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All Journal Media Gizi dan Keluarga Jurnal Penelitian Humaniora Tekno - Pedagogi : Jurnal Teknologi Pendidikan Jurnal Pendidikan dan Pengajaran Indonesian Journal of Business and Entrepreneurship (IJBE) Jurnal Akuntabilitas Manajemen Pendidikan JURNAL MANAJEMEN MOTIVASI Jurnal Penelitian Pendidikan IPA (JPPIPA) Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat MANAGERIA: Jurnal Manajemen Pendidikan Islam SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Journal of Innovation in Educational and Cultural Research Jounal of Education and Teaching (JET) Didaktika: Jurnal Kependidikan Bima Abdi: Jurnal Pengabdian Masyarakat Mejuajua Educenter: Jurnal Ilmiah Pendidikan International Journal of Ethno-Sciences and Education Research Journal of Innovation and Research in Primary Education Jurnal Pengabdian Pada Masyarakat EDUCENTER JURNAL PENDIDIKAN Jurnal Pgmi Uniga Edcomtech: Jurnal Kajian Teknologi Pendidikan Curricula: Journal of Curriculum Development
Tina Rahmawati
Faculty Of Education And Psychology, Universitas Negeri Yogyakarta, Yogyakarta, Indonesia
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Disaster Mitigation and Emergency Response in the School Environment Rohani; Tina Rahmawati
Jurnal Penelitian Pendidikan IPA Vol 11 No 1 (2025): January
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v11i1.9753

Abstract

Natural disasters are a significant threat in vulnerable areas, including Indonesia which frequently experiences floods, earthquakes, and landslides. This study explores disaster mitigation and emergency response management in schools in Sembakung and Lumbis Districts, Nunukan Regency. The objectives are to understand the challenges, human resource (HR) readiness, availability of facilities and infrastructure, community participation, technology utilization, and post-disaster psychosocial support. Qualitative methods were used with in-depth interviews with school principals, teachers, and staff. The findings show limited disaster mitigation and simulation training, minimal disaster-resistant school infrastructure, and low community participation and technology limitations in remote areas. This study recommends a holistic approach to improving disaster preparedness through training, infrastructure strengthening, community participation, technology utilization, and psychosocial support. Collaboration between government, schools, and local communities is needed to create a safe and resilient educational environment in the face of disasters.
Management Coaching Teachers At Sdn Inpres Komba And Sdn Inpres Kemiri Sentani Jayapura Regency Novita Riana Pararem; Tina Rahmawati
Didaktika: Jurnal Kependidikan Vol. 14 No. 4 Nopember (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3210

Abstract

Abstract Method. Qualitative research with a case study design explores teacher training strategies at SDN Inpres Komba and SDN Inpres Kemiri Sentani, Jayapura Regency, to improve teaching quality and teacher professional development. The population was teachers and teaching staff, with a purposive sample of 15-20 teachers with varying degrees of experience in training, supervision, and support. Data were collected through semi-structured interviews and focus group discussions (FGDs) to explore perceptions of new teacher orientation, academic support, and community engagement. Analysis using Voyant Tools (https://voyant-tools.org/) to identify thematic patterns from transcripts, with triangulation of principal and administrator perspectives, as well as ethics of written consent and confidentiality of identity. Results.Teachers responded positively to orientations that facilitated adaptations to teaching, local curricula, and remote challenges. Training support, resource access, and regular supervision fostered professional success, while community engagement fostered ownership, retention, and motivation. Voyant Tools revealed a dominant pattern of "teacher coaching," with recommendations for management, planning, and evaluation at SDN Komba and a competency-focused, evaluation cycle at SDN Kemiri. Discussion.Findings highlight a holistic contextual approach, principal-school collaboration, and theoretical-practical training for multicultural classroom needs. Triangulation addresses Jayapura logistics, continuous evaluation enhances optimal learning through stakeholder support. Conclusion: Voyant's integrated training strategy and analysis effectively improve teacher professionalism in remote Papua. Recommendations: community workshops and regular digital evaluations to ensure the sustainability of national education quality.
School culture patterns for curriculum reform adaptation across two junior high schools Arina, Arina; Rahmawati, Tina
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 2 (2025): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i2.2280

