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Manajemen Pendidikan di Masa Pandemic Corona Virus Disease 19 (Studi Empirik pada SMK Kesehatan Bhakti Kencana Subang) Yogi Sugiyana; Yosal Iriantara; Sri Handayani
Jurnal Manajemen & Pendidikan [JUMANDIK] Vol 3 No 1 (2024): Jurnal Manajemen dan Pendidikan
Publisher : LAP4B

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58174/jmp.Volume:3.No:1.2024.182.Hal:21-30

Corona Virus Disease 2019 (COVID-19) was first discovered in the city of Wuhan, China at the end of December 2019. This virus spreads very quickly and has spread to almost all countries, including Indonesia, in just a few months. So that on March 11, 2020 WHO declared this outbreak a global pandemic. Covid-19, all business management systems, businesses, entrepreneurship are paralyzed, also in education, the management managemen system must change the way it works and the system can be used and run according to the provisions so that quality can be met. Some governments have decided to implement a policy for student holidays and start implementing online learning methods (online) or online. for several schools in each region. These schools are not ready with an online learning system, which requires learning media such as mobile phones, laptops, or computers. Teachers must ensure that teaching and learning activities continue, even though students are at home. The solution is that teachers are required to be able to design learning media as innovations by utilizing online media (online). The use of several applications in online learning is very helpful for teachers in this learning process. Teachers must be accustomed to teaching by utilizing complex online media that must be packaged effectively, easily accessible, and understood by students. In that case, how does managerial education in the education unit manage learning during the covid19 pandemic?, what kind of educational management is needed and must be developed? This research will be conducted at the locus at the Bhakti Kencana Health Vocational School in Subang which is a vocational high school with the health sector. so you can see what kind of management is being developed.

Manajemen Pembelajaran SKI di MTs Berbasis Meaning Maker dalam Upaya Menghidupkan Makna dan Nilai Sejarah Islam Dani Muhammad Jalil; Sri Handayani; Eva Dianawati Wasliman
Jurnal Manajemen Pendidikan Islam (MANAPI) Vol. 5 No. 1 (2026)
Publisher : UIN Mahmud Yunus Batusangkar

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

Islamic Cultural History (SKI) learning in Madrasah Tsanawiyah faces significant challenges, where students experience a crisis of value meaning despite having unlimited access to information. SKI remains trapped in the stigma of being a memorization subject that fails to respond to contemporary students' needs. This study aims to explore SKI learning management based on meaning maker in efforts to bring the meaning and values of Islamic history to life. The research employed Moustakas' transcendental phenomenological qualitative approach with two SKI teachers at MTs Al Fatah, Bandung Regency, as informants. Data were collected through in-depth interviews, classroom observations, and documentation, then analyzed using Moustakas' six stages. The findings reveal three main discoveries: teachers interpret the process of connecting historical narratives with contemporary reality as the core of their professionalism; meaning maker-based learning management strategies include material contextualization, use of reflective questions, and creation of dialogical learning experiences; and teachers demonstrate high pedagogical reflexivity in evaluating their practices. The study concludes that effective SKI learning management requires teacher professionalism encompassing pedagogical competence, managerial capacity, and continuous reflexivity to transform historical narratives into meaningful learning experiences that develop students' transformative historical consciousness

DATA-BASED ACADEMIC SUPERVISION IN IMPROVING ELEMENTARY SCHOOL TEACHERS’ PEDAGOGICAL COMPETENCE Cucu Juhariah; Eva Dianawati Wasliman; Sri Handayani
Algebra : Jurnal Pendidikan, Sosial dan Sains Vol. 6 No. 2 (2026): Algebra : Jurnal Pendidikan Sosial dan Sains
Publisher : Yayasan Amanah Nur Aman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58432/v6hj9s28

Academic supervision is one of the principal's primary duties and responsibilities in ensuring the optimal quality of the learning process. Further research is essential to understand the principal's implementation of academic supervision and to determine its impact on teachers' pedagogical competence. This research was conducted in Ibun District. Data were collected through observation, interviews, and documentation. This study employed a qualitative approach, utilizing a case study method. The research results indicate that academic supervision plays a significant role in enhancing teachers' pedagogical competence. Overall, supervision serves not only as oversight but also as a collaborative process that encourages teacher reflection and innovation. Analysis based on the stages of supervision (planning, organizing, implementing, and monitoring) shows that each stage is interrelated and contributes to improving pedagogical competence.

