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All Journal ELTIN Journal: Journal of English Language Teaching in Indonesia Journal Industrial Servicess Widya Cipta : Jurnal Sekretari dan Manajemen Tadbir : Jurnal Studi Manajemen Pendidikan EDUVELOP (Journal of English Education and Development) SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan JEES: Journal of English Educational Study JUDIKA (JURNAL PENDIDIKAN UNSIKA) Academy of Education Journal British: Jurnal Bahasa dan Sastra Inggris INTERACTION: Jurnal Pendidikan Bahasa Jurnal Pendidikan dan Konseling PROJECT (Professional Journal of English Education) Jurnal Ilmiah Profesi Pendidikan G-Couns: Jurnal Bimbingan dan Konseling Didaktika: Jurnal Kependidikan Jurnal Ilmiah Wahana Pendidikan Jurnal Pengabdian kepada Masyarakat Journal of English Language and Education ACADEMIA: Jurnal Inovasi Riset Akademik Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Jurnal Penelitian Inovatif International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Prosiding Sesiomadika Jurnal Pengabdian Mandiri Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Pemberdayaan Masyarakat Journal of Education Technology Information Social Sciences and Health ELite Journal: International Journal of Education, Language and Literature
Maman Suryaman
Universitas Singaperbangsa Karawang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Transportation Other

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Analysis of Funding Sources for PPDB Activities in Budget Management at Public Schools Nelly Rahmawati Ningsih; Asep Rahmat Kurnia; Syafitri Ningsih; Muhtadin Muhtadin; Yudi Kirmadi; Maman Suryaman
Jurnal Pemberdayaan Masyarakat Vol 4, No 2 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i2.444

Abstract

Effective financial management in public schools plays a crucial role in sustaining educational services, particularly during the implementation of student admissions, which requires efficient and accountable planning and funding. However, the diversity of funding sources and the limited financial management capacity of schools remain persistent challenges. This study aims to describe the funding practices for PPDB and analyze the strategies used by public schools to optimize various financial sources. Employing a descriptive qualitative approach, data were collected using structured questionnaires distributed to principals and treasurers of several public schools. The data were analyzed thematically and presented in visual formats. Findings indicate that the five main funding sources for PPDB activities are BOS (School Operational Support), RKAS (School Budget and Activity Plans), school committee funds, local education office support, and parents' contributions. While BOS remains the most dominant source, schools are also making efforts to diversify funding. The study concludes that multi-source funding requires transparent, collaborative, and adaptive financial governance. This research contributes to the academic discourse by highlighting the need for managerial capacity building and digital-based financial systems in order to strengthen school-level education financing and ensure equity in educational service delivery.
OUTCOME-BASED EDUCATION IN HIGHER EDUCATION CURRICULUM ADMINISTRATION: A SYSTEMATIC LITERATURE REVIEW Siti Rahmah; Yayah Asiah Nurpadilah; Uus Kustiana; Maman Suryaman
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 3 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i3.11190

