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All Journal Jurnal Konseling dan Pendidikan Jurnal Manajemen & Supervisi Pendidikan Jurnal Bimbingan dan Konseling Ar-Rahman JURNAL KONSELING GUSJIGANG Jurnal Administrasi dan Manajemen Pendidikan Jurnal Pengabdian Al-Ikhlas JCOSE Jurnal Bimbingan dan Konseling JAMP : Jurnal Administrasi dan Manajemen Pendidikan Bulletin of Counseling and Psychotherapy Bubungan Tinggi: Jurnal Pengabdian Masyarakat Edunesia : jurnal Ilmiah Pendidikan G-Couns: Jurnal Bimbingan dan Konseling Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Edu Cendikia: Jurnal Ilmiah Kependidikan Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Ragam Pengabdian
Sulistiyana
Universitas Lambung Mangkurat
Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Adaptive Leadership Strategies in PKBM: Integrating Educator Involvement and Communication for Sustainable Community Partnerships Hendry Hermawan; Ahmad Suriansyah; Sulistiyana Sulistiyana; Aslamiah Aslamiah
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 2 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i2.1720

Abstract

This study examines leadership strategies used by PKBM heads to build sustainable community partnerships, with attention to educator involvement and communication. Using a qualitative multi-site design, the research was conducted at PKBM Merah Putih and PKBM Azka Bamega in Kotabaru Regency, involving two heads, ten educators, and six community partners. Data were gathered through interviews, observation, and documentation, then analyzed inductively with Miles and Huberman’s (2014) interactive model and triangulation. Findings indicate that PKBM Merah Putih used participatory leadership, engaging educators in evaluations and collaborative decisions, whereas PKBM Azka Bamega relied on centralized leadership, strong in external partnerships but limited in educator participation. Communication combined coordination meetings, local collaboration, and contextual approaches. Cross-site synthesis revealed an adaptive integrative model balancing internal collaboration and external coordination. The study offers a context-responsive framework for non-formal education governance and practical guidance for strengthening educator capacity, communication, and sustainable partnerships in similar community-based settings nationwide.
Model L – EARN dalam Analisis Kebijakan Merdeka Belajar Sebagai Strategi Peningkatan Mutu Pendidikan Siti Hajar Nurhasanah; Ahmad Suriansyah; Sulistiyana Sulistiyana
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 3, No 3 (2020): Volume 3 No 3 September 2020
Publisher : Universitas Negeri Malang