The Role of Teachers in Addressing the Bullying Phenomenon in the Digital Era for Generation Alpha in Elementary Schools Suherman Suherman; Sri Handayani
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1018

Bullying, including cyberbullying, has increasingly affected Generation Alpha students in elementary schools, creating challenges for teachers in maintaining a safe and child-friendly learning environment in the digital era. This study aims to analyse the roles of teachers and principals in preventing and addressing bullying through the implementation of G.R. Terry’s management functions: planning, organising, actuating, and controlling at SDN 1 and SDN 2 Pasirjaya. A qualitative approach with a descriptive case study design was employed. Data were collected through in-depth interviews, participatory observation, and documentation analysis involving principals, teachers, and students. The findings reveal that teachers and principals have implemented POAC-based management strategies by integrating bullying prevention into instructional planning, establishing collaborative anti-bullying teams, applying character education and digital literacy approaches in daily learning activities, and conducting continuous supervision through behavioural evaluations and digital reporting systems. These practices indicate that the systematic application of management functions enables educators not only to respond to bullying incidents but also to proactively foster a child-friendly school culture and strengthen students’ ethical behaviour in digital spaces.

Curriculum Management and Educational Assessment At the Master Program in Defense Industry, Defense University, Republic of Indonesia Susilo Wardoyo; Hanafiah Hanafiah; Sri Handayani
Journal of Research in Social Science and Humanities Vol 4, No 1 (2024)
Publisher : Utan Kayu Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/jrssh.v4i1.107

This study aims to describe curriculum management and higher education assessment systems in producing quality college graduates. This study used descriptive qualitative methods, and data collection techniques through observation, interviews and documentation studies. Data analysis techniques use data validity tests with source tringulation. The results of the study show that the Curriculum Management and Educational Assessment System in the Master of Defense Industry Study Program of Unhan of the Republic of Indonesia in accordance with curriculum standards and higher education assessment systems through planning, organizing, implementing and supervising refer to the vision, mission and profile of graduates in attitudes, knowledge and skills. The conclusion and suggestion in this study is that curriculum planning and educational assessment systems in the Defense Industry Master Study Program of the Indonesian Defense University are carried out through systematic curriculum design, strict assessment standards, and comprehensive assessment instruments. Curriculum organization involves learning designs prepared by course lecturers, distribution of courses each semester, and assessment instruments applied to each subject. The implementation of the curriculum and assessment system refers to the standards of the learning process and assessment that have been set, including the academic calendar and the schedule of teaching and learning activities of each lecturer. Supervision of the curriculum and assessment system is carried out through lesson plans, supervision, reports on lecturer learning activities, academic and non-academic achievements of students, and comprehensive learning evaluation. Although the curriculum includes aspects of attitudes, knowledge, and skills, the assessment of non-academic skills such as soft skills and character needs to be considered as one of the development areas in the educational assessment system to improve the quality of graduates holistically.Keywords: Curriculum Management, Educational Assessment, Defense University of Republic of Indonesia

Manajemen pengembangan Lifeskill melalui Pelatihan Kecantikan Kulit di LKP Srimaya Bandung Dewi Rohimah; Sri Handayani; Eva Dianawati Wasliman
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2501

