policy makers in strengthening the role of instructional leadership to improve the quality of deep learning.
Principal Leadership in Developing Administrative Staff Competence: A Case Study of the Center of Excellence Vocational School Victorizal Victorizal; Manap Somantri; Syafryadin Syafryadin; Azizatul Khairi
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.v10i1.14503

Abstract

This study aims to analyze the leadership of school principals in developing the competencies of school administrative staff at SMK Negeri 1 Bengkulu Selatan as a Center of Excellence Vocational School. The research uses a qualitative approach with a case study design involving six participants, consisting of one principal, one school administrative staff head, and four school administrative staff. Data were collected through in-depth interviews, observations during four weeks of school hours, and documentation studies, then analyzed through data reduction, data presentation, and conclusion drawing. The results of the study show that leadership is manifested through vision development, routine supervision and evaluation every semester, implementation of needs-based education and training, provision of feedback, resource development, strengthening of cooperation, and development of a school culture based on 6S values. school administrative staff competencies have met the standards of Permendiknas Number 24 of 2008, but there is a gap in ICT competencies, where out of 25 school administrative staff, only 15 are proficient in using computer applications, so 40% still need strengthening. Limited BOSP budgets are also a factor hindering professional development.
Linking leadership to learning: how instructional and distributed leadership shape teacher development and school outcomes Elly Pitriani; Manap Somantri; Muhammad Kristiawan
Education and Social Sciences Review Vol. 7 No. 1 (2026): Education and Social Sciences Review
Publisher : Indonesian Institute for Counseling, Education and Theraphy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/07essr696800

Abstract

This systematic literature review examines the relationship between educational leadership and school performance, with a focus on the mediating role of teacher professional development. Following PRISMA 2020 guidelines, a systematic search of Google Scholar and PubMed databases was conducted for peer-reviewed articles published between 2020 and 2024. Of 347 initially identified records, 25 studies met predetermined inclusion criteria (empirical research, focus on K-12 school leadership, reported outcomes related to school performance or teacher development). Results indicate that three leadership models dominate the literature: instructional leadership (reported in 64% of studies), distributed leadership (48%), and transformational leadership (52%). All 25 studies reported positive associations between at least one leadership model and school performance. Instructional leadership demonstrated the most consistent positive associations with teacher self-efficacy (effect sizes ranging from β = 0,31 to 0,58) and student outcomes. Distributed leadership was most strongly associated with teacher job satisfaction and professional agency. Transformational leadership showed indirect effects on school performance mediated through organizational culture and teacher commitment. The Professional Learning Community (PLC) framework emerged as a key structural mechanism integrating these leadership approaches. Limitations include potential publication bias, predominance of cross-sectional qualitative designs, and limited geographical diversity (72% of studies from Western or East Asian contexts). This review provides a synthesized framework for understanding how different leadership models operate through teacher professional development to affect school performance, with implications for principal preparation and school improvement policy.
Financial decentralization in vocational schools: A BLUD governance study Yeni Triani; Manap Somantri; Asti Putri Kartiwi
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v7i1.6135

Abstract

This study examines the implementation of financial governance in vocational secondary schools operating under the Regional Public Service Agency (BLUD) framework as part of Indonesia's educational decentralization reform. The research is grounded in the urgency to strengthen institutional autonomy, financial flexibility, and industry relevance in vocational education amid increasing demands for production-based learning and for the development of factory teaching. The study aims to analyze policy implementation, financial planning, operational management, evaluation mechanisms, and governance follow-up practices within BLUD-based schools. A qualitative descriptive approach was employed using a multi-site case study design involving four vocational schools. The research population comprised BLUD-designated vocational schools in Bengkulu Province, from which four schools were purposively selected based on implementation duration, variation in governance performance, and production unit readiness. Research participants included principals, BLUD financial managers, vocational teachers, and representatives from the education office. Data were collected through semi-structured interviews, non-participant observations, and analysis of institutional documents, using validated interview guides and observation protocols. Data were analyzed using the CIPP evaluation model supported by interactive data analysis techniques. The findings indicate that BLUD governance has been implemented in a structured manner, enabling flexible financial management, strengthening teaching factory operations, and enhancing experiential learning. Evaluation systems and follow-up actions were found to reinforce accountability in governance and institutional learning. The study concludes that BLUD financial autonomy contributes positively to the quality of vocational education when supported by participatory governance, managerial competence, and sustainable evaluation. It is recommended that policymakers strengthen capacity-building programs, participatory financial literacy, and performance-based monitoring systems to optimize outcomes of BLUD implementation.
Co-Authors Alfian Edi Ali Prasetyo Aliman Aliman Aman Roy Arsil Arsil Asti Putri Kartiwi Bambang Sahono Connie Connie Desilia Rachma Sari Elly Pitriani Erlina Indrawati Erma Erma Firdaus Firdaus Haimah Haimah Hartanto Hartanto Herles Tiana Karliana Indrawari Khairi, Azizatul Kinder Sihotang Leni Yusnita Lili Suryani Lusiana Lusiana M Lutfi Firdaus Martin Martin Mika Itaria Muhadzdzibah Muhadzdzibah Muhammad Amin Muhammad Kristiawan Mutia Liana Nirwana Nirwana Osa Juarsa Puspa Djuwita Rambat Nur Sasongko Reffy Handriyani Rohiat Rohiat Septi Emilya Sudarwan Danim Sutarjo Sutarjo Syafryadin Syafryadin Victorizal Victorizal Yeni Triani