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All Journal English Review: Journal of English Education Jurnal Dinamika Pendidikan JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Al Ishlah Jurnal Pendidikan International Journal of Artificial Intelligence Research Jurnal Manajemen Pendidikan PEDAGOGIK : JURNAL PENDIDIKAN Alignment: Journal of Administration and Educational Management JURNAL PENDIDIKAN TAMBUSAI EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Studi Guru dan Pembelajaran SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Ministrate: Jurnal Birokrasi dan Pemerintahan Daerah Jurnal ComunitA Servizio Munaddhomah: Jurnal Manajemen Pendidikan Islam Jurnal PkM (Pengabdian kepada Masyarakat) Edu Cendikia: Jurnal Ilmiah Kependidikan JURNAL ILMIAH GLOBAL EDUCATION NUSRA: Jurnal Penelitian dan Ilmu Pendidikan International Journal of Science and Society (IJSOC) Jurnal Hukum dan Peradilan Tematik: Jurnal Penelitian Pendidikan Dasar ARMADA : Jurnal Penelitian Multidisiplin AMMA : Jurnal Pengabdian Masyarakat Influence: International Journal of Science Review Jurnal Penelitian Pendidikan Indonesia ENDLESS : International Journal of Future Studies Afeksi: Jurnal Psikologi JPT : Jurnal Pendidikan Tematik
Erni Murniarti
Universitas Kristen Indonesia
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Transportation Veterinary Other

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Kesiapan Guru Mengemban Kepemimpinan Di Sekolah: Tinjauan Literatur Komparatif Pada Konteks Indonesia, Jepang dan Internasional Maria Maya Sareng; Erni Murniarti
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 2 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Mei 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i2.6263

Abstract

This study aims to examine teacher readiness to assume leadership roles in schools and to formulate a contextual strengthening model for school improvement. The study used a semi-systematic literature review with comparative content analysis. The review covered 23 scholarly sources selected from an initial pool of 78 documents identified through Google Scholar, SINTA/GARUDA, Scopus, academic publisher websites, and international organization reports. Selection was conducted through duplicate removal, title and abstract screening, full-text eligibility assessment, and relevance mapping based on predefined inclusion and exclusion criteria. The findings show that teacher leadership readiness is a multidimensional construct consisting of cognitive, affective-motivational, socio-collaborative, and structural-institutional dimensions. Critical synthesis indicates that readiness cannot be formed through individual training alone because it depends on the interaction between teacher self-efficacy, professional experience, collaborative culture, principal support, mentoring opportunities, and continuous professional development policies. Comparative analysis shows that Indonesia has policy momentum through Kurikulum Merdeka and Guru Penggerak, but still faces hierarchical and structural barriers. Japan provides an instructive example through kenkyushunin and lesson study, where teacher leadership grows from school-based inquiry and reflective professional routines. This article contributes a layered strengthening model that integrates individual capacity development, professional learning communities, transformational and instructional principal leadership, and institutional policy support.
Probability and Causality Models of QA Success in Indonesian Distance Learning Moh Ali; Alwy Husein Prawironegoro; Neila Najmi Aulia; Julinda Siregar; Erni Murniarti; Al Ghazali; Rhini Fatmasari
Munaddhomah: Jurnal Manajemen Pendidikan Islam Vol. 7 No. 2 (2026): Progressive Management of Islamic Education
Publisher : Prodi Manajemen Pendidikan Islam Pascasarjana Institut Pesantren KH. Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/munaddhomah.v7i2.2428

Abstract

Ensuring academic quality assurance (QA) in large-scale distance learning (PJJ) presents complex challenges influenced by technological, pedagogical, and social factors. Conventional analytical methods often fail to capture the probabilistic and causal relationships among these variables due to data uncertainty. This study aims to model and analyze the probabilistic and causal interactions that determine QA success in PJJ using an integrated approach that combines Structural Equation Modeling (SEM) and Bayesian Network (BN). Using a quantitative explanatory survey design, data were collected via questionnaires that covered variables such as technology availability, instructor support, student interaction, learning motivation, and administrative governance. Data analysis was performed using R software with the lavaan package for structural model evaluation and the bnlearn package for probabilistic network modeling.  The regression analysis results indicate that the availability of technology, the quality of instructor-student interaction, and learning motivation are the primary determinants of QA success ($R^2$ = 0.577). SEM evaluation confirmed an excellent model fit (CFI = 0.999; TLI = 0.999; RMSEA = 0.011), with technology availability providing the largest relative contribution at 33.3%. The developed BN model effectively estimates QA success probabilities, finding that high learning motivation levels increase the likelihood of QA success to 0.70. Conversely, administrative support was not significant, and isolated administrative interventions tend to be ineffective at increasing QA probability ($P$ = 0.45). The integration of BN-SEM offers a comprehensive predictive framework that enables policymakers to conduct scenario simulations for digital education quality management.
IMPLEMENTASI PENGEMBANGAN EMPATI LINTAS BUDAYA DALAM MEWUJUDKAN SEKOLAH RAMAH ANAK DI SEKOLAH MULTIKULTURAL Yemima El-roi Pasulu; Erni Murniarti
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 1 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i1.1761

