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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JOURNAL SCIENTIFIC OF MANDALIKA (JSM) Awladuna : Jurnal Pendidikan Islam Anak Usia Dini Al-Gafari: Manajemen dan Pendidikan Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial
Julinda Siregar
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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PERAN KEPALA SEKOLAH SEBAGAI MANAGER PENDIDIKAN DI PAUD KASIH EFRATA JATIASIH BEKASI Julinda Siregar
Awladuna: Jurnal Pendidikan Islam Anak Usia Dini Vol. 1 No. 2 (2023): Awladuna: Jurnal Pendidikan Islam Anak Usia Dini
Publisher : Universitas Darunnajah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61159/awladuna.v1i2.109

Abstract

Abstract. The Role of the School Principle as an Education Manager in PAUD Kasih Efrata Jatiasih Bekasi. This study aims to get an empirical picture of the ability of the Principal in: 1) Planning a work program, 2) Organizing the duties and responsibilities of teachers, 3) Implementing a work program, 4) Carrying out an assessment of teacher work, 5) Carrying out an evaluation of the results of the teacher's work, and 6) Supporting the activities of the teachers. This research uses a descriptive method. Informants in this study are the principal and teachers. The location of the research was in PAUD Kasih Efrata Jatiasih Bekasi. Data was collected through in-depth interviews, observation and documentation. The data analysis techniques through data reduction and data verification. The results of the study show that: 1) the principal has a role in managing teacher activity programs, 2) the principal carries out activities to provide information to teachers starting from what time the teacher can leave school to provide full support to teachers in carrying out their duties at school, 4) the principal in assessing the activities of the teachers, the activities of the teachers are properly monitored, 5) the principal in carrying out inference activities on the results of the teacher's activities, 6) the principal improves learning facilities and facilities needed by students in accordance with the needs of students such as classrooms, play equipment both inside and outside the classroom.
Integrasi Manajemen Pendidikan, Deep Learning, dan AI dalam Pembelajaran Berbasis Masalah di SMK Kesehatan: Integration of Educational Management, Deep Learning, and AI in Problem-Based Learning at Health Vocational Schools Julinda Siregar; Badriah, Ainun; Sabila Aprilia; Achmad Saifudin
Al-Gafari : Manajemen dan Pendidikan Vol. 3 No. 2 (2025): AGUSTUS
Publisher : Lembaga Pendidikan Al-Gafari

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Abstract

This study is motivated by the need to address learning challenges in vocational high schools (SMK), especially in the fields of health and science, which have not fully integrated adaptive educational management, deep learning strategies, and artificial intelligence (AI). The aim of this study is to explore the potential integration of these three elements in supporting problem-based learning (PBL). A systematic literature review method was used, analyzing 20 relevant national and international journal articles and educational reports published in the last five years. The data were analyzed using a thematic synthesis approach to identify patterns, contributions, and challenges of the integration. The findings show that the use of AI and deep learning can enhance personalized learning, provide real-time feedback, and strengthen students’ contextual problem-solving skills. On the other hand, the implementation of adaptive educational management supports the development of collaborative digital learning ecosystems. This study concludes that appropriate integration of technology and educational management in PBL at SMKs has the potential to significantly improve learning quality. However, successful implementation requires improving teacher competencies, adequate digital infrastructure, and progressive and sustainable educational policies.
Strategi Implementasi Manajemen Pendidikan Inklusif di Sekolah Menengah: Studi Kasus di SMP Negeri 4 Babelan Julinda Siregar; Novita Trianah; Ceni Liswati; Saptiawati Saptiawati
Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial Vol. 3 No. 6 (2025): Jurnal Nakula : Pusat Ilmu Pendidikan, Bahasa dan Ilmu Sosial
Publisher : Asosiasi Riset Ilmu Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/nakula.v3i6.2292