The competency gap between vocational training graduates and industry needs remains a serious problem in Indonesia, indicating weak training program management in developing lifeskills relevant to labor market demands. This research aims to analyze the implementation of lifeskill development management through beauty skincare training at LKP SRIMAYA Bandung, focusing on planning, organizing, implementing, and controlling program functions. The study employs a qualitative approach with case study method, where data collection was conducted through in-depth interviews with managers, instructors, and trainees, direct observation of learning processes, and analysis of curriculum documents and standard operating procedures. The findings reveal that LKP SRIMAYA faces significant weaknesses in all four management functions, including curriculum planning that is unresponsive to industry developments, suboptimal resource organization with non-ideal supervision ratios and inadequate facilities, conventional learning implementation without structured industry partnerships, and absence of evaluation systems and tracer studies resulting in no continuous improvement mechanisms. These management weaknesses impact declining enrollment numbers and low graduate competitiveness. The research concludes that the effectiveness of vocational lifeskill development heavily depends on systematic and integrated management function implementation, and the necessity of strengthening managerial capacity of non-formal education institution managers to improve training program quality and relevance.ABSTRAKKesenjangan kompetensi antara lulusan pelatihan vokasional dengan kebutuhan industri masih menjadi permasalahan serius di Indonesia, yang mengindikasikan lemahnya manajemen program pelatihan dalam mengembangkan lifeskill yang relevan dengan tuntutan pasar kerja. Penelitian ini bertujuan menganalisis implementasi manajemen pengembangan lifeskill melalui pelatihan kecantikan kulit di LKP SRIMAYA Bandung dengan fokus pada fungsi planing, organizing, actuating, dan controling program. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus, dimana pengumpulan data dilakukan melalui wawancara mendalam dengan pengelola, instruktur, dan peserta pelatihan, observasi langsung proses pembelajaran, serta analisis dokumen kurikulum dan standar operasional prosedur. Hasil penelitian mengungkapkan bahwa LKP SRIMAYA menghadapi kelemahan signifikan pada keempat fungsi manajemen, meliputi perencanaan kurikulum yang tidak responsif terhadap perkembangan industri, pengorganisasian sumber daya yang tidak optimal dengan rasio pembimbingan tidak ideal dan fasilitas tidak memadai, pelaksanaan pembelajaran yang masih konvensional tanpa kemitraan industri terstruktur, serta ketiadaan sistem evaluasi dan tracer study yang menyebabkan tidak ada mekanisme perbaikan berkelanjutan. Kelemahan manajemen ini berdampak pada penurunan jumlah pendaftar dan rendahnya daya saing lulusan. Penelitian menyimpulkan bahwa efektivitas pengembangan lifeskill vokasional sangat bergantung pada implementasi fungsi manajemen yang sistematis dan terintegrasi, serta perlunya penguatan kapasitas manajerial pengelola lembaga pendidikan nonformal untuk meningkatkan kualitas dan relevansi program pelatihan.

Strategi Pengembangan Literasi Menulis Siswa SMP melalui Pendekatan Multiliterasi pada Kegiatan Antologi Cerpen Faridah Faridah; Eva Dianawati Wasliman; Sri Handayani
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2567

The evolution of literacy concepts toward multiliteracies demands transformation of writing instruction in junior high schools; however, its implementation has not been systematically integrated with instructional management. This study aims to describe and analyze strategies for developing junior high school students' writing literacy through a multiliteracy approach in short story anthology writing activities, examined through the functions of planning, organizing, implementing, and evaluating instruction. The research employed a qualitative approach with a case study design at SMPIT Al Fitrah Bandung. Data were collected through classroom observations, semi-structured interviews with teachers and the school principal, and documentation studies of instructional materials and student work. Data analysis utilized the Miles, Huberman, and Saldaña model, comprising data reduction, data display, and conclusion drawing and verification. Findings reveal that multiliteracy strategies were implemented through pre-writing, writing, and post-writing stages by integrating various literacy modes (textual, visual, digital). Implementation of strategies managed through instructional management functions effectively improved writing quality, particularly in idea development, plot construction, accuracy of intrinsic elements, creativity, motivation, and students' confidence. This study confirms that integrating the multiliteracy approach with instructional management effectively enhances junior high school students' writing literacy and provides theoretical and practical contributions to Indonesian language instruction developmentABSTRAKPerkembangan konsep literasi menuju multiliterasi menuntut transformasi pembelajaran menulis di sekolah menengah pertama, namun implementasinya belum terintegrasi dengan pengelolaan pembelajaran yang sistematis. Penelitian ini bertujuan mendeskripsikan dan menganalisis strategi pengembangan literasi menulis siswa SMP melalui pendekatan multiliterasi pada kegiatan penulisan antologi cerpen, yang ditinjau dari fungsi perencanaan, pengorganisasian, pelaksanaan, dan evaluasi pembelajaran. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus di SMPIT Al Fitrah Bandung. Data dikumpulkan melalui observasi pembelajaran, wawancara semi-terstruktur dengan guru dan kepala sekolah, serta studi dokumentasi terhadap perangkat pembelajaran dan karya siswa. Analisis data menggunakan model Miles, Huberman, dan Saldaña yang meliputi reduksi data, penyajian data, serta penarikan kesimpulan dan verifikasi. Hasil penelitian menunjukkan bahwa strategi multiliterasi diterapkan melalui tahapan pramenulis, menulis, dan pascamenulis dengan mengintegrasikan berbagai moda literasi (teks, visual, digital). Penerapan strategi yang dikelola berdasarkan fungsi manajemen pembelajaran terbukti meningkatkan kualitas tulisan, terutama pengembangan ide, alur, ketepatan unsur intrinsik, kreativitas, motivasi, dan kepercayaan diri siswa. Penelitian ini menegaskan bahwa integrasi pendekatan multiliterasi dengan manajemen pembelajaran efektif meningkatkan literasi menulis siswa SMP dan memberikan kontribusi teoretis serta praktis bagi pengembangan pembelajaran Bahasa Indonesia.

