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All Journal International Journal of Evaluation and Research in Education (IJERE) Al Ishlah Jurnal Pendidikan Didaktik : Jurnal Ilmiah PGSD STKIP Subang Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Journal of Education Research Journal of Innovative and Creativity EDUCATIONE: Journal of Education Research and Review DEVOTIONIS: Journal of Community Service
Rudolf Kempa
Universitas Pattimura
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Social Sciences Other

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Effectiveness Leadership of Principal Rudolf Kempa; Marthen Ulorlo; Izaak Hendrik Wenno
International Journal of Evaluation and Research in Education (IJERE) Vol 6, No 4: December 2017
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (73.947 KB) | DOI: 10.11591/ijere.v6i4.10774

Abstract

Effective principal leadership is a leadership that can foster cooperative efforts and maintain an ideal working climate in schools. The purpose of this research is to know the effectiveness leadership of the principal of the 2nd State Junior High School of Ambon, with qualitative approach. Data sources include school principals, vice principals, heads of administration, heads of affairs, library coordinators, teacher subject coordinators, counselors coordinators, and school supervisors. Data collection techniques through Focus Group Discussion, Interview, Observation, and documentation study. The analysis technique used is descriptive narrative. The results concluded that the leadership style of principal in the 2nd State Junior High School of Ambon has not been effective.
Transforming Education: The Role of Transformational Leadership in Elevating High School Quality Rudolf Kempa; Arnold Sahalessy; Johanna Matitaputty
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.7662

Abstract

This study explores the influence of principal leadership on educational administration and teacher performance at State Senior High School 6 Ambon. Ineffective leadership often leads to a demotivating work environment, negatively affecting both teacher performance and student outcomes. A qualitative research design was employed, utilizing observations, interviews, and document analysis to gather data. The study focused on the principal’s role in cultivating a supportive environment, managing resources effectively, and fostering teacher development through training, workshops, and socialization initiatives. The findings reveal that strong, proactive leadership significantly improves both educational administration and teacher performance. The principal’s consistent support for professional development initiatives has led to increased teacher motivation and instructional effectiveness. This, in turn, positively impacts student learning outcomes. The study underscores the importance of leadership in shaping the educational climate. A principal who provides guidance, resources, and growth opportunities plays a pivotal role in enhancing school performance. Effective and supportive principal leadership is crucial for strengthening educational administration and improving teacher effectiveness. The results suggest that educational policymakers and stakeholders should invest in leadership development programs to empower school leaders with the skills needed to drive institutional improvement. Such initiatives can lead to meaningful changes that benefit both teachers and students.
Hubungan Supervisi Akademik Kepala Sekolah, Budaya Organisasi Dengan Kompetensi Guru SMA Di Dobo Kabupaten Kepulauan Aru Dorce Garpenasy; Rudolf Kempa; Sumarni Rumfot
Journal of Innovative and Creativity Vol. 5 No. 2 (2025)
Publisher : Fakultas Ilmu Pendidikan Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joecy.v5i2.3078

