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All Journal WARTA Jurnal Manajemen Pendidikan (JMP) Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini IQRO: Journal of Islamic Education Journal on Education Suluh: Jurnal Bimbingan dan Konseling Jurnal Pendidikan dan Konseling SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Didaktik : Jurnal Ilmiah PGSD STKIP Subang G-Couns: Jurnal Bimbingan dan Konseling Didaktika: Jurnal Kependidikan Dharmas Education Journal (DE_Journal) Bhakti Nagori (Jurnal Pengabdian kepada Masyarakat) Indonesian Journal Of Educational Research and Review Journal of Innovation and Research in Primary Education Innovative: Journal Of Social Science Research Kelola: Jurnal Manajemen Pendidikan KONSELOR
Yovitha Yuliejantiningsih
Universitas PGRI Semarang
Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Pengaruh Peran Guru Penggerak Dan Kemampuan Literasi Digital Terhadap Kompetensi Pedagogik Guru Di Sekolah Dasar Wuri Purwaning Tias; Yovitha Yuliejantiningsih; Supriyono
Didaktika: Jurnal Kependidikan Vol. 14 No. 3 Agustus (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2393

Abstract

Kompetensi pedagogik guru sekolah dasar di Kecamatan Boja masih berada di bawah standar nasional, meskipun telah ada berbagai program peningkatan kualitas. Kesenjangan ini menunjukkan perlunya kajian mengenai faktor yang memengaruhi kompetensi pedagogik, khususnya peran guru penggerak dan kemampuan literasi digital yang jarang diteliti secara simultan. Penelitian ini menggunakan pendekatan kuantitatif dengan metode ex post facto pada 103 guru SD Negeri yang dipilih melalui proportional random sampling. Data dikumpulkan melalui angket berskala Likert, yang telah diuji validitas dan reliabilitasnya, kemudian dianalisis dengan regresi linier sederhana dan berganda. Hasil penelitian menunjukkan bahwa baik peran guru penggerak maupun literasi digital berpengaruh signifikan terhadap kompetensi pedagogik, baik secara parsial maupun simultan. Temuan ini menegaskan pentingnya memperkuat kapasitas guru penggerak pembelajaran sekaligus meningkatkan kemampuan literasi digital dalam menghadapi tuntutan pendidikan abad ke-21. Implikasi praktis penelitian ini adalah perlunya strategi pengembangan profesional guru yang berkelanjutan untuk mendukung implementasi Kurikulum Merdeka yang berpusat pada peserta didik.
Implementation of Transformational Leadership by School Principals in Improving Services for Students with Special Needs Wahyu Candra Dewi; Yovitha Yuliejantiningsih; Soedjono Soedjono
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.v5i1.3238

Abstract

Inclusive education implementation in resource-constrained primary schools requires effective leadership to overcome structural limitations. This study examines how transformational leadership by school principals improves educational services for students with special needs in contexts lacking specialized support personnel. Employing a qualitative case study design, this research investigated transformational leadership implementation at SDN Bergas Lor 02, Semarang Regency, Indonesia. Data were collected through semi-structured interviews with the principal and six classroom teachers, three-month participant observations, and document analysis. Thematic analysis identified patterns across the four transformational leadership dimensions: idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. The principal systematically enacted transformational leadership through moral exemplarity establishing inclusive culture, inspirational messaging maintaining collective optimism despite resource constraints, facilitation of collaborative professional learning through structured sharing sessions, and differentiated support calibrated to individual teacher and student needs. Unexpected findings revealed the principal's strategic creation of peer mentoring networks and effective reframing of setbacks as learning opportunities. Findings demonstrate that transformational leadership dimensions operate synergistically to maximize human capital when material resources remain limited. The study contributes the concept of "productive recontextualization"—adapting leadership principles to resource-constrained contexts through low-cost mechanisms while maintaining theoretical fidelity. Results suggest leadership development represents a high-leverage strategy for advancing inclusive education in under-resourced settings.
DEVELOPMENT OF AN INCLUSIVE EDUCATION MODEL BASED ON STAKEHOLDER COLLABORATION IN PANGDI LUHUR ELEMENTARY SCHOOL SEMARANG Yustina Trihartatik; Bunyamin; Yovitha Yuliejantiningsih
SOSIOEDUKASI Vol 14 No 4 (2025): 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.v14i4.6485

