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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 Al-Irsyad: Jurnal Pendidikan dan Konseling Jurnal Pengabdian Al-Ikhlas Jurnal Eduscience (JES) JCOSE Jurnal Bimbingan dan Konseling JAMP : Jurnal Administrasi dan Manajemen Pendidikan Bulletin of Counseling and Psychotherapy Bubungan Tinggi: Jurnal Pengabdian Masyarakat Jurnal Paedagogy Edunesia : jurnal Ilmiah Pendidikan G-Couns: Jurnal Bimbingan dan Konseling Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Kalam Cendekia: Jurnal Ilmiah Kependidikan Edu Cendikia: Jurnal Ilmiah Kependidikan Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Education and Counseling Journal Journal of General Education and Humanities Edukasia: Jurnal Pendidikan dan Pembelajaran International Journal of Learning Reformation in Elementary Education JGK (Jurnal Guru Kita) Jurnal Konseling Pendidikan Islam Jurnal Ragam Pengabdian
Sulistiyana
Universitas Lambung Mangkurat
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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
The Effect of Principal Transformational Leadership, Work Climate, and Work Commitment on Teacher Performance in Public Elementary Schools in Pulau Petak Sub-District Megawati Megawati; Ahmad Suriansyah; Sulistiyana Sulistiyana
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1051

Abstract

This study aims to describe and analyze the influence of transformational leadership of school principals, work climate, and work commitment on teacher performance in public elementary schools across Pulau Petak District. The research problem focuses on understanding how leadership and organizational factors influence teacher performance both directly and indirectly, with work commitment as a mediating factor, and the objective is to examine both direct and indirect effects among variables, highlighting the role of work commitment in mediating the relationship between leadership, work climate, and teacher performance. The research employed a quantitative approach using path analysis to test the hypotheses. Data were collected through questionnaires and analyzed using regression tests and Sobel tests. The findings reveal that (1) transformational leadership, work climate, work commitment, and teacher performance are all in the good category; (2) transformational leadership, work climate, and work commitment have direct effects on teacher performance; (3) transformational leadership and work climate have direct effects on work commitment; and (4) transformational leadership and work climate indirectly affect teacher performance through work commitment. These results indicate that teacher performance is influenced not only directly by leadership and work climate but also indirectly through work commitment, emphasizing the importance of transformational leadership and a supportive work climate in strengthening teachers’ commitment and enhancing their performance.
Accountability Practices in Performance-Based Education Planning: A Case Study of Sabilal Muhtadin Islamic High School, Banjarmasin Wafa Nur Azizah; Sisca Lyana; Suhaimi; Sulistiyana
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.19937

Abstract

This study aims to analyze the implementation of performance-based educational planning accountability and its role in strengthening school governance at SMA Islam Sabilal Muhtadin Banjarmasin. This research employed a qualitative approach using a case study design. Data were collected through in-depth interviews, observations, and document analysis involving the school principal, teachers, school management team, and school committee members. Informants were selected purposively based on their direct involvement in school planning and evaluation processes, while data credibility was ensured through source and method triangulation. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing. The results showed that performance-based educational planning accountability in schools is implemented through four main mechanisms: strategic planning based on performance indicators, integration of program planning with school budgeting, data-driven monitoring and evaluation, and transparent reporting to stakeholders. This study highlights the importance of strengthening organizational capacity and promoting data-driven decision-making to enhance the effectiveness of accountability practices in school management.
Formative Evaluation of School Work Plan (RKS) Implementation in Curriculum Management: Evidence from a Vocational High School in Indonesia Tri Kardina; Ria Aprianti; Suhaimi; Sulistiyana
Jurnal Paedagogy Vol. 13 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i3.19990

