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All Journal Jurnal Pembangunan Pendidikan: Fondasi dan Aplikasi Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JURNAL PENELITIAN ILMU PENDIDIKAN COPE Tekno - Pedagogi : Jurnal Teknologi Pendidikan Jurnal Ilmiah MTG Jurnal Berkala Ilmu Perpustakaan dan Informasi Dinamika Pendidikan Jurnal Akuntabilitas Manajemen Pendidikan Jurnal Prima Edukasia FIKRI : Jurnal Kajian Agama, Sosial dan Budaya Al Ishlah Jurnal Pendidikan Jurnal Administrasi dan Manajemen Pendidikan JETL (Journal Of Education, Teaching and Learning) Jurnal Eduscience (JES) JAMP : Jurnal Administrasi dan Manajemen Pendidikan IJPD (International Journal Of Public Devotion) Bima Abdi: Jurnal Pengabdian Masyarakat Indonesian Journal Of Educational Research and Review Journal of General Education and Humanities Journal of Educational Sciences Jurnal Pengabdian Pada Masyarakat Managere: Indonesian Journal of Educational Management IIJSE Lembaran Ilmu Kependidikan COUNS-EDU: The International Journal of Counseling and Education At Turots: Jurnal Pendidikan Islam
Setya Raharja
Universitas Negeri Yogyakarta
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KEBIJAKAN POLITIK ANGGARAN PENDIDIKAN KOTA YOGYAKARTA Arif Rohman, Achmad Dardiri, Setya Raharja
Jurnal Penelitian Ilmu Pendidikan Vol. 7 No. 2 (2014): July–December
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (838.976 KB) | DOI: 10.21831/jpipfip.v7i2.4919

Abstract

Penelitian ini bertujuan mendeskripsikan politik anggaran pendidikan di kota Yogykarta. Penelitian ini memakai pendekatan kualitatif fenomenologis di kota Yogyakarta. Subjek penelitian dipilih secara purposif dari unsur eksekutif dan legislatif. Penggalian data melalui wawancara mendalam dan analisis dokumen. Adapun trianggulasi dipakai dengan trianggulasi metode dan sumber, diskusi ahli, serta rival explanations. Analisis data secara kualitatif fenomenologis dengan langkah data managing, reading and memoing, describing, classifying, interpreting, dan visualizing. Hasil temuan menunjukkan total anggaran pendidikan kota Yogyakata tahun 2014 sebesar Rp. 432.883.644.325,00. Pola distribusi dan alokasi anggaran pendidikan dikelola berdasar koordinasi dan integrasi kebijakan antar unit pemerintah. Prioritas anggaran pendidikan tahun 2014 ditentukan berdasarkan pertimbangan aspek urgensi dan emergensi. Prioritas utamanya meliputi: gaji pegawai, program wajib belajar 12 tahun, dan program pengembangan pendidikan
Revitalizing Islamic Education: The Role of Management and Curriculum Design in Addressing Social Change in Pesantren Luthfi Setya Rahmadani; Setya Raharja
Fikri : Jurnal Kajian Agama, Sosial dan Budaya Vol. 10 No. 1 (2025): Fikri : Jurnal Kajian Agama, Sosial dan Budaya
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jf.v10i1.6166