Abstract

Pendidikan adalah usaha sadar dan terencana untuk mewujudkan suasana belajar dan proses pembelajaran agar peserta didik secara aktif mengembangkan potensi dirinya untuk memiliki kekuatan spiritual keagamaan, pengendalian diri, kepribadian, kecerdasan, akhlak mulia, serta keterampilan yang diperlukan dirinya dan masyarakat. Penelitian ini bertujuan untuk mendeskripsikan Hubungan Supervisi Akademik Kepala Sekolah, Budaya Organisasi dengan Kompetensi Guru SMA di Dobo Kabupaten kepulauan Aru. Penelitian ini menggunakan pendekatan kuantitatif yaitu deskriptif korelasional. Jumlah populasi sebanyak 85 dengan sampel 85 responden yang merupakan guru SMA di Dobo Kabupaten kepulauan Aru. Selanjutnya penggalian data dilakukan dengan menggunakan angket. Kemudian Data diolah menggunakan program SPSS. Tahapan pengolahan data meliputi pengujian validitas dan reliabilitas pengujian deskriptif data berdasarkan karakteristik reponden uji asumsi uji normalitas serta pengujian hubungan antar variabel. Hasil Penelitian menunjukan hubungan antara supervisi akademik kepala sekolah dan budaya organisasi dengan kompetensi guru pada SMA di Dobo Kabupaten Kepulauan Aru diperoleh koefisien korelasi ganda (R) sebesar 0.396. Koefisien korelasi ini termasuk dalam koefisien sangat rendah. Ini berarti bahwa hubungan antara supervisi akademik kepala sekolah dan budaya organisasi dengan kompetensi guru pada SMA di Dobo Kabupaten Kepulauan Aru relatif rendah. Selanjutnya untuk menguji apakah hubungan antara kedua variabel ini signifikan ataukah tidak dugunakan uji F. dari hasil perhitungan diperoleh Fhitung = 7.627 > Ftabel = 3.110 pada taraf signifikansi (α) 0.05. Karana thitung > ttabel maka H0 ditolak dan H1 diterima. Ini berarti terdapat terdapat hubungan positif dan signifikan antara supervisi akademik kepala sekolah dan budaya organisasi dengan kompetensi guru pada SMA Dobo Kabupaten Kepulauan Aru.
SCHOOL SERVICE RESILIENCE IN INDONESIA’S ARCHIPELAGIC REGIONS: A SYSTEMATIC REVIEW OF SPATIAL ACCESSIBILITY, DISTRIBUTION OF EDUCATIONAL PERSONNEL, AND EDUCATIONAL LOGISTICS Rudolf Kempa; Johan Pattiasina; Paul Arjanto
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 5 No. 8 (2026): JULY
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Education in archipelagic regions faces structural challenges distinct from those in continental areas, particularly due to geographic fragmentation, limited transportation, the maldistribution of teachers, and vulnerabilities in infrastructure and logistics. This study aims to synthesize the literature on strategic issues in archipelagic education in Indonesia and to identify the mechanisms influencing the stability of school service delivery. The study employs a Systematic Literature Review approach following PRISMA guidelines, drawing on searches of the Scopus and Web of Science databases and official policy documents published between 2015 and 2024. A theory-informed thematic synthesis was used to identify causal pathways and intervariable relationships. The findings indicate that disparities in spatial accessibility disrupt service continuity through mobility constraints, high transportation costs, and unstable attendance. The maldistribution and low retention of teachers in disadvantaged, frontier, and remote (3T) areas exacerbate pedagogical instability, while infrastructural vulnerability and logistical delays increase the risk of operational disruptions in schools. These three dimensions form a systemic configuration that determines the resilience of educational service delivery in archipelagic regions.
Penguatan Akuntabilitas dan Transparansi melalui Mekanisme Pengambilan Keputusan Partisipatif pada Kondisi Keterbatasan Akses (Studi Kasus Daerah 3T) Rudolf Kempa; Sefanya Sairiltiata
Journal of Education Research Vol. 7 No. 2 (2026)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini dilatarbelakangi oleh pentingnya penguatan akuntabilitas dan transparansi dalam tata kelola kelembagaan, khususnya pada wilayah tertinggal, terdepan, dan terluar (3T) yang menghadapi keterbatasan akses infrastruktur, informasi, dan komunikasi. Kondisi tersebut seringkali mempengaruhi efektivitas proses pengambilan keputusan dan keterlibatan pemangku kepentingan dalam tata kelola institusi. Penelitian ini bertujuan untuk menganalisis peran mekanisme pengambilan keputusan partisipatif dalam memperkuat akuntabilitas dan transparansi pada kondisi keterbatasan akses. Penelitian ini menggunakan pendekatan kualitatif dengan metode studi kasus. Data dikumpulkan melalui wawancara, observasi, dan analisis dokumen, kemudian dianalisis secara deskriptif-analitik untuk mengidentifikasi pola partisipasi pemangku kepentingan dalam proses pengambilan keputusan. Hasil penelitian menunjukkan bahwa mekanisme pengambilan keputusan partisipatif melalui forum musyawarah, keterlibatan pemangku kepentingan, serta keterbukaan informasi mampu meningkatkan transparansi dan akuntabilitas kelembagaan. Selain itu, penerapan monitoring dan evaluasi sederhana yang disesuaikan dengan kondisi wilayah 3T memperkuat kontrol sosial dan kepercayaan masyarakat terhadap institusi. Temuan ini menunjukkan bahwa pendekatan tata kelola partisipatif yang adaptif terhadap keterbatasan akses dapat menjadi strategi efektif dalam memperkuat akuntabilitas dan transparansi kelembagaan di wilayah 3T.
CROSS-ISLAND EDUCATION GOVERNANCE CONFIGURATION: A BIBLIOMETRIC ANALYSIS OF THE RELATIONSHIPS AMONG BUREAUCRACY, DECENTRALIZATION, AND NETWORKS IN THE COORDINATION OF CENTRAL, REGIONAL, AND EDUCATIONAL INSTITUTIONS Rudolf Kempa; Paul Arjanto; Arsyil Waritsman
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 6 No. 3 (2026): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20953086

