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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 Jurnal Penelitian dan Pengembangan 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) 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
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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Managing the emancipated curriculum in transformational senior high schools: A phenomenological study in West Lombok Muliati, Baiq Sri Herlina; Slamet Lestari
Jurnal Penelitian Ilmu Pendidikan Vol. 17 No. 2 (2024): September-November
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpip.v17i2.92980

Abstract

Character-based education is increasingly important in the Society 5.0 era as globalization and digitalization challenge traditional values. Indonesia introduced the Emancipated Curriculum to address learning loss and strengthen the Pancasila Student Profile Project (P5), which emphasizes both intellectual and moral development. However, gaps remain between curriculum ideals and school-level implementation, particularly due to heavy teacher administrative burdens and limited supervision. This study examines how two Teacher Empowerment public senior high schools in West Lombok manage the Emancipated Curriculum through four management functions: planning, organizing, implementing, and supervising. A qualitative phenomenological approach was conducted at Senior High School 1 Gerung. Data were collected through in-depth interviews with school leaders, teachers, and supervisors, non-participant observations, and analysis of curriculum documents. Data validity was ensured using the Miles and Huberman interactive analysis model, along with triangulation and member checking. The findings show that curriculum planning was systematic and collaborative, producing context-based plans aligned with student needs. Curriculum organization was adaptive and participatory, supported by functional teams and regular coordination. Learning implementation shifted toward student-centered, differentiated, and project-based instruction that integrated character education and local community contexts. Supervision became more reflective through academic supervision, peer review, and digital reporting, although consistent follow-up remains a challenge. Effective curriculum management was marked by collaborative leadership, community involvement, and continuous teacher development.
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.
Examining Predictors of Teacher Performance: Leadership, Motivation, and Work Climate in Faith-Based Education Nancy Nayoan; 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.v5i1.2871

Abstract

Teacher performance is a critical determinant of educational quality, yet the mechanisms through which school leadership, teacher motivation, and work climate influence performance in faith-based institutions remain underexplored. This quantitative cross-sectional study examined 87 teachers from Adventist Junior High Schools in Manado City, Indonesia, using validated questionnaires measuring leadership, motivation, work climate, and teacher performance. Data were analyzed using multiple linear regression with SPSS 25.0. The overall model was highly significant (F = 99.96, p < 0.001, Adjusted R² = 0.775), explaining 77.5% of performance variance. Teacher motivation emerged as the strongest predictor (β = 0.788, p < 0.001), followed by work climate (β = 0.372, p < 0.001). Unexpectedly, school principal leadership showed no significant effect (β = -0.158, p = 0.121). Findings extend Self-Determination Theory into faith-based educational contexts, demonstrating that autonomous motivation and supportive organizational environments supersede direct leadership influences in predicting teacher performance. The non-significant leadership effect challenges traditional hierarchical models and suggests indirect pathways through motivational and climate variables. Educational administrators should prioritize interventions enhancing intrinsic motivation and cultivating positive work climates. Future research should employ longitudinal designs examining mediating mechanisms and expand sampling to diverse educational contexts.
MANAGEMENT OF DIFFERENTIATED LEARNING IN PRIMARY SCHOOLS: A CASE STUDY Rohmanudin, Imam; Lestari, Slamet; Ridani, Maulida
JURNAL EDUSCIENCE Vol 13, No 2 (2026): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i2.8365

Abstract

Purpose – This study aims to analyze the management of differentiated learning based on the functions of educational management in elementary schools.Methodology – This research used a qualitative case study approach. This research was conducted at Al Azhar Islamic Elementary School 38 Bantul and Muhammadiyah Bodon Elementary School. The subjects of this study were school principals, vice principals for curriculum, and upper-class teachers. Data were collected through observations, in-depth interviews, and documentation studies. Data analysis was carried out using NVivo software, which included the stages of preparation, expression, coding, processing, data analysis, and report preparation.Findings – Findings of this study on the management of differentiated learning reveal the following: (a) Planning – Differentiated learning is incorporated into lesson planning through collaborative discussions in learning communities. Teachers design instructional strategies to accommodate diverse student needs, though further development of differentiated teaching modules is needed. (b) Organizing – The implementation of differentiated learning is supported by structured curriculum management and learning communities. These communities facilitate coordination among teachers to ensure alignment with learning objectives and student diversity. (c) Implementing – Differentiated learning is applied by adjusting teaching methods and classroom activities to match students’ varying abilities. The focus is primarily on process differentiation due to challenges related to class size and resource availability. (d) Evaluation – Routine evaluations, including supervision, teacher reflections, and collaborative meetings, assess the effectiveness of differentiated learning. The evaluation process also includes teacher development efforts to enhance instructional strategies and improve learning outcomes.Contribution – This study highlights the importance of differentiated learning management in supporting the Merdeka Curriculum, offering schools insights to enhance educational practices and outcomes.
Tri-Center Educational Communication Strategies for Enhancing Public and Private Elementary School Branding in Yogyakarta Pertiwi, Alfina Bakti; Lestari, Slamet; Aguilar, Mark Gabriel Wagan
Profesi Pendidikan Dasar Vol. 13, No. 1, April 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ppd.v13i1.15281

