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All Journal Jurnal Ilmu Pendidikan Edukasi: Jurnal Pendidikan dan Pengajaran Journal of Research and Advances in Mathematics Education Jurnal Ilmiah Peuradeun Animal Production : Indonesian Journal of Animal Production Indonesian Journal of Chemistry Master Bahasa JURNAL PENDIDIKAN TAMBUSAI Journal of Educational Research and Evaluation Daun: Jurnal Ilmiah Pertanian dan Kehutanan Aulad : Journal on Early Childhood AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM JETL (Journal Of Education, Teaching and Learning) International Journal for Educational and Vocational Studies Jurnal Ilmiah Pendidikan Matematika Al Qalasadi BERNAS: Jurnal Pengabdian Kepada Masyarakat IJORER : International Journal of Recent Educational Research Haumeni Journal of Education East Asian Journal of Multidisciplinary Research (EAJMR) Studies in English Language and Education ANGON: Journal of Animal Science and Technology Asian Journal of Applied Education International Journal of Trends in Mathematics Education Research (IJTMER) TOFEDU: The Future of Education Journal Jurnal Pengabdian Bangsa Journal of Educational Management and Learning Asian Journal of Social and Humanities Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif
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Managing Innovation in Boarding Schools to Develop Qur’anic Character in Public Senior High Schools Elfiana, Reni; Bahrun, Bahrun; Ismail, Ismail
JURNAL AL-TANZIM Vol 10, No 1 (2026)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i1.11211

Abstract

This study aims to examine the management strategies, implementation processes, and challenges of character education in boarding programs at two public high schools. Although national education policy emphasizes character development, empirical evidence on how such programs are planned, implemented, and evaluated in school settings remains limited. This study employed a qualitative approach, with data collected through interviews, observation, and documentation. Data were analyzed using the Miles and Huberman interactive model. The results indicate that both schools systematically integrate character values into the curriculum, daily routines in the boarding school, and extracurricular activities through structured planning, implementation, and evaluation. However, significant challenges remain, such as the negative influence of mass media, inadequate facilities and infrastructure, low student motivation, and limited parental involvement. To address these challenges, the schools have implemented measures such as strengthening teacher leadership and capacity, improving facilities, developing extracurricular activities focused on character building, and increasing parental involvement through workshops and community programs. This study contributes to the theory and practice of character education in boarding schools by emphasizing the importance of context-responsive management strategies, strong stakeholder collaboration, and ongoing monitoring and evaluation.
Peningkatan Motorik Halus Anak Usia 5-6 Tahun Menggunakan Mozaik Biji-bijian Di PAUD Bungong Seurune Aceh Besar Saumi, Melia; Bahrun, Bahrun; Fauzia, Siti Naila; Mandira, Gracia; Nessa, Rahmatun
Haumeni Journal of Education Vol 5 No 3 (2025): Edisi Desember 2025
Publisher : Universitas Nusa Cendana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35508/haumeni.v5i3.27455

Abstract

Penelitian ini dilatarbelakangi dengan ditemukan permasalahan dalam peningkatan motorik halus anak usia 5-6 tahun di PAUD Bungong Seurune Aceh Besar, dalam kegiatan meniru bentuk garis putus-putus dan pada kegiatan menempel. Pada usia 5-6 tahun, menurut Standar Tingkat Pencapaian Perkembangan Anak (STPPA) anak sudah dapat melakukan meniru bentuk dan menempel gambar dengan tepat. Tujuan dari penelitian ini adalah untuk mengetahui peningkatan motorik halus anak usia 5-6 tahun menggunakan mozaik biji-bijian di PAUD Bungong Seurune Aceh Besar. Metode yang digunakan dalam penelitian ini adalah metode Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam 2 siklus, yaitu setiap siklus mencakup 4 tahapan dengan jumlah subjek 10 orang anak. Teknik pengumpulan data dilakukan melalui observasi terhadap aktivitas guru dan peningkatan motorik halus anak. Hasil penelitian menunjukkan bahwa penggunaan mozaik biji-bijian dapat meningkatkan kemampuan motorik halus anak secara signifikan. Anak menunjukkan peningkatan yang lebih baik dalam meniru bentuk dengan benar dan menempelkan biji-bijian dengan tepat. Dengan demikian, mozaik biji-bijian direkomendasikan sebagai media pembelajaran yang efektif untuk peningkatan motorik halus anak usia 5-6 tahun.
Analysis of the Competency Model of Driving Teachers in Improving the Quality of Learning in Junior High Schools in Region 3T (Case in Simeulue Regency) Valentine Simangunsong, Sonya; Ismail, Ismail; Bahrun, Bahrun; Salfiadis, Salfiadis
IJORER : International Journal of Recent Educational Research Vol. 7 No. 1 (2026): January
Publisher : Faculty of Teacher Training and Education Muhammadiyah University of Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46245/ijorer.v7i1.1188

