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All Journal Jurnal Administrasi Pendidikan Indonesia Dinamisia: Jurnal Pengabdian Kepada Masyarakat JPAP (Jurnal Praktisi Administrasi Pendidikan) Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan
Eka Prihatin
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Humanities Education Social Sciences Other

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Hubungan Kepemimpinan Kepala Sekolah dan Motivasi Kerja Guru dengan Kinerja Guru SMA Negeri Se-Kabupaten Sumbawa Barat Nusa Tenggara Barat Tahun 2014/2015. Eka Prihatin; Wildan Wildan; Nyoman Sridana
(JPAP) Jurnal Praktisi Administrasi Pendidikan Vol. 1 No. 1 (2016)
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jpap.v1i1.4

Abstract

ANALISIS IMPLEMENTASI PROGRAM PENGEMBANGAN KEPROFESIAN BERKELANJUTAN (PKB) BAGI GURU SEKOLAH DASAR Junaidin Basri; Udin Syaefudin Saud; Asep Suryana; Eka Prihatin
Jurnal Administrasi Pendidikan Vol 20, No 1 (2023): APRIL 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jap.v27i2.27507

Abstract

This study aims to describe the implementation of the Continuous Professional Development (PKB) program by elementary school teachers in three Teacher Working Groups (KKG) related to the study of input, process, out put and out come using descriptive qualitative methods. The data were obtained through observation, interview and document review. The results of the study found that SD did not have a PKB work program. The indicators can be seen from the inadequate function of school management in planning, implementing, evaluating, organizing and planning the follow-up after PKB implementation. The results show that the aspects of planning, PKB implementation are carried out by KKG, evaluation system based on PKB SIM, while the follow-up plans for schools and teachers have not been carried out continuously and independently in scientific forum activities based on the needs of teachers and schools. The result is that the implementation of PKB has not had an impact on increasing self-development, the ability of teachers to make scientific work and innovation work. Another obstacle is the lack of budget support from the local government and the weak motivation of teachers to improve their competence. Therefore, a more Participatory, Integrated and Holistic PKB (PKB-PTH) implementation model is needed.
KEPEMIMPINAN KEPALA SEKOLAH DAN KINERJA GURU DALAM MENINGKATKAN MUTU SEKOLAH Ahmad Ikram; Dedy Achmad Kurniady; Eka Prihatin
Jurnal Administrasi Pendidikan Vol 16, No 2 (2019): OCTOBER 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jap.v26i2.21340

Abstract

KOMITMEN PENGELOLA DAN KEPEMIMPINAN SITUASIONAL KETUA PKBM DALAM MENINGKATKAN MUTU PENGELOLAAN PENDIDIKAN KESETARAAN PROGRAM PAKET C Ratih Yuniarti; aan komariah; asep suryana; eka prihatin
Jurnal Administrasi Pendidikan Vol 16, No 2 (2019): OCTOBER 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jap.v26i2.21334

Abstract

Educational Leadership Capacity Building Program in Decision Making through CIVI Leadership Model: Program Peningkatan Kapasitas Kepemimpinan Pendidikan dalam Pengambilan Keputusan melalui Model Kepemimpinan CIVI. Octavira, Ira Nadya; Johar Permana; Diding Nurdin; Eka Prihatin
Dinamisia : Jurnal Pengabdian Kepada Masyarakat Vol. 8 No. 2 (2024): Dinamisia: Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/dinamisia.v8i2.19285

Abstract

The condition of education in Indonesia after the pandemic experienced is getting learning loss or setbacks. The results of the INOVASI study found that early grade students in Indonesia experienced an indication of loss of learning outcomes equivalent to 0.47 standard deviation/sd (or 6 months of learning). This figure is much higher than in the United States (0.14) or China (