Persepsi Siswa dalam Penerapan Perubahan Jam Masuk Sekolah terhadap Pola dan Karakter Disiplin Siswa: Studi Fenomenologi Otong Karma; Eva Dianawati Wasliman; Sri Handayani
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2560

Changes in school starting times are educational policies that directly affect students' daily routines and have the potential to shape disciplinary character through consistent habituation. Although extensive research exists on school start time policies, most studies employ quantitative approaches that inadequately capture students' subjective experiences. This study aims to deeply understand students' experiences in responding to changes in school starting times and to analyze their impact on the formation of discipline patterns and character at SMPN 38 Bandung. The study employed a qualitative approach with phenomenological methods involving six participants from various grade levels. Data were collected through in-depth interviews, observations, and documentation, then analyzed using phenomenological stages including bracketing, data reduction, and synthesis of experiential essence. Results indicate that students experienced three adaptation phases: an initial phase with significant obstacles including sleep pattern disruptions and transportation constraints that increased tardiness, a habit formation phase that reduced tardiness after two months, and a character internalization phase encompassing meaningful responsibility, independence, and adherence. This study concludes that changes in school starting times can serve as effective instruments for disciplinary character formation when managed through humanistic approaches that acknowledge students' subjective experiences, accompanied by dialogical socialization, adaptation support, and educative supervision.ABSTRAKPerubahan jam masuk sekolah merupakan kebijakan pendidikan yang berdampak langsung pada rutinitas harian peserta didik dan berpotensi membentuk karakter disiplin melalui pembiasaan konsisten. Meskipun telah banyak penelitian tentang kebijakan jam masuk sekolah, sebagian besar menggunakan pendekatan kuantitatif yang kurang mampu menggali pengalaman subjektif siswa. Penelitian ini bertujuan memahami secara mendalam pengalaman siswa dalam menghadapi perubahan jam masuk sekolah serta menganalisis dampaknya terhadap pembentukan pola dan karakter disiplin di SMPN 38 Bandung. Penelitian menggunakan pendekatan kualitatif dengan metode fenomenologis terhadap enam partisipan dari berbagai tingkatan kelas. Data dikumpulkan melalui wawancara mendalam, observasi, dan dokumentasi, kemudian dianalisis menggunakan tahapan fenomenologis meliputi bracketing, reduksi data, dan sintesis esensi pengalaman. Hasil penelitian menunjukkan siswa mengalami tiga fase adaptasi: fase awal dengan hambatan signifikan berupa gangguan pola tidur dan kendala transportasi yang meningkatkan keterlambatan, fase pembentukan kebiasaan baru yang menurunkan keterlambatan setelah dua bulan, dan fase internalisasi karakter berupa tanggung jawab, kemandirian, dan kepatuhan yang bermakna. Penelitian ini menyimpulkan bahwa perubahan jam masuk sekolah dapat menjadi instrumen efektif pembentukan karakter disiplin apabila dikelola dengan pendekatan humanis yang memperhatikan pengalaman subjektif siswa, disertai sosialisasi dialogis, pendampingan adaptasi, dan pengawasan edukatif.