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Abstract

Abstract: The Merdeka Belajar policy was launched to improve the quality of education by strengthening school autonomy and providing flexibility in the learning process. However, its implementation still faces several challenges, particularly regarding human resource readiness, capacity disparities between schools, and weak policy analysis at the school level. This study analyzes the implementation of the Merdeka Belajar policy using the L-EARN (Listen, Empathize, Analyze, Recommend, Navigate) Model as a framework. The method used was an Integrative Literature Review (ILR) by reviewing various leading international journal articles and national education policy documents. Data analysis was conducted through four stages: content analysis, thematic mapping, conceptual model development, and contextual analysis. The results show that the main challenges in implementing this policy include limited teacher capacity, low levels of data literacy in schools, and suboptimal instructional leadership. The use of the L-EARN Model helps identify gaps between regulations and learning practices and provides a more contextual and sustainable direction for policy improvement. The conclusions of this study indicate that the implementation of Merdeka Belajar requires an adaptive, participatory, and sustainable policy learning process to truly drive improvements in education quality. Keywords: Independent Learning; education policy analysis; L–EARN Model; education quality Abstrak: Kebijakan Merdeka Belajar dicanangkan untuk meningkatkan kualitas pendidikan dengan memperkuat otonomi sekolah serta memberikan fleksibilitas dalam proses pembelajaran. Meski demikian, pelaksanaannya masih dihadapkan pada sejumlah tantangan, terutama menyangkut kesiapan sumber daya manusia, ketimpangan kapasitas antar sekolah, dan lemahnya analisis kebijakan di tingkat sekolah. Penelitian ini menganalisis implementasi kebijakan Merdeka Belajar dengan menggunakan Model L–EARN (Listen, Empathize, Analyze, Recommend, Navigate) sebagai kerangka berpikir. Metode yang digunakan berupa Integrative Literature Review (ILR) dengan mengkaji berbagai artikel jurnal internasional terkemuka dan dokumen kebijakan pendidikan nasional. Analisis data dilakukan melalui empat tahapan: analisis konten, pemetaan tematik, pengembangan model konseptual, dan analisis kontekstual. Hasil penelitian memperlihatkan bahwa tantangan utama dalam implementasi kebijakan ini antara lain keterbatasan kapasitas guru, rendahnya tingkat literasi data di sekolah, dan belum optimalnya kepemimpinan pembelajaran. Penggunaan Model L–EARN membantu mengidentifikasi kesenjangan antara regulasi dan praktik pembelajaran serta memberikan arah perbaikan kebijakan yang lebih kontekstual dan berkelanjutan. Simpulan dari penelitian ini menunjukkan bahwa implementasi Merdeka Belajar membutuhkan proses pembelajaran kebijakan yang adaptif, partisipatif, dan berkelanjutan untuk benar-benar mendorong peningkatan mutu pendidikan. Kata kunci: Merdeka Belajar; analisis kebijakan pendidikan; Model L–EARN; mutu pendidikan
The Influence Of Transformational Leadership, Psychological Well-Being, And Work Stress On The Work Ethic Of Elementary School Teachers Lia Maulia; Sutarto Hadi; Sulistiyana Sulistiyana
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 10, No 2 (2026): Vol. 10 No. 2 Maret 2026
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um025v9i32025p386

Abstract

Abstract: This study aims to analyze the effects of transformational leadership, psychological well-being, and job stress on the work ethic of elementary school teachers. Teachers’ work ethic plays a crucial role in improving the quality of basic education, particularly in semi-rural areas characterized by limited resources and complex work dynamics. This research employed a quantitative approach using a path analysis design. The research population consisted of all elementary school teachers in Bungur District, Tapin Regency, with a total sample of 101 teachers selected through a total sampling technique. Data were collected using standardized Likert-scale questionnaires that had been tested for validity and reliability. Descriptive and inferential analyses were conducted to examine both direct and indirect relationships among variables. The results indicate that transformational leadership, psychological well-being, and job stress simultaneously have a significant effect on teachers’ work ethic. Partially, psychological well-being was found to be the most dominant factor in enhancing teachers’ work ethic, while job stress had a significant negative effect. Furthermore, transformational leadership not only exerts a direct influence on teachers’ work ethic but also indirectly strengthens it through the improvement of teachers’ psychological well-being. In conclusion, the findings emphasize that strengthening teachers’ work ethic is more effectively achieved through a humanistic leadership approach that prioritizes psychological well-being, rather than relying solely on strategies aimed at reducing work-related stress. Keywords: transformational leadership; psychological well-being; work stress; teachers’ work ethic
Co-Authors Agus Syukran Ahmad Suriansyah Akhmad Sugianto Akhmad Sugianto Ali Rachman, Ali Arisandi Tiya Rini Aslamiah Aslamiah Besse Maryani Dian Purnama Dwi Pujirahayu Puji Eklys Cheseda Makaria Engga Nur Rahmah Eva Nurmaulida Hana Naimah Hendro Yulius Suryo Putro Hendry Hermawan Laili Azkia Nurrahmah Lia Maulia M. Arli Rusandi Metroyadi Metroyadi Mitha Suci Qomariah Mufida Istati Muhammad Arsyad Muhammad Noor Alfiansyahrani Muhammad Nunu Sanusi Nina Permata Sari Noor Anida Rahmadina Puspa Herliana Ririanti Rachmayanie Jamain Siti Hajar Nurhasanah Siti Zainab Muthia Ulfah Sri Meldayani Suhaimi Suhaimi Sulis Anggraeni Sutarto Hadi Wiwik Indrasari Wiwik Widyanti