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All Journal International Journal of Evaluation and Research in Education (IJERE) Conciencia Jurnal Manajemen & Supervisi Pendidikan Tadbir : Jurnal Studi Manajemen Pendidikan Jurnal Administrasi Pendidikan Indonesia Adaara: Jurnal Manajemen Pendidikan Islam International Journal of Educational Management and Innovation (IJEMI) ELEMENTARY : Jurnal Inovasi Pendidikan Dasar Edusoshum: Jurnal Pendidikan Islam dan Sosial Humaniora Jurnal Pendidikan Indonesia Gemilang Vokatek : Jurnal Pengabdian Masyarakat Kelola: Jurnal Manajemen Pendidikan Indonesian Journal of Education and Social Studies EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran
Sukirman Sukirman
Universitas Ahmad Dahlan
Religion Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Towards Inclusive Education: A Conceptual Model for Curriculum Management in Inclusive Schools Didi Kriswanto; Suyatno Suyatno; Sukirman Sukirman
Indonesian Journal of Education and Social Studies Vol 3, No 2 (2024)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v3i2.8993

Abstract

Providing access to learning in inclusive schools for children with special needs in Indonesia is still concerning. The implementation of the curriculum in inclusive schools has not been able to accommodate all Children with Special Needs. This study aimed to find a conceptual model of curriculum management as an alternative and practical approach to implementing inclusive schools. This study was conducted in one of the elementary schools in Yogyakarta using qualitative methods with case study. Data collection was carried out through observation, interviews, and documentation. Triangulation of sources, techniques, and time was used to test the validity of the data to test the validity of the data. Data analysis includes collection, reduction, presentation, and verification/conclusions. The study results indicate that inclusive curriculum management has been implemented and structured through planning, organizing, implementing, and evaluating/assessing, considering all aspects involved in the process. The results of this study can be used as a guideline for implementing curriculum management in inclusive schools. However, further research is needed on the effectiveness of implementing curriculum management in inclusive schools and a more in-depth study of the obstacles and challenges in implementing curriculum management in inclusive schools.
Implementasi Manajemen Kurikulum untuk Menghasilkan Kesejahteraan Sekolah Isti Wulandari; Hendro Widodo; Sukirman Sukirman
ADARA Vol 15 No 2 (2025): Islamic Education Management
Publisher : Program Studi Manajemen Pendidikan Islam IAIN Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/ajmpi.v15i2.10468

Abstract

Curriculum management is a strategic component in ensuring educational quality, particularly in the context of vocational education such as Vocational High Schools (SMK). Changes in national education policy and the dynamics of industry demand an adaptive, participatory, and contextual curriculum management system. This study aims to uncover how the implementation of curriculum management at SMK Muhammadiyah 1 Bambanglipuro contributes to improving school well-being, encompassing the dimensions of teachers, students, facilities, and institutions. A qualitative approach with a phenomenological design was used to understand the direct experiences of educational stakeholders related to the curriculum management process at the school. Data were obtained through in-depth interviews, observations, and documentation studies with three main participants: the principal, the vice principal for curriculum, and teachers. The results indicate that the implementation of curriculum management reflects synergy with industry, adjustments to the Independent Curriculum, and ongoing teacher training. Collaborative practices, such as the Teaching Factory with industry partners (Astra, Daihatsu, Jogja TV), also support the achievement of school well-being, both professionally, materially, and institutionally. This study recommends strengthening the curriculum evaluation system and developing industry partnerships as sustainable strategies to improve school quality and well-being.
Bullying Prevention Management Based on Child-Friendly Schools at SD Muhammadiyah Bayen Sleman Muntasiyah Muntasiyah; Sukirman Sukirman; Suyatno Suyatno
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 2 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i2.564

Abstract

Bullying in elementary schools remains a persistent threat to children's psychological safety and academic development, yet most empirical studies on school-based bullying prevention have concentrated on secular public schools or on isolated interventions such as classroom counseling, peer-mediation programs, or single-shot anti-bullying campaigns. This study addresses that gap by examining how child-friendly, school-based management for bullying prevention is implemented at SD Muhammadiyah Bayen Sleman. The researcher employed a qualitative research design with a case study approach. Data collection was conducted through semi-structured interviews, and the collected data were analyzed using thematic analysis. The findings show that the school operationalizes a four-stage cycle, planning (hotspot mapping and a shared operational definition of bullying), organizing (formation of an anti-bullying team and expert-led training), implementing (curriculum integration across all subjects, not only guidance counseling, and habituation of Islamic character values), and controlling (periodic, collaborative evaluation). The results contribute a context-specific model of faith-integrated bullying prevention management that can inform both theory (by showing how religious values function as an integrating mechanism across management functions, rather than as a separate variable) and practice (by offering other schools, religious or secular, a replicable four-function cycle for building a child-friendly, bullying-free environment)
Implementation of Digital Transformation in Learning and School Governance at a Public Junior High School in Balikpapan, Indonesia Dimas Saputra; Sukirman Sukirman; Suyatno Suyatno
Jurnal Pendidikan Indonesia Gemilang Vol 6, No 2 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jpig.v6i2.935