Abstract

This multi-case qualitative study compares how organizational culture supports adaptation to Kurikulum Merdeka in two junior high schools in Gunung Mas Regency, Central Kalimantan, Indonesia: SMPN 6 Kurun in Kuala Kurun and SMPN Satu Atap 1 Kurun in Desa Penda Pilang. Seven internal actors participated. Data were generated through semi-structured interviews, observations, and document review, and analyzed using first-cycle coding and axial coding, supported by within-case memos and cross-case synthesis. The findings show two contrasting organizing logics. Implementation in SMPN Satu Atap 1 Kurun was shaped by feasibility-driven adjustments that protected instructional continuity under access and capacity constraints. Routines for attendance, scheduling, and documentation remained flexible so that evidence work did not displace teaching time. In SMPN 6 Kurun implementation relied on consolidation through scheduled supervision, role distribution, and routine monitoring that stabilized coordination and enabled more consistent follow-up using documents. The study contributes a mechanism-oriented explanation of reform adaptation by showing how sensemaking, coordination routines, and accountability artefacts translate policy expectations into daily practice.
School culture patterns for curriculum reform adaptation across two junior high schools Arina, Arina; Rahmawati, Tina
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 2 (2025): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i2.2280

Abstract

This multi-case qualitative study compares how organizational culture supports adaptation to Kurikulum Merdeka in two junior high schools in Gunung Mas Regency, Central Kalimantan, Indonesia: SMPN 6 Kurun in Kuala Kurun and SMPN Satu Atap 1 Kurun in Desa Penda Pilang. Seven internal actors participated. Data were generated through semi-structured interviews, observations, and document review, and analyzed using first-cycle coding and axial coding, supported by within-case memos and cross-case synthesis. The findings show two contrasting organizing logics. Implementation in SMPN Satu Atap 1 Kurun was shaped by feasibility-driven adjustments that protected instructional continuity under access and capacity constraints. Routines for attendance, scheduling, and documentation remained flexible so that evidence work did not displace teaching time. In SMPN 6 Kurun implementation relied on consolidation through scheduled supervision, role distribution, and routine monitoring that stabilized coordination and enabled more consistent follow-up using documents. The study contributes a mechanism-oriented explanation of reform adaptation by showing how sensemaking, coordination routines, and accountability artefacts translate policy expectations into daily practice.
The Effect of Teacher Professionalism, Learning Infrastructure, and Work Motivation on Teacher Performance with Organizational Citizenship Behavior as a Mediation Variable at State Vocational Schools in Pangkalan Bun City Eka Novena, Kristya Widya; Rahmawati, Tina
JURNAL MANAJEMEN MOTIVASI Vol 21 No 2 (2025): Jurnal Manajemen Motivasi
Publisher : Universitas Muhammadiyah Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29406/jmm.v21i2.7995

Abstract

The study aims to analyze the direct and indirect effects of teacher professionalism, learning infrastructure, and work motivation on teacher performance, mediated by organizational citizenship behavior, at State Vocational Schools in Pangkalan Bun City. This study used a quantitative method with an associative approach. The sample of this study consisted of a population of 100 teachers as the data source. Data collection techniques with questionnaire distribution. The validity test of the instrument used a convergent validity with an AVE value of > 0.5 and discriminant validity using a Fornell-Lacker value of > 0.5. The reliability of the instrument used Cronbach's alpha and composite reliability values with a construct value of > 0.7. The data analysis technique used partial least squares-structural equation modeling (PLS-SEM) with SmartPLS V.4.0.0.9 and SPSS 27. The results show that: 1) teacher professionalism has a positive and significant effect on teacher performance with a t statistics value of 3.466 and p value 0.001; 2) learning infrastructure has a positive and significant effect on teacher performance with a t statistics value of 2.258 and p value of 0.024; 3) work motivation has a positive and significant effect on teacher performance with a value of 0.024 t statistics of 2.977 and p value 0.003; 4) teacher professionalism, learning infrastructure, and work motivation have a positive and significant effect on performance with an f test value of 90.624 and a significance of 0.000; 5) OCB has a positive and significant effect of mediating the influence of teacher professionalism on teacher performance with t statistics value of 2.190 and p value 0.029; 6) OCB has a positive and significant effect of mediating the influence of learning infrastructure on teacher performance with a t statistics value of 2.351 and a p value of 0.019; and 7) OCB has a positive and significant effect of mediating the influence of work motivation on teacher performance with a t statistics value of 2.075 and p value of 0.038.
The Application of Knowledge Management in Realising a Learning Organization in Training Institutions Manshur Riadli; Tina Rahmawati
Edcomtech: Jurnal Kajian Teknologi Pendidikan Vol. 11 No. 1 (2026)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um039v11i12026p128-142

