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All Journal Jurnal Manajemen Pendidikan: Jurnal Ilmiah Administrasi, Manajemen dan Kepemimpinan Pendidikan Jurnal Elemen Al Ishlah Jurnal Pendidikan Jurnal Administrasi Pendidikan Indonesia Jurnal Administrasi dan Manajemen Pendidikan JAMP : Jurnal Administrasi dan Manajemen Pendidikan Jurnal Pasca Dharma Pengabdian Masyarakat Jurnal Pendidikan Indonesia Gemilang Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Jurnal Pendidikan Terapan Journal of Vocational, Informatics and Computer Education Inovasi Kurikulum
Abubakar Abubakar
Universitas Pendidikan Indonesia
Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Perceived Organizational Support in Education: A Systematic Literature Review and Implications for School Management and Leadership Hanyfa Shofia Azahra Zulfa; Eka Prihatin; Abubakar Abubakar; Hanyfa Shofia Azahra Zulfa; Eka Prihatin; Abubakar
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 8 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i8.2026.13

Abstract

Perceived organizational support (POS) has attracted increasing attention in educational research, yet existing evidence remains theoretically fragmented and offers limited guidance for school management and leadership. This study aims to synthesize the literature on teachers’ POS by mapping teacher outcomes, dominant theoretical frameworks, leadership and organizational antecedents, and their implications for educational leadership. Following the PRISMA 2020 guidelines, 89 empirical studies published between 2019-2026 were identified through Scopus and ERIC and synthesized narratively. The findings: work engagement, teacher well-being, job satisfaction, and teacher performance are the most prominent promotive outcomes, whereas burnout and turnover intention represent the primary protective outcomes. Social Exchange Theory dominates the literature, alongside Organizational Support Theory, the Job Demands–Resources model, Conservation of Resources Theory, and Self-Determination Theory. The review further suggests that POS operates through both promotive and protective mechanisms and functions not only as a direct predictor but also as a mediator and moderator of teacher outcomes. For school management and leadership, POS should be understood as a system-level organizational outcome shaped by the alignment of leadership practices, organizational procedures, and material working conditions. Future research should adopt more longitudinal, mixed-methods, and cross-cultural designs, particularly in underrepresented contexts such as Islamic educational institutions.
Digital Financial Management and Financial Accountability in Community Learning Centers: The Mediating Role of BOS Fund Management Effectiveness Abubakar Abubakar; Reza Ahmad Madani; Taufani C. Kurniatun; Abubakar; Reza Ahmad Madani; Taufani C. Kurniatun; Eka Prihatin
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 10 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i10.2026.14

Abstract

The increasing demand for transparent and accountable financial governance has encouraged educational institutions to adopt digital financial management systems. However, empirical evidence explaining how digital financial systems improve accountability through organizational management processes remains limited, particularly in Community Learning Centers (CLC). This study aimed to examine the effects of the ARKAS application system on the effectiveness and accountability of fund management of Bantuan Operasional Sekolah (BOS), as well as the mediating role of management effectiveness. A quantitative survey was conducted involving 62 members of BOS fund management teams from CLC in Bandung Regency, Indonesia, selected through purposive sampling. Data were collected using a structured questionnaire and analyzed using descriptive statistics, multiple regression, path analysis, and the Sobel test. The results revealed that the ARKAS application system significantly improved both the effectiveness and accountability of BOS fund management. Furthermore, management effectiveness significantly enhanced accountability and mediated the relationship between the ARKAS application system and accountability. These findings imply that CLC should integrate digital financial management with continuous managerial capacity development to strengthen financial governance. The study contributes to educational financial management literature by demonstrating that management effectiveness constitutes the organizational mechanism through which digital financial systems enhance accountability in non-formal education.
Needs analysis of character education training for teachers at Multi Dimensi vocational school Ulfia Nanda Maulia; Abubakar Abubakar; Asep Dikdik; Cucun Hasanah
Inovasi Kurikulum Vol. 22 No. 1 (2025): Inovasi Kurikulum, February 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v22i1.80279