Abstract

Cross-cultural empathy is a culture that must be built within multicultural schools, not merely used as a slogan, but rather as a culture. However, the problem arises that schools remain conventional and struggle to implement Child-Friendly Schools, inadvertently depriving children of their rights. This study aims to analyze the implementation of cross-cultural empathy development in realizing inclusive, child-friendly schools. The research approach used was a qualitative case study design, which utilized the reflective experiences of teachers, students, and school administrators as sources of meaning. Data were collected through observation, in-depth interviews, and documentation studies. The results indicate that cross-cultural empathy development is implemented through the integration of empathy values ​​into the learning process, dialogic relationships between teachers and children, and the formation of a school culture that upholds respect for differences within their world. Teachers act as facilitators, fostering ethical awareness and mutual understanding through participatory learning experiences that support the learning process. Child-friendly schools are realized when cross-cultural empathy becomes a lived value that creates a safe, humane school climate that respects children's rights.
TRANSFORMASI INOVASI PEMBELAJARAN GURU MELALUI PERILAKU ORGANISASI SEKOLAH DI SMTK BENFOMENI KAPAN Marya Dorince Christiana; Erni Murniarti
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 1 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i1.1797

Abstract

This research focuses on the Benfomeni Kapan Vocational High School, located in North Mollo District, South Central Timor Regency, East Nusa Tenggara (NTT). The educational context in NTT, particularly in areas like TTS, often faces specific challenges, including limited resources and geographical conditions. The culture within a school will shape teachers to create quality learning. However, in practice, there are still some teachers who have not maximized this learning. This qualitative study using a case study method focused on examining the influence of school organizational behavior (including leadership, culture, communication, motivation, and teamwork) on teacher learning innovation at SMTK Benfomeni Kapan. Teacher innovation is a vital indicator in the context of Christian education, which must adapt to changes in curriculum and technology. The results of the study indicate a strong relationship: positive and participatory organizational behavior oriented towards human resource development has been shown to significantly increase teacher creativity and learning innovation. Meanwhile, a rigid organizational environment, closed communication, and lacking structural support tend to hinder teachers' innovative efforts. This research, which uses data from in-depth interviews, observations, and documentation, is expected to guide management improvements and enhance the quality of education at SMTK.
ADAPTASI KURIKULUM MERDEKA DALAM PENGEMBANGAN KOMPETENSI VOKASIONAL DI SMTK BENFOMENI KAPAN Marya Dorince Christiana; Erni Murniarti
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 1 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i1.1801

Abstract

The research focused on the strategies of schools and educators in linking the principles of the Independent Curriculum to improve students' vocational skills readiness in accordance with the context of religious schools. This research used a qualitative approach with a descriptive study approach, enabling researchers to gain a deep understanding of the phenomenon under study. The research subjects included the principal, teachers, and students of SMTK Benfomeni Kapan who were directly involved in the implementation of the Independent Curriculum. Data collection techniques were carried out through field observations and documentation studies. The results showed that the adaptation of the Independent Curriculum at SMTK Benfomeni Kapan was realized through the implementation of differentiated learning, project-based learning, and the strengthening of the Pancasila Student Profile Strengthening Project (P5) integrated with religious values. These strategies contributed positively to the development of students' vocational competencies, particularly in aspects of independence, cooperation, creativity, and practical skills relevant to the needs of life and service. However, this study also found obstacles in aspects of teacher pedagogical competency and learning management, especially related to diagnostic assessment and systematic vocational learning planning.
ANALISIS GAYA KEPEMIMPINAN KEPALA SEKOLAH DALAM RESTRUKTURISASI DI SEKOLAH INKLUSIF CHERISH ACADEMY Siti Handayani; Erni Murniarti
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 1 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i1.1818