Abstract

Cross-island education management requires adaptive bureaucratic relations through a decentralization mechanism, enabling the central government, regional governments, and educational units to share roles effectively based on geographical context and local needs. Therefore, this study aims to analyze the configuration of scientific knowledge regarding bureaucratic relations, decentralization, and networks in cross-government educational coordination through a bibliometric approach based on Scopus publication data. The method used is a literature review using bibliometric analysis of scientific publication data sourced from the Scopus database, with the following criteria: publications between 2021 and 2025, Subject area: social science, document type: article, publication stage: final, country: Indonesia, source type: journal, and English language. The results of the study found that (1) the topic that has been widely carried out related to cross-island education governance is about Higher Education; (2) research related to cross-island education governance has shifted towards artificial intelligence and project-based learning topics; (3) topics that have been frequently carried out related to cross-island education governance currently are topics related to Higher Education and Digital Literacy; and (4) further research topics needed to enrich studies on educational governance are on Project-Based Learning. In general, this research contributes to mapping the direction of development of studies on cross-island educational governance. It emphasizes the importance of integrating bureaucratic relations, policy decentralization, and collaborative networks to enhance coordination among the central government, regional governments, and educational units.
School Assistance for Effective Facility Management to Support Quality and Child-Friendly Learning Processes Rudolf Kempa; Arnold Sahalessy; Paul Arjanto; Vando Kristi Makaruku; Vicardy Kempa; Nedhy Tisan
DEVOTIONIS Volume 1, Issue 2, July 2024
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/dvs.v1i2.33

Abstract

Effective management of school facilities and infrastructure is crucial for supporting the educational process. At SD Negeri Air Louw Ambon, significant challenges exist in optimizing the use and maintenance of existing facilities, primarily due to a lack of knowledge and skills among staff. This community service initiative aimed to provide assistance in improving facility management at the school, ultimately fostering a quality and child-friendly learning environment. The project involved stages of consultation and mentoring, workshops and training, and ongoing monitoring and evaluation. Results indicated substantial improvements in the knowledge and skills of teachers and staff, enhanced physical conditions of school facilities, a safer and more comfortable environment for students, and increased active participation from the entire school community. These improvements have significant implications for educational administration, supporting more effective leadership, strategic planning, and community engagement. The initiative underscores the importance of continuous professional development, regular maintenance, and stakeholder involvement in creating a sustainable and high-quality learning environment. Future efforts should focus on maintaining these gains and building on successful strategies to support long-term educational goals.
School Assistance for Organizing Student Activities to Develop Interests and Talents Based on Multiple Intelligences Sumarni Rumfot; Rudolf Kempa; Paul Arjanto; Vando Kristi Makaruku
DEVOTIONIS Volume 1, Issue 2, July 2024
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/dvs.v1i2.38

Abstract

Modern education increasingly emphasizes the holistic development of students' potential, recognizing the diverse intelligences each individual possesses. Howard Gardner's Multiple Intelligence (MI) theory posits that individuals have distinct intelligences that can be nurtured through tailored educational approaches. At SMA Negeri 3 Seram Bagian Barat, this concept has been adopted to foster students' interests and talents, creating a supportive learning environment that maximizes their potential. Despite the benefits, the implementation of MI-based activities faces challenges such as the lack of systematic programs and adequate facilities, which hinder comprehensive student development. This study employs a mixed-method approach to understand the application of MI concepts in educational settings. Key activities include intensive workshops for teachers, mentoring, program development, facility enhancements, and continuous evaluation and monitoring. The results indicate significant improvements in both academic and non-academic performance among students, increased teacher competence, and a more conducive learning environment. The success of the MI program is attributed to effective educational management practices that prioritize personalized learning, continuous professional development for teachers, strategic infrastructure investments, and robust evaluation mechanisms. These elements collectively contribute to an educational ecosystem that supports holistic student development and continuous improvement in educational practices. The findings underscore the importance of integrating innovative educational strategies with effective management practices to create dynamic and inclusive learning environments that cater to the diverse needs of all students, ultimately leading to better educational outcomes.
Empowering Coastal Communities for Sustainable Marine Conservation: Integrating Education, Technology, and Local Engagement in Negeri Mamala Patrisius Rahabav; Rudolf Kempa; Beatrix Tomasila; Sarlota Singerin; Desembra Sohilait; Sumarni Rumfot; Estin Indria Maahury; Vando Kristi Makaruku; Nandalita Nunuela; Paul Arjanto; Matusela Kunu; Salim Nussy; Fenty Retraubun; Wa Ode Ramliani; Ujian Mahulauw; Meilan Refwutu; Rahmawati Latukau; Yuliana Wakim
DEVOTIONIS Volume 2, Issue 2, July 2025
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/dvs.v2i2.71

