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All Journal JURNAL PENELITIAN ILMU PENDIDIKAN Jurnal Manajemen Pendidikan: Jurnal Ilmiah Administrasi, Manajemen dan Kepemimpinan Pendidikan INOTEKS : Jurnal Inovasi Ilmu Pengetahuan, Teknologi, dan Seni Tekno - Pedagogi : Jurnal Teknologi Pendidikan Publikasi Pendidikan Jurnal Akuntabilitas Manajemen Pendidikan Jurnal Prima Edukasia Al Ishlah Jurnal Pendidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) JURNAL TEKNIK HIDRAULIK JURNAL SUMBER DAYA AIR Jurnal Eduscience (JES) RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) TANJAK: Journal of Education and Teaching Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Teknik Sumber Daya Air Journal of Educational Sciences Journal of Innovation and Research in Primary Education Profesi Pendidikan Dasar Multidisciplinary Indonesian Center Journal Journal of Social Science Utilizing Technology Curricula: Journal of Curriculum Development
Slamet Lestari
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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MANAJEMEN KURIKULUM DALAM MENINGKATKAN MUTU PENDIDIKAN PADA PROGRAM PENDIDIKAN KESETARAAN PAKET C (STUDI MULTISITUS DI SPNF SKB KOTA YOGYAKARTA DAN SPNF SKB KOTA SURAKARTA) Jingga, Atika Mega; Lestari, Slamet
Research and Development Journal of Education Vol 11, No 2 (2025)
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/rdje.v11i2.21646

Abstract

Penelitian ini bertujuan untuk menganalisis manajemen kurikulum, kendala yang dihadapi, serta solusi untuk mengatasi kendala terkait manajemen kurikulum dalam meningkatkan mutu pendidikan pada Program Pendidikan Kesetaraan Paket C di SPNF SKB Kota Yogyakarta dan SPNF SKB Kota Surakarta. Metode penelitian menggunakan pendekatan kualitatif dengan jenis penelitian multisitus. Teknik pengumpulan data yang digunakan adalah observasi partisipan, wawancara mendalam, dan dokumentasi. Teknik analisis data menggunakan analisis situs tunggal dan analisis data lintas situs. Pengecekan keabsahan data dengan kredibilitas, transferabilitas, dependabilitas dan konfirmabilitas. Hasil penelitian menunjukkan bahwa kedua SPNF SKB telah menerapkan Kurikulum 2013 dan Kurikulum Merdeka secara adaptif sesuai dengan kebutuhan peserta didik dan karakteristik lokal. Manajemen kurikulum dilakukan secara sistematis melalui tahapan perencanaan berbasis kebutuhan, pengorganisasian sumber daya, pelaksanaan pembelajaran kontekstual, serta evaluasi berkelanjutan. Temuan juga menunjukkan adanya kesamaan dalam prinsip dasar pengelolaan kurikulum, namun terdapat perbedaan dalam pengorganisasian sumber daya dan strategi pelaksanaan. Penelitian ini merekomendasikan penguatan kapasitas pengelola dan pendidik, pengembangan kurikulum kontekstual, serta peningkatan kolaborasi lintas sektor dalam mendukung keberlanjutan program pendidikan kesetaraan.
IMPLEMENTATION OF LOCAL CULTURE-BASED SCHOOL PROGRAMS IN PUBLIC HIGH SCHOOLS ACROSS MERAUKE REGENCY Maturbongs, Lodovika; Lestari, Slamet
Multidisciplinary Indonesian Center Journal (MICJO) Vol. 2 No. 4 (2025): Vol. 2 No. 4 Edisi Oktober 2025
Publisher : PT. Jurnal Center Indonesia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62567/micjo.v2i4.1427