Abstract

This study aims to conduct a formative evaluation of the implementation of curriculum programs outlined in the School Work Plan (RKS) at SMKN 1 Martapura using the Context, Input, Process, and Product (CIPP) evaluation model. The study employed an evaluation research design with a qualitative approach. The primary informant was the Vice Principal for Curriculum Affairs, while additional data were obtained from the Principal and selected teachers for source triangulation. Data were collected through in-depth interviews, document analysis, and limited observations. The data were analyzed using the interactive analysis model of Miles, Huberman, and Saldaña, consisting of data reduction, data display, and conclusion drawing/verification, guided by the CIPP evaluation framework. The results showed that curriculum program planning was developed based on the analysis of the Education Report and the School Medium-Term Development Plan (RKJM), reflecting a data-driven planning approach. From the input perspective, teacher readiness and the availability of practical learning facilities remained important factors influencing curriculum implementation. From the process perspective, most curriculum programs included in the School Work Plan had been implemented, including teacher professional development activities, curriculum synchronization with industry needs, and teaching factory-based learning, although their implementation had not yet achieved optimal effectiveness. From the product perspective, improvements were observed in several educational indicators, including literacy, numeracy, and the alignment between school programs and industry demands. However, the quality of classroom learning still requires improvement, particularly in the implementation of innovative instructional strategies. Unlike previous CIPP-based studies that primarily focused on standalone educational programs, this study evaluates curriculum management embedded within the School Work Plan as an integrated strategic planning instrument in vocational education. These findings suggest that the effectiveness of curriculum program implementation within the School Work Plan is influenced by data-driven planning, human resource readiness, the availability of learning facilities, and the transformation of teachers’ pedagogical practices.
Developing and Evaluating Instructional Supervision Programs to Enhance Teacher Performance: A Case Study of SMK Negeri 1 Buntok, Indonesia Dwi Septian; Khairunnisa Khairunnisa; Khairatunnisa Khairatunnisa; Sulistiyana Sulistiyana; Metroyadi Metroyadi
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 9, No 3 (2025): Vol. 9 No. 3 Juli 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um025v9i32025p414

Abstract

Abstract: Instructional supervision is an essential component of the teacher professional development system aimed at improving the quality of learning processes and outcomes. This study aims to develop and evaluate an effective instructional supervision program to enhance teacher performance at SMKN 1 Buntok. A descriptive qualitative approach was employed, focusing on the implementation process of supervision, program development, and the evaluation of its impact on teacher performance improvement. Data were collected through in-depth interviews, observations, and document studies involving the principal, school supervisors, and teachers. Data analysis was conducted interactively through the stages of data reduction, data presentation, and conclusion drawing. The results show that instructional supervision at SMKN 1 Buntok was previously administrative in nature and had not yet focused on professional teacher development. Through the development of a supervision program designed based on teacher needs, its implementation became more structured, collaborative, and reflective. Evaluation of the supervision program indicated significant improvements in teacher performance, particularly in lesson planning, teaching implementation, and teachers’ ability to reflect on student learning outcomes. The theoretical framework used in this study includes concepts of instructional supervision, supervision program development, supervision evaluation, and teacher performance, which collectively demonstrate that well-planned supervision development and evaluation can foster continuous improvement in teacher professionalism and performance. Keywords: Instructional supervision; teacher performance; professional development; qualitative study; supervision program evaluation; SMKN 1 Buntok
Implementasi Layanan Bimbingan dan Konseling dalam Kurikulum Merdeka: Perspektif Manajemen Pendidikan di Sekolah Menengah Muhammad Arsyad; Ahmad Suriansyah; Sulistiyana Sulistiyana
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 9, No 1 (2026): Volume 9 No 1 Maret 2026
Publisher : Universitas Negeri Malang

