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All Journal International Journal of Evaluation and Research in Education (IJERE) Dharmakarya : Jurnal Aplikasi Ipteks Untuk Masyarakat ELEMENTARY SCHOOL JOURNAL PGSD FIP UNIMED JURNAL IQRA´ Al Ishlah Jurnal Pendidikan Jurnal Pendidikan Ekonomi & Bisnis Tadbir : Jurnal Studi Manajemen Pendidikan IMPROVEMENT: Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan Jurnal Dinamika Manajemen Pendidikan (JDMP) Risenologi SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Jurnal Paedagogy Jendela Pendidikan Didaktika: Jurnal Kependidikan INTELEKTIUM Nusantara: Jurnal Pendidikan Indonesia NOKEN : Jurnal Pengelolaan Pendidikan PERDULI: Jurnal Pengabdian kepada Masyarakat Journal Research of Social Science, Economics, and Management International Education Trend Issues AN-NAS: Jurnal Pengabdian Masyarakat Jurnal Ragam Pengabdian Edcomtech: Jurnal Kajian Teknologi Pendidikan Genta Mulia Journal of Leadership, Organization, Vision, and Administration
Desi Rahmawati
Universitas Negeri Jakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Comparative Analysis of Secondary School Teachers’ Competency in Literacy and Numeracy: A Cross-National Evidence from Indonesia and Afghanistan Muh. Takdir; Winda Dewi Listyasari; Desi Rahmawati; Muhamad Fadholi; Jenar Maheswari; Aisyah Febriani; Hazrat Shah Kayen
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 1 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i1-1

Abstract

Purpose – This study aims to analyze and compare the competencies of secondary school teachers in teaching literacy and numeracy in Indonesia and Afghanistan.Methods – Employing a descriptive comparative quantitative approach, the study involved 200 teachers from both countries selected through a stratified random sampling technique. Data were collected using questionnaires, classroom observations, and semi-structured interviews, and analyzed using descriptive statistics to compare the mean competency scores. Findings – The findings revealed that teachers in Indonesia demonstrated higher competency scores in literacy (71.4) and numeracy (68.3) compared to teachers in Afghanistan, who scored 62.8 in literacy and 59.7 in numeracy. Indonesian teachers also reported greater participation in professional training, more frequent use of educational technology, and a stronger application of contextual approaches in their teaching practices. The study underscores the importance of continuous professional development, resource support, and context-based pedagogical approaches in enhancing teacher competencies. Research Implications – These findings contribute to the formulation of more responsive educational policies and open avenues for further research within broader geographical and socio-cultural contexts.
Pengembangan Model SIAP-GS Berbasis Google Sites untuk Kesiapan Dokumentasi Akreditasi Program Studi Manajemen Pendidikan Rizqi Nur Afifah; Desi Rahmawati; Muhamad Fadholi; Gelar Gelora Mestika; Annisa Putri Alamsyah; Nashita Sabira Sahla; Gustiandra Tri Saputra
Nusantara: Jurnal Pendidikan Indonesia Vol. 6 No. 3 (2026)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2026.v6i3-16

Abstract

Purpose – This study aimed to develop a Google Sites-based document management model tailored to the specific context of the Educational Management undergraduate program at the Faculty of Education, Universitas Negeri Jakarta, to strengthen its documentation readiness for accreditation under the Indonesian teacher-education accreditation instrument (IAPSK 3.0). This study is limited to documentation readiness specifically the extent to which accreditation evidence is structured, current, and traceable rather than overall accreditation readiness.Methods – A Research and Development approach following the ADDIE model was applied, limited to its first three stages: Analysis, Design, and Development. Data were collected through in-depth interviews with five key informants, four weeks of observation, and document study, then analyzed qualitatively with technique and source triangulation. To provide initial (formative) validation of the prototype rather than an Implementation or Evaluation stage a limited socialization was conducted with fourteen lecturers and education staff using a nineteen-item Likert questionnaire across four dimensions. Findings – The analysis showed that the real problem was not the absence of digital storage but the absence of structure, naming standards, and governance. The resulting model, named SIAP-GS, maps its information architecture directly onto the nine criteria and sixty-five elements of IAPSK 3.0, applies a single-source-multiple-views principle, and deliberately keeps technical complexity low. The prototype obtained an overall mean of 4.59 out of 5 (very good), with the highest score on the benefit-and-usefulness dimension.Research Implications – The study covers only the first three ADDIE stages and a single study program; the implementation and evaluation stages, wider testing, and long-term impact on actual accreditation outcomes remain agendas for further research.
INPUT PERSIAPAN PENDIRIAN PPG DI IAIN TERNATE Usman Ilyas; Desi Rahmawati; DJulaiha Abubakar
Jurnal Genta Mulia Vol. 13 No. 2 (2022): JURNAL GENTA MULIA
Publisher : LPPM Universitas Cipta Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61290/gm.v13i2.653

