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All Journal Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Dimensi Pendidikan dan Pembelajaran Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PENDIDIKAN TAMBUSAI Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat Coopetition : Jurnal Ilmiah Manajemen Jurnal Kewarganegaraan Jurnal Visionary : Penelitian Dan Pengembangan Di Bidang Administrasi Pendidikan Indonesian Journal of Educational Development (IJED) Journal of Community Empowerment and Innovation Media Nusantara Journal of Innovation and Research in Primary Education QISTINA: Jurnal Multidisiplin Indonesia Journal of Educational Management Research Proceeding of International Conference on Special Education in South East Asia Region Jurnal Manajemen Pendidikan Islam Journal of Disability
Suwandari, Lilis
Universitas Islam Nusantara, Indonesia
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MANAJEMEN ADMINISTRASI PENDIDIKAN DALAM MENINGKATKAN MUTU AKREDITASI DI UPTD SDN 1 CITAMIANG KECAMATAN MANIIS Dewi, Ratna; Nurlaeli, Leli; Latifah, Aida; Normayunita, Rizki; suwandari, Lilis
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 3 September 2025 In Order
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.30597

Abstract

This study aims to analyze the implementation of educational administration management in improving accreditation quality at SDN 1 Citamiang, Maniis District, Purwakarta Regency. Using a descriptive qualitative approach, this research involved the principal, teachers, school operator, and the accreditation team as informants. Data were collected through observation, interviews, and documentation, and analyzed interactively through data reduction, presentation, and conclusion drawing. The results show that the management of educational administration at SDN 1 Citamiang has been carried out based on four management functions: planning, organizing, actuating, and controlling, but has not been fully optimal. In the planning aspect, the school has developed work plans systematically but has not maximized the use of evaluation results as a basis for planning. In organizing, task distribution is still unclear and not proportional, causing a workload imbalance, especially among teachers. In the actuating aspect, program implementation is hindered by a lack of understanding of accreditation instruments, limited resources, and minimal use of information technology. Meanwhile, the controlling aspect is still incidental and not conducted routinely and systematically. Overall, the study concludes that administrative management has a strong foundation but needs significant improvements in each function to support continuous improvement in accreditation quality. Keywords: educational administration, accreditation, management, planning, evaluation
MANAJEMEN RUANG GTK DALAM MENINGKATKAN KOMPETENSI GURU DI SD NEGERI 1 CIKERIS (Studi Kasus di SD Negeri 1 Cikeris Kabupaten Purwakarta) Umara, Rohmat; Hidayat, Pian Firman; Nurmilah, Irma; Syuhada, Imam; suwandari, Lilis
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 03 (2025): Volume 10 No. 3 September 2025 In Order
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i03.30602

Abstract

This study aims to analyze the management of the Ruang GTK (Teacher and Education Personnel Room) in improving teacher competence at SD Negeri 1 Cikeris, Purwakarta. This research is motivated by the phenomenon of the underutilization of the Ruang GTK platform at the elementary school level due to limited digital literacy, inadequate facilities, and weak organizational and supervisory systems at the school level. The study employs a qualitative approach with a case study method to explore planning, organizing, implementing, and supervising activities related to the Ruang GTK management. Data were collected through interviews, observations, and document analysis, then analyzed using an interactive model. The results show that the planning of Ruang GTK activities is already aligned with teachers’ professional development needs but lacks a systematic needs assessment. The organizing aspect is still informal without clear task distribution and structured organizational roles. Implementation of activities runs well and is well-received by teachers, though constrained by limited facilities and infrastructure. Supervision has been carried out informally but lacks a structured evaluation system. Overall, the management of Ruang GTK at SD Negeri 1 Cikeris shows potential as a strategic medium for teacher professional development if strengthened with systematic planning, formal organizing, adequate facilities, and measurable evaluation mechanisms. Keywords: management, Ruang GTK, teacher competence, elementary school, professional development
The Role of Academic Supervision Management with a Coaching Mindset in Developing Elementary School Teachers’ Pedagogical Competence: Evidence from Two Schools in Sukabumi Saripah, Eneng; Suwandari, Lilis
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2070

Abstract

This study investigates the management of academic supervision with a coaching mindset to enhance the pedagogical competence of elementary school teachers. Recognizing the limitations of traditional evaluative supervision, the research explores coaching-based approaches that emphasize reflection, collaboration, and empowerment. Employing a qualitative descriptive design, data were collected through interviews, observations, and documentation from two elementary schools representing public and private contexts. The findings reveal that while coaching principles—such as reflective dialogue, collaborative goal-setting, and empowerment-focused feedback—have been partially implemented, their application remains inconsistent across supervisory practices. Teachers reported increased motivation and professional growth, yet challenges persist in supervisor competencies, differentiated coaching strategies, and documentation systems. The study concludes that coaching-oriented supervision offers a transformative model for teacher development, contingent upon leadership capacity and institutional readiness. Practical implications include the need for targeted training for school leaders and the development of structured supervision frameworks that support reflective practice and continuous improvement.
Optimizing Educational Infrastructure Maintenance Through School-Committee Partnership Management Suwandari, Lilis; Suryana, Cecep
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2081