Abstract

This study aims to determine (1) the implementation of local culture-based school programs in public senior high schools throughout Merauke Regency. (2) the supporting factors for the implementation of local culture-based school programs in public senior high schools throughout Merauke Regency. (3) the inhibiting factors for the implementation of local culture-based school programs in public senior high schools throughout Merauke Regency. This study is a qualitative study. Data collection techniques used observation, interviews, and documentation. Data validity was verified using source triangulation and technical triangulation. Data analysis included data condensation, data presentation, and drawing conclusions. The results of this study are: (1) the implementation of local culture-based school programs in public senior high schools throughout Merauke Regency is carried out through various activities, such as competitions, craft making, and art performances. (2) several supporting factors for the implementation of local culture-based school programs in public senior high schools throughout Merauke Regency, such as support from educators, teachers, students, and parents. (3) There are several inhibiting factors in the implementation of local culture-based school programs in State Senior High Schools throughout Merauke Regency, such as the entry of foreign cultures, time management challenges, and so on.
Manajemen Pendidikan Karakter dalam Pembentukan Profil Pelajar Pancasila di Kecamatan Bakam Kabupaten Bangka Kusumaningrum, Ambar; Lestari, Slamet
Publikasi Pendidikan Vol 15, No 3 (2025)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/publikan.v15i3.75076

Abstract

This study analyzes character education management in shaping the Pancasila Student Profile (P3) at SMP Negeri 2 and 3 Bakam, Bangka Regency. Using a qualitative method, data were collected through interviews, observations, and documentation. The findings indicate that P3 management involves planning (education report analysis, annual work plans, and training), organizing (task distribution among teachers and staff), implementation (integration of P3 values into learning and extracurricular activities), and supervision (regular evaluation and reflection). The main challenges include limited facilities and internal and external factors, which are addressed through support from educators and external parties. Further studies are recommended for schools facing difficulties in implementing P3.
Examining The Effects of Task Complexity and Task Difficulty on Students’ Knowledge Retention: A Cognitive Load Theory Perspective Yulianto, Arief; Pramono, Suwito Eko; Wijaya, Angga Pandu; Lestari, Slamet; Putit, Lennora
Jurnal Kependidikan : Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran, dan Pembelajaran Vol. 11 No. 4 (2025): December
Publisher : LPPM Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i4.18326

Abstract

This study aims to analyze the effect of task complexity and task difficulty on knowledge retention through cognitive load. Previous studies have been largely outcome-oriented, focusing on student performance without examining long-term knowledge, thus leaving a gap for research that specifically elaborates on knowledge retention. A quantitative approach with a cross-sectional research design was employed. Using the Slovin formula with a 5% margin of error, the study involved 246 undergraduate students majoring in financial management from public universities located in Semarang, Surakarta, and Purwokerto, selected through purposive sampling. Data were analyzed using the variance-based structural equation modeling (VB-SEM) approach. The results reveal that cognitive load has a negative and significant effect on knowledge retention (β = -0.492, t = 4.167, p = 0.000). Task complexity shows a positive and significant effect on cognitive load (β = 0.300, t = 4.326, p = 0.000), but its direct effect on knowledge retention is not significant. Similarly, task difficulty has a positive and significant effect on cognitive load (β = 0.341, t = 4.628, p = 0.000), yet it does not directly affect knowledge retention. The findings indicate that both task complexity and task difficulty have negative and significant indirect effects on knowledge retention through cognitive load. These results demonstrate the importance of proportional instructional design, particularly the segmentation of complex content into smaller units to manage cognitive load. The use of educational technology is recommended to design tasks and instructional materials that align with students’ cognitive capacities, thereby enhancing knowledge retention.
Ethical Leadership Strategies of School Principals: Fostering a Harmonious and Productive Teacher Work Environment Yunita Sari; Slamet Lestari
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.6090

Abstract

A harmonious work environment is essential in educational institutions, and ethical leadership plays a crucial role in fostering such an atmosphere. This study analyzes the ethical leadership strategies employed by a principal to promote a positive work environment in an Islamic school in East Lombok. This qualitative study used a case study approach. Data were collected through interviews with the principal and teachers, as well as documentation analysis. The data were analyzed using descriptive qualitative methods to identify key ethical leadership strategies. The findings reveal three primary ethical leadership strategies implemented by the principal: (1) serving as a role model through ethical behavior, (2) effectively managing ethical conflicts within the school, and (3) fostering the development of positive character among staff and students. These strategies contributed to creating a supportive and ethical work environment. The study highlights the importance of ethical leadership in educational settings, emphasizing the principal's role in maintaining professional integrity and encouraging moral behavior. However, the study is limited in scope, as it does not explore other potential factors influencing a positive work environment. Ethical leadership is essential in shaping a positive school culture. Future research should expand to public schools and broader geographical areas to gain a more comprehensive understanding of ethical leadership practices in different educational contexts.
Local Culture-Based Education as an Alternative Pedagogical Model in Indigenous Regions Maturbongs, Lodovika; Lestari, Slamet
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.2645

