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Management of Inclusive Education in Primary Schools Aishah, Aishah; Sa’ud, Udin Syaefudin; Meirawan, Danny; Nurdin, Diding
BRILIANT: Jurnal Riset dan Konseptual Vol 10 No 4 (2025): Volume 10 Nomor 4, November 2025
Publisher : Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/briliant.v10i4.1986

This study aims to analyze the management of inclusive education at the primary school level in Banda Aceh city. The study was conducted in three primary schools, namely SD 20, SD 25 and SD 56 Banda Aceh, using descriptive qualitative methods. Data were collected through observation, in-depth interviews and documentation studies. The results showed that the three schools had implemented inclusive education but with varying levels of readiness and implementation. The management aspects studied included planning, organizing, implementing and evaluating the inclusion program. It was found that factors such as teacher competence, infrastructure, parental support and school policies play an important role in the successful management of inclusive education. The main challenges faced include limited human resources trained in special education, lack of accessible facilities and social stigma towards children with special needs. This study recommends improving teacher training, providing adequate facilities and strengthening collaboration between schools, parents and communities to optimize inclusive education management in primary schools.

Collaborative Leadership in Elementary Education: A Systematic Review of Effective Principal Practices Nurlina Nurlina; Danny Meirawan; Cepi Triatna; Suyadi Suyadi
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 4 (2025): DECEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i4.7661

Collaborative leadership in elementary schools is seen as strategic to address the complexity of education management, although its implementation still faces various challenges. This study systematically examines the collaborative leadership practices of elementary school principals with a focus on principles, managerial strategies, and implementation barriers. A literature review of 14 articles published from 2019 to 2025 obtained through google scholar, Sinta, Garuda, and ScienceDirect. Selection is based on topic relevance, school context, and focus on collaborative leadership. Collaborative leadership is rooted in participation, openness, and shared responsibility. The principal acts as a facilitator who encourages the involvement of teachers, staff, parents, and curriculum development. Prominent strategies include role sharing, deliberation, professional coaching, and external collaboration. The main obstacles are individualistic work culture, limited leadership capacity, and lack of policy support. The success of collaborative leadership is not only determined by the principal's vision, but also by the ability to build a sustainable collaborative climate. These findings contribute to the educational leadership literature and practical implications for principals and policymakers. Further research is suggested to explore the impact of collaborative leadership on student learning outcomes and teacher professional development.

Exploring the Sources of Stress Among Public School Principals: A Comparative Study of Global and Indonesian Perspectives Yosef Budiman; Yadi Suryadi; Johar Permana; Danny Meirawan
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 16 No. 2 (2024)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v16i2.7

This study examines the sources of stress among public school principals in Bogor Regency, Indonesia. Using a qualitative approach, four principals from junior and senior high schools were interviewed. The findings indicate that significant stressors include interpersonal conflicts with senior teachers and parents, resource shortages especially financial constraints, and high demands from stakeholders for academic and non-academic achievements. Additional stressors specific to the Indonesian context are pressures from pseudo-journalists, the ambiguity of funding regulations, the implementation of the zoning system in student admissions, and mandatory performance evaluations. The study emphasizes the need for policy reforms to provide clearer guidelines, improve financial support, and offer conflict management training. Addressing these stressors is crucial for enhancing principal well-being and promoting effective school leadership. Future research should explore tailored solutions for these unique challenges in Indonesian public schools.

How religious education policies work in practice: An empirical model from a school Qur’anic program in Indonesia Muamar, Aam; Permana, Johar; Meirawan, Danny; Prihatin, Eka
Indonesian Research Journal in Education |IRJE| Vol. 9 No. 02 (2025): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v9i02.52511

This study investigates the implementation of religious education policies through an empirical analysis of a Qur'anic program (Sekolah Mengaji) in Indonesia. Using a qualitative research design, the study incorporates in-depth interviews with Islamic Religious Education teachers and observations in seven public junior secondary schools in Bandung regency. The findings reveal that religious education policy is enacted through a multi-layered process influenced by teacher agency, school culture, family involvement, and governance, rather than a direct translation of formal regulations. While policy implementation yielded positive outcomes in Qur'anic literacy and religious habituation, deeper character internalization remained inconsistent and context dependent. Key mechanisms such as teacher role modeling, interpersonal relationships, and instructional discretion were identified as central to linking policy intentions with daily practices. This study offers a model for understanding policy implementation variation across schools and contributes to the scholarship by focusing on the practical mechanisms that shape religious education policies.