Abstract

ABSTRACT This study aims to synthesize empirical and conceptual literature on the implementation of Outcome-Based Education (OBE) in higher education curriculum administration, with a focus on implementation practices, challenges, success factors, and implications for curriculum quality and accreditation. A Systematic Literature Review (SLR) guided by PRISMA 2020 was conducted using Scopus, Web of Science, ERIC, and Google Scholar/Sinta databases. From 920 identified records, 38 articles met the eligibility criteria and were included in the review. The findings indicate that OBE is commonly implemented through outcome hierarchies, curriculum mapping, and constructive alignment supported by Continuous Quality Improvement (CQI) processes. Major implementation challenges include resistance to change, limited staff capacity, and compliance-oriented practices. Successful implementation is associated with leadership commitment, stakeholder involvement, and effective use of learning management systems. Based on the synthesis, this study proposes Institutional Constructive Alignment (ICA) as a conceptual extension of constructive alignment that integrates curriculum design, quality assurance, and institutional governance. The study highlights the importance of aligning OBE implementation with curriculum management, accreditation requirements, and continuous quality improvement strategies in higher education. These findings provide practical guidance for university leaders, curriculum developers, and policymakers seeking sustainable OBE-based educational transformation. ABSTRAK Penelitian ini bertujuan untuk mensintesis literatur empiris dan konseptual mengenai implementasi Outcome-Based Education (OBE) dalam administrasi kurikulum pendidikan tinggi, dengan fokus pada praktik implementasi, tantangan, faktor keberhasilan, serta implikasinya terhadap mutu kurikulum dan akreditasi. Systematic Literature Review (SLR) yang dipandu oleh PRISMA 2020 dilakukan menggunakan basis data Scopus, Web of Science, ERIC, dan Google Scholar/Sinta. Dari 920 artikel yang teridentifikasi, sebanyak 38 artikel memenuhi kriteria kelayakan dan dimasukkan dalam kajian. Hasil penelitian menunjukkan bahwa OBE umumnya diimplementasikan melalui hierarki capaian pembelajaran, pemetaan kurikulum, dan constructive alignment yang didukung oleh proses Continuous Quality Improvement (CQI). Tantangan utama implementasi meliputi resistensi terhadap perubahan, keterbatasan kapasitas sumber daya manusia, serta praktik yang berorientasi pada pemenuhan administratif semata. Implementasi yang berhasil berkaitan dengan komitmen kepemimpinan, keterlibatan pemangku kepentingan, dan pemanfaatan Learning Management System (LMS) secara efektif. Berdasarkan sintesis yang dilakukan, penelitian ini mengusulkan Institutional Constructive Alignment (ICA) sebagai pengembangan konseptual dari constructive alignment yang mengintegrasikan desain kurikulum, penjaminan mutu, dan tata kelola institusi. Penelitian ini menegaskan pentingnya penyelarasan implementasi OBE dengan manajemen kurikulum, persyaratan akreditasi, dan strategi peningkatan mutu berkelanjutan di pendidikan tinggi. Temuan ini memberikan panduan praktis bagi pimpinan perguruan tinggi, pengembang kurikulum, dan pembuat kebijakan dalam mewujudkan transformasi pendidikan berbasis OBE yang berkelanjutan.
Perubahan Tenaga Pendidik dan Dampaknya Terhadap Budaya Sekolah Serta Kinerja Pembelajaran (Studi Kasus di SMPIT Al Ichwan Cikarang Utara, Kabupaten Bekasi) Kristina Damayanti; Maman Suryaman
Journal of Education Technology Information Social Sciences and Health Vol. 5 No. 2 (2026): September 2026
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/jetish.v5i2.8427

Abstract

Changes in teaching staff are an inherent part of the dynamics of educational organizations and may affect the stability of school culture and the quality of learning. This study aims to analyze the impact of changes in teaching staff on school culture and learning performance from the perspective of the school as a learning organization. This research employed a qualitative approach with a case study design conducted at SMPIT Al Ichwan, North Cikarang, Bekasi Regency, involving 21 teachers, 175 students, and 3 supporting staff. The findings reveal that changes in teaching staff, particularly due to the transfer of senior teachers, lead to shifts in school culture, decreased student discipline, and weakened learning systems. These findings are supported by quantitative data showing a teacher absenteeism rate of 23%, student tardiness at 38%, and unimplemented learning schedules at 31%. From the perspective of a learning organization, the school has not been able to optimally implement the five core disciplines. This study concludes that structural changes without strengthening leadership and organizational culture may lead to dysfunction in the educational system.
ROLE IN HOUSE TRAINING AND ACADEMIC SUPERVISION IN IMPROVING TEACHER PERFORMANCE IN HIGH SCHOOL Yudi Kirmadi; Bambang Ismaya; Maman Suryaman
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