Abstract

​Objective: This study aims to analyze the competency model of Driving Teachers in improving the quality of learning at the junior high school level in disadvantaged, frontier, and outermost (3T) areas, especially in Simeulue Regency, Aceh Province. This study focuses on the integration of pedagogical, professional, social, and personality competencies supported by learning leadership and their impact on teacher professionalism and student learning outcomes. Methods: This study used a qualitative approach with a case study design involving 15 participants, including driving teachers, principals, and students from three schools in Simeulue Regency. Data were collected through in-depth interviews, participatory observations, and document analysis. Data were analyzed using Miles and Huberman’s interactive model through the processes of data reduction, data presentation, and conclusion drawing and verification. Results: The results of the study show that the Driving Teacher model can transform the role of teachers from curriculum implementers to reflective, collaborative, and innovative learning leaders. Teachers experience improvements in lesson planning, classroom management, and reflection on learning outcomes, supported by a professional learning community and participatory school leadership. In addition, students’ motivation and engagement increased significantly. Novelty: This study presents an integrative conceptual model of teacher competence that connects reflective pedagogy with learning leadership in the context of limited resources. The results of the study expand the theoretical discourse on educational transformation in the 3T region by placing reflection and collaboration as the main mechanism for improving sustainable learning.​
Principal Management Strategies for Improving Teacher Discipline in Junior High Schools: A Qualitative Study in South Aceh Arifin, Syamsul; Ismail, Ismail; Bahrun, Bahrun; Fajri, Munawar; Kamaluddin, Kamaluddin
Edukasi Vol 13 No 1 (2026): Edukasi: Jurnal Pendidikan dan Pengajaran |in progess|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v13i1.32149

Abstract

Teacher discipline remains a persistent challenge in many junior high schools and demands systematic management from school principals. This study explores principal management strategies for improving teacher discipline in public junior high schools in South Aceh Regency, Indonesia. Employing a descriptive qualitative case study design, data were collected through semi-structured interviews, field observations, and document analysis (e.g., attendance records, school regulations, and supervision notes). Participants were purposively selected to ensure information-rich perspectives and included two principals, six teachers, and two administrative staff from SMP Negeri 3 Trumon and SMP Negeri 4 Trumon Timur (N = 10). Data were analyzed thematically using an interactive process of data reduction, data display, and conclusion drawing, with trustworthiness strengthened through triangulation and member checking. The findings show that principals enact three interrelated strategies: (1) establishing and consistently enforcing clear disciplinary regulations (attendance, morning assembly, learning administration, and professional ethics); (2) applying a balanced reward–sanction system to reinforce compliance and responsibility; and (3) conducting continuous supervision through reminders, attendance monitoring, classroom observation, and periodic evaluation followed by coaching. These strategies were facilitated by effective communication, collaborative work culture, and supportive school policies, while limited resources and low teacher participation emerged as key constraints. Overall, integrated principal management contributes to a more orderly professional culture and supports improved school effectiveness in resource-constrained contexts.    
Coaching-Based Academic Supervision for junior High School Teachers: From Planning to Evaluation and performance Improvement Afaidi, Markas Ismi; Bahrun, Bahrun; Rasyid, Suparta; Lismeni, Cut
Edukasi Vol 13 No 1 (2026): Edukasi: Jurnal Pendidikan dan Pengajaran |in progess|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v13i1.32150

Abstract

This study examines the planning, implementation, and evaluation of coaching-based academic supervision as an effort to improve teacher performance at the junior high school level. Employing a descriptive qualitative design, the study involved 12 participants consisting of school principals, teachers, and school supervisors. Data were collected over a three-month period through observation, semi-structured interviews, and document analysis using purposive sampling. Data analysis followed an interactive model comprising data reduction, data display, and verification, supported by restatement, analytical description, and interpretation to capture patterns, relationships, and meanings within the supervision process. The findings reveal that (1) supervision planning is systematically conducted at the beginning of the academic year through deliberation, needs analysis, goal formulation, instrument preparation, and scheduling; (2) the implementation of coaching-based academic supervision follows three stages—pre-observation, classroom observation, and post-observation—emphasizing reflective dialogue and collaborative interaction; and (3) evaluation results are utilized to refine supervision programs, address teachers’ instructional challenges, and adjust coaching strategies to support continuous professional development. Overall, the study concludes that coaching-based academic supervision contributes to improved teacher performance through participatory planning, structured and supportive implementation, and reflective evaluation that fosters professional growth and sustainable instructional improvement.
Teachers’ Reception of Technology for Professional Competence: Overcoming Barriers in Junior High Schools Iraningsi, Rini Ilma; Hizir, Hizir; Bahrun, Bahrun; Desmi, Desmiri
Edukasi Vol 13 No 1 (2026): Edukasi: Jurnal Pendidikan dan Pengajaran |in progess|
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v13i1.32153