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Abstract

Abstract: Guidance and counseling services in schools have a strategic role in supporting the implementation of the Independent Curriculum which emphasizes flexible, student-centered learning, and focuses on character development and mental health of students. However, in practice, the implementation of these services still faces various challenges that hinder the optimization of the role of guidance and counseling teachers in educational units. This study aims to explore the role of guidance and counseling in fostering students’ character, mental well-being, and potential within the framework of the Independent Curriculum. Using a qualitative descriptive approach and literature review method, the study draws on secondary sources such as policy documents, academic journals, and reports from professional organizations. The findings show that implementation remains constrained by issues including an imbalanced counselor-to-student ratio, stigma against counseling, inadequate training, limited facilities, and low technological integration. Furthermore, the role of guidance counselors is not yet fully embedded in project-based learning and the development of the Pancasila Student Profile. The study concludes that adopting an open systems approach in school management, advancing supportive policy reforms, and improving counselor professionalism are essential steps. These efforts will enable guidance and counseling services to become a foundational element in delivering holistic, empowering, and student-centered education. Keywords: Guidance and Counseling; Independent Curriculum; Student Mental Health; Educational Management Abstrak: Layanan bimbingan dan konseling di sekolah memiliki peran strategis dalam mendukung pelaksanaan Kurikulum Merdeka yang menekankan pembelajaran yang fleksibel, berpusat pada siswa, dan berorientasi pada pengembangan karakter serta kesehatan mental peserta didik. Namun, dalam praktiknya, implementasi layanan tersebut masih menghadapi berbagai tantangan yang menghambat optimalisasi peran guru bimbingan dan konseling di satuan pendidikan. Tujuan penelitian ini adalah untuk mengevaluasi peran layanan bimbingan dan konseling dalam membina karakter, kesehatan mental, dan pengembangan potensi peserta didik di bawah kebijakan Kurikulum Merdeka. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan metode studi literatur yang memanfaatkan sumber-sumber sekunder seperti dokumen kebijakan, jurnal ilmiah, dan laporan organisasi profesi. Hasil penelitian menunjukkan bahwa implementasi layanan bimbingan dan konseling masih menghadapi hambatan signifikan, antara lain rasio guru dan siswa yang tidak ideal, stigma terhadap konseling, minimnya pelatihan, keterbatasan fasilitas, serta rendahnya pemanfaatan teknologi. Peran guru bimbingan dan konseling juga belum terintegrasi secara menyeluruh dalam pelaksanaan kurikulum berbasis proyek dan penguatan profil pelajar Pancasila. Kesimpulan dari penelitian ini menekankan perlunya pendekatan sistem terbuka dalam organisasi sekolah, reformasi kebijakan yang mendukung, dan peningkatan profesionalisme guru bimbingan dan konseling agar layanan ini mampu menjadi pilar utama dalam mewujudkan pendidikan yang memerdekakan dan menyejahterakan siswa secara menyeluruh. Kata kunci: Bimbingan dan Konseling; Kurikulum Merdeka; Kesehatan Mental Siswa; Manajemen Pendidikan
Peran Pengawas Sekolah dalam Pengembangan dan Evaluasi Supervisi Pengajaran untuk Peningkatan Mutu Pembelajaran Tri Ananda Setiyani; Nur Adzkia Kamilah; Siti Raisyah; Sulistiyana Sulistiyana; Metroyadi Metroyadi
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 8, No 3 (2025): Volume 8 No 3 September 2025
Publisher : Universitas Negeri Malang

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Abstract

Abstract: The role of school supervisors is a key component in ensuring educational quality through the implementation of effective instructional supervision. This article aims to describe, both theoretically and empirically, the role of school supervisors in the development and evaluation of instructional supervision, including the supporting and inhibiting factors they encounter. This study employs a descriptive qualitative approach, with the primary informant being a school supervisor at the elementary level overseeing approximately 20 schools. Data were collected through in-depth interviews, observations, and document analysis. The findings indicate that school supervisors act as mentors, motivators, and evaluators who drive supervision programs based on the needs of teachers and the schools under their guidance. The supervision program is developed through needs analysis, planning, implementation, evaluation, and follow-up, applying collaborative and reflective principles. Supervision evaluation is carried out continuously to assess the effectiveness of teacher coaching and its impact on the quality of learning. Key supporting factors include policy support and collaboration with school principals, while the main obstacles involve limited time and the large number of supervised schools. This article highlights that school supervisors play a strategic role as change agents in enhancing teacher professionalism in the era of the Merdeka Curriculum. Keywords: school supervisor; instructional supervision; supervision evaluation; learning quality Abstrak: Peran pengawas sekolah menjadi komponen kunci dalam menjamin mutu pendidikan melalui pelaksanaan supervisi pengajaran yang efektif. Artikel ini bertujuan mendeskripsikan secara teoritis dan empiris peran pengawas sekolah dalam pengembangan serta evaluasi supervisi pengajaran, termasuk faktor pendukung dan penghambat yang dihadapi. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan narasumber utama seorang pengawas sekolah di tingkat sekolah dasar dengan total kurang lebih 20 sekolah binaan. Data dikumpulkan melalui wawancara mendalam, observasi, dan telaah dokumen. Hasil penelitian menunjukkan bahwa pengawas sekolah berperan sebagai pembimbing, motivator, dan evaluator yang menggerakkan program supervisi berbasis kebutuhan guru dan sekolah binaan. Program supervisi dikembangkan melalui analisis kebutuhan, perencanaan, pelaksanaan, evaluasi, dan tindak lanjut dengan prinsip kolaboratif dan reflektif. Evaluasi supervisi dilakukan secara berkelanjutan untuk menilai efektivitas pembinaan guru dan dampaknya terhadap mutu pembelajaran. Faktor pendukung utama berasal dari dukungan kebijakan dan kolaborasi dengan kepala sekolah, sementara hambatan utama adalah keterbatasan waktu dan banyaknya sekolah binaan. Artikel ini menegaskan bahwa pengawas sekolah memiliki peran strategis sebagai agen perubahan (change agent) dalam meningkatkan profesionalisme guru di era Kurikulum Merdeka. Kata kunci: pengawas sekolah; supervisi pengajaran; evaluasi supervisi; mutu pembelajaran
EFEKTIVITAS TEKNIK REPARENTING DALAM KONSELING KELOMPOK UNTUK MEREDUKSI WOUNDED INNER CHILD PADA MAHASISWA Nurul Hikmah; Ririanti Rachmayanie J; Sulistiyana Sulistiyana
Consilium: Education and Counseling Journal Vol 6 No 2 (2026): Edisi Agustus
Publisher : Biro 3 Kemahasiswaan dan Kerjasama Universitas Abduracman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/consilium.v6i2.8776