Abstract

This study aims to analyse the implementation of knowledge management and its role in fostering learning organisations within training institutions. A mixed-methods approach with a concurrent embedded design was employed, in which qualitative data served as the primary source and quantitative data as supporting evidence. Data were collected from institutional leaders, knowledge management administrators, and staff through interviews, observations, document analysis, and questionnaires. The findings indicate that knowledge management is implemented through systematic stages, including the identification, acquisition, storage, utilisation, and evaluation of knowledge. The effectiveness of its implementation is influenced by key factors such as human resources, organisational culture, and information systems. In addition, the presence of structured learning forums, integrated learning systems, and the use of digital technologies reflect the characteristics of a learning organisation within the institutions. Quantitative analysis further reveals that knowledge management has a positive and significant effect on the development of a learning organisation. This study contributes to the field of educational technology by demonstrating how knowledge management practices can support organisational learning through technology-enabled systems. The findings provide practical implications for training institutions in designing more effective knowledge management strategies to enhance organisational performance and sustainability.
Instructional Digital Leadership for Strengthening Technology-Supported Character Learning through School Partnerships in Elementary Schools Widyanuar, Yusie; Rahmawati, Tina
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

Instructional digital leadership has become increasingly important in fostering technology-supported learning environments that strengthen character education through collaborative school partnerships. However, existing studies remain fragmented in explaining how school principals integrate digital leadership practices with school–family–community partnerships to sustain character learning in elementary schools. This study aims to synthesize the current body of knowledge on instructional digital leadership and its contribution to strengthening technology-supported character learning through school partnerships. A Systematic Literature Review (SLR) combined with bibliometric analysis was conducted following the PRISMA framework. An initial search across Scopus, Web of Science, and Google Scholar identified 2,185 records, from which 29 eligible studies were selected through a rigorous screening and eligibility process. Bibliometric analysis using VOSviewer was employed to map publication trends, authorship networks, geographical distribution, and keyword co-occurrence, while thematic synthesis was used to identify recurring patterns across the selected studies. The findings indicate a growing global interest in integrating instructional leadership, digital technologies, character education, and school partnerships over the past decade. School principals emerge as instructional digital leaders who facilitate technology-supported communication, digital monitoring systems, collaborative professional learning, and innovative learning environments that reinforce character development. The review also highlights six interrelated dimensions of effective instructional digital leadership: reflective practice, positive school culture, institutional support, technology integration, character learning implementation, and professional collaboration. These findings contribute to the advancement of technology-enhanced educational leadership by providing an integrated conceptual perspective that informs future research, educational policy, and leadership practices for sustainable character learning in elementary schools.
Industrial work practice management to enhance students' industry-relevant competence Edi Purwanto; Tina Rahmawati; Tarso Tarso; Hidayah Uswatun Kasanah
Curricula: Journal of Curriculum Development Vol. 4 No. 2 (2025): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v4i2.88652