Abstract

Menjadi Profesi guru merupakan sarat mutlak untuk menjadi guru, Pendidikan Profesi Guru (PPG) mempersiapkan peserta didik memiliki keahlian khusus sebagai guru. Pendidikan profesi guru harus harus telah lulus program sarjana (S1) baik sarjana kependidikan maupun non sarjana kependidikan. PPG merupakan program pengganti akta IV yang tidak berlaku mulai tahun 2005. Tujuan PPG untuk guru profesionl memiliki kompetensi merencanakan, melaksanakan, menghasilkan dan menilai pembelajaran. Rumusan masalahnya adalah Bagaimana Conteks, Input, Proses dan Produk Pendidikan Profesi Guru Tehnik pengumpulan data, Observasi, wawancara, Dekomentasi. Hasil Penelitian adalah: a) Evaluasi konteks: Menghasilkan guru profesional berkompetensi merencanakan, melaksanakan dan menilai pembelajaran. b). Evaluasi Input: Melakukan perencanaan Pendaftaran sampai pada ujian ahir, c) Evaluasi Proses. Meliputi Sosialisasi, Seleksi, pelaksanaan: Daring, Orientasi, Workshop, PPL , UKMPPG : dan Ujian Akhir . d) Evaluasi Produk: Jumlah Sarjana profesi guru tahun 2017 sebanyak 632 orang. Dan tahun 218 sebanyak 791 orang sementara tahun 2019 masih dalam proses. Input Pelaksanaan PPG tersebut untuk mendirikan PPG Di IAIN Ternate.
Management of Industrial Relations Mediator Training at the Employment Human Resource Development Center Irma Della Puspita Safrani; Desi Rahmawati; Dimas Kurnia Robby
Journal of Leadership, Organization, Vision, and Administration Vol. 1 No. 2 (2026): Journal of Leadership, Organization, Vision, and Administration
Publisher : Asosiasi Asesmen Pendidikan (AAP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63203/lova.v1i2.493

Abstract

This study aims to analyze the planning, implementation and evaluation related to the training of industrial relations mediators batch 98 at the Center for Manpower Human Resource Development. This study uses a descriptive method with a qualitative approach. Data collection techniques include observation, documentation studies, and interviews. Data validity check techniques include credibility, transferability, dependability, and confirmability tests. Data analysis techniques include data reduction, data presentation, conclusion drawing and data verification. The results of this study show that the planning stage starts from the analysis of training needs, the preparation of programs and curriculum, and the determination of widyaiswara. The implementation stage includes online and offline learning, assignments and exams, then the final seminar of the training. The evaluation stage starts from making training evaluation instruments including participant evaluation, widyaiswara, training implementation, coaches, mentors, testers, after all data is collected, the evaluation field makes a report on the training results
Persepsi Warga Sekolah terhadap Implementasi Program Makan Bergizi Gratis (MBG) di SMP Negeri 124 Jakarta Noor Mutiara Fathia Fathia; Desi Rahmawati; Winda Dewi Listyasari
NOKEN : Jurnal Pengelolaan Pendidikan Vol. 7 No. 1 (2026)
Publisher : Program Studi Manajemen Pendidikan FKIP Universitas Cenderawasih