Abstract

Educational infrastructure maintenance requires effective collaboration between schools and community stakeholders, yet limited research examines the management processes that optimize these partnerships. This study analyzed partnership management between schools and school committees in educational infrastructure maintenance to identify effective collaborative mechanisms and implementation challenges. A qualitative multiple case study was conducted at two public elementary schools in Cianjur Regency, West Java: SDN Puncak 2 Cipanas and SDN Muhara Pacet. Ten participants including principals, committee chairpersons, teachers, parents, and students were selected through purposive sampling. Data collection employed semi-structured interviews, participant observation, and document analysis. Thematic analysis was conducted using Terry's management framework focusing on planning, organizing, implementing, and monitoring functions. Significant variations emerged in partnership effectiveness between research sites. SDN Puncak 2 Cipanas demonstrated systematic management approaches across all functions, achieving high community participation, diversified funding sources, and structured accountability mechanisms. SDN Muhara Pacet exhibited developing partnership characteristics with limited community engagement, basic planning processes, and informal monitoring systems. Key success factors included committee experience, clear organizational structure, transparent communication, and established role definitions. Primary challenges encompassed budget constraints, inconsistent community participation, and inadequate technical expertise. The findings support Terry's management framework application in educational contexts and validate the importance of systematic partnership development. Results align with social capital theory, demonstrating that effective infrastructure maintenance requires sustained relationship building and community mobilization. Schools with mature committees showed superior outcomes through enhanced stakeholder engagement and diversified resource mobilization strategies, confirming the critical role of organizational development in partnership success.
Systematic Management Approaches in Digital Platform Implementation: A Qualitative Analysis of Merdeka Mengajar Platform for Elementary Teacher Professional Development Usman, Usman; Suwandari, Lilis
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2084

Abstract

The implementation of digital platforms for teacher professional development has become increasingly critical in contemporary educational contexts, yet limited research examines systematic implementation processes in resource-constrained elementary schools. This study investigated the implementation of the Merdeka Mengajar Platform (PMM) in improving teacher academic capacity through self-training at SDN Sindangsari and SDN Caringin Nunggal. A qualitative multi-site case study approach was employed, involving 12 participants including classroom teachers, principals, and school supervisors. Data were collected through semi-structured interviews, participatory observation, and document analysis over six months. Systematic qualitative analysis revealed that both schools successfully implemented PMM through coordinated management functions including planning, organizing, directing, coordinating, controlling, and evaluating. Key findings demonstrated measurable improvements in teacher competencies, particularly in diagnostic assessment and differentiated learning approaches. Implementation challenges included technological infrastructure limitations, varied digital literacy levels, and time constraints, which were addressed through adaptive solutions such as extended access hours, technical training programs, and peer support mechanisms. The study revealed that systematic organizational approaches proved more influential than technological capabilities in determining platform effectiveness. School leadership played a critical moderating role through sustained coaching and motivational support. The research contributes empirical evidence to educational management literature by demonstrating how systematic management functions facilitate successful digital platform integration in elementary education contexts. Findings suggest that effective PMM implementation requires comprehensive organizational commitment, adaptive leadership, and sustained support mechanisms addressing both technical and pedagogical dimensions. The study provides practical insights for educational institutions implementing digital professional development platforms while addressing contextual constraints in developing educational environments.
Orientation and Mobility Skills of Ninth-Grade Students With Visual Impairments at SKH Bhakti Luhur , Yasinta Lesu Dares; Lilis Suwandari
Jurnal Visionary : Penelitian dan Pengembangan dibidang Administrasi Pendidikan Vol. 13 No. 2 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/vis.v13i2.17400