Abstract

The importance of character education in the context of teacher role modeling for students in the context of moral and ethical instruction has been well-documented. However, a paucity of research has been conducted on implementing character education in SMK Multi Dimensi Anyer. Therefore, a needs analysis was performed to identify the gap between the current competencies of teachers. This research aims to overcome the problem through the Training Needs Survey approach and recommends a development design for strengthening teacher character education by conducting training. The research method employed in this study is a descriptive exploratory approach, incorporating qualitative and quantitative (mixed) methods, with data collection techniques including observations and interviews conducted with the principal and deputy head of curriculum to identify character education needs for teachers and the administration of questionnaires analyzed with IBM SPSS Statistics 26 to measure the understanding and application of character education by teachers. The results of the interviews indicated a need for training to enhance character education, and the results of the questionnaire distribution demonstrated that only two teachers attained the ideal score based on the level calculation on 18 sub-indicators, with a score above 55, and an overall average score of 49.3 was obtained. The findings reveal a discrepancy, indicating the necessity for training to enhance teachers' competence in instilling student character values.   Abstrak Pendidikan karakter penting diterapkan oleh guru agar dapat menjadi teladan bagi peserta didik dalam menanamkan moral dan etika. Namun, banyak guru belum menerapkannya di SMK Multi Dimensi Anyer. Sehingga, analisis kebutuhan diperlukan untuk melihat kesenjangan antara kompetensi guru saat ini.Tujuan penelitian ini untuk mengatasi permasalahan melalui pendekatan Training Needs Survey dan merekomendasikan sebuah rancangan pengembangan penguatan pendidikan karakter guru dengan mengadakan sebuah pelatihan. Metode penelitian yang digunakan dalam penelitian ini adalah deskriptif eksploratif dengan pendekatan kualitatif dan kuantitatif (campuran) dengan teknik pengumpulan data berupa observasi dan wawancara berbeda yang dilakukan dengan kepala sekolah dan wakil kepala kurikulum untuk mengidentifikasi kebutuhan pendidikan karakter bagi guru dan penyebaran kuesioner dianalisis dengan IBM SPSS Statistics 26 untuk mengukur pemahaman dan penerapan pendidikan karakter oleh guru. Hasil wawancara menunjukkan bahwa pelatihan yang dibutuhkan adalah penguatan pendidikan karakter dan hasil penyebaran kuesioner menunjukkan bahwa hanya terdapat dua guru yang memenuhi nilai ideal berdasarkan kalkulasi level pada 18 sub-indikator, dengan score diatas 55 dengan rata-rata score keseluruhan yang diperoleh sebesar 49,3. Demikian, hasil keseluruhan menunjukkan kesenjangan, sehingga pelatihan diperlukan untuk meningkatkan kompetensi guru dalam menanamkan nilai karakter pada peserta didik. kata kunci: analisis kebutuhan; pelatihan guru; pendidikan karakter; pengembangan profesional; sekolah kejuruan
The GASING method and pedagogical transformation in elementary school: A teacher perspective: Bahasa Indonesia Puspita Baity; Tita Mulyati; Abubakar Abubakar
Jurnal Elemen Vol 12 No 3 (2026): July
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i3.34638

Abstract

Mathematics learning in elementary schools continues to face challenges, including students’ perceptions of mathematics as difficult, procedural teaching practices, and low engagement. These challenges highlight the need for instructional approaches that improve student learning and foster teachers’ pedagogical transformation. This study examined the pedagogical transformation of elementary school teachers who teach mathematics following the implementation of the GASING method in their teaching. A mixed-methods sequential explanatory design was employed involving 27 teachers, of whom 6 selected for interviews. Data were collected through questionnaires and semi-structured interviews and were analyzed using descriptive statistics and thematic analysis. The findings indicate that teachers’ pedagogical transformation was high across the dimensions of perceptions, pedagogical strategies, and professional reflection. Teachers increasingly view errors as learning opportunities, adopt more contextual and student-centered instructional strategies, and engage more actively in professional reflection. These findings suggest that the GASING method can support teachers’ pedagogical transformation and contribute to more meaningful, reflective, and student-centered mathematics learning in elementary schools in Indonesia.
Optimizing School Management Information Systems for Data-Driven Decision Making: The Strategic Role of School Operators Fatimah Azzahra Ramadani Fazri; Abubakar Abubakar
Jurnal Pendidikan Indonesia Gemilang Vol 6, No 2 (2026)
Publisher : Gemilang Maju Publikasi Ilmiah (GMPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53889/jpig.v6i2.912

Abstract

Ineffectiveness in handling educational information results in decision-making failures at schools, for instance, erroneous planning and improper allocation of resources. In this regard, the importance of school administration in the context of Management Information System (MIS) is emphasized as an issue that has not yet been considered in its systematic form. Thus, the purpose of this paper is to examine and suggest approaches to improve the role of school administration in MIS implementation in order to facilitate decision-making based on collected data. The study used a literature review. The sources included articles from authoritative national and international journals, conference papers and academic books. The data were analyzed using thematic analysis. The results indicate that there are seven strategically integrated roles of school operators, including data quality guardian, efficiency driver, data mediator, ICT integration agent, system sustainability manager, bridge between technology, data, and management, and holistic competency implementer. These seven roles were then synthesized into a conceptual model of four competency dimensions (technical, analytical, managerial, and data communication) as a foundation for strengthening the Educational Information System (SIM). Thus, the effectiveness of data-driven decision-making heavily depends on the capacity of school operators and the shift in their roles from technical-operational to strategic-managerial. This study contributes to strengthening the educational information management framework to support the achievement of Sustainable Development Goal (SDG) 4 quality education through effective data-driven school governance.
Co-Authors Aan Komariah Abubakar Abubakar Andi Iswandi Asep Dikdik Asep Suryana Cucun Hasanah diding nurdin nurdin Diding Nurdin, Diding Eka Prihatin Eka Prihatin Fatimah Azzahra Ramadani Fazri Hanyfa Shofia Azahra Zulfa Hanyfa Shofia Azahra Zulfa Muhammad Luthfi Puspita Baity Reza Ahmad Madani Reza Ahmad Madani Rina Sya’diyyah Rizki Satria Nugraha Sumarto Sumarto Surachman, Eka Sururi . Suryadi Suryadi Taufani C. Kurniatun Taufani C. Kurniatun Taufani Chusnul Kurniatun Tita Mulyati, Tita Ulfia Nanda Maulia