Abstract

Indonesia, as the world's largest archipelagic country, holds a critical position in global marine biodiversity, encompassing over 17,000 islands within the Coral Triangle, known as the epicenter of marine diversity. This region supports extensive ecosystems that are vital for ecological balance, economic stability, and the well-being of millions of people. However, these ecosystems face severe threats from overfishing, plastic pollution, and climate change, which collectively endanger marine biodiversity and disrupt coastal livelihoods. This community service program, conducted by the Educational Administration Study Program at the Faculty of Teacher Training and Education, Universitas Pattimura, aimed to strengthen community awareness and enhance administrative capacity for sustainable marine conservation in Negeri Mamala. The program incorporated educational sessions, digital technology, and hands-on community engagement to address critical marine conservation challenges. Key activities included awareness building, community training, and the integration of immersive technologies like Augmented Reality (AR) and Virtual Reality (VR) to improve participant understanding and retention. The results demonstrated significant improvements in community awareness, administrative skills, and active participation in conservation efforts, aligning with the principles of community-based conservation. This initiative provides a promising model for other coastal communities, highlighting the potential of integrating education, technology, and local engagement to achieve long-term sustainability in marine conservation. Moving forward, continued support, strategic partnerships, and ongoing capacity building will be essential for maintaining and expanding these positive impacts.
Collaborative Mentoring to Strengthen Pedagogical Competence at SMP Negeri 11 Ambon Paul Arjanto; Rudolf Kempa; Patrisius Rahabav; Lambertus Johanes Lokollo; Beatrix Tomasila; Vando Kristi Makaruku; Estin Indria Maahury; Nandalita Nunuela; Adha Marche Lino Untajana
DEVOTIONIS Volume 3, Issue 2, July 2026
Publisher : CV. TOTUS TUUS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59397/dvs.v3i2.254

Abstract

Teachers' pedagogical competence was a strategic determinant of instructional quality, especially in schools adapting to flexible, student-centered curriculum reform. This community service article reported the initial implementation of a collaborative mentoring program for teachers at SMP Negeri 11 Ambon, Amahusu, Ambon City. The activity aimed to strengthen teachers' understanding of pedagogical competence, active learning, participatory classroom management, and the use of simple and digital learning media. A community-based service design was applied through preparation, implementation, and evaluation stages. Data were collected through coordination notes, participatory observation, teaching document review, reflective discussion, and a simple participant response questionnaire. The implementation consisted of a mini-seminar, interactive group discussion, case analysis of teaching documents, and collective reflection. The results showed that the mentoring process helped teachers identify the gap between administrative lesson planning and meaningful instructional design. Teachers became more aware of the need to align learning objectives, student characteristics, learning activities, learning media, and formative assessment. The collaborative forum also encouraged peer exchange and produced an initial classroom follow-up plan. The main outputs included a pedagogical competence strengthening module, an implementation flow model, and a descriptive monitoring framework for school-based reflection. The program concluded that collaborative mentoring was feasible as an entry strategy for teacher professional development in an island-based school context. Future activities should include longer workshops, classroom coaching, microteaching, and measurable evaluation of competence improvement.
Co-Authors Adha Marche Lino Untajana Amir Suailo Arnold Sahalessy Arsyil Waritsman Batlolona, John Rafafy Beatrix Tomasila Desembra Sohilait Dorce Garpenasy Estin Indria Maahury Fenty Retraubun Izaak Hendrik Wenno, Izaak Hendrik Javier Julian Enriquez Johanna Matitaputty Lambertus Johanes Lokollo Liyona Aty R Puttileihalat Mariyam Batlolona Marleny Leasa Marthen Ulorlo Matusela Kunu Meilan Refwutu Nandalita Nunuela Nedhy Tisan Patrisius Rahabav Pattiasina, Johan Paul Arjanto Rahmawati Latukau Salim Nussy Sefanya Sairiltiata Singerin, Sarlota Sumarni Rumfot Theresia Laurens Ujian Mahulauw Vando Kristi Makaruku Vicardy Kempa Wa Ode Ramliani Yuliana Wakim