Abstract

This study was motivated by the declining public interest in public elementary schools alongside increasing trust in private institutions, highlighting the importance of communication strategies in shaping school branding and public trust. It aimed to analyze the implementation of the Tri-Center of Education communication strategy encompassing schools, families, and the community, and its impact on the branding of public and private elementary schools in Yogyakarta. A qualitative case study design was employed, involving two schools with distinct characteristics. Data were collected through in-depth interviews, observations, and documentation, and analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings reveal that public schools emphasize institutional and structural communication, strengthening performance-based branding through academic achievement, professional governance, and institutional stability. In contrast, private schools adopt participatory and dialogical approaches, fostering value-based branding through religious identity, relational closeness, and positive emotional experiences. These findings underscore that integrated, sustainable, and socially grounded Tri-Center communication plays a crucial role in enhancing school branding and strengthening public trust.
Digitalisasi perpustakaan sebagai pusat pembelajaran: Meningkatkan efektivitas akses informasi bagi peserta didik dan tenaga pendidik di MAN 4 Sleman Setiawan Wayoi, Deny; Sukirjo, Sukirjo; Budi Wibowo, Udik; Bustari, Meilina; Lestari, Slamet; Rahmawati, Yulia; Qotrunada Assyifany, Akmalunisa; Ramadhani Chandraningrum, Aura
INOTEKS: Jurnal Inovasi Ilmu Pengetahuan,Teknologi, dan Seni Vol 30, No 1 (2026)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ino.v30i1.90938

Abstract

Kegiatan workshop dan pelatihan ini bertujuan untuk meningkatkan kesadaran tentang peran perpustakaan dalam mendukung kualitas pembelajaran, meningkatkan literasi informasi bagi tenaga kependidikan, guru, dan peserta didik, serta memperkuat pemahaman mengenai teknologi informasi open source, aplikasi perpustakaan digital, sistem Dewey Decimal Classification (DDC), dan praktik penggunaan software perpustakaan digital. Pelaksanaan kegiatan dilakukan secara luring dengan pendekatan pelatihan holistik melalui metode ceramah, tanya jawab, dan simulasi. Hasil pelatihan menunjukkan adanya peningkatan pada seluruh aspek. Kesadaran tentang peran perpustakaan meningkat dari kategori rendah (2,46) menjadi tinggi (3,51). Literasi informasi meningkat dari kategori rendah (2,43) menjadi tinggi (3,63). Pemahaman mengenai teknologi informasi open source dan aplikasi perpustakaan digital meningkat dari kategori rendah (1,91) menjadi sedang (3,43). Pemahaman tentang sistem klasifikasi DDC meningkat dari kategori rendah (2,09) menjadi tinggi (3,51). Selain itu, praktik penggunaan software perpustakaan digital seperti SLiMS meningkat dari kategori rendah (2,40) menjadi sedang (3,43).
Dampak Sistem Informasi Manajemen Pendidikan (EMIS) terhadap Manajemen Sekolah yang Efektif di Tanzania Julius Jonas Mbawala; Slamet Lestari; Ambakisye Mwakalindile
Jurnal Penelitian Pendidikan IPA Vol 10 No 4 (2024): April
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i4.7033

Abstract

The rapid advancement of science and technology has ushered in transformative changes in education management, embracing innovative tools and methods for more efficient and effective educational processes. The purpose of this study was to investigate the use of EMIS in enhancing effective school management and explore the challenges associated with it. The data were collected through semi-structured interviews with five principals of selected secondary schools found in Dodoma City, Tanzania. Qualitative data analysis techniques were used to analyze data with an audit trail and member checks to ensure the quality of the collected data. The research results show that EMIS plays a crucial role in efficiently managing schools. Principals rely on EMIS as a dependable repository for school data, for tracking attendance of both teachers and students, managing student enrollments, ensuring the efficient operation of school finances, enhancing communication, and improving the management of academic activities. However, challenges such as a shortage of ICT experts, inadequate internet connectivity, limited budgets, frequent electricity outages, the absence of user-friendly software, and difficulties in system integration and interoperability have been identified as hindrances to the effective utilization of EMIS in school management
Co-Authors Aguilar, Mark Gabriel Wagan Al Akbar, Byan Farras 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 Firyal Fatin Oktaviani Heri Supriyana Herlambang , Iqbal Fauzan Indah Puji Rahayu Ishakputra, Jonathan Angelo Jingga, Atika Mega Julius Jonas Mbawala Kusumaningrum, Ambar Maria Margaretha Wahyuningrum Handayani Maturbongs, Lodovika Muhammad Qusnul Labib Muliati, Baiq Sri Herlina Nancy Nayoan Nasa, Herlina Nursa Muhammad Pandit Isbianti Pertiwi, Alfina Bakti Putit, Lennora Qotrunada Assyifany, Akmalunisa Rachman, Muhammad Alix Ramadhani Chandraningrum, Aura Ria Annisa Ridani, Maulida RINI RINI Rohmanudin, Imam Setiawan Wayoi, Deny Sukirjo, Sukirjo Suwito Eko Pramono Suyud Suyud Thuok David Tina Rahmawati Udik Budi Wibowo Utomo, Kunto Aji Widia Murni Wijaya Yulia Rahmawati, Yulia Yuniarti, Taty Yunita Sari