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Abstract

Abstrak Penelitian ini bertujuan memahami persepsi warga sekolah terhadap implementasi Program Makan Bergizi Gratis (MBG) di SMP Negeri 124 Jakarta melalui dimensi kognitif, afektif, dan konatif. Penelitian menggunakan pendekatan kualitatif deskriptif dengan teknik wawancara mendalam, observasi partisipatif, dan studi dokumentasi terhadap sebelas informan yang terdiri atas kepala sekolah, guru penanggung jawab MBG, guru wali kelas, guru BK/Tim MBG, peserta didik, dan orang tua. Data dianalisis menggunakan model analisis interaktif Miles, Huberman, dan Saldaña melalui reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi, dengan keabsahan data diperiksa melalui triangulasi sumber dan metode, member check, serta peer debriefing. Hasil penelitian menunjukkan bahwa persepsi warga sekolah bersifat positif namun kritis. Secara kognitif, pemahaman warga sekolah berbeda kedalamannya sesuai posisi peran, dan manfaat program yang terkonfirmasi baru sebatas pemenuhan makan siang serta penghematan uang jajan, sedangkan manfaat gizi dan pembelajaran masih berupa keyakinan yang belum didukung data pengukuran. Secara afektif, sikap warga sekolah positif tetapi bersyarat, sedangkan kepuasan bersifat parsial karena pengelolaan internal sekolah diapresiasi sementara kualitas layanan penyedia dinilai belum memuaskan. Secara konatif, dukungan diwujudkan melalui tindakan nyata dan partisipasi lintas unsur yang tetap berjalan meskipun sebagian informan bersikap kritis, sementara harapan terhadap keberlanjutan program masih terbagi dan bertemu pada satu titik yang sama, yaitu keharusan dilakukannya evaluasi yang objektif. Kontribusi ilmiah penelitian ini terletak pada penajaman pembacaan dimensi konatif sebagai hasil interaksi antara sikap individu dan struktur kewajiban kelembagaan, serta pada pembedaan analitis antara manfaat program yang terkonfirmasi dan manfaat yang baru diyakini.
Manajemen Pendidikan dan Pelatihan pada Penyelenggaraan Pelatihan Kepemimpinan Pengawas di Lembaga Administrasi Negara Republik Indonesia Dhaifina Fildzah; Matin; Desi Rahmawati
NOKEN : Jurnal Pengelolaan Pendidikan Vol. 7 No. 1 (2026)
Publisher : Program Studi Manajemen Pendidikan FKIP Universitas Cenderawasih

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Abstract

Pengembangan kompetensi Aparatur Sipil Negara (ASN) memerlukan manajemen pendidikan dan pelatihan yang efektif untuk mendukung pencapaian tujuan organisasi. Penelitian ini bertujuan menganalisis manajemen pendidikan dan pelatihan pada penyelenggaraan Pelatihan Kepemimpinan Pengawas (PKP) di Lembaga Administrasi Negara Republik Indonesia menggunakan perspektif fungsi manajemen Stephen P. Robbins. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan melibatkan delapan informan yang dipilih menggunakan teknik purposive sampling. Data dikumpulkan melalui wawancara semi terstruktur, observasi, dan studi dokumentasi. Hasil penelitian menunjukkan bahwa tahap planning diwujudkan melalui pemetaan kebutuhan penyelenggaraan serta penyusunan kurikulum dan komponen pelatihan. Tahap leading dilaksanakan melalui blended learning, pendampingan, dan implementasi aksi perubahan. Tahap controlling dilakukan melalui evaluasi terhadap peserta, tenaga pelatihan, penyelenggara, serta implementasi aksi perubahan. Temuan penelitian menunjukkan bahwa implementasi fungsi manajemen pada penyelenggaraan PKP tidak dilaksanakan dalam tahapan yang berdiri sendiri, melainkan disesuaikan dengan karakteristik penyelenggaraan yang berbasis regulasi sehingga fungsi organizing terintegrasi dalam tahap planning. Penelitian ini memberikan kontribusi empiris dengan menunjukkan bahwa penerapan fungsi manajemen pada penyelenggaraan pelatihan kepemimpinan ASN dapat menyesuaikan karakteristik organisasi dan regulasi, sehingga memperkaya kajian mengenai manajemen pendidikan dan pelatihan bagi pengembangan program pelatihan kepemimpinan ASN.
Manajemen Program Sekolah Berasrama (Boarding School) dalam Upaya Pembentukan Karakter Siswa di SMAIT Buahati Islamic School Jakarta Venni Nabila Farah Muthmainnah; Masduki Ahmad; Desi Rahmawati
Jurnal Ragam Pengabdian Vol. 3 No. 2 (2026): Mei-Agustus, Sustainable Development Goals (SDGs): Multidisciplinary Perspectiv
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/ngtx1620