Abstract

The quality of school leadership, which influences the effectiveness of learning, teacher performance, and student motivation to achieve, is crucial. A principal with strong managerial and leadership skills will be able to translate the school's vision and mission into numerous well-planned and measurable strategic programs, thereby sustainably improving the quality of education. This study aims to specifically analyze the principal's leadership style in the organizational and learning restructuring process at the Cherish Academy Inclusive School. The restructuring was carried out in response to the increasing diversity of student needs, especially students with special needs, as well as demands for improving the quality of inclusive education services. This study used a qualitative approach with a case study method, which allows for in-depth data collection on the principal's leadership practices in managing structural and cultural changes in the school environment. The results show that the principal applies a transformational-participatory leadership style characterized by teacher involvement in decision-making, intensive mentoring in the implementation of inclusive learning, and open communication during the restructuring process. The restructuring focused on structuring teacher work structures, strengthening collaboration between classroom teachers and special needs teachers, and adjusting learning policies oriented to individual student needs.
Kompetensi Digital Guru dalam Pembelajaran Peserta Didik Berkebutuhan Khusus Tunalaras: Kajian Integratif untuk Penguatan Pendidikan Inklusif Friska Shinta Dame Hasibuan; Erni Murniarti
ARMADA : Jurnal Penelitian Multidisiplin Vol. 4 No. 6 (2026): ARMADA : Jurnal Penelitian Multidisplin, Juni 2026
Publisher : LPPM Sekolah Tinggi Ilmu Ekonomi 45 Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/armada.v4i6.2770

Abstract

Pembelajaran bagi peserta didik berkebutuhan khusus tunalaras menuntut guru memiliki kemampuan pedagogis, pengelolaan perilaku, dukungan sosial-emosional, serta kesiapan menggunakan teknologi digital secara tepat. Artikel ini bertujuan mengkaji hubungan konseptual antara efikasi diri guru dan kompetensi digital guru dalam mendukung pembelajaran peserta didik tunalaras. Metode yang digunakan adalah kajian literatur integratif terhadap sumber-sumber ilmiah sepuluh tahun terakhir yang membahas efikasi diri guru, kompetensi digital, pendidikan inklusif, pendidikan khusus, serta emotional and behavioral disorders. Hasil kajian menunjukkan bahwa efikasi diri guru berperan penting dalam menentukan keberanian guru merancang strategi pembelajaran, mengelola perilaku, membangun keterlibatan siswa, dan menggunakan teknologi digital secara inovatif. Kompetensi digital guru tidak hanya mencakup keterampilan teknis, tetapi juga kemampuan memilih sumber digital, melaksanakan pembelajaran adaptif, melakukan asesmen, menjaga keamanan data, dan memberdayakan peserta didik. Pada konteks tunalaras, hubungan antara efikasi diri dan kompetensi digital bersifat timbal balik. Guru yang memiliki kompetensi digital lebih baik cenderung lebih percaya diri dalam mengelola pembelajaran, sedangkan guru dengan efikasi diri tinggi lebih terbuka terhadap inovasi digital. Artikel ini merekomendasikan pelatihan guru yang mengintegrasikan kompetensi digital, manajemen perilaku, etika digital, dan pendekatan sosial-emosional.
Self-Efficacy Guru Sebagai Determinan Implementasi Project-Based Learning Di Sekolah Menengah Wiwit Laraswati Lase; Erni Murniarti
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6365

Abstract

The implementation of Project-Based Learning (PjBL) in secondary schools requires teacher readiness in pedagogical practice and confidence in managing student-centered learning. This study aims to examine the effect of teacher self-efficacy on the implementation of Project-Based Learning at PSKD. The research used a quantitative survey approach involving 102 active teachers selected through saturated sampling. Data were collected using a closed-ended questionnaire with a four-point Likert scale and analyzed through simple linear regression. The results show that teacher self-efficacy has a positive and significant effect on PjBL implementation, as indicated by an R Square value of 0.511 and a significance value of 0.001. These findings indicate that teachers with stronger professional confidence are more capable of planning, guiding, and evaluating project-based learning. The study implies that strengthening teacher self-efficacy through practice-based training, academic supervision, mentoring, and collaborative reflection is important for improving innovative learning in secondary schools.
Studi Kasus Depresi Pada Siswa Akibat Perasaan Ditinggalkan Teman Sebaya Di SMA Bunda Hati Kudus Jakarta Winarni Winarni; Erni Murniarti; Dameria Sinaga
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6393