Abstract

This study aims to examine how Islamic boarding schools (pesantren) manage and redesign their curricula to respond to the challenges of modernization and social change. The present study employs a qualitative research method of a phenomenological nature. This study was conducted at two educational institutions: the Pondok Pesantren Nurul Ummah Kotagede and the Pondok Pesantren Kotagede Hidayatul Mubtadi'ien (PPKHM). The informants in this study consist of the head of the Madrasah Diniyah, the deputy head of the curriculum department of the Madrasah Diniyah, and teachers at the Madrasah Diniyah. The data collection techniques employed in this study encompass in-depth interviews, non-participant observation, and document analysis. The data analysis techniques employed the phenomenological data analysis model of Moustakas through researcher reflexivity, textual description, structural description, and extracting the 'essence' of informants' experiences, which reveal "what" and "how" they experience a phenomenon or concept under study. The research findings indicate that the modernization of management and curriculum design in Islamic education at Islamic boarding schools involves: Firstly, the integration of an educational system that combines the salafiyah (traditional) boarding school typology, which focuses on bandongan, sorogan, memorization, and learning methods based on the Kitab Kuning ‘Classical Islamic Texts’ as the primary reference in learning activities at the boarding school, with the Madrasah Diniyah Takmiliyah educational system, which has classical-based learning and includes levels and stages in the learning process, namely I'dad, Ula or Awwaliyah, Wustho, and Ulya, is of particular interest. Secondly, the institution has initiated a practice-based learning program for final-year students. This program is facilitated through community service, specifically via the PKR (Ramadan Activity Program). Additionally, the institution holds religious study sessions with the objective of developing knowledge and religious education for the community.
Pedagogical Leadership for Strengthening Local Wisdom-Based Character Learning: A Case Study of Ketek Ogleng Cultural Education in an Indonesian Elementary School Setyani, Netty Dwi; Raharja, Setya
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 3 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

Local wisdom-based character education has gained increasing attention as an approach to fostering meaningful learning experiences while preserving cultural heritage in elementary education. However, limited research has examined how pedagogical leadership supports the integration of local cultural practices into character learning within school settings. This study explores the role of pedagogical leadership in strengthening local wisdom-based character learning through the implementation of Ketek Ogleng cultural education at SDN 2 Sempu, Indonesia. Employing a qualitative single-case study design, data were collected through in-depth interviews with the principal, teachers, school committee representatives, and local cultural practitioners, complemented by participant observations and document analysis. The findings indicate that pedagogical leadership was reflected in the school's vision, curriculum integration, resource management, collaboration with local artists, and continuous supervision of learning activities. Ketek Ogleng was implemented as an experiential learning medium that enabled students to internalize values of discipline, responsibility, cooperation, cultural appreciation, and respect for local traditions through authentic participation in cultural performances. The findings further demonstrate that the principal's leadership extended beyond administrative management by creating a culturally responsive learning environment that connected classroom learning with community cultural resources. This pedagogical approach strengthened students' character development while promoting the preservation of local cultural heritage. The study concludes that pedagogical leadership plays a pivotal role in sustaining local wisdom-based learning ecosystems and recommends a structured pedagogical framework for integrating indigenous cultural resources into elementary education to support character development and culturally responsive learning.
Technology-Supported Collaborative Literacy Programs in Elementary Education: A Systematic Literature Review Suprapti, Yani; Raharja, Setya
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 3 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

Developing literacy in elementary education requires not only collaborative school management but also the integration of technology-supported pedagogical practices that foster engaging and sustainable learning experiences. This study aims to synthesize current evidence on how technology-supported collaborative literacy programs contribute to improving reading and writing literacy in elementary schools. A Systematic Literature Review (SLR) was conducted by searching publications indexed in Google Scholar using the Publish or Perish application. The search employed keywords related to collaborative management, literacy, elementary education, and school literacy programs, focusing on studies published between 2021 and 2025. Following a systematic screening process based on predefined inclusion and exclusion criteria, fifteen eligible studies were analyzed. The findings reveal that effective literacy programs are characterized by collaboration among school leaders, teachers, parents, communities, and external stakeholders, supported by technology-enhanced pedagogical approaches. Digital libraries, collaborative e-learning, information and communication technology (ICT), gamified literacy activities, and interactive learning media enrich students' reading engagement, comprehension, writing proficiency, and critical thinking while strengthening school–community partnerships. The review also identifies persistent challenges, including unequal technological infrastructure, limited teacher digital competence, and inadequate access to quality learning resources. Nevertheless, these constraints can be mitigated through strategic leadership, sustained stakeholder collaboration, and systematic literacy implementation that integrates digital tools into classroom practice. Overall, the evidence suggests that technology-supported collaborative literacy programs provide a robust pedagogical framework for creating inclusive, adaptive, and sustainable literacy ecosystems that respond to the demands of twenty-first-century elementary education.
Organizational Strategies for Strengthening AI-Integrated Ubiquitous Learning in Elementary Schools Ferdyawati, Dina; Raharja, Setya
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 4 (2026): Tekno-Pedagogi| In Progress|
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