Abstract

Digital transformation in schools is often inferred from device availability, leaving the mechanisms that connect technology, organizational capacity, and external support underexplained. This qualitative case study analyzes digital transformation in learning and school governance at a junior high school in Balikpapan, Indonesia through the Technology-Organization-Environment (TOE) framework and Vial's process view of digital transformation. The reported evidence comprises interviews with a principal, an Informatics teacher, and a student, triangulated with observations, school program documents, activity photographs, digital records, and evidence of application use. Thematic analysis identified five operational dimensions: digital infrastructure readiness, technology use in learning, administrative digitalization, human resource readiness, and digital work culture. The technological context was relatively strong, while support from the Education Office and private partners enabled resource mobilization. Organizational conditions determined whether these resources became routine practice: digital attendance was more standardized than technology-supported learning, and teacher competence and mentoring remained unevenly evidenced. The available data did not verify lifecycle budgeting, maintenance protocols, or formal data-privacy controls; these are therefore treated as governance gaps requiring assessment rather than as confirmed organizational failures. The study proposes a dynamic readiness-to-institutionalization model in which technological and environmental conditions enable change, organizational mechanisms translate readiness into learning and administrative use, and monitoring and reinforcement anchor digital culture. Because the interview sample covers only three roles and excludes administrative staff and non-Informatics teachers, the findings offer bounded analytical transferability rather than staff-wide saturation.
Implementation of Library Management to Support Student Literacy Programs at Muhammadiyah Condongcatur Elementary School Vita Ayu Wulandari; Dian Hidayati; Sukirman Sukirman
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 10, No 2 (2026): Vol. 10 No. 2 Maret 2026
Publisher : Universitas Negeri Malang

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

Abstract

Abstract: This study examines how library management supports student literacy programs in Muhammadiyah Condongcatur Elementary School. The study employed qualitative and descriptive methodologies. Data collection included observation, interviews, and documentation. Data reduction, presentation, and conclusion were the steps used in data analysis. The results showed that library management supports student literacy programs through four management functions: planning, organizing, implementing, and monitoring. In the planning stage, schools develop literacy programs that include activity planning, library materials procurement, needs analysis, and adjustments to the library and school contexts. The formation of a school literacy team, the division of tasks, and the involvement of teachers and students in literacy activities facilitate organizational effectiveness. To achieve a literacy program, students must learn to read, use comfortable and alternative reading spaces, receive assistance and rewards, and integrate the library into learning. Monitoring is carried out through direct observation, records of visits and borrowings, periodic program evaluations, and reflections on reading activities. It has been shown that improving students' reading culture and literacy skills in elementary schools can be achieved through well-planned, well-implemented, well-monitored, and well-supervised library management. Keywords: Library Management; Literacy Program, Elementary School
Role of School Organizational Support in Promoting Teacher Leadership at Elementary School Nur Safira; Dian Hidayati; Sukirman Sukirman
Edusoshum : Journal of Islamic Education and Social Humanities Vol. 6 No. 3 (2026)
Publisher : Ikatan Cendikiawan Ilmu Pendidikan Islam (ICIPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52366/edusoshum.v6i3.616

Abstract

This study examines how organizational support is experienced in teacher leadership at SD Muhammadiyah Pajangan 2. A descriptive qualitative single-case study involved three informants: the principal, one lower-grade classroom teacher, and one upper-grade classroom teacher. Data were collected through semi-structured interviews, non-participant observation, and documents, then analyzed through data reduction, data display, and conclusion drawing, with ATLAS.ti used for open coding. Four connected forms of support were identified. Fair task allocation and participation in decisions gave teachers access to responsibility; principal trust, delegation, and non-blaming feedback made initiative less risky; formal and informal recognition encouraged continued contribution; and facilities, open communication, and regular coordination supported joint problem solving. These conditions did not remove every constraint. Participants reported uneven perceptions of workload, concerns about welfare, unstable internet access, the absence of a science laboratory, and differences in teacher participation. Within this case, teacher leadership developed through routine practices of consultation, trust, recognition, and collaboration rather than through individual competence alone.  
Implementing Organizational Strategies for Employee Loyalty in an Islamic School: A Case Study of SDIT Al Auliya Balikpapan Susnawaty Susnawaty; Ika Maryani; Sukirman Sukirman
Vokatek: Jurnal Pengabdian Masyarakat Volume 4: Issue 2 (August 2026)
Publisher : Sakura Digital Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61255/vokatek.v4i2.2174