Abstract

Education is a dynamic sector that continually undergoes policy changes in line with societal demands and the pace of global development. These policy shifts directly impact the role of teachers, both in their pedagogical functions and in maintaining professional standards. Teachers are required to adapt to new regulations to perform their duties effectively. Failure to adapt may lead to decreased performance, ultimately affecting the quality of classroom learning. The implementation of the Merdeka Curriculum, which adopts a deep learning approach, demands teachers to adjust their competencies to carry out learning activities in accordance with its requirements. To address these challenges, the school implements In House Training (IHT) and academic supervision as strategies for professional teacher development. This study aims to analyze the role of IHT and academic supervision in improving teacher performance in the domain of pedagogical competence across three key aspects: lesson planning, instructional implementation, and learning evaluation. This research employs a qualitative case study approach, with data collected through in-depth interviews, classroom observations, and document analysis. The main informants include school supervisors, the school principal, the vice principal for curriculum, and teachers. The results indicate that IHT significantly enhances teachers’ understanding of lesson plan development, differentiated instruction, and formative assessment. Meanwhile, academic supervision ensures the implementation of these competencies through pre-observation, classroom observation, reflection, and follow-up activities. Overall, there is a substantial improvement in teachers’ abilities to design relevant instructional materials, apply active learning strategies, utilize digital media, and conduct more systematic learning assessments.
ROLE IN HOUSE TRAINING AND ACADEMIC SUPERVISION IN IMPROVING TEACHER PERFORMANCE IN HIGH SCHOOL Yudi Kirmadi; Bambang Ismaya; Maman Suryaman
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

Abstract

Education is a dynamic sector that continually undergoes policy changes in line with societal demands and the pace of global development. These policy shifts directly impact the role of teachers, both in their pedagogical functions and in maintaining professional standards. Teachers are required to adapt to new regulations to perform their duties effectively. Failure to adapt may lead to decreased performance, ultimately affecting the quality of classroom learning. The implementation of the Merdeka Curriculum, which adopts a deep learning approach, demands teachers to adjust their competencies to carry out learning activities in accordance with its requirements. To address these challenges, the school implements In House Training (IHT) and academic supervision as strategies for professional teacher development. This study aims to analyze the role of IHT and academic supervision in improving teacher performance in the domain of pedagogical competence across three key aspects: lesson planning, instructional implementation, and learning evaluation. This research employs a qualitative case study approach, with data collected through in-depth interviews, classroom observations, and document analysis. The main informants include school supervisors, the school principal, the vice principal for curriculum, and teachers. The results indicate that IHT significantly enhances teachers’ understanding of lesson plan development, differentiated instruction, and formative assessment. Meanwhile, academic supervision ensures the implementation of these competencies through pre-observation, classroom observation, reflection, and follow-up activities. Overall, there is a substantial improvement in teachers’ abilities to design relevant instructional materials, apply active learning strategies, utilize digital media, and conduct more systematic learning assessments.
Implementation of E-Report Cards in Summative Assessment Management to Improve the Effectiveness of Reporting Student Learning Outcomes Yudi Kirmadi; Yogi Iskandar; Ika Subandi; Syafitri Ningsih; Evi Wasitoh; Maman Suryaman
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2026): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v7i1.1748

Abstract

This study analyzes the implementation of e-Reports in managing summative assessments and its contribution to improving the effectiveness of reporting elementary school student learning outcomes. The main focus is how e-Reports overcomes the weaknesses of the manual system, such as late grade announcements, high recapitulation errors, and limited access for parents. A mixed methods approach was used, combining a systematic literature review of the literature, national policies, and previous research, as well as a descriptive questionnaire survey of 35 teachers from eight educational units. Data analysis followed the Miles et al. (1994) model through data reduction, presentation, and conclusion drawing. The results indicate high effectiveness of e-Reports in time efficiency (score 4.45; recapitulation process from 7 days to <2 days), data accuracy (85% reduction in errors; 98% reliability), and reporting transparency (score 4.55) via a real-time digital dashboard. Teacher satisfaction was very high (4.60), although challenges in digital literacy (3.25) and ICT infrastructure (3.10) remain. Implications include strengthening teacher literacy, improving infrastructure, and integrating e-Reports with Education Reports for data-driven planning. Further research recommendations include a 2–3-year longitudinal study to assess the impact on learning quality and equity.
Utilizing Artificial Intelligence to Support Teacher Administration and Improve Education Quality Nelly Rahmawati Ningsih; Diana Sarah; Eny Tantia Finorita; Muhtadin Muhtadin; Dessy Ari Lestari; Maman Suryaman
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 7 No. 1 (2026): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v7i1.1763