The rapid advancement of Artificial Intelligence (AI) has accelerated the transformation of elementary education toward ubiquitous learning, requiring schools to establish organizational strategies that effectively support technology-integrated teaching and learning. This study aims to analyze how organizational strategies strengthen AI-integrated ubiquitous learning in elementary schools by emphasizing the alignment between school leadership, teacher capacity, curriculum integration, and digital learning environments. A qualitative case study approach was employed involving selected elementary schools with varying levels of AI implementation. Data were collected through in-depth interviews with school principals, teachers, and educational technology coordinators, complemented by classroom observations of AI-supported instructional practices. The findings indicate that successful AI integration extends beyond technological availability and depends on coherent organizational strategies that foster instructional innovation. Strategic planning, visionary leadership, continuous professional development, curriculum alignment, and adequate digital infrastructure collectively enhance teachers' digital pedagogical competence and facilitate personalized, flexible, and adaptive learning experiences. Furthermore, collaborative school cultures, effective internal communication, and parental engagement reinforce the sustainability of AI-supported instructional practices. These organizational dimensions create enabling conditions for implementing ubiquitous learning by promoting data-informed instruction, increasing student engagement, and supporting continuous improvement in teaching practices. The study concludes that organizational strategies function as critical enablers of AI-integrated pedagogy rather than merely administrative mechanisms, providing a practical framework for elementary schools seeking to implement sustainable, technology-enhanced learning ecosystems that respond to the evolving demands of twenty-first-century education.
Spiritual Faith and Organizational Support: An Analysis of Internal and External Factors of Principals' Resilience Aris Suharyadi; Nurtanio Agus Purwanto; Agung Purwa Widiyan; Endang Sri Budi Herawati; Yuni Astuti; Setya Raharja
Managere: Indonesian Journal of Educational Management Vol. 8 No. 1 (2026)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52627/managere.v8i1.1610

Abstract

Educational leaders increasingly face complex professional pressures that demand not only managerial competence but also strong adaptive and emotional capacities. This study examines how internal and external factors contribute to principals’ resilience by integrating quantitative and qualitative evidence through a mixed-methods approach. Survey data were used to identify shared perceptions regarding resilience resources, while in-depth interviews explored how principals interpret challenges and sustain leadership effectiveness in practice. The findings reveal that resilience is shaped through the interaction between adaptive meaning-making, spiritual faith, and organizational support. Emotional regulation and a clear sense of professional purpose emerged as important internal resources, while collegial collaboration and family support functioned as reinforcing external mechanisms. Spiritual practices were found to play a significant role in stabilizing emotional responses and supporting reflective decision-making during demanding situations. Rather than operating as isolated factors, these elements interact dynamically to sustain leadership stability under pressure. The integration of quantitative and qualitative findings suggests that resilience should be understood as a relational–spiritual process embedded in everyday leadership experiences. The study highlights the importance of developing leadership support systems that integrate emotional, relational, and spiritual dimensions. These findings provide practical implications for leadership development programs by emphasizing holistic resilience training that strengthens emotional regulation, collaborative organizational culture, and value-based leadership practices to support sustainable educational leadership.
Holistic curriculum management based on local wisdom in elementary education: a case study of Bukit Batu Tourism Village Siti Febrianti; Setya Raharja; Juwandi
At Turots: Jurnal Pendidikan Islam Vol. 7 No. 2 Desember (2025): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v7i2.1110