PELATIHAN PENGEMBANGAN MODEL SUPERVISI AKADEMIK BERBASIS MENTORING UNTUK PENINGKATAN KEMAMPUAN SUVERVISI GURU DI SEKOLAH DASAR Muamar, Muhammad Rezeki; Meirawan, Danny; Munir, Munir; Herawan, Endang; Octavira, Ira Nadya
JMM (Jurnal Masyarakat Mandiri) Vol 8, No 6 (2024): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jmm.v8i6.27014

Abstrak: Pelatihan pengembangan model supervisi akademik berbasis mentoring sangat penting untuk meningkatkan kualitas supervisi guru di sekolah dasar, guna mendukung tercapainya standar pendidikan yang optimal.Pelatihan Pengembangan Model Supervisi Akademik Berbasis Mentoring di Sekolah Dasar bertujuan untuk meningkatkan kemampuan supervisi kepala sekolah dan guru senior dalam mendampingi guru-guru junior melalui pendekatan mentoring. Metode yang digunakan meliputi ceramah, praktik, dan diskusi kelompok terfokus yang dirancang untuk memastikan pemahaman dan penerapan yang maksimal. Model ini dirancang untuk memberikan bimbingan yang lebih kolaboratif, reflektif, dan berkelanjutan, sehingga dapat mendukung pengembangan profesionalisme guru dalam konteks supervisi akademik yang lebih efektif dan efisien.Peserta pelatihan terdiri dari 20 guru sekolah dasar yang terlibat secara aktif dalam proses supervisi. Evaluasi dilakukan melalui wawancara, angket, dan observasi untuk mendapatkan gambaran komprehensif tentang perkembangan kompetensi para peserta. Peserta pelatihan diharapkan mampu memahami dan menerapkan teknik observasi kelas, memberikan umpan balik yang konstruktif, serta membangun hubungan mentoring yang mendukung pengembangan keterampilan mengajar guru junior. Hasil evaluasi mitra menunjukkan Pemahaman Konsep Supervisi Berbasis Mentoring sebesar 84%, Frekuensi Implementasi sebesar 76%, Pemberian Umpan Balik sebesar 86%, Dokumentasi Supervisi sebesar 86%, Tantangan dalam Implementasi sebesar 88%, Kepuasan Peserta terhadap Pelatihan sebesar 92% dan Rekomendasi Tindak Lanjut sebesar 86%.Abstract: Training on the development of a mentoring-based academic supervision model is very important to improve the quality of teacher supervision in elementary schools, in order to support the achievement of optimal educational standards. Training on the Development of a Mentoring-Based Academic Supervision Model in Elementary Schools aims to improve the supervisory abilities of school principals and senior teachers in assisting teachers. junior teachers through a mentoring approach. The methods used include lectures, practice, and focus group discussions designed to ensure maximum understanding and application. This model is designed to provide more collaborative, reflective and sustainable guidance, so that it can support the development of teacher professionalism in the context of more effective and efficient academic supervision. The training participants consist of 20 elementary school teachers who are actively involved in the supervision process. Evaluation is carried out through interviews, questionnaires and observations to get a comprehensive picture of the development of the participants' competencies. Training participants are expected to be able to understand and apply classroom observation techniques, provide constructive feedback, and build mentoring relationships that support the development of junior teachers' teaching skills. Evaluation results show understanding of the concept of mentoring-based supervision at 84%, frequency of implementation at 76%, providing feedback at 86%, documentation for supervision at 86%, challenges in implementation at 88%, participant satisfaction with training at 92% and follow-up recommendations at 86%.