Abstract

This study examines the role of artificial intelligence (AI) in supporting teachers’ learning administration and its implications for work efficiency and educational service quality in Karawang Regency. The research employs a qualitative literature review design, drawing data from national and international journals, academic books, conference proceedings, and relevant educational policy documents published over the last decade. Data analysis was conducted using thematic analysis, involving systematic literature selection, coding, categorisation, and theme development related to AI implementation, its impacts, and challenges in educational administration. The findings reveal that AI is utilised in various administrative activities, including grade processing, attendance management, electronic report card generation, academic documentation management, and real-time monitoring of student learning progress. The use of AI significantly improves teachers’ work efficiency by reducing administrative workloads, minimising data entry errors, and enhancing the accuracy and transparency of academic information. Consequently, teachers are able to allocate more time and attention to instructional planning and classroom learning activities. Despite these benefits, several challenges persist, such as inadequate digital infrastructure, disparities in teachers’ digital literacy, and concerns regarding student data security and privacy. Overall, the study concludes that AI integration in educational administration holds strong potential to improve educational service quality when supported.
The Impact of Zoning on Educational Equity in the New Student Admission System Ika Subandi; Diana Sarah; Evi Wasitoh; Eny Tantia Finorita; Yogi Iskandar; Maman Suryaman
Al Qalam: Jurnal Ilmiah Keagamaan dan Kemasyarakatan Vol. 20, No. 2 : Al Qalam (March 2026)
Publisher : Sekolah Tinggi Ilmu Al-Qur'an (STIQ) Amuntai Kalimantan Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35931/aq.v20i2.5420

Abstract

The zoning policy in the New Student Admission System is one of the government's strategic steps in creating equal access to and quality of education in Indonesia. This study aims to analyze teachers' perceptions and experiences regarding the implementation of the zoning policy, as well as to evaluate the extent to which the policy has impacted educational equity. The study employs a descriptive qualitative approach, with the subjects being public elementary and secondary school teachers selected through purposive sampling. The research instrument consists of a closed-ended questionnaire using a five-point Likert scale, distributed online via Google Forms. Data were analyzed using Miles and Huberman's interactive analysis technique, which includes data reduction, data presentation, and verification. The results show that teachers understand the objectives of the zoning policy well and support the principle of equitable education. However, its implementation in the field still faces challenges such as infrastructure limitations, uneven teacher distribution, and public perceptions of school quality. Zoning is seen as capable of encouraging schools to improve, but it needs to be supported by more comprehensive and responsive policies tailored to the conditions of each region.
Elementary School Teachers' Perceptions of Augmented Reality Learning Media through Assemblr Edu Rizka Ummu Khoeriyah; Acih Trisnawati; Titin Sutinah; Imas Mulyati; Sri Mulyani; Devi Raswati; Maman Suryaman
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 02 (2026): April 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i02.8754

Abstract

The development of digital technology has brought significant changes in education, particularly in how teachers teach and students learn. One innovation increasingly applied is Augmented Reality (AR) technology through the Assemblr Edu platform. This study aims to analyze elementary school teachers’ perceptions of using AR-based learning media via Assemblr Edu and to identify supporting and inhibiting factors in its implementation. Using a descriptive qualitative approach, data were collected through in-depth interviews, observation, and documentation involving eight elementary school teachers in Karawang Regency who participated in Assemblr Edu training. The results show that 75% of teachers perceived AR media as very effective in increasing students’ motivation and facilitating understanding of abstract concepts, especially in science and mathematics lessons. Teachers stated that the 3D visualization features enhanced student engagement and comprehension. However, limited infrastructure, especially unstable internet access in schools located in the outskirts of Karawang, remains a key barrier. Teachers emphasized the need for continuous mentoring and hands-on workshops to strengthen their ability to create AR-based learning materials. The findings highlight Assemblr Edu's potential as an innovative medium that supports teacher professionalism and digital literacy. These results can serve as a basis for regional policies on teacher-training programs that integrate AR technology into elementary education. Keywords: augmented reality, teacher perception, learning media, teacher professional development
The Role of Educational Management in Developing Teachers' Digital Competencies as the Key to Successful Technology-Based Learning Meti Wigiyantini; Asep Rahmat Kurnia; Rohayanah; Winda Widiastuti; Nuryaningsih Pulungan; Maman Suryaman
G-Couns: Jurnal Bimbingan dan Konseling Vol. 10 No. 02 (2026): April 2026, G-Couns: Jurnal Bimbingan dan Konseling
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/g-couns.v10i02.8760

