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All Journal Cakrawala Pendidikan Jurnal Bahana Manajemen Pendidikan Jurnal Manajemen Pendidikan (JMP) JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Jurnal Manajemen Pendidikan IRJE (Indonesian Research Journal in Education) JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) JURNAL PENDIDIKAN TAMBUSAI International Journal of Educational Dynamics (IJEDS) Academy of Education Journal Abdi Dosen : Jurnal Pengabdian Pada Masyarakat Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat Journal of Educational Administration and Leadership (JEAL) Education and Social Sciences Review ADMA: Jurnal Pengabdian dan Pemberdayaan Masyarakat Journal of Education Research Jurnal Kajian Ilmu Pendidikan (JKIP) Jurnal Family Education Arfannur: Journal of Islamic Education ARZUSIN: Jurnal Manajemen dan Pendidikan Dasar Academy of Social Science and Global Citizenship Journal Indonesian Educational Administration and Leadership Journal (IDEAL) Jurnal Penelitian Pendidikan Indonesia COUNS-EDU: The International Journal of Counseling and Education
Nellitawati Nellitawati
Unknown Affiliation
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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PEMANFAATAN LEARNING ANALYTICS SEBAGAI ALAT PENGAMBILAN KEPUTUSAN STRATEGIS DI SEKOLAH DASAR: PERAN KEPEMIMPINAN DIGITAL KEPALA SEKOLAH Pujianti, Ninit; Saleh, Rahmi; G, Nurhizrah; Rusdinal, Rusdinal; Nellitawati, Nellitawati
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 10 No. 4 (2025): December (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v10i4.1220

Abstract

Every student activity—from diagnostic assessments and daily reflections to project assignments and interactions with learning videos—is recorded automatically and displayed graphically and with risk predictions via the PMM dashboard. The potential for this data to support strategic decision-making at the school level is significant, yet a national survey shows that most elementary schools still use this data solely for report card administration and reporting to the education office. This study explores the utilization of learning analytics from the Merdeka Mengajar Platform (PMM) as a strategic decision-making tool in elementary schools, focusing on the role of the principal's digital leadership. Using a qualitative case study method, data were collected through interviews (n=10), PMM dashboard analysis, and three-month observation at SD Negeri 21 Simpang Rumbio, Kota Solok, West Sumatra (July–September 2025). Findings reveal five key applications: early risk identification, differentiated learning groups, flexible scheduling, teacher development, and parent reporting. The principal's digital leadership increased utilization from 24 % (2023) to 89 % (2025) through vision, infrastructure, and data culture. This contributes practical insights for basic education in developing countries, recommending principal training and data literacy programs.
EFEKTIVITAS KEPEMIMPINAN TRANSFORMASIONAL KEPALA SEKOLAH DALAM MENINGKATKAN KINERJA ORGANISASI PADA PROSES PEMBELAJARAN DI SEKOLAH MENENGAH ATAS (SMA) Ali, Mega Mustika; Afrimayeni, Netty; Gistituati, Nurhizrah; Rusdinal, Rusdinal; Nellitawati, Nellitawati
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 10 No. 4 (2025): December (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v10i4.1452

Abstract

This study is a literature review that examines the effectiveness of transformational leadership by school principals in improving organisational performance related to the learning process in senior high schools. The objectives of this study are (1) to formulate the concept and dimensions of transformational leadership in the context of secondary schools, (2) to examine empirical evidence regarding the influence of transformational leadership on teacher performance, school climate, and student learning outcomes, and (3) to identify mechanisms (mediators and moderators) that strengthen or weaken these influences. A systematic review of empirical literature and meta-reviews published in the last 10 years shows consistent findings: transformational leadership is positively correlated and often significantly influences teacher motivation and performance, collaborative culture, Organisational Citizenship Behaviour (OCB), and several indicators of learning process effectiveness. these effects are often mediated by teacher job satisfaction, professional learning communities (PLCs), and school climate, and moderated by contextual factors such as resource support and school culture. Practical implications are discussed for the development of headteacher capacity and educational leadership development policies.
Building a Religious and Innovative Organizational Culture: Transformative Leadership Practices of Madrasah Principals Sriwahyuni, Eci; Syufyarma, Syufyarma; Nellitawati, Nellitawati
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 1 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i1.1930