Abstract

This study aims to develop an Inclusive Education Model Based on Stakeholder Collaboration to strengthen support services for students with special needs in Pangudi Luhur Elementary School Semarang. The research employed a Research and Development (R&D) design referring to the ADDIE model, involving needs analysis, model development, expert validation, and limited implementation. Data were collected through interviews, observations, document analysis, questionnaires, and Focus Group Discussions (FGD) with teachers, parents, school leaders, and special education staff. The expert validation results revealed that the model obtained a score of 91.4% for content validation and 84.3% for media validation, categorizing it as “highly feasible.” During implementation, the model was positively accepted by stakeholders, with an acceptance rate of 84.4% (teachers and school leaders) and 98.2% (parents). The findings conclude that the developed model effectively facilitates structured collaboration and strengthens inclusive practices in elementary schools.
CHILD-FRIENDLY SCHOOL MANAGEMENT AND BULLYING PREVENTION: A QUANTITATIVE CASE STUDY FROM AN INDONESIAN PUBLIC ELEMENTARY SCHOOL Shanti Cahyani; Yovitha Yuliejantiningsih; Muhammad Prayito
SOSIOEDUKASI Vol 14 No 4 (2025): 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.v14i4.6747

Abstract

Bullying in elementary schools continues to be a significant concern, negatively impacting students' emotional well-being, social interactions, and academic engagement. In response, many schools in Indonesia have adopted the Child-Friendly School (CFS) program as a strategic initiative to foster a safe and inclusive learning environment. SDN Pleburan 01 Semarang is one such school dedicated to strengthening bullying prevention through effective child-friendly school management strategies. This study aims to analyze the approaches employed by SDN Pleburan 01 in managing a child-friendly school to prevent and address bullying. A qualitative research design was employed, with data collected through interviews, observations, and document analysis involving the principal, teachers, students, and the CFS team. The findings indicate that the school has implemented comprehensive bullying prevention measures, including needs-based planning, integration of character-building activities, active involvement of stakeholders, and the use of technology such as the Si Galing application for anonymous reporting. The study also found a significant reduction in bullying incidents and improvements in students' sense of safety, emotional well-being, and participation in school activities. In conclusion, the research highlights that successful child-friendly school management requires thorough planning, collaborative execution, and continuous evaluation to ensure sustainable bullying prevention efforts in elementary schools.
Co-Authors Ani Susmiatun Budiarti Budiarti Bunyamin Choiruzaed Desi Arief Setiani Desi Maulia Dini Rakhmawati Diyanto Diyanto Ellya Rakhmawati Endah Pusveni Endang Wuryandini Endang Wuryandini Erna Dwi Palupi Farikha Wahyu Lestari Ghufron Abdullah Ginting, Rosalina Br. Hermin Nugraheni Hestining Aryanti I Made Sudana Ika Muharini Kusumaningrum Iryana Kusumawati Ismah -, Ismah Kasih Esti Wulandari Laila Hidayati Mahdya Nabila Marsantiya Dwi Ayu Putri Martin Sitepu Martin Maryanto Maryanto Mohamad Nurman Mokhamad Abidin Adham Muhammad Prayito Muhammad Rizal P.L.K Muhdi Murdianto Murdianto, Murdianto Nanang Abdullah Ngasbun Egar Ngurah Ayu Nyoman Murniati Noor Miyono Novia Heldiana Nur Khikmah Nurkolis Nurkolis Siri Kastawi, Nurkolis Siri Rasiman Rasiman Rosalina Ginting Saiful Niam Setiawan, Agus Shanti Cahyani Siti Maisaroh Siti Nur Rahmawati Soedjono Sri Hartati Sudharto Sudharto Sumarni Sumarni Sunandar Sunandar Supriatini Supriatini Supriyono Sutriyati Sutriyati Titik Haryati Tri Hartini Ttuti Evawati Ummi Kulsum Untari Untari Uswatun Khasanah Wahyu Candra Dewi Wuri Purwaning Tias Yenita Putri Widyaningrum Yustina Trihartatik