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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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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.
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
PENGELOLAAN KURIKULUM MUATAN LOKAL (KML) BAHASA INGGRIS SD NEGERI SE-KECAMATAN GONDOKUSUMAN YOGYAKARTA Slamet Lestari
Jurnal Penelitian Ilmu Pendidikan Vol. 5 No. 2 (2012): July–December
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (928.912 KB) | DOI: 10.21831/jpipfip.v5i2.4754

Abstract

Penelitian ini bertujuan untuk mengetahui pengelolaan, kendala dan upaya mengatasi kendala dalam pengelolaan Bahasa Inggris di SD Negeri se-Kecamatan Gondokusuman. Penelitian ini termasuk penelitian deskriptif kuantitatif. Populasi penelitian ini adalah guru Bahasa Inggris di SD Negeri se-Kecamatan Gondokusuman yang berjumlah 13 orang. Teknik pengumpulan data menggunakan angket, observasi, dan dokumentasi. Teknik analisis data menggunakan persentase. Hasil penelitian menunjukkan: 1) Pengelolaan KML Bahasa Inggris di SD N Gondokusuman sudah berjalan dengan baik. Namun demikian, masih ada hal-hal yang perlu ditingkatkan, seperti mutu pendidik, ketercukupan fasilitas dan dana untuk meningkatkan mutu pembelajaran KML Bahasa Inggris. 2) Kendala dalam pengelolaan KML Bahasa Inggris di SD N Gondokusuman meliputi kendala yang terkait dengan siswa dan fasilitas. 3) Upaya mengatasi kendala tersebut adalah dengan cara, antara lain: membimbing dan menumbuhkan motivasi dengan menggunakan metode pembelajaran yang memotivasi dan disesuaikan dengan materi ajar, dan berusaha melengkapi fasilitas pendidikan.   Kata Kunci: manajemen, kurikulum muatan lokal
Tri-Center Educational Communication Strategies for Enhancing Public and Private Elementary School Branding in Yogyakarta Alfina Bakti Pertiwi; Slamet Lestari; Mark Gabriel Wagan Aguilar
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.
MANAGEMENT OF DIFFERENTIATED LEARNING IN PRIMARY SCHOOLS: A CASE STUDY Imam Rohmanudin; Slamet Lestari; Maulida Ridani
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.
Full Day School and Learning Design in Indonesian Elementary Education Etikasari, Chryase; Lestari, Slamet
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 1 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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

Abstract

Full Day School extends students’ time at school, but additional instructional time does not automatically guarantee meaningful learning. This study aims to systematically synthesize evidence on how FDS is translated into learning design in Indonesian elementary education. A Systematic Literature Review (SLR) was conducted using studies published between 2018 and 2025. Literature was identified through Google Scholar and selected using predetermined inclusion and exclusion criteria, followed by identification, screening, eligibility assessment, and inclusion based on the PRISMA framework. Sixteen articles were included in the final synthesis and analyzed thematically across five dimensions: organization of extended learning time, learning activity design, teacher pedagogical adaptation, student engagement and learning experience, and curriculum alignment and contextual conditions. The findings indicate that the educational value of FDS depends less on the duration of schooling than on how additional time is organized into varied, active, and meaningful learning experiences. Teacher creativity, pedagogical adaptation, curriculum alignment, school management, infrastructure, and parental support further shape implementation quality. The study contributes a pedagogical perspective by repositioning FDS as a learning-design challenge and provides a basis for developing more purposeful and context-sensitive extended-day learning practices.
Technology-Supported Teacher Learning Communities for Sustainable Professional Development Hartati, Sri; Lestari, Slamet
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 3 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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