Abstract

Orientation and mobility skills need to be taught to blind children, especially totally blind children, because through orientation and mobility they can increase their independence without always having to depend on others, move and change places safely and efficiently, and utilize other senses that still function. The purpose of this study was to obtain an overview of the abilities and difficulties of blind children, the atmosphere during orientation and mobility learning, and the implementation of orientation and mobility learning. This study applied a descriptive method with a qualitative approach, and data were collected through observation, interviews, and documentation studies. Based on the results of the study, it is known that totally blind ninth-grade children can participate in orientation and mobility learning with the help of teachers, starting from learning about orientation and mobility, learning about assistive devices and orientation and mobility techniques, learning about and describing the school environment, and learning, describing, and practicing the trailing technique. The difficulties faced by totally blind children during orientation and mobility learning were when practicing orientation and mobility in a large environment because there were no tactile cues that could be applied for orientation and mobility, as well as difficulties practicing orientation and mobility on stairs due to fear of falling. Teachers carry out initial, core, and closing activities during learning. The conclusions of this study form the basis for researchers to provide recommendations to school principals and teachers to optimize orientation and mobility learning for totally blind children on a regular basis. Keywords: Orientation and Mobility, Visual Impairments Abstrak: Keterampilan orientasi dan mobilitas perlu diajarkan kepada anak-anak tunanetra, terutama anak-anak tunanetra total, karena melalui orientasi dan mobilitas mereka dapat meningkatkan kemandirian tanpa selalu bergantung pada orang lain, bergerak dan berpindah tempat dengan aman dan efisien, serta memanfaatkan indra lain yang masih berfungsi. Tujuan penelitian ini adalah untuk memperoleh gambaran tentang kemampuan dan kesulitan anak-anak tunanetra, suasana selama pembelajaran orientasi dan mobilitas, serta implementasi pembelajaran orientasi dan mobilitas. Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif, dan data dikumpulkan melalui observasi, wawancara, dan studi dokumentasi. Berdasarkan hasil penelitian, diketahui bahwa anak-anak buta total kelas sembilan dapat berpartisipasi dalam pembelajaran orientasi dan mobilitas dengan bantuan guru, mulai dari belajar tentang orientasi dan mobilitas, belajar tentang alat bantu dan teknik orientasi dan mobilitas, belajar tentang dan mendeskripsikan lingkungan sekolah, serta belajar, mendeskripsikan, dan mempraktikkan teknik trailing. Kesulitan yang dihadapi oleh anak-anak tunanetra total selama pembelajaran orientasi dan mobilitas adalah saat mempraktikkan orientasi dan mobilitas di lingkungan yang luas karena tidak ada petunjuk taktil yang dapat diterapkan untuk orientasi dan mobilitas, serta kesulitan mempraktikkan orientasi dan mobilitas di tangga karena takut jatuh. Guru melaksanakan kegiatan awal, inti, dan penutup selama pembelajaran. Kesimpulan dari penelitian ini menjadi dasar bagi peneliti untuk memberikan rekomendasi kepada kepala sekolah dan guru untuk mengoptimalkan pembelajaran orientasi dan mobilitas bagi anak-anak tunanetra total secara rutin. Kata kunci: Orientasi dan Mobilitas, Tunanetra Total.
A Classroom for All: Innovative UDL-Based Instructional Models and Media for Students with Disabilities Septiana, Fajar Indra; Mastiani, Emay; Suwandari, Lilis; Astuti, Eka Yuli; Pertiwi, Dwi Endah; Qohar, Hendri Abdul; Rachmah, Siti; Almarogi, Ahmad Mugni
QISTINA: Jurnal Multidisiplin Indonesia Vol 4, No 1 (2025): June 2025
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/qistina.v4i1.6240

Abstract

This study aims to develop an inclusive learning model and media based on Universal Design for Learning (UDL) for blind and deaf-mute students in the Special Education Study Program, Faculty of Teacher Training and Education, Universitas Islam Nusantara. The study uses a qualitative descriptive approach and follows the ADDIE development model. Data were collected through needs assessment, interviews, and observation. The results show that blind students require auditory-based media compatible with assistive technologies, while deaf-mute students require media emphasizing visuals and text. The developed products include accessible digital modules and captioned videos usable by all students. The study concludes that a UDL-based learning design effectively accommodates the diverse needs of students in an equitable and inclusive manner.
The Impact of Education Curriculum Changes on Improving the Quality of Learning at SMAN 1 Sukadana, Ciamis Regency Suwandari, Lilis; Kuswanda, Wawan; Riyanti, Rini; Rosmaya, Nenden; Munandar, Eri Arif
JURNAL DIMENSI PENDIDIKAN DAN PEMBELAJARAN Vol 13: Special Issue No. 1 (2025)
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/dpp.v13iSI1.11390