Abstract

The preservation of local culture through education has become increasingly important in the context of globalization, particularly in culturally rich and peripheral regions such as Papua. This study aims to examine the implementation of local culture-based school programs in public senior high schools across Merauke Regency, focusing on forms of implementation as well as supporting and inhibiting factors. A qualitative approach with a multiple case study design was employed. Data were collected through semi-structured interviews, observations, and document analysis involving principals, teachers, extracurricular supervisors, and students from three public senior high schools. Data validity was ensured through source and method triangulation, and analysis followed the interactive model of data condensation, data display, and conclusion drawing. The findings reveal that local culture-based school programs are implemented through diverse models, including performance-based activities, curriculum-integrated projects, and holistic school culture approaches. Supporting factors include strong leadership commitment, culturally competent teachers, positive school culture, and community involvement, while inhibiting factors involve external cultural influences, limited resources, time constraints, and variations in teachers’ understanding. Notably, students demonstrated a strong preference for experiential and outdoor learning contexts when engaging with local culture. This study contributes to the discourse on culturally responsive education by providing empirical evidence from an indigenous context and highlights the importance of institutional integration and contextualized pedagogy in sustaining local culture-based education.
School Principal Leadership Strategies in Enhancing Teacher Profesionalism Through Strengthening Digital Competencies at SMPN 1 and SMPN 3 Tualang Rini, Rini; Lestari, Slamet
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.6519-6532

Abstract

This study aims to 1) analyze the leadership strategies of school principals, 2) the programs designed and implemented by school principals, and 3) the aspects that support and hinder school principals' leadership in improving teacher professionalism through strengthening digital competencies at SMPN 1 and SMPN 3 Tualang. This study uses a qualitative research method. The subjects of this study were principals, teachers, and school operators at SMPN 1 and SMPN 3 Tualang. The results showed that: (1) the principal of SMPN 1 Tualang applied a supportive approach that encouraged collaboration among teachers, while the principal of SMPN 3 Tualang emphasized an administrative approach; (2) the teacher digital competency development program at SMPN 1 Tualang is implemented through training and workshops, while at SMPN 3 Tualang, despite efforts to provide technological assistance, limited facilities and a lack of ongoing technical support limit the effectiveness of technology implementation in learning; and (3) the main challenge at SMPN 1 Tualang is the digital skills gap among teachers, especially senior teachers who feel pressured to master technology, while at SMPN 3 Tualang, an additional challenge is the high administrative burden, which limits teachers' time and energy to participate in training programs.
The Role of School Principals’ Leadership in Improving Teacher Performance at Proskill Health Vocational School Tualang and YPPI Vocational School Tualang, Siak Regency Nasa, Herlina; Lestari, Slamet
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.6547-6558

Abstract

This study aims to analyze the role of school principal leadership in improving teacher performance in vocational high schools in Tualang District and to identify the supporting and inhibiting factors that shape the effectiveness of principal leadership. The study employs a qualitative descriptive approach with a case study design conducted at SMK Kesehatan Proskill Tualang and SMK YPPI Tualang. Data were collected through in-depth interviews with principals, teachers, and school staff, classroom observations, and document analysis, including Education Report Cards and lesson plans. Data were analyzed using an interactive model consisting of data condensation, data display, and conclusion drawing and verification based on Miles, Huberman, and Saldaña. The findings reveal that principals who apply transformational and instructional leadership are able to improve the quality of instructional planning, implementation, and evaluation, including the strengthening of numeracy and linkages with the labor market. However, limited academic supervision, inadequate facilities, and weak collaboration among teachers still hinder the optimal improvement of teacher performance.
Management Of Skills Competency Tests (Ukk) In State Vocational High Schools Indah Puji Rahayu; Slamet Lestari
Jurnal Penelitian Pendidikan IPA Vol 11 No 3 (2025): March
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i3.10503