Abstract

Wounded inner child merupakan konsep psikologis yang menggambarkan luka emosional pada masa kecil yang terbawa hingga masa dewasa dan dapat menghambat perkembangan psikologis mahasiswa. Penelitian ini bertujuan untuk mendeskripsikan gambaran wounded inner child pada mahasiswa sebelum dan sesudah diberikan layanan konseling kelompok dengan teknik reparenting, serta menganalisis efektivitasnya. Penelitian menggunakan pendekatan kuantitatif dengan desain eksperimen kuasi (pre-test post-test) yang melibatkan tiga orang mahasiswa dengan kategori tinggi. Subjek diberikan intervensi berupa empat sesi konseling kelompok dengan teknik reparenting, kemudian data pre-test dan post-test dianalisis menggunakan uji Paired Sample T-Test menggunakan SPSS versi 29. Hasil penelitian menunjukkan skor wounded inner child ketiga subjek menurun secara konsisten dari kategori tinggi menjadi sedang, meskipun secara statistik penurunan ini belum signifikan (p = 0,677 > 0,05) akibat ukuran sampel yang sangat terbatas. Dapat disimpulkan bahwa teknik reparenting dalam konseling kelompok belum terbukti efektif secara statistik, namun menunjukkan potensi yang menjanjikan sebagai intervensi untuk mereduksi wounded inner child pada mahasiswa.
Co-Authors Agus Syukran Ahmad Alim Bachri Ahmad Suriansyah Akhmad Fadhilah Akhmad Sugianto Akhmad Sugianto Ali Rachman, Ali Arba Atus Sakinah Arisandi Tiya Rini Aslamiah Aslamiah Aslamiah Besse Maryani Dian Purnama Dwi Pujirahayu Puji Dwi Septian Eklys Cheseda Makaria Engga Nur Rahmah Eva Nurmaulida Hadiansyah Hadiansyah Halimatussa'diyah Halimatussa'diyah Hana Naimah Hendro Yulius Suryo Putro Hendry Hermawan Indah Purnamasari Khairatunnisa Khairatunnisa Khairunnisa Khairunnisa Laili Azkia Nurrahmah Lia Maulia M. Arli Rusandi Marina Dwi Mayangsari Megawati Megawati Metroyadi Metroyadi Mitha Suci Qomariah Mufida Istati Muhammad Arsyad Muhammad Noor Alfiansyahrani Muhammad Nunu Sanusi Nina Permata Sari Nina Permata Sari Noor Anida Rahmadina Nur Adzkia Kamilah Nurul Hikmah Puspa Herliana Ria Aprianti Ririanti Rachmayanie Jamain Sahbana Ridha Salimah Salimah Sisca Lyana Siti Hajar Nurhasanah Siti Raisyah Siti Zainab Muthia Ulfah Sri Meldayani Suhaimi Suhaimi Suhaimi Sulis Anggraeni Sutarto Hadi Tri Ananda Setiyani Tri Kardina Wafa Nur Azizah Wiwik Indrasari Wiwik Widyanti