Abstract

Technological advancements in the Fourth Industrial Revolution (Industry 4.0) require educational institutions to produce graduates with global competitiveness, digital competence, and strong character. This study analyzed the management of the boarding school program in developing students' character at SMAIT Buahati Islamic School Jakarta using a qualitative case study approach. Data were collected through interviews, observations, and document analysis involving school leaders, teachers, and dormitory staff, and analyzed using data reduction, data display, and conclusion drawing with source, technique, and time triangulation. The findings showed that the boarding school program was effectively managed through four management functions: planning, organizing, implementation, and evaluation. Planning was aligned with the school's vision, students' needs, Islamic values, and the Pancasila Student Profile. The program integrated academic and dormitory activities, including worship, Qur'an learning, leadership, literacy, and extracurricular activities. Continuous evaluation monitored students' behavior, discipline, and academic and non-academic performance. The program effectively strengthened students' religious character, discipline, independence, responsibility, leadership, and social awareness. 
LEADER IN ME WIDELY INDIVIDUAL GOAL (WIG) PROGRAM IN FORMING STUDENT LEADERSHIP CHARACTER Rizqi Afifah; Rugaiyah Rugaiyah; Desi Rahmawati
International Education Trend Issue Vol. 1 No. 2 (2023): International Education Trend Issue July–December
Publisher : PT. BATARI EDU CALYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56442/ieti.v1i2.187

Abstract

Character education is very important to instill good character in someone. The character that is suitable for solving problems in the era of disruption 4.0 is a lead character that can be applied to students through the education level. The Leader in Me (LIM) program is one of the programs that function to shape the character of students to become leaders by instilling disciplinary values so that students can excel and compete in the 21st century with one of its programs, namely the Widely Individual Goal (WIG). The purpose of this study is to want to know in depth about the Leader in me program on the Widely Individual Goal (WIG) in shaping student leadership character. This research was conducted at SD Yasporbi I using a qualitative research approach using the case study method. The time of this research started from November 2022 to May 2023 with data collection techniques namely participatory observation, interviews, and documentation obtained from several informants, namely the principal, deputy principal, LIM president, students, teachers, and parents of students. The results of this research are in forming the character of student leadership, SD Yasporbi I through the Leader in me program. Developing several goals which are divided into three, including School WIG, Teachers, and Students. The three WIGs are integrated with each other so that they become an effective way to shape student leadership character.
Co-Authors Afriani Afriani Aisyah Febriani Aldi Bagus Rifai Aldo Redho Syam Alfiani Nur Julia Anisa Rara Tyaningsih Anita Farida Annisa Putri Alamsyah Aris Wiratmoko Arlyta Dwi Anggraini Arvita Dewi Febrianti Atiyah Aziziyah Cecep Kustandi Chaeruman, Uwes Anis Cynthia Mayang Sari Daniel Mongan Dewi Octavia A Dhaifina Fildzah Diantha Maryam Andyni DIRGANTARA WICAKSONO DJulaiha Abubakar Edi Waryono Eis Naeni Elsah Fanisyah Elsah Fanisyah Erfan Kurniawan Fawzul Arifin Fitri Mardiyanti Gelar Gelora Mestika Gustiandra Tri Saputra Hana Taqiyya Hazrat Shah Kayen Heru Santosa Irma Della Puspita Safrani Jenar Maheswari Kiki Rizki Amalia Putri Komala Listyasari, Winda Dewi Masduki Ahmad Matin Matin, Matin Mohamad Shepna Giantama Muh. Takdir Muhamad Fadholi Musyaffa Cut Dwi Ariyani Nabillah Syifauzzuhrah Nashita Sabira Sahla Neti Karnati Noor Mutiara Fathia Fathia Nurhattati Qori Septiani Rachma Alya Maulidhia Rastianta Rinandani Ratih Kusuma Wardani Reza Ifnuari Ripki, Ahmad Jauhari Hamid Rizqi Afifah Rizqi Nur Afifah Rizqi Nur Afifah Robby, Dimas Kurnia Rugaiyah Siti Anisa Fauziah Siti Nabila Siti Zulaikha Siti Zulaikha Sugiarto Supadi Suryadi Suryadi Suwarno Suwarno Syafa’at Ariful Huda Syamsiar, Syamsiar Ujang Suherman Ulfhatun Widiastuti Usman Ilyas Venni Nabila Farah Muthmainnah Wahdiniyah Nur Rohma Zahra Karenina