Abstract

Organizational culture plays a strategic role in supporting quality improvement and the sustainability of educational institutions, including madrasahs. The leadership of the madrasah principal is a key factor in shaping and directing organizational culture to align with religious values and the demands of educational innovation. This study aims to describe the transformational leadership practices of the madrasah principal in developing a religious and innovative organizational culture at MTsN 17 Tanah Datar. This research employed a qualitative approach with a case study design. The madrasah principal was selected as the key informant, while teachers and educational staff served as supporting informants selected through snowball sampling. Data were collected through observation, in-depth interviews, and document analysis. Data analysis was conducted using the interactive model of Miles and Huberman, which includes data reduction, data display, and conclusion drawing. Data validity was ensured through triangulation and member checking. The findings indicate that the transformational leadership of the madrasah principal plays a significant role in transforming organizational culture from conventional work patterns into a religious, collaborative, innovative, performance-based, and externally oriented culture. This cultural transformation was realized through exemplary leadership and the strengthening of discipline, the habituation of religious activities as an organizational identity, the development of a participatory work culture, encouragement of innovation and continuous learning, the implementation of an appreciation-based culture, and the strengthening of communication and external relations of the madrasah. These changes in organizational culture have led to increased motivation and professionalism among madrasah members, improved institutional management quality, and a positive public image and community trust in the madrasah.
The contribution of headmaster’s personality competence to the teacher’s social competence of vocational high school Nellitawati, Nellitawati
COUNS-EDU: The International Journal of Counseling and Education Vol. 2 No. 1 (2017)
Publisher : Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23916/002017027710

Abstract

This research aims to know the contribution of headmaster’s personality competence to the teacher’s social competence at Vocational High School. The type of this research is Correlation. With 55 teachers at the State of Vocational High School in Padang Municipality through sampling technique of stratified random sampling. The used of the instrument is scale of KKPS and KSG. Test Instrument covers testing validity and reliability. The analysis of data uses correlation. The result of this research are: (1) headmaster’s personality competence teacher of the State of Vocational High School 6 in Padang Municipality is well, with the level of achievement score 86,2%, (2) Teacher’s Social Competence at the State of Vocational High School 6 in Padang Municipality placed in well category, with the score level achievement 84,97%, (3) There is a well correlation between headmaster’s personality competence with teacher’s social  competence at the State of Vocational High School 6 in Padang Municipality with coefficient correlation rcount = 0,36> r-table = 0,207 in level of credibility 95%. The level of headmaster’s personality competence is relative minor to the teacher’s social competence at the State of Vocational High School 6 in Padang. It means that headmaster’s personality competence gives the contribution to the teacher’s social competence at the State of Vocational High School 6 in Padang Municipality is around 12,96%.
Motivation and innovation role of school’s principal in improving teacher professionalism Nellitawati, Nellitawati
COUNS-EDU: The International Journal of Counseling and Education Vol. 3 No. 2 (2018)
Publisher : Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23916/0020180313520

Abstract

The main purpose of this study is to determine the motivation and innovation role of principals in improving the professionalism of teachers at SMK Negeri in Padang City. The design of mixed methods. A total of 261 teachers were included as respondents to answer the distributed questionnaires, and a total of 12 respondents were included in the interview, consisting of principals and expert teachers. The findings indicate that the main role in improving the professionalism of teachers is still at a moderate level. This study also shows that the role of principal motivation and innovation has a significant influence in improving the professionalism of teachers in teaching and learning. Based on qualitative results determined that the role of principal motivation and innovation is an important factor to improve the professionalism of teachers. This study emphasizes that the role of principal motivation and innovation in enlightening teacher professionalism is an absolute factor.
The relationship between organizational development and teacher performance? Nellitawati, Nellitawati
COUNS-EDU: The International Journal of Counseling and Education Vol. 4 No. 4 (2019)
Publisher : Indonesian Institute for Counseling, Education, and Therapy & Indonesian Counselor Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23916/0020190425240