Excellence in Education and Strategic Promotion in Strengthening the Image of SDN Ekologi Kahuripan Pajajaran through 7P Integration Rika Aryanti; Danny Meirawan; Taufani C Kurniatun; Eka Prihatin
Journal of Innovation and Research in Primary Education Vol. 5 No. 2 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i2.3564

Abstract This study aims to analyze the strengthening of school image through the integration of the marketing mix of educational services (7P) by linking program excellence and strategic promotion. The study was carried out at SDN Ecology Kahuripan Pajajaran, Purwakarta Regency, West Java, Indonesia. The approach used is qualitative descriptive with a case study design with phenomenological elements. Primary data was obtained from school principals, teachers, education staff, students, and parents/committee representatives; Secondary data comes from school profiles, vision-mission, program archives, and promotional media. Data collection was carried out through semi-structured interviews, observation of learning activities and the physical environment, as well as documentation; The research instrument includes interview guidelines, observation sheets, and document checklists. Data analysis uses the Miles and Huberman interactive model (reduction, presentation, verification), while the validity of the data is maintained through triangulation of sources, member checking, and peer debriefing. The findings show that all elements of the 7P are mutually reinforcing: ecological character programs as a differentiation (product), BOS-based non-levied education (price), large land as a natural laboratory (place), digital promotion and parent networking (promotion), leadership and example of teachers as brand agents (people), consistent branding process (process), and physical evidence of facilities and student work (physical evidence). It was concluded that the image of the school was formed mainly from the consistency of the service experience, not just promotion. The implication is that image management needs to be positioned as an integrated service system. It is recommended to strengthen periodic evaluations, website optimization, and facility sustainability strategies as well as non-levy funding mitigation. continuously in school.

Program Sekolah Mengaji dalam Membentuk Karakter Religius Siswa Aam Muramar; Johar Permana; Danny Meirawan; Eka Prihatin
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 8, No 4 (2025): Volume 8 No 4 Desember 2025
Publisher : Universitas Negeri Malang

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

Abstract: The aim of this study is to analyze the influence of the Implementation of the Sekolah Mengaji Policy on the Competence of Ngaji Teachers and the Religious Character of Students, as well as to examine the mediating role of in the relationship between and. This quantitative research utilizes an explanatory survey design, involving 260 students and 20 teachers in Bandung Regency, and was analyzed using Structural Equation Modeling based on Partial Least Square (SEM-PLS). The results demonstrate that the Implementation of the Sekolah Mengaji Policy has a positive and significant influence on the Competence of Ngaji Teachers (path coefficient = 0.824; ρ =0.000), and also has a direct, positive, and significant influence on the Religious Character of Student (path coefficient = 0.353; ρ =0.000). Furthermore, the Competence of Ngaji Teachers is proven to have a positive and significant influence on the Religious Character of Students (path coefficient = 0.548; ρ =0.000). The main conclusion is that both the Sekolah Mengaji Policy and the Competence of Ngaji Teachers are important factors that contribute significantly to the formation of students' religious character. However, the indirect influence of on through was not statistically significant (coefficient = 0.005; ρ =0.610$). Therefore, it is recommended that policymakers evaluate and strengthen program implementation, with particular attention to enhancing the role of Ngaji teachers as mediators in value education. Keywords: Sekolah Mengaji Policy, Teacher Competence, Students Religious Character. Abstrak: Tujuan penelitian ini adalah menganalisis pengaruh Implementasi Kebijakan Sekolah Mengaji terhadap Kompetensi Guru Ngaji dan Karakter Religius Peserta Didik, sekaligus menguji peran mediasi dalam hubungan antara dan. Penelitian kuantitatif ini menggunakan desain explanatory survey dengan melibatkan 260 siswa dan 20 guru di Kabupaten Bandung, dan dianalisis menggunakan Structural Equation Modeling berbasis Partial Least Square (SEM-PLS). Hasil menunjukkan bahwa Implementasi Kebijakan Sekolah Mengaji berpengaruh positif dan signifikan terhadap Kompetensi Guru Ngaji (koefisien jalur = 0,824; ρ =0,000), dan juga berpengaruh positif signifikan secara langsung terhadap Karakter Religius Peserta Didik (koefisien jalur = 0,353; ρ =0,000). Selain itu, Kompetensi Guru Ngaji terbukti berpengaruh positif signifikan terhadap Karakter Religius Peserta Didik (koefisien jalur = 0,548; ρ =0,000). Simpulan utama adalah bahwa baik Kebijakan Sekolah Mengaji maupun Kompetensi Guru Ngaji merupakan faktor penting yang berkontribusi signifikan terhadap pembentukan karakter religius siswa, meskipun pengaruh tidak langsung terhadap melalui belum signifikan secara statistik (koefisien = 0,005; ρ =0,610$). Oleh karena itu, disarankan agar pemangku kebijakan mengevaluasi dan memperkuat implementasi program, dengan memberikan perhatian khusus pada penguatan peran guru ngaji sebagai mediator dalam pendidikan nilai. Kata kunci: Kebijakan Sekolah Mengaji, Kompetensi Guru Ngaji, Karakter Religius Peserta Didik.