Implementasi Kebijakan Budaya Literasi Bahasa Inggris sebagai Strategi Peningkatan Mutu Pembelajaran di SMPN 1 Teupah Barat Destianti Wulansari; Sri Handayani; Eva Dianawati Wasliman
Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi Vol 6, No 1 (2026): Jurnal Pendidikan Indonesia : Teori, Penelitian, dan Inovasi
Publisher : Penerbit Widina, Widina Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59818/jpi.v6i1.2528

Improving the quality of learning in schools requires contextual and sustainable micro-policies. English literacy as a global competence is still narrowly understood as part of certain subjects and has not yet developed as a school culture. This study analyzes the implementation of English literacy culture policy as a strategy to improve learning quality at SMPN 1 Teupah Barat, covering the policy formulation process, implementation, and implications for learning quality. The study employed a qualitative approach with a case study design. Data were collected through participatory observation, in-depth interviews with the principal, teachers, and students, as well as documentation study. Data analysis was conducted thematically referring to Miles and Huberman's (2014) model while maintaining validity through source and method triangulation. The findings reveal that the policy was formulated simply with a focus on habituation of greeting and permission expressions. Implementation was carried out consistently in various school interaction contexts and has been internalized as an organizational culture. The policy positively impacts students' self-confidence, reduces language anxiety, and creates a conducive academic climate. This study concludes that the English literacy culture policy represents an effective micro-policy model in improving learning quality through transformational leadership, contextual design, and school culture management.ABSTRAKPeningkatan mutu pembelajaran di sekolah memerlukan kebijakan mikro yang kontekstual dan berkelanjutan. Literasi bahasa Inggris sebagai kompetensi global masih dipahami secara sempit sebagai bagian dari mata pelajaran tertentu, belum berkembang sebagai budaya sekolah. Penelitian ini menganalisis implementasi kebijakan budaya literasi bahasa Inggris sebagai strategi peningkatan mutu pembelajaran di SMPN 1 Teupah Barat, mencakup proses perumusan, pelaksanaan, dan implikasi kebijakan terhadap mutu pembelajaran. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus. Data dikumpulkan melalui observasi partisipatif, wawancara mendalam dengan kepala sekolah, guru, dan peserta didik, serta studi dokumentasi. Analisis data dilakukan secara tematik mengacu pada model Miles dan Huberman (2014) dengan menjaga keabsahan melalui triangulasi sumber dan metode. Hasil penelitian menunjukkan bahwa kebijakan dirumuskan secara sederhana dengan fokus pada pembiasaan ungkapan greeting dan permission. Implementasi dilakukan secara konsisten dalam berbagai konteks interaksi sekolah dan telah terinternalisasi sebagai budaya organisasi. Kebijakan berdampak positif terhadap peningkatan kepercayaan diri siswa, penurunan kecemasan berbahasa, dan pembentukan iklim akademik yang kondusif. Penelitian ini menyimpulkan bahwa kebijakan budaya literasi bahasa Inggris merepresentasikan model kebijakan mikro yang efektif dalam meningkatkan mutu pembelajaran melalui kepemimpinan transformasional, desain kontekstual, dan pengelolaan budaya sekolah.

Manajemen Pendidikan di Masa Pandemic Corona Virus Disease 19 (Studi Empirik pada SMK Kesehatan Bhakti Kencana Subang) Yogi Sugiyana; Yosal Iriantara; Sri Handayani
Jurnal Manajemen & Pendidikan [JUMANDIK] Vol 3 No 1 (2024): Jurnal Manajemen dan Pendidikan
Publisher : LAP4B

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58174/jmp.Volume:3.No:1.2024.182.Hal:21-30

Corona Virus Disease 2019 (COVID-19) was first discovered in the city of Wuhan, China at the end of December 2019. This virus spreads very quickly and has spread to almost all countries, including Indonesia, in just a few months. So that on March 11, 2020 WHO declared this outbreak a global pandemic. Covid-19, all business management systems, businesses, entrepreneurship are paralyzed, also in education, the management managemen system must change the way it works and the system can be used and run according to the provisions so that quality can be met. Some governments have decided to implement a policy for student holidays and start implementing online learning methods (online) or online. for several schools in each region. These schools are not ready with an online learning system, which requires learning media such as mobile phones, laptops, or computers. Teachers must ensure that teaching and learning activities continue, even though students are at home. The solution is that teachers are required to be able to design learning media as innovations by utilizing online media (online). The use of several applications in online learning is very helpful for teachers in this learning process. Teachers must be accustomed to teaching by utilizing complex online media that must be packaged effectively, easily accessible, and understood by students. In that case, how does managerial education in the education unit manage learning during the covid19 pandemic?, what kind of educational management is needed and must be developed? This research will be conducted at the locus at the Bhakti Kencana Health Vocational School in Subang which is a vocational high school with the health sector. so you can see what kind of management is being developed.

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