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This Author published in this journals
All Journal Al-Adzka: Jurnal Ilmiah Pendidikan Guru Madrasah Ibtidaiyah QUALITY INCARE JIMPI: Jurnal Inovatif Manajemen Pendidikan Hatta: Jurnal Pendidikan Ekonomi dan Ilmu Ekonomi Edukasiana : Journal of Islamic Education Proceeding of International Conference on Humanity Education and Society Rechtsvinding Ihtirom: Jurnal Manajemen Pendidikan Islam Idarotuna: Jurnal Manajemen Pendidikan Islam JERIT: Journal of Educational Research and Innovation Technology IJoEd: Indonesian Journal on Education Journal of Elementary Education Research and Practice Research Psychologie, Orientation et Conseil Journal of Loomingulisus ja Innovatsioon
khofi, Mohammad Bilutfikal
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Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Journal : Journal of Elementary Education Research and Practice

 1 
Principal’s Strategies in Developing Student Leadership Competencies Through Service Learning in Elementary Schools Khofi, Mohammad Bilutfikal; Sunoko, Ahmad
Journal of Elementary Education Research and Practice Vol. 1 No. 2 (2025): Journal of Elementary Education Research and Practice (JEERP)
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/y2a0p125

Abstract

Elementary education is pivotal in shaping character and cultivating leadership competencies for students' future lives. This study examines how the principal implements service-learning strategies to foster student leadership at Taman Bondowoso State Elementary School. The research uses a qualitative approach to explore managerial practices integrating community-based learning with leadership development. Data was collected through observations, indepth interviews, and document analysis involving seven informants: the school principal, four teachers, and two students purposively selected for active involvement in service-learning activities. The findings reveal five key service-learning strategies: (1) structured class discussions to enhance critical thinking and communication, (2) collaborative group projects that emphasize shared responsibility and peer leadership, (3) role-modeling inspired by local and historical figures to instill values such as justice and empathy, (4) extracurricular programs that develop social and organizational skills, and (5) community service that teach social responsibility through hands on experiences. These strategies demonstrate how service-learning bridges academic goals with real world leadership applications, offering a replicable model for elementary education focused on character and leadership development.
Principal Challenges in Addressing School Bullying Through Peer Empowerment Approaches in Elementary Schools Khofi, Mohammad Bilutfikal; Sholeh, Makherus
Journal of Elementary Education Research and Practice Vol. 1 No. 3 (2025): Journal of Elementary Education Research and Practice (JEERP)
Publisher : Yayasan Centre for Studying and Milieu Development of Indonesia (CESMiD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70376/0qd2aj18

Abstract

This study examines the challenges faced by school principals in implementing peer empowerment approaches to address bullying in elementary schools. A Systematic Literature Review (SLR) was conducted in accordance with PRISMA guidelines. Twelve peer-reviewed articles published between 2015 and 2025 were selected from reputable databases, including Scopus, Web of Science, ERIC, Google Scholar, DOAJ, and Garuda. Data were analyzed using thematic analysis to identify recurring psychosocial barriers and leadership-related challenges in the implementation of peer-based anti-bullying programs. The findings reveal four dominant barriers: diffusion of responsibility, students’ fear of becoming subsequent victims, pluralistic ignorance, and observers’ limited knowledge of appropriate intervention strategies. Collectively, these factors contribute to a pattern of collective passivity that weakens students’ capacity to function as active bystanders in bullying prevention. Furthermore, the effectiveness of peer empowerment programs is strongly contingent upon principals’ leadership capacity to cultivate a safe, supportive, and prosocial school climate. This includes the implementation of witness protection mechanisms, the correction of erroneous social norms, the strengthening of moral courage literacy, and the provision of evidence-based intervention training.
Co-Authors Adimah, Immatul Ahmad Sunoko Furqon, Mufasirul Heridianto, Heridianto Indrawati, Sucik Miftahus Salam SANTOSO SANTOSO Shofyan, Hilmi Sholeh, Makherus Suheri Syafriani Syafriani, Syafriani Syarifah, Zulfa Lailatus Wafi, Inngamul