Abstract

This study analyzes the contribution of the principal's organizational development to teacher performance. It uses a descriptive correlational method, with a total sample of 86 teachers. The study used organizational development and teacher performance questionnaires for data collection. The analysis of data were based on partial correlation and multiple linear regression techniques. According to the results, organizational development has a significant influence on teacher performance.
School Human Resource Management (HRM) Strategy Rooted in Culture and Oriented Towards Digital: Responding to Disruption Challenges in an Adaptive and Meaningful Way Syahfitri, Dinda; Yunera, Syabrina; Syam, Dewi Sumiyarsih; Nellitawati, Nellitawati; Al Kadri, Hanif; Setiawati, Merika
Arfannur: Journal of Islamic Education Vol. 6 No. 3 (2025)
Publisher : The Magister of Islamic Education IAIN Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24260/arfannur.v6i3.4508

Abstract

Digital transformation has fundamentally shifted the paradigm of human resource management (HRM) in the education sector, particularly within school administration, which must now adapt to the dynamics of technological disruption. This article explores a school HRM development strategy rooted in local cultural values and oriented toward digital technology as an adaptive and meaningful response to the demands of the Society 5.0 era. Through a comprehensive literature review and critical analysis, five key pillars are identified: strengthening digital competencies, cultivating a growth mindset, innovating work processes, fostering cross-sector collaboration, and implementing performance management systems based on digital platforms. The study highlights the importance of integrating local wisdom in shaping resilient and collaborative human resources while accelerating inclusive and context-sensitive technology adoption. The practical implications of this research offer strategic directions and policy recommendations for educational institutions and stakeholders aiming to build adaptive, innovative, and sustainable school governance in the face of ongoing disruption.
The influence of principal transformational leadership and achievement motivation on teacher professionality Novaliawati, Intan Rikha; Sulastri, Sulastri; Nellitawati, Nellitawati; Sabandi, Ahmad
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 2 (2026): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i2.48742

Abstract

This study examined the influence of principals’ transformational leadership and teachers’ achievement motivation on teacher professionalism in public senior high schools in Dharmasraya Regency. A quantitative survey design was employed. The sample consisted of 110 teachers selected through stratified proportional random sampling based on educational level and length of service. Data were collected using questionnaires that had been tested for validity and reliability. Multiple linear regression analysis was used to examine the individual and combined contributions of the independent variables to teacher professionalism. The results showed that principals’ transformational leadership accounted for 8.5% of teacher professionalism, while achievement motivation accounted for 37.7%. Together, principals’ transformational leadership and achievement motivation explained 38.1% of the variance in teacher professionalism. These findings indicate that both variables significantly contribute to teacher professionalism, although achievement motivation has a stronger contribution than transformational leadership. The study highlights the importance of strengthening school leadership practices and encouraging teachers’ achievement motivation to support professional development.  
Servant Leadership, Motivation, and School Culture as Predictors of Teacher Discipline Pujianti, Ninit; Nellitawati, Nellitawati; Damanik, Enceria; Ningrum, Tia Ayu
Indonesian Educational Administration and Leadership Journal (IDEAL) Vol. 8 No. 2 (2026): On Progress
Publisher : Program Studi Adminsitrasi Pendidikan Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ideal.v8i2.58674