Abstract

Teacher Learning Communities (TLCs) have increasingly evolved from conventional collaborative forums into technology-supported professional learning ecosystems that facilitate continuous teacher development in response to digital transformation in education. This study investigates the characteristics, research trends, and conceptual foundations of technology-supported TLCs through a systematic review integrated with bibliometric analysis. Publications indexed in the Scopus database were identified using the PRISMA framework. From 143 initial records, 94 peer-reviewed articles published between 1999 and 2025 met the inclusion criteria for bibliometric analysis, while 12 open-access studies were examined in depth to synthesize key conceptual findings. VOSviewer was employed to map publication trends, international collaboration, institutional affiliations, and keyword co-occurrence networks. The findings reveal that research on TLC has grown steadily, particularly after 2016, although scholarly contributions remain concentrated in a limited number of countries. More importantly, the analysis identifies six interconnected dimensions underpinning sustainable technology-supported professional development: professional collaboration, learning assessment and research methodology, sustained professional development, local context and cultural adaptation, technology innovation in learning, and effective leadership and institutional structure. Among these, technology innovation in learning functions as an enabling element that strengthens collaboration, reflective practice, knowledge sharing, and continuous professional learning. The study also highlights emerging themes, including pedagogical content knowledge, teacher mentoring, trust among members, reflection, democratic leadership, capacity building, and learning effectiveness, as promising directions for future research. These findings provide a conceptual foundation for designing technology-responsive teacher professional learning ecosystems that support sustainable instructional improvement.
Instructional Digital Leadership for Managing AI-Supported Interactive Learning Media in Schools Refizuliana, Refizuliana; Lestari, Slamet
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 4 (2026): Tekno-Pedagogi| In Progress|
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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

Abstract

The rapid advancement of Artificial Intelligence (AI) has transformed the landscape of educational technology, creating new opportunities for more adaptive, personalized, and interactive learning. Within this context, instructional digital leadership has become a critical factor in ensuring that AI-supported interactive learning media are effectively integrated into school practices to improve teaching and learning quality. This study aims to synthesize current evidence on how instructional digital leadership contributes to the management of AI-supported interactive learning media in schools. The study employed a Systematic Literature Review (SLR) approach by analyzing 21 Scopus-indexed journal articles published between 2018 and 2024 using the PRISMA framework. The findings reveal six interrelated dimensions of instructional digital leadership: technology vision and leadership, digital infrastructure management, teacher professional capacity development, AI-supported instructional supervision, data-driven decision-making, and strategic adaptation to digital innovation. These dimensions demonstrate that effective school leadership extends beyond administrative responsibilities by fostering technology-enabled pedagogical environments, supporting teachers' digital competence, and promoting sustainable instructional innovation. The review also identifies persistent challenges, including unequal digital infrastructure, varying levels of teachers' AI literacy, and organizational readiness for educational transformation. The study concludes that instructional digital leadership serves as a strategic foundation for establishing AI-responsive learning ecosystems in schools, where technological resources, pedagogical practices, and organizational leadership are aligned to enhance interactive learning and educational quality. These findings provide practical and conceptual implications for strengthening technology-integrated instructional leadership in contemporary education.
The Influence of Principal Leadership, Work Motivation, and the Availability of Practical Infrastructure on the Performance of Public Smk Teachers In Pelalawan District Muhammad Qusnul Labib; Slamet Lestari; Khalil Zaman
Journal of Social Science Utilizing Technology Vol. 3 No. 3 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jssut.v3i3.2254

Abstract

Background. Teacher performance is a crucial factor in determining the quality of education in vocational schools, where the effectiveness of leadership, the level of work motivation, and institutional support are often assumed to influence instructional outcomes. In the context of State Vocational Schools in Pelalawan Regency, challenges related to optimizing teacher performance highlight the need for empirical investigation into organizational and individual factors that shape professional effectiveness. Understanding how leadership, motivation, and infrastructure interact is essential for informing evidence-based education management policies. Purpose. This study aims to analyze the effect of principal leadership, work motivation, and the availability of practical infrastructure on the performance of teachers in State Vocational Schools in Pelalawan Regency, both partially and simultaneously. Method. The study employed a quantitative research approach involving a population of 156 vocational school teachers, from which a sample of 108 teachers was selected. Data were collected through structured questionnaires and analyzed using descriptive and inferential statistical techniques to examine the relationships among the research variables. Results. The results indicate that principal leadership has a significant effect on teacher performance, as shown by a significance value of 0.000 (<0.05), demonstrating the important role of effective school leadership. Work motivation also significantly influences teacher performance, with a significance value of 0.029 (<0.05), suggesting that higher motivation enhances teachers’ professional outcomes. In contrast, the availability of practical infrastructure does not have a significant direct effect on teacher performance, as indicated by a significance value of 0.929 (>0.05). Simultaneously, principal leadership, work motivation, and infrastructure availability significantly affect teacher performance, as reflected by an R-value of 0.660 and an F-count of 26.750 with a significance level of 0.000 (<0.05). Conclusion. The findings indicate that principal leadership and work motivation are the most influential factors in improving the performance of vocational school teachers, while the availability of practical infrastructure alone does not have a significant direct effect. These results suggest that education management efforts should prioritize strengthening school leadership and enhancing teacher motivation to improve overall educational quality.
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