Program Sekolah Mengaji dalam Membentuk Karakter Religius Siswa Aam Muramar; Johar Permana; Danny Meirawan; Eka Prihatin
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 8, No 4 (2025): Volume 8 No 4 Desember 2025
Publisher : Universitas Negeri Malang

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

Abstract: The aim of this study is to analyze the influence of the Implementation of the Sekolah Mengaji Policy on the Competence of Ngaji Teachers and the Religious Character of Students, as well as to examine the mediating role of in the relationship between and. This quantitative research utilizes an explanatory survey design, involving 260 students and 20 teachers in Bandung Regency, and was analyzed using Structural Equation Modeling based on Partial Least Square (SEM-PLS). The results demonstrate that the Implementation of the Sekolah Mengaji Policy has a positive and significant influence on the Competence of Ngaji Teachers (path coefficient = 0.824; ρ =0.000), and also has a direct, positive, and significant influence on the Religious Character of Student (path coefficient = 0.353; ρ =0.000). Furthermore, the Competence of Ngaji Teachers is proven to have a positive and significant influence on the Religious Character of Students (path coefficient = 0.548; ρ =0.000). The main conclusion is that both the Sekolah Mengaji Policy and the Competence of Ngaji Teachers are important factors that contribute significantly to the formation of students' religious character. However, the indirect influence of on through was not statistically significant (coefficient = 0.005; ρ =0.610$). Therefore, it is recommended that policymakers evaluate and strengthen program implementation, with particular attention to enhancing the role of Ngaji teachers as mediators in value education. Keywords: Sekolah Mengaji Policy, Teacher Competence, Students Religious Character. Abstrak: Tujuan penelitian ini adalah menganalisis pengaruh Implementasi Kebijakan Sekolah Mengaji terhadap Kompetensi Guru Ngaji dan Karakter Religius Peserta Didik, sekaligus menguji peran mediasi dalam hubungan antara dan. Penelitian kuantitatif ini menggunakan desain explanatory survey dengan melibatkan 260 siswa dan 20 guru di Kabupaten Bandung, dan dianalisis menggunakan Structural Equation Modeling berbasis Partial Least Square (SEM-PLS). Hasil menunjukkan bahwa Implementasi Kebijakan Sekolah Mengaji berpengaruh positif dan signifikan terhadap Kompetensi Guru Ngaji (koefisien jalur = 0,824; ρ =0,000), dan juga berpengaruh positif signifikan secara langsung terhadap Karakter Religius Peserta Didik (koefisien jalur = 0,353; ρ =0,000). Selain itu, Kompetensi Guru Ngaji terbukti berpengaruh positif signifikan terhadap Karakter Religius Peserta Didik (koefisien jalur = 0,548; ρ =0,000). Simpulan utama adalah bahwa baik Kebijakan Sekolah Mengaji maupun Kompetensi Guru Ngaji merupakan faktor penting yang berkontribusi signifikan terhadap pembentukan karakter religius siswa, meskipun pengaruh tidak langsung terhadap melalui belum signifikan secara statistik (koefisien = 0,005; ρ =0,610$). Oleh karena itu, disarankan agar pemangku kebijakan mengevaluasi dan memperkuat implementasi program, dengan memberikan perhatian khusus pada penguatan peran guru ngaji sebagai mediator dalam pendidikan nilai. Kata kunci: Kebijakan Sekolah Mengaji, Kompetensi Guru Ngaji, Karakter Religius Peserta Didik.