Abstract

Teacher discipline supports reliable instructional delivery, yet public elementary schools in Solok City continue to face problems involving punctuality, classroom presence, administrative completion, and compliance with professional duties. This study examined servant leadership, teacher motivation, and school culture as predictors of teacher discipline. A quantitative cross-sectional survey involved 221 teachers selected proportionally from 41 schools. Data were collected through four five-point Likert instruments containing 160 valid items. Reliability was strong, with Cronbach’s alpha values from .907 to .969. Separate regressions showed that servant leadership (β = .466), motivation (β = .613), and school culture (β = .289) each positively predicted discipline (p < .001). The combined model was significant, F(3, 217) = 51.893, p < .001, and explained 41.8% of the variance. Motivation remained the strongest positive predictor, followed by servant leadership, whereas school culture produced a negative partial coefficient after shared variance was controlled. The study offers an integrated model for teacher discipline in Indonesian primary education and indicates that school-culture effects require further mediation or multilevel analysis
The influence of information and communication technology (ICT) capabilities and work culture on the performance of state high school teachers Wardani, Ike Fitri; Sabandi, Ahmad; Nellitawati, Nellitawati; Achyar, Novriyanti; Putriani, Lisa
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 3 (2026): IRJE |Indonesian Research Journal in Education| in Progress|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/0xvfqq13

Abstract

This study examined the relationships between teachers’ information and communication technology (ICT) capability, work culture, and teacher performance in public senior high schools in Dharmasraya Regency. A quantitative survey design was employed involving 81 teachers selected purposively from a population of 466. Data were collected through questionnaires, supported by interviews and documentation, and analyzed using descriptive statistics, simple regression, and multiple regression. The results showed that ICT capability was significantly associated with teacher performance, explaining 44.0% of the variance. Work culture also showed a significant relationship with teacher performance, accounting for 42.3% of the variance. Together, ICT capability and work culture explained 57.7% of the variance in teacher performance. These findings indicate that strengthening teachers’ ICT capability and fostering a supportive work culture are important strategies for improving teacher performance and supporting school effectiveness.                                                                                                                                                                                                                                                                                                                                             Penelitian ini bertujuan untuk menentukan dan menguji data empiris tentang pengaruh keterampilan informasi dan teknologi teknologi komunikasi (TIK) pada kinerja guru, baik sebagian (secara terpisah) dan secara bersamaan (bersama -sama). Dalam penelitian ini, penulis menggunakan metode survei dengan pendekatan regresi untuk data kuantitatif yang diperoleh dari subjek penelitian. Sampel penelitian diambil dari seluruh populasi (sampel jenuh), yang terdiri dari 81 guru di sekolah menengah umum di Kabupaten Dharmasraya. Pengumpulan data dilakukan dengan menggunakan kuesioner, wawancara, dan dokumentasi. Jenis analisis yang digunakan adalah analisis regresi sederhana dan berganda, dijelaskan secara deskriptif. Hasil penelitian ini adalah: pertama, ada pengaruh positif dan signifikan dari keterampilan TIK guru terhadap kinerja guru, dengan koefisien penentuan (R2) sebesar 44%. Arah pengaruh ditunjukkan oleh persamaan regresi linier sederhana (koefisien tidak standar b) ŷ = 47.251 + 0,744x1, yang berarti bahwa setiap satu unit peningkatan skor kemampuan TIK guru (x1) akan memiliki efek pada peningkatan skor kinerja guru (y) dengan 47.995. Kedua, ada pengaruh positif dan signifikan dari budaya kerja terhadap kinerja guru, dengan besarnya pengaruh atau koefisien penentuan (R2) sebesar 42,3%. Arah pengaruh ditunjukkan oleh persamaan regresi linier sederhana (koefisien tidak standar b) ŷ = 38.559 + 0,756x2, yang berarti bahwa setiap satu unit peningkatan skor kultur kerja (x2) akan memiliki efek pada peningkatan skor kinerja guru (Y) sebesar 39,315. Ketiga, ada pengaruh positif dan signifikan dari kemampuan TIK guru dan budaya kerja secara bersamaan pada kinerja guru, dengan besarnya pengaruh atau koefisien penentuan (R2) sebesar 57,7%, yang berarti bahwa kemampuan TIK guru dan budaya kerja bersama berkontribusi 57,7% untuk kinerja guru. Arah pengaruh ditunjukkan oleh hasil uji simultan dengan nilai F yang dihitung 55,595 yang lebih besar dari tabel F 3,96 (55,595> 3,96) dan nilai signifikansi 0,000 yang kurang dari 0,05 (0,000 <0,05).  
Co-Authors A, Yanni Abd. Rasyid Syamsuri Achyar, Novriyanti Adam, Siska Yeni Adi, Nelfia Adindawati, Sarah Afrimayeni, Netty Afrinawati, Fitria Afriza, Indra Ahyarti, Ayra Al Kadri, Hanif Ali Setiawan, Muhammad Nurhisyam Ali, Mega Mustika Alkadri , Hanif Alkadri, Hanif Andriani, Silvia Anisah Arif Kurnianda, Muhammad Arifah, Wafda Arneti, Reni Arwildayanto, Arwildayanto Asbandi, Asbandi Azmaniar, Yanti Bilhuda, Asra Br Nainggolan, Rindah Darlina, Nella Darma , Khairina Darmayanti, Rina Desmira, Srina Dewi, Fitra Diva, Mutiara Elmanisar, Velnika Elviliza, Rona Enceria Damanik Erlina Erlina Ermita Ermita Erni, Yusnizar Esisuarni, Esisuarni Evanofrita, Evanofrita Fadilah, Rahmi Fauzia Rahma, Khairo Fetmawati, Fetmawati Fikri, Rijalul Fitri, Melni Gusva Fitri, Salwa'a Karunia Framesti Regita Cahyani Sari Frizdew, Besta Rahma G, Nurhizrah Ganefri . Ginanjar, Singgih Hade Afriansyah Hadiyanto Hadiyanto Halimahturrafiah, Nur Hardianto Harina, Mutiara Rahma Harlina, Fanny Hastuti, Dwi Fuji Hayati, Hazimah Dzikra Hendri Budi Utama Hutabian, Edwin Idris Idris Indra Jaya irsyad, irsyad Isra, Nasyrahadi Jasrial Jasrial, Jasrial Kadri, Hanif Al Kurnia, Mahyori Lastrioza, Lastrioza Lusi Susanti, Lusi Luthfiani, Luthfiani M, U Pg Fitra A. Maharani, Aprillycia Intan Mardianton, Mardianton Marlin, Yessy Marlinda Marlinda Melia, Mecia Merika Setiawati Miftahul Jannah Murni, Tati Nafisah Nafisah Ningrum, Tia Ayu Ningsih, Setya Ningsih, Sri Kurnia Nofelia, Lena Norhadiana Norhadiana Novaliawati, Intan Rikha Nur Hazizah Nurhizrah Gistituati Ose, Fitria Paramitha, Vina Adilla Pasaribu, Rahmawaty Prianti, Nila Pujianti, Ninit Putri, Tesi Eka Putriani, Lisa Qadri, Hanif Al Rahmalita, Aini Septia Rahmawati, Milatul Rahmi, Meilia Reni Septrisia Restu, Riza Rifma Rifma Roberto, Tedy Rossevin, Qatrin Nada Sanya Rusdinal, Rusdinal Sabandi , Ahmad Sabandi, Ahmad Saleh, Rahmi Sanchia Leona, Maidella Saputri, Melati Sari, Evita Maila Sari, Rika Yohana Sasmita, Mira SIMATUPANG, UMY NADRAH Sriwahyuni, Eci Sufyarma Marsidin Sulastri Sulastri Susi Waty, Rika Syahfitri, Dinda Syahril Syahril Syahril Syahril Syam, Dewi Sumiyarsih Syufyarma, Syufyarma TATI NURHAYATI Utama, Rizky Indra Variani, Herlin Wardani, Ike Fitri Widiawati Widiawati Widiawati Widiawati, Widiawati Wildanah, Fifin Yoserizal Yoserizal Yuharnis, Yuharnis Yulfianti, Yulfianti Yulianto Santoso Yulita, Peni Yunera, Syabrina Yunistisa, Fadila Zulkarnain, Razef