Abstract

Adolescence is a developmental period in which peer relationships influence identity formation and emotional well-being. This study aims to describe psychological pressure leading to depressive symptoms in a secondary school student who felt abandoned by peers and to identify the factors and support provided by the school and family. This research used a qualitative case study approach involving one student at SMA Bunda Hati Kudus Jakarta. Data were collected through interviews with the student, parents, homeroom teacher, school counselor, and peers, as well as observation and home visit. The data were analyzed through data reduction, data display, and conclusion drawing, with triangulation used to strengthen credibility. The results show that feelings of being abandoned by peers, low problem-solving ability, and overprotective parenting contributed to social withdrawal, decreased school attendance, and loss of learning motivation. Supportive counseling, home visits, coordination between school and family, and gradual school reintegration helped the student regain emotional security. This study highlights the importance of early detection of students’ mental health problems and collaborative support in schools.
Learning Loss Literasi dan Numerasi Pascapandemi: Studi Kasus Di SMKN 1 Amabi Oefeto Timur, Kabupaten Kupang, Nusa Tenggara Timur Irsanki Gabrial Poa; Erni Murniarti; Lisa G Kailola
NUSRA : Jurnal Penelitian dan Ilmu Pendidikan Vol. 7 No. 3 (2026): NUSRA: Jurnal Penelitian dan Ilmu Pendidikan, Agustus 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/nusra.v7i3.6499

Abstract

Post-pandemic declines in students' literacy and numeracy remain a serious concern in 3T areas of East Nusa Tenggara (NTT). This study aimed to identify the factors associated with literacy and numeracy learning loss in secondary schools in 3T areas of NTT and to examine their relevance to SMKN 1 Amabi Oefeto Timur, Kupang Regency. The study used a Systematic Literature Review (SLR) design guided by the PRISMA protocol. Literature searches were conducted through Google Scholar, Portal Garuda, SINTA, and DOAJ for publications issued between 2015 and 2025. After screening 237 initial records, 28 articles met the inclusion criteria and were analyzed thematically. The synthesis shows that learning loss is related to six interconnected factors: infrastructure limitations, geographical barriers, socio-economic conditions, pedagogical constraints, sociocultural factors, and pandemic-related disruptions. Infrastructure and socio-economic factors appeared most consistently in the reviewed studies, while the pandemic functioned as an accelerator of pre-existing inequalities. The relationship among factors forms both hierarchical and cumulative patterns. Geographical barriers affect infrastructure and learning access, while socio-economic and sociocultural conditions mutually reinforce students' limited learning support. In the context of SMKN 1 Amabi Oefeto Timur, the findings suggest the need for diagnostic assessment, remedial instruction, stronger family engagement, and locally relevant literacy-numeracy support. The study is limited by its reliance on secondary data and the absence of primary field data from the school. These findings may serve as evidence for designing recovery programs that are more responsive to the conditions of 3T schools in NTT.
Co-Authors A. Dan Kia Agnes Sadja Al Ghazali Al Ghazali Al Ghazali Alprianti Pare Alwy Husein Prawironegoro Amos Neolaka Andreas Rian Nugroho Apriani Patabang Audra Jovani, Audra Bangun Munte Bernadetha Nadeak Bintang R Simbolon Bintang R. Simbolon Bintang Simbolon Boiliu, Noh Ibrahim Dameria Sinaga Daud Moma Bili David Christ Arjo Dede Irma Sitanggang Delima Anjela Damanik Elfi Yuliani Rochmah Endang Fatmawati Etika Nyaman Giawa Evi Deliviana Faradiba Faradiba Faradiba Friska Shinta Dame Hasibuan Georgius Braminta Pakartiar Goklas Siahaan Guntur Arie Wibowo Hadi Prayitno Hariyanto Hendrik Pongsakke Hendrikus Male Hepsi Nindiasari Herman Suratman HOTMAULINA SIHOTANG Ira Arini Irsanki Gabrial Poa Jawaz Bagdad JFX Susanto Soekiman Jihan Julinda Siregar Julinda Siregar Julinda Siregar Lisa G Kailola Lisa G Kailola Manahan P. Tampubolon Maria Maya Sareng Marya Dorince Christiana Masda Surti Simatupang Mashudi Mashudi Mila Falma Masful Moh. Ali Neila Najmi Aulia Ngia Masta Nouf Zahrah Anastasia Nourma Fransiskha S. Nur Iswantara Nya Daniaty Malau Philipus Philipus Putri Anditasari, Putri Ramot Peter Reza Yuridian Purwoko Rhini Fatmasari Risnawati Nainggolan Ronny Gunawan Rosnawati Rosnawati Sahat T Simorangkir Samosir, Christina Metallica Saniago Dakhi Septina Severina Lumbantobing Septyana Putri Napitupulu Shyta Patrilia Chandra Sianturi, Manogari Simson Wandik Sinta Evenia Simbolon Siti Handayani Suparmi Taat Guswantoro, Taat Tomson Situmeang Tris Kurniawati Laia Vincentia Dea Cahyaningrum Vitry Marenden Winarni Winarni Wiwit Laraswati Lase Yemima El-roi Pasulu Yoan Zelika Yusak Yokoyama