Abstract

The transition from the 2013 Curriculum to the Merdeka Curriculum in Indonesia represents a significant shift in the educational landscape, aiming to provide greater flexibility and autonomy for schools to adapt teaching to student needs and local contexts. This study examines the impact of this curriculum change at SMAN 1 Sukadana, Ciamis Regency, focusing on its effects on pedagogical approaches, student engagement, and educational outcomes. A quantitative descriptive approach was employed, with data collected through questionnaires distributed to teachers and students. The findings indicate that the adoption of the Merdeka Curriculum has encouraged teachers to implement more innovative and interactive teaching methods, such as project-based and cooperative learning, which have significantly increased student engagement and motivation. However, challenges such as inadequate teacher readiness, resistance to new methodologies, and limited infrastructure were identified as key barriers to effective implementation. These findings align with Kotter's organizational change theory, emphasizing the importance of systematic support, continuous professional development, and collaboration among educators and school leadership to facilitate successful curriculum adoption. The study also applies constructivist learning theory and the ARCS motivation model, demonstrating that student-centered approaches enhance learning experiences and outcomes. Despite its contributions, the study acknowledges limitations in sample size and scope, suggesting the need for further longitudinal research to comprehensively assess the long-term impact of the Merdeka Curriculum across diverse educational settings. The findings provide valuable insights for policymakers and educators in refining curriculum strategies to better support teaching and learning processes.
Pelaksanaan Pembelajaran Pendidikan Jasmani Adaptif Cabang Olahraga Bulutangkis bagi Anak Tunagrahita Ringan Lilis Suwandari; Indiah Wisjnu Sulistyorini; Dwi Endah Pertiwi
Jurnal Kewarganegaraan Vol 6 No 4 (2022): Desember 2022
Publisher : UNIVERSITAS PGRI YOGYAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/jk.v6i4.4075

Abstract

Abstrak Anak tunagrahita mengalami hambatan merespon rangsangan sehingga memerlukan penanganan khusus melalui pendidikan jasmani adaptif. Pelaksanaan pembelajaran pendidikan jasmani adaptif sudah berjalan akan tetapi kurang maksimal karena kondisi anak yang berbeda, sumber belajar yang minim, motivasi serta pengertian orang tua yang kurang. Tujuan umum dalam penelitian ini adalah untuk mengetahui gambaran tentang pelaksanaan pembelajaran pendidikan jasmani adaptif cabang olahraga bulutangkis bagi anak tunagrahita ringan. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Teknik pengumpulan data menggunakan wawancara dan studi dokumentasi. Subjek penelitian ini adalah tiga orang guru. Hasil penelitian menunjukkan bahwa guru melaksanakan semua tahapan pembelajaran, namun masih menemui kesulitan sehingga guru berupaya mencari buku sumber, metode yang bervareatif, memotivasi anak untuk meningkatkan pelaksanaan pembelajaran. Rekomendasi ditunjukkan bagi guru agar dapat menyesuaikan pelaksanaan pembelajaran dengan kondisi dan kemampuan anak. Kata Kunci: Pelaksanaan Pembelajaran, Pendidikan Jasmani Adaptif, Tunagrahita Ringan
Co-Authors , Yasinta Lesu Dares Achmad Mudrikah Adhimah, Sadiyatu Nuh Agus Ruswandi Ahmad Mugni Almarogi Almarogi, Ahmad Mugni Anggraeni, Rishawarti Anita Fitri Rahmawati Cece Hidayat Cecep Suryana, Cecep Danang Ari Wibowo Dwi Endah Pertiwi Eka Yuli Astuti Emay Mastiani Fajar Indra Septiana Fany Oktavia Finsa Muhamad Pratama Gunawan, Fauzan Rizky Hanafiah Heerlina, Nina Hendrawan, Ramdhan Hendri Abdul Qohar Hidayah, Deni Hidayat, Pian Firman Indiah Wisjnu Sulistyorini Khoerani, Riska Khordowi, Mukhlis Aburizal Kuswanda, Wawan Latifah, Aida Maman Suherman Mardiana , Nina Mardiyati, Mardiyati Moch Irwan Hermanto Mugni Almarogi, Ahmad Muhaemin , Akhmad Munandar, A. Hafid Munandar, Eri Arif Nahdiah, Indah Napitupulu, Martha Normayunita, Rizki NUR, siti Nurdiana, Irfan Intan Nurlaeli, Leli Nurmilah, Irma Puji Astuti Purba, Jujur Purnamasari, Feny Afifah Rahayu, Diah Daniswara Ratih Cahyani Ratna Dewi Rini Riyanti Rosmaya, Nenden Rosmuliawati, Ade Siti Saniputri, Regina Maheswari Saripah, Eneng Setiawan, Edwar Siti Rachmah Sodiran Sri Wahyani, Sri Susilowaty, Susilowaty Sutaryat Trisnamansyah Syamsiar, Syamsiar Syauri N, MZ, Muhamad Sopyan Syuhada, Imam Umara, Rohmat Usman Usman Wiyanti, Dwi Zakia, Helmi Zulfa Rahmah Effendi