Abstract

This research is motivated by the low integration of local cultural values in the elementary school curriculum which causes less contextual learning. The purpose of this study is to analyze the pattern of curriculum management based on local wisdom in SD Negeri 11 Bukit Batu. The research method used is qualitative with phenomenological design through interviews, observations, and documentation studies. The results of the study showed that curriculum planning was carried out in a participatory manner, the organization was focused on the division of teacher roles and activity scheduling, implementation was realized through contextual learning, P5 projects, and zapin and kompang cultural arts activities, while the evaluation emphasized the relevance of materials, methods, student involvement, facilities, and learning outcomes achievements. The novelty of this research lies in the mapping of a holistic curriculum management pattern that balances academic competence with the preservation of local culture. The conclusion shows that this model is able to increase the relevance of learning while strengthening students' character.
School-Parent Partnership Management Patterns in Improving Student Educational Services at Junior High Schools in North Siberut District, Mentawai Islands Regency Ranti Marie; Setya Raharja
At Turots: Jurnal Pendidikan Islam Vol. 8 No. 1 Juni (2026): At Turots: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Ilmu Tarbiyah Madani Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51468/jpi.v8i1.1587

Abstract

This study examines the partnership between schools and parents at junior high schools in North Siberut Subdistrict to improve educational services at junior high schools in North Siberut Subdistrict, Mentawai Islands Regency. This study employs a descriptive qualitative approach conducted at SMP N 1 and SMP N 4 in Siberut Utara Subdistrict, with a sample of 42 informants comprising 2 school principals, 16 teachers, 2 committee members, 9 parents, and 13 students. Data were collected through semi-structured interviews, observations, and document analysis. Data analysis was conducted through a triangulation process, encompassing data collection, data reduction, data display, and conclusion drawing or verification, while maintaining the authenticity of information obtained from primary sources and validators. The study found that the partnership was implemented through planning, implementation, and evaluation involving active communication, the school committee, and parents. The main obstacles stemmed from geographical conditions, limited transportation and infrastructure, parents’ busy schedules, and psychological factors such as feelings of inferiority. To address these, the school strengthened communication, conducted home visits, provided counseling, involved the committee, and reported on student progress regularly. Strategies to optimize the partnership were implemented through communicative, collaborative, digital, and conventional approaches, as well as those rooted in local culture, to ensure that support for students’ education remains strong and sustainable.
Co-Authors Adi Santoso Agung Purwa Widiyan Agustian Ramadana Putera Apriyanto, Ridwan Eko Aris Suharyadi Azifa Ulya Ainunnisa Bafirman HB Berlian Nursyanti Mahardhika Bustari, Meilina Cepi Safruddin Abdul Jabar Christine, Jene Devi Monita Kristyningsih Dian Fathur Rohmah Dwi Esti Andriani Endang Sri Budi Herawati Endang Sri Budi Herawati Fahmi Roshaanatun, Luthfi Ferdyawati, Dina Irdayanti Mat Nashir Juwandi Kamilia, Ishmah Dzakiyyah Khamid, Muh L. Efendi Luthfi Setya Rahmadani Maula, Faradina Milla Nilma Zola Niron, M.D. Nurtanio Agus Purwanto Priadi Surya Prof. Dr. Haryanto, M.Pd. Putra, Budhi Andi Rahmat Fadhli Ramadhan, Aqsal Rizky Ranti Marie Riantono, Agus Rosa Dania Salam, Khatibul Umam Sarinten Sarinten Setiawan Edi Wibowo Setyani, Netty Dwi Siti Febrianti Siti Partini Suardiman Siti Yuli Chulaelah Sugeng Tri Wuryanto Sugiyono Sugiyono Sukirjo, Sukirjo Suprapti, Yani Suyata Suyata Suyud Suyud T. Sutioso Tina Rahmawati Udik Budi Wibowo Widia Murni Wijaya Widiyan, Agung Purwa Winur Purbo Sejati Yoyon Suryono Yuli Yulianti Yuni Astuti