Abstract

Vocational education aims to equip students with skills aligned with industry demands. Competency Certification (UKK) is a key assessment to evaluate students’ readiness in Vocational High Schools (SMK). This study examines the management of UKK in SMK Negeri across Malinau Regency, focusing on planning, execution, and evaluation. Using a qualitative multi-site approach, the research involves school stakeholders, 12th-grade students, and examiners as key informants. The findings indicate that UKK implementation follows a structured process supported by industry collaboration. Supervision adheres to national guidelines, though a standardized fraud reporting system is lacking. Key challenges include student delays and limited equipment, while resource optimization and long-term projects serve as supporting factors. The study highlights the need for infrastructure improvements and enhanced supervision to ensure graduates meet industry standards, ultimately strengthening the quality of vocational education and workforce readiness.
The Influence of Teacher Pedagogical Competence, the Role of the School Committee, and Academik Supervision on School Quality at Adventist Elementary Schools in Manado City Nursa Muhammad; Slamet Lestari
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2870

Abstract

School quality in faith-based institutions depends on multifaceted factors including teacher competence, community governance, and supervisory systems, yet empirical evidence examining their simultaneous effects remains limited. This study examined the individual and collective influences of teachers' pedagogical competence, school committee roles, and academic supervision on school quality in Adventist elementary schools. Employing quantitative design with multiple regression analysis, this census study surveyed 77 educators across six Adventist elementary schools in Manado City, Indonesia. Data were collected using validated four-point Likert-scale questionnaires measuring pedagogical competence (α = 0.925), school committee roles (α = 0.902), academic supervision (α = 0.941), and school quality (α = 0.944). Analysis utilized IBM SPSS Statistics version 27.01 following classical assumption testing. The regression model explained 72.4% of school quality variance (F = 63.955, p < .001). Academic supervision exhibited the strongest influence (β = 0.429, p < .001, SE = 34.97%), followed by pedagogical competence (β = 0.382, p < .001, SE = 31.13%). Unexpectedly, school committee roles showed non-significant effects (β = 0.140, p = .149) despite strong bivariate correlation (r = .696, p < .001). School quality predominantly depends on instructional factors—teacher capability and systematic supervision—rather than governance structures, suggesting that community participation operates indirectly through support for pedagogical systems.
Co-Authors Al Akbar, Byan Farras Alfina Bakti Pertiwi Ambakisye Mwakalindile Angga Pandu Wijaya, Angga Pandu Arief Yulianto Asmaa Abusamra Asyraf , Muhammad Rifqi Azizah, Nazula Nur Baiquni Rahmat Bustari, Meilina Devi Monita Kristyningsih Dwi Esti Andriani Dyssa Arfiesta Valentin Fajri Etikasari, Chryase Faizah Nadela Firyal Fatin Oktaviani Heri Supriyana Herlambang , Iqbal Fauzan Imam Rohmanudin Indah Puji Rahayu Ishakputra, Jonathan Angelo Jingga, Atika Mega Julius Jonas Mbawala Khalil Zaman Kusumaningrum, Ambar Maria Margaretha Wahyuningrum Handayani Mark Gabriel Wagan Aguilar Maturbongs, Lodovika Maulida Ridani Muhammad Qusnul Labib Nancy Nayoan Nasa, Herlina Nurmila Nurmila Nursa Muhammad Pandit Isbianti Putit, Lennora Qotrunada Assyifany, Akmalunisa Rachman, Muhammad Alix Ramadhani Chandraningrum, Aura Refizuliana, Refizuliana Ria Annisa RINI RINI Setiawan Wayoi, Deny Sri Hartati Sukirjo, Sukirjo Suwito Eko Pramono Suyud Suyud Thuok David Tina Rahmawati Udik Budi Wibowo Widia Murni Wijaya Yulia Rahmawati, Yulia Yuni Astuti Yuniarti, Taty Yunita Sari