Abstract

Employee loyalty is important for the sustainability of Islamic educational institutions. This study analyzes organizational strategies for building employee loyalty at SDIT Al Auliya Balikpapan and identifies factors supporting and hindering their implementation. Using a qualitative case-study design, data were collected through in-depth interviews, non-participant observations, and document analysis involving six purposively selected informants (n = 6): one foundation representative, one principal, one vice principal, one teacher, one school treasurer, and one administrative staff member. Data were analyzed through data condensation, data display, and conclusion drawing and verification. The findings show that employee loyalty is fostered through open two-way communication, continuous human resource development, motivational strategies integrating spiritual and material appreciation, and leadership role modeling. These practices contribute to affective, normative, and continuance commitment. Their implementation is supported by consistent leadership, religious values, collaborative work culture, and a conducive work environment, while differences in policy perceptions and increased workloads remain key challenges. This study contributes to Islamic educational management by explaining how organizational strategies are translated into everyday managerial practices that strengthen employee loyalty, extending previous studies that mainly examined relationships among organizational variables.
INOVASI TATA KELOLA KOMUNITAS BELAJAR: SEBUAH STRATEGI DALAM MENGAKSELERASI BUDAYA KERJA KOLABORATIF PENDIDIK Frida Frida; Sukirman Sukirman; Suyatno Suyatno
ELEMENTARY: Jurnal Inovasi Pendidikan Dasar Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/elementary.v6i4.16063

Abstract

ABSTRACT The need to establish a collaborative work culture in schools requires Learning Communities (Komunitas Belajar or Kombel) to move beyond mere policy compliance and develop into professional learning spaces collectively owned by educators. This study aimed to analyze Kombel governance innovation in accelerating educators’ collaborative work culture at SD Negeri 001 Balikpapan Timur. A descriptive qualitative approach with a case study design was employed. Data were collected through in-depth interviews with four informants, observations of Kombel activities, and document analysis, then analyzed deductively and inductively through axial coding using Rogers’ innovation diffusion framework and DuFour’s three core ideas of the Professional Learning Community. Data credibility was strengthened through source and technique triangulation. The findings revealed the emergence of a hybrid top-down–bottom-up governance model: regulations served as the initial catalyst, while program sustainability was supported by collective agreements, collaborative inquiry, peer coaching, technology use, and continuous reflection. Collaborative culture emerged as the dominant finding, characterized by openness, cross-grade practice sharing, and reduced individualistic work practices. The 2025 Education Report also indicated increases of 10.61 points in teacher reflection and instructional improvement and 16.96 points in instructional leadership; however, these figures provide contextual support rather than causal evidence. The study concludes that sustainable Kombel depends on integrating formal structures, collective ownership, needs-based learning, and data-informed reflection. ABSTRAK Kebutuhan untuk membangun budaya kerja kolaboratif di sekolah menuntut Komunitas Belajar (Kombel) tidak berhenti sebagai pemenuhan kebijakan, tetapi berkembang menjadi ruang pembelajaran profesional yang dimiliki bersama oleh pendidik. Penelitian ini bertujuan menganalisis inovasi tata kelola Kombel dalam mengakselerasi budaya kerja kolaboratif pendidik di SD Negeri 001 Balikpapan Timur. Penelitian menggunakan pendekatan deskriptif kualitatif dengan desain studi kasus. Data dikumpulkan melalui wawancara mendalam terhadap empat informan, observasi kegiatan Kombel, dan dokumentasi, kemudian dianalisis secara deduktif-induktif melalui coding aksial dengan kerangka difusi inovasi Rogers dan tiga ide besar Professional Learning Community DuFour. Keabsahan data diperkuat melalui triangulasi sumber dan teknik. Hasil penelitian menunjukkan terbentuknya tata kelola hibrida top-down–bottom-up: regulasi menjadi pemicu awal, sedangkan keberlanjutan program bertumpu pada kesepakatan bersama, inkuiri kolaboratif, peer coaching, pemanfaatan teknologi, dan refleksi berkelanjutan. Budaya kolaborasi menjadi temuan dominan, ditandai keterbukaan, pertukaran praktik lintas jenjang, dan berkurangnya kerja individual. Rapor Pendidikan 2025 turut menunjukkan peningkatan refleksi dan perbaikan pembelajaran guru sebesar 10,61 poin serta kepemimpinan instruksional sebesar 16,96 poin, tetapi bersifat kontekstual dan bukan bukti kausal. Penelitian menyimpulkan bahwa keberlanjutan Kombel ditentukan oleh perpaduan struktur formal, kepemilikan kolektif, pembelajaran berbasis kebutuhan, dan refleksi berbasis data.
Co-Authors Achadi Budi Santosa Bekti Yuananingsih Didi Kriswanto Dimas Saputra Enung Hasanah Frida Frida Hendro Widodo Hidayati, Dian Ika Maryani Isti Wulandari Isvihani Abdurrahman Kistoro, Hanif Cahyo Adi M. Syaifuddin Muntasiyah Muntasiyah Mustika Devi Nenden Ariyani Nida Munfa'ati Nur Safira Ru'iya, Sutipyo Subaidi Subaidi Susnawaty Susnawaty Sutarman, Sutarman Suyatno Suyatno Suyono Suyono Vita Ayu Wulandari Yusron Masduki, Yusron