Abstract

The rapid advancement of digital technology has reshaped the educational landscape, yet many elementary school teachers still struggle to integrate technology effectively into instruction. This research addresses the gap between managerial support and teachers’ digital competence in achieving successful technology-based education. Guided by educational management theory and the digital competence framework, this study analyzes how the role of educational management and teachers’ digital skills affect learning success. Using a quantitative explanatory survey involving 105 elementary school teachers in Karawang Regency, data were collected through a five-point Likert-scale questionnaire and analyzed using SPSS. The results show that both variables significantly influence technology-based learning success (p = 0.000, R² = 0.684). These findings highlight that visionary and adaptive school management, combined with strong teacher digital competence, are key drivers of educational transformation. The study contributes theoretically to the discourse on digital pedagogy and, practically, to strengthening managerial strategies in digital-era schooling. Keywords: educational management, teachers' digital competencies, technology-based learning, educational transformation
Co-Authors Abdul Kodir Al-Baekani Acih Trisnawati Afrillia Nurfauziah Aiva Rahma Akhira Yuniar Alfiyani Widyastuti Alifia Indar Cahyani Amanda Amanda Anna Farida Kurniasari Annisa Marwati Anugrah Syifa Azzahra Asep Rahmat Kurnia Asep Rahmat Kurnia Ayu Ardanty Syafa Sheilla Bambang Ismaya Cindy Fatika Sari Dedeh Auliatul Latifah Dedih Dedih Dessy Ari Lestari Devi Raswati Dian Budhi Santoso Diana Sarah Diyanti Pratiwi Lousa Dwi Liswantari Dwi Rohmaniatu Silky Elih Sutisna Yanto Elya Kristian Fernando Eny Tantia Finorita Evi Karlina Ambarwati Evi Wasitoh Fauzi Miftakh Filzah Khoirunisa Firman Hidayat Fitri Andini Galih Jodi Lazarurizqi Hersagita Anissa Husna Rozzaqiyah Ika Lestari Ika Rohaeni Ika Subandi Imas Mulyati Indah Nur Yunita Indana Zulfa Ira Rahmania Jojo Sumarjo Khofifah Mitha Saviera Kristina Damayanti Lila Setiyani Lila Setiyani Lila Setiyani Linayati Inayah Meti Wigiyantini Mobit Mobit Muhtadin Muhtadin Muhtadin Muhtadin Nanda Amalia Putri Nanda Amalia Putri Nelly Rahmawati Ningsih Nelly Rahmawati Ningsih Nenden Nadya Rizky Mashrul Nina Puspitaloka Nugraha, Billy Nurul Ikhsan Nuryaningsih Pulungan Rahmat Gunawan Rikayanti, Rikayanti Risma Fitriani Risma Fitriyani Rizka Ummu Khoeriyah Rohayanah Sartika Puspita Sari Siti Rahmah Slamet Sholeh Sri Mulyani Sri Mulyani Munaeyza Sri Partini Sudiono Sudiono Syafitri Ningsih Syafitri Ningsih Tiawan Tiawan Titin Sutinah Uus Kustiana Widya Garini Garini Wilda Fuadiyah Winda Widiastuti Windi Windi Yayah Asiah Nurpadilah Yogi Iskandar Yudi Kirmadi Yudi Kirmadi