Abstract

Technology integration in schools continues to face challenges related to inadequate infrastructure, unstable internet connectivity, and gaps in teachers’ digital competencies. This study aims to explore teachers’ perceptions and acceptance of technology use in enhancing professional competence amid these constraints in junior high schools. Employing a descriptive qualitative design, the study was conducted at SMPN 1 Salang and SMPN 4 Salang, Simeulue Regency, over a three-month period. Eight participants, including principals, teachers, and school administrators, were selected using purposive sampling based on their direct involvement in educational technology use. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using thematic analysis involving data reduction, data display, and conclusion drawing. The findings revealed that teachers’ reception of technology is reflected in three key aspects: participation in technology-based training, shifts in attitudes from resistance to acceptance, and self-initiated learning activities. Despite these positive responses, teachers’ efforts remain constrained by limited technological facilities, uneven internet access, and varying levels of digital literacy. The study concludes that positive teacher reception plays a crucial role in strengthening professional competence, although sustained institutional support through continuous training, supportive policies, and infrastructure development is essential to optimize technology integration in schools.  
Co-Authors A.A. Ketut Agung Cahyawan W Abda Abda Abdul Hadi Afaidi, Markas Ismi Agustinah Setyaningrum, Agustinah Alaidin, Alaidin Amrizal Amrizal Anwar Anwar Arfansyah, Arfansyah Artania Adnin Tri Suma Badrawati, Kadek Susi Caribu Hadi Prayitno Cut Morina Zubainur Deliana, Ida Desmi, Desmiri desy wulandari Devayani, Erlina Eko Hendarto Elfiana, Reni Erlina Erlina Fajri, Munawar Geh, Nyak Hasmidar, Hasmidar Hayatun Nufus HENDRIAWAN, HENDRIAWAN Hizir Sofyan Hizir, Hizir Husnidar, Husnidar Ibrahim, Husaini Ichsan Ichsan Iraningsi, Rini Ilma Ismail Ismail Ismawati, Nurliza Jali, Jafalizan Md. Kamaluddin Kamaluddin Kamaruzzaman Kamaruzzaman, Kamaruzzaman Khairuddin - Khoiriyah Khoiriyah Labanni, Arniati Lismeni, Cut M. Duskri Maisura Maisura Mandira, Gracia Midriani, Noni Muh Ade Artasasta Muhammad Irfan Muhammad Nasir Mulia, Vani Monita Multhaza, Multhaza Munasik Munasik Murniati . Murniati AR, Murniati Murniati, murniati AR Musa, Bulkis Mushadi, Mushadi Muslem, Asnawi MW, Yayuk Nasir Usman Nastarika, Sintia Nessa, Rahmatun Niswanto Niswanto, Niswanto Nufus, Syukratun Nunuk Hariani Soekamto Nur Hidayat Nuranda, Puji Putri, Karmila Eka Rahmah Johar Rahmatullah Rahmatullah Rahmi Wardah Ningsih Rasyid, Herlina Rasyid, Suparta Rizka, Sitti Muliya Rizki Maulana, Rizki Rosmiati Rosmiati Rusli Yusuf S Siswanto Safinatunnaja, Safinatunnaja Safrianti, Riza Safrida, Usma Riza Safrizal, Andi Salfiadis, Salfiadis Santos, Mariano Dos Saumi, Melia Septina, Phuja Tawilla Sepyana, Anisa Sigar, Ihsan Yosinanda SITI NAILA FAUZIA, SITI NAILA Solly Aryza Syahrir, Nur Hilal A. Syamsul Arifin Syaridin, Syaridin Syarifudin, Ahmad Tebe, Sry Rasyiidu Thalib Thalib Triana, Mailis Usman, Nasir Usman Valentine Simangunsong, Sonya Valgunadi, Dharmaseno Wiasti, Ika Anggie Wijiatmo, Agan Yanti, Yulisma Yuhrizal, Yuhrizal Yulianti Yulianti Yusrizal Yusrizal Yusuf, Mohammad Taufik Zakaria, Nurhijrah Binti Zari, Aufa Rafika Zari