Abstract

This study aims to describe and analyze the implementation of inclusive education management at SMP Negeri 4 Babelan. Inclusive education is an educational approach that provides learning opportunities for all students without discrimination, including those with special educational needs (ABK). This concept emphasizes the importance of a friendly, adaptive, and responsive learning environment to student diversity. This study uses a qualitative descriptive approach with data collection techniques through in-depth interviews, participatory observation, and documentation studies. Informants in this study consisted of the principal, regular teachers, special assistant teachers, students with special needs, and their parents. The results of the study indicate that inclusive education management at SMP Negeri 4 Babelan has been implemented through four main management functions, namely: (1) strategic planning integrated into the annual school work program, including budget allocation for inclusion needs; (2) organizing an inclusion team involving teachers, education staff, and the school committee; (3) implementing adaptive learning based on a differentiation and individualization approach, adjusted to students' abilities and learning styles; and (4) evaluations conducted periodically to assess students' academic and social-emotional development, as well as the effectiveness of the inclusion program as a whole. However, this study also identified several obstacles, including a limited number of special assistant teachers, a lack of professional training for regular teachers, and a lack of supporting facilities such as therapy rooms or learning aids. Furthermore, factors supporting the program's success include the school leadership's commitment to mainstreaming inclusion, a collaborative spirit among teachers, and the support and active involvement of parents. Based on these findings, this study recommends several strategic steps, such as strengthening teacher training in inclusive classroom management and adding special assistant teachers as needed.
PEMETAAN MODEL PEMBELAJARAN YANG TEPAT SEBAGAI PENUNJANG PEMBELAJARAN DI JAKARTA TIMUR Julinda Siregar; Muhammad Noor.; Ari Whindayati; Yusmaini, Siti Fatimah; Siti Fatimah; Dwi Handayani
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 04 (2025): Volume 10 No. 04 Desember 2025 Build
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i04.34440

Abstract

This study aims to map the appropriate learning models as a support for effective learning processes in secondary schools. A qualitative approach was employed with purposive sampling, involving teachers, the principal, curriculum coordinators, and students, to obtain data from the perspectives of implementers, managers, and recipients of learning. Data collection techniques included semi-structured in-depth interviews and participatory observations, while data analysis was conducted using thematic analysis encompassing transcription, coding, categorization, and triangulation to ensure credibility. The results indicate that the selection and suitability of learning models, such as group discussions, project-based learning, and Problem-Based Learning (PBL), significantly influence learning effectiveness, as they are tailored to student characteristics, learning materials, and curriculum objectives. The appropriate application of these models enhances motivation, active participation, creativity, critical thinking skills, and academic achievement. Key challenges in implementation include student ability differences, time constraints, and media readiness, which can be addressed through school support, including teacher training, facilities, and gradual guidance. Collaboration among teachers, curriculum coordinators, and the principal is crucial for optimizing learning models and comprehensively developing student potential. This study provides implications for developing effective and innovative learning practices.
Hubungan Antara Ragam Gaya Belajar (Visual, Auditorik, Kinestetik) dengan Motivasi dan Prestasi Belajar Siswa di SMP Amal Mulia 2 Cileungsi Julinda Siregar; Laila Eka Rahmantika; Rani Fitriani; Rhisma Putri; Rani Nurhayati; Indriyani; Ummi Lailatun
Journal Scientific of Mandalika (JSM) e-ISSN 2745-5955 | p-ISSN 2809-0543 Vol. 6 No. 11 (2025)
Publisher : Institut Penelitian dan Pengembangan Mandalika Indonesia (IP2MI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/10.36312/vol6iss11pp4347-4357

Abstract

This study aims to examine the relationship between learning style variations (visual, auditory, and kinesthetic) and students’ learning motivation and academic achievement. The research employed a quantitative approach with a correlational method. The population consisted of junior high school students, with a sample of 100 participants selected using purposive sampling. Research instruments included validated questionnaires on learning styles and learning motivation, as well as documentation of students’ academic scores as indicators of achievement. Data were analyzed using the Pearson Product Moment correlation test to determine the relationships among variables. The results showed a positive and significant correlation between learning styles and learning motivation (r = 0.56; p < 0.05), and between learning styles and academic achievement (r = 0.48; p < 0.05). Students whose learning styles matched the instructional methods demonstrated higher levels of motivation and achievement compared to those whose styles were mismatched. These findings highlight the importance of understanding students’ learning styles as a foundation for developing more effective and adaptive teaching strategies
Co-Authors Achmad Saifudin Ari Whindayati Badriah, Ainun Ceni Liswati Dwi Handayani Indriyani Laila Eka Rahmantika Muhammad Noor. Novita Trianah Rani Fitriani Rani Nurhayati Rhisma Putri Sabila Aprilia Saptiawati Saptiawati SITI FATIMAH Ummi Lailatun Yusmaini, Siti Fatimah