Enhancing digital competence through ICT training for custodial staff at FPTI UPI Sri Rahayu; Dedi Purwanto; Danny Meirawan; Sukadi Sukadi; Dewi Ayu Sofia; Hanifah Indah Rahmawati; Rieske Iswardhany
Jurnal Abmas Vol. 25 No. 1 (2025): Jurnal Abmas
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/abmas.v25i1.83840

This community service project aims to enhance Information and Communication Technology (ICT) skills among cleaning staff at the Faculty of Technical and Industrial Education (FPTI), Universitas Pendidikan Indonesia (UPI). The primary objective is to improve both technical and soft skills to increase the efficiency, service quality, and professionalism of custodial personnel. Limited ICT proficiency has been identified as a barrier to effective campus cleaning operations, especially in a digitally transforming environment. To address this, the project implemented a structured program comprising needs assessment, targeted training sessions, intensive mentoring, and performance evaluation through pre-test and post-test instruments. The results indicate a significant increase in participants’ ability to use digital tools, leading to better task management and improved motivation. Despite these positive outcomes, challenges remain in maintaining consistent service standards and effective time management. Overall, the project highlights the importance of continuous ICT capacity-building efforts as a strategic approach to strengthening non-academic support functions in higher education institutions. Abstrak Program pengabdian kepada masyarakat ini bertujuan meningkatkan keterampilan Teknologi Informasi dan Komunikasi (TIK) bagi petugas kebersihan di Fakultas Pendidikan Teknik dan Industri (FPTI), Universitas Pendidikan Indonesia (UPI). Kegiatan ini menitikberatkan pada penguatan keterampilan teknis dan soft skills demi mendorong efisiensi kerja, peningkatan kualitas layanan, serta penguatan profesionalisme tenaga kebersihan. Literasi TIK yang masih rendah seringkali menjadi penghambat dalam mendukung digitalisasi operasional kampus. Untuk menjawab tantangan tersebut, serangkaian tahapan telah disusun, dimulai dari asesmen kebutuhan, pelatihan berbasis kompetensi, pendampingan secara intensif, hingga evaluasi melalui pendekatan pre-test dan post-test. Implementasi program menunjukkan peningkatan signifikan dalam penguasaan perangkat digital, yang berdampak pada pengelolaan tugas secara lebih efisien dan meningkatnya motivasi kerja peserta. Di balik capaian tersebut, tantangan terkait konsistensi mutu layanan serta manajemen waktu tetap perlu mendapat perhatian lebih lanjut. Secara umum, kegiatan ini menegaskan urgensi pengembangan kapasitas digital berkelanjutan, terutama dalam memperkuat peran strategis tenaga nonakademik sebagai bagian integral dari proses transformasi digital di lingkungan pendidikan tinggi. Kata Kunci: kualitas kerja; pelatihan tik; petugas kebersihan

Adaptasi Kurikulum Pada Mata Pelajaran IPA di Sekolah Dasar Inklusi Banda Aceh Aishah; Udin Syaefudin Sa’ud; Danny Meirawan; Diding Nurdin
Jurnal Penelitian Pendidikan IPA Vol 10 No 10 (2024): October
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i10.8773

The inclusive education programme is a step towards implementing the mandate of the 1945 Constitution and eliminating discrimination in the education system in Indonesia. Through this programme, all children with various needs can learn together with other normal children in the same school. This study aims to identify the form of curriculum adaptation, especially in science subjects at SDN 25 Banda Aceh. This research uses a descriptive qualitative approach with a case study method. Data were collected through interviews, observations and documentation, with the interview subjects being a special mentor teacher and a class teacher at the school. Based on the results of interviews, observations and documentation, curriculum adaptation at SDN 25 Banda Aceh is reviewed from the adaptation aspect and the principle aspect. Curriculum adaptation can be seen in teaching modules or lesson plans accompanied by special notes and adjustments to learning outcomes for children with disabilities in accordance with the Merdeka curriculum. Learning adaptation can be seen in the presence of a special mentor teacher in the classroom and accompanied by the class teacher. Environmental adaptation is not optimal because the school is not optimal. In science learning, adaptations and modifications for children with disabilities are still limited.

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