Abstract

Industrial Work Practice (Praktik Kerja Industri or Prakerin) is a crucial component of vocational education aimed at strengthening the link between the world of education and the world of work. This study aims to describe the management of Prakerin implementation at SMK Muhammadiyah 1 Sleman in enhancing the alignment of students' competencies with the demands of the business and industrial sectors. Using a descriptive qualitative approach, data were collected through observation, interviews, and documentation. The findings reveal that the implementation of Prakerin is carried out through systematic stages of planning, organizing, implementation, and evaluation. The school has established partnerships with various industries, particularly official workshops such as Toyota and Daihatsu, to ensure the achievement of students' technical competencies. Student competencies are deemed in line with industry needs, particularly in technical skills and professional attitudes. Supporting factors for the implementation of Prakerin include the readiness of facilities, the quality of vocational teachers, and the school's network of industry partners. However, challenges remain, such as mismatches in internship placements, limited supervision in small-scale industries, and administrative obstacles. Therefore, strengthening partnerships, enhancing supervision, and improving the evaluation system are necessary to optimize and sustain the Prakerin program in bridging vocational education and the workforce.    Abstrak Praktik Kerja Industri (Prakerin) merupakan komponen penting dalam pendidikan vokasi yang bertujuan untuk memperkuat keterkaitan antara dunia pendidikan dan dunia kerja. Penelitian ini bertujuan untuk mendeskripsikan manajemen pelaksanaan Praktik Kerja Industri (Prakerin) di SMK Muhammadiyah 1 Sleman dalam meningkatkan kesesuaian kompetensi peserta didik dengan tuntutan Dunia Usaha dan Dunia Industri. Menggunakan pendekatan kualitatif deskriptif, data diperoleh melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa pelaksanaan Prakerin dilaksanakan melalui tahapan perencanaan, pengorganisasian, pelaksanaan, dan evaluasi secara sistematis. Sekolah menjalin kerja sama dengan berbagai industri, terutama bengkel resmi seperti Toyota dan Daihatsu, untuk memastikan ketercapaian kompetensi teknis peserta didik. Kompetensi peserta didik dinilai sesuai dengan kebutuhan DUDI, khususnya dalam aspek teknis dan sikap profesional. Faktor pendukung pelaksanaan Prakerin meliputi kesiapan sarana, kualitas guru produktif, dan jaringan mitra industri. Namun, masih dijumpai kendala seperti ketidaksesuaian tempat praktik, keterbatasan pengawasan di industri kecil, serta hambatan administratif. Oleh karena itu, penguatan kemitraan, peningkatan pendampingan, dan perbaikan sistem evaluasi dibutuhkan agar program Prakerin dapat berjalan lebih optimal dan berkelanjutan dalam menjembatani pendidikan vokasi dengan dunia kerja. Kata Kunci: dunia usaha dan industri; kompetensi peserta didik; manajemen prakerin
THE INFLUENCE OF CURRICULUM MANAGEMENT, PRINCIPAL LEADERSHIP, AND TEACHER WORK MOTIVATION ON SCHOOL QUALITY IN SOUTH BALIKPAPAN Zulian Putri Rahmawati; Tina Rahmawati
SOSIOEDUKASI Vol 15 No 3 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i3.9076

Abstract

Improving school quality has become a strategic priority in enhancing educational outcomes, particularly in the implementation of the Merdeka Curriculum, which requires effective curriculum management, adaptive school leadership, and highly motivated teachers. This study aims to analyze the influence of curriculum management, principal leadership, and teacher work motivation on school quality in State Senior High Schools in South Balikpapan District. A quantitative approach with an ex post facto design was employed involving 88 teachers from SMA Negeri 4 and SMA Negeri 5 South Balikpapan. Data were collected using validated and reliable questionnaires and analyzed using simple and multiple linear regression. The findings reveal that curriculum management, principal leadership, and teacher work motivation each have a positive and significant influence on school quality, while simultaneously explaining 54.7% of the variance in school quality, with teacher work motivation emerging as the strongest individual predictor. These findings indicate that improving school quality requires an integrated management approach that combines effective curriculum implementation, transformational school leadership, and strengthened teacher motivation. This study contributes to the educational management literature by providing empirical evidence on the complementary roles of these three factors and offers practical recommendations for schools and policymakers in designing sustainable strategies for improving educational quality.
Co-Authors Ade Holis, Ade Adolfina Adolfina Ahmad Jubaidi Amirudin, Ja'far Anita Maria Sofa Anwar, Moch. Taufan Arif Satria Arina, Arina Aris Suharyadi Aryanti, Utami Asa Ismia Bunga Aisyahrani BUDI SETIAWAN Cepi Safruddin Abdul Jabar Edi Purwanto Eka Novena, Kristya Widya Emma S Wirakusumah Endang Sri Budi Herawati Heri Supriyana Hidayah Uswatun Kasanah Ikhsanul Azizah Mada Sutapa Manshur Riadli Maria Margaretha Wahyuningrum Handayani Ninuk Purnaningsih Niron, M.D. Novita Riana Pararem Novita Sari, Maya Nur Rina Priyani Mirsa Pertiwi, Meilinda Chrisdian Priadi Surya Rahmania Utari Rohani Seno Sudrajat Serly Indrawati Setya Raharja Slamet Lestari Sukirjo, Sukirjo Tarso Tarso Thuok David Wahyu Prasetyo, Rifko Widia Murni Wijaya Widiyan, Agung Purwa Widyanuar, Yusie Wiwik Wijayanti Yuni Astuti Zulian Putri Rahmawati