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All Journal Basastra: Jurnal Kajian Bahasa dan Sastra Indonesia Jurnal Konseling dan Pendidikan Al Ishlah Jurnal Pendidikan Tadbir : Jurnal Studi Manajemen Pendidikan Linguistic, English Education and Art (LEEA) Journal AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Linguistik Indonesia Jurnal Hawa : Studi Pengarus Utamaan Gender dan Anak Budimas : Jurnal Pengabdian Masyarakat Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences International Journal of Educational Management and Innovation (IJEMI) Journal of Lifelong Learning (JOLL) Ad-Man-Pend (Jurnal Administarsi Manajemen Pendidikan) Journal of Physical Activity and Sports (JPAS) Education and Social Sciences Review Darmabakti: Jurnal Inovasi Pengabdian dalam Penerbangan Linguistic, English Education and Art (LEEA) Journal Indonesian Journal of Educational Development (IJED) JURNAL INOVASI DAN MANAJEMEN PENDIDIKAN Journal of Community Empowerment Jurnal Penelitian Pendidikan Indonesia
Khairi, Azizatul
Universitas Bengkulu
Religion Arts Humanities Chemical Engineering, Chemistry & Bioengineering Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Transportation Other

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Intrinsic Motivation and School Climate as Predictors of Teacher Performance in Rural Indonesian Schools Herli, Herli; Danim, Sudarwan; Kartiwi, Asti Putri; Khairi, Azizatul
International Journal of Educational Management and Innovation Vol. 7 No. 2 (2026): in press
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijemi.v7i2.14580

Abstract

Background/purpose. Teacher performance is a critical determinant of educational quality, yet it remains challenged by declining motivation and suboptimal work environments, particularly in developing countries. Materials/methods. This study examined the influence of intrinsic motivation and school climate on teacher performance among 72 public junior high school teachers in Empat Lawang District, South Sumatra, Indonesia, using a quantitative cross-sectional survey design. Data were collected through validated questionnaires (intrinsic motivation: α = .960; school climate: α = .866; teacher performance: α = .938) and analyzed using Pearson correlation and multiple regression. Results. Both predictors demonstrated strong positive correlations with teacher performance (intrinsic motivation: r = .907; school climate: r = .826; p < .001). Simple regression revealed that intrinsic motivation accounted for 82.3% of the variance in performance (R² = .823), while school climate accounted for 68.1% of the variance (R² = .681). Multiple regression indicated that both variables jointly explained 84.2% of the variance (R² = .842, F = 183.326, p < .001), with intrinsic motivation emerging as the dominant predictor (β = .707) relative to school climate (β = .243). Conclusion. These findings suggest that improving teacher effectiveness in resource-constrained rural settings requires prioritizing professional autonomy and competency development alongside a supportive organizational climate.
Does Digital Administration Drive Pedagogical Performance? Assessing the Impact of SIMPATIKA on Classroom Management in Madrasah Education Erniati, Erniati; Khairi, Azizatul; Sasongko, Rambat Nur
JURNAL AL-TANZIM Vol 10, No 2 (2026)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i2.14038

Abstract

This study examines the influence of Digital SIMPATIKA and Contemporary Madrasah Culture on teachers’ classroom management performance, both partially and simultaneously. A quantitative survey approach was applied involving 33 teachers as research participants. Data were collected through validated and reliable questionnaires and analyzed using multiple linear regression, including partial t-tests, a simultaneous F-test, and the coefficient of determination (R²). The results show that Digital SIMPATIKA (X1) has a significant positive effect on classroom management performance (t = 2.652, p = 0.013). In contrast, Contemporary Madrasah Culture (X2) does not demonstrate a statistically significant partial influence (t = 1.587, p = 0.123). However, the regression model as a whole is statistically significant (F = 40.568, p < 0.001). The coefficient of determination (R²) is 0.730 (Adjusted R² = 0.712), indicating that approximately 71.2% of the variance in teachers’ classroom management performance can be explained by the two predictors in the model. These findings suggest that the utilization of Digital SIMPATIKA plays a stronger role in explaining classroom management performance than cultural factors within the context of this study.
Instructional leadership strategies to strengthen teachers’ pedagogical practices in inclusive elementary schools: a case study from indonesia Sari, Tanti Permata; Kristiawan, Muhammad; Khairi, Azizatul
Jurnal Konseling dan Pendidikan Vol. 14 No. 1 (2026): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1207400

Abstract

The implementation of inclusive education requires teachers to develop adaptive pedagogical practices that respond to diverse student needs. However, the effectiveness of these practices was strongly influenced by the principal's instructional leadership. This study aimed to analyze the strategies used by principals to strengthen teachers' pedagogical practices in inclusive elementary schools. This study employed a qualitative approach with a case study design conducted at SD Alam Mahira in Bengkulu City, Indonesia. The participants consisted of the principal and teachers involved in inclusive learning. Data were collected through in-depth interviews, classroom observations, and document analysis. The data were analyzed using the interactive model of Miles and Huberman, including data reduction, data display, and conclusion drawing. The findings indicated that principals implemented several strategic actions, including strengthening the vision of inclusive learning, developing teacher professional programs, conducting academic supervision and mentoring, optimizing school resources, and carrying out continuous evaluation through reflective discussions and professional learning communities. These strategies fostered a collaborative and supportive environment that enhanced teachers' pedagogical competence and encouraged the development of adaptive teaching practices. This study concluded that systematic and collaborative instructional leadership played a crucial role in improving teachers' pedagogical practices in inclusive education settings.
Digital teacher performance management in a border area school : implementation of the ruang GTK platform and its impact on work effectiveness Yulia Septemi; Sudarwan Danim; Azizatul Khairi
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 12 No. 1 (2026): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020266891

Abstract

Digital platforms are increasingly used for teacher performance management, yet evidence from under-resourced contexts, particularly border-area schools, remains limited. This study examines the implementation of teacher performance management using the Ruang Guru dan Tenaga Kependidikan (Ruang GTK) platform and its contribution to teacher work effectiveness in a public junior high school located in an Indonesian border area. A qualitative descriptive approach was employed. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving the principal, six teachers, and one school operator. Data were analyzed using the interactive model of Miles and Huberman. The findings show that Ruang GTK was implemented across five performance management stages: planning, implementation, monitoring and feedback, evaluation and reflection, and professional development. The platform contributed to clearer work direction, improved task organization, increased discipline, and supported reflective practices. However, constraints included unstable internet access, varying teacher digital literacy, and inconsistent system use. One teacher stated, “I often struggle to upload evidence because the internet connection is unstable.” Ruang GTK has potential as a digital performance management tool in border-area schools, but its effectiveness depends on infrastructure readiness, digital competence, and leadership support. Schools should provide targeted training and ensure reliable internet access. Future research should examine implementation across multiple schools.
The role of school principals in implementing the free nutritious meal program: a case study from indonesian elementary education Meri Andani; Rambat Nur Sasongko; Azizatul Khairi
Education and Social Sciences Review Vol. 7 No. 1 (2026): Education and Social Sciences Review
Publisher : Indonesian Institute for Counseling, Education and Theraphy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/07essr696400

Abstract

School nutrition programs are increasingly recognized as strategies for improving children’s health and learning readiness. In Indonesia, the Free Nutritious Meal Program (MBG) was introduced to address nutritional deficiencies among elementary school students. However, research on school leadership in managing such programs remains limited. This study examines the role of school principals in implementing the MBG program and its perceived contribution to student health and learning readiness. A qualitative descriptive case study was conducted at State Elementary School No. 22 Central Bengkulu, Indonesia. Data were collected through semi-structured interviews, non-participant observations, and document analysis involving the principal, six teachers, one Nutrition Program Implementation Unit (SPPG) officer, and several students. Thematic analysis using the Miles and Huberman interactive model revealed four major themes. First, collaborative leadership practices were reflected in the principal’s coordination of implementation teams, distribution schedules, stakeholder communication, and engagement with teachers, parents, and SPPG officers. Second, supervisory practices included monitoring food quality, student discipline, cleanliness, and implementation procedures to ensure program quality. Third, several implementation challenges were identified, including limited storage facilities, food distribution delays, repetitive menus, communication barriers, and limited monitoring systems. Fourth, according to teacher and student reports, the MBG program positively influenced attendance, concentration, discipline, motivation, perceived health, and learning readiness. This study contributes to the limited literature on school leadership in nutrition program implementation and highlights the importance of collaborative leadership, adequate infrastructure, and continuous monitoring in sustaining program effectiveness.
Enhancing students' digital literacy through digital-based classroom management in informatics learning Devi Sylvianica; Sudarwan Danim; Azizatul Khairi
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v7i1.6175

Abstract

This study examines digital-based classroom management to enhance students' digital literacy in Informatics learning. The rapid expansion of educational technology requires structured classroom strategies that systematically foster multidimensional digital competencies rather than merely support content delivery. This research aims to analyze how digital-based classroom management through the 1 Cerdas Application enhances students' digital literacy competencies. A descriptive qualitative approach was employed in a public lower secondary school involving school leaders, Informatics teachers, and students selected purposively. Data were collected through classroom observations, in-depth interviews, and document analysis, and analyzed using an interactive qualitative model consisting of data condensation, data display, and conclusion drawing. The findings indicate that structured platform-based management improved students' technical proficiency, collaborative engagement, creative digital production, information evaluation skills, and ethical technology awareness, although infrastructure instability and varied digital readiness remained challenges. The study concludes that digital-based classroom management serves as a systemic pedagogical strategy for strengthening digital literacy and recommends continuous infrastructure improvements and teacher professional development to sustain the effectiveness of innovation.
Co-Authors Abrori, Rifky Afrilliyan, Arrendi Agus Purnomo Agus Riyanto Al Jannah Fadilah Badeni Badeni Badeni Badeni, Badeni Dedy Devi Sylvianica Eko Risdianto Eli Rustinar Erniati Erniati Hadiwinarto Hadiwinarto Herli, Herli Kartiwi, Asti Putri Meri Andani Muhammad Kristiawan Nia Ulfasari Ningrum, Nurul Fajar Muslimah Rambat Nur Sasongko Sari, Tanti Permata Sayfnil Arsyad Shella Monica shella monica Somantri, Manap Somantri, Manap Sudarwan Danim Syafryadin Syafryadin Taslim, Nur Fathanah Ulfa Kurniasih Victorizal Victorizal Wiwin Yunita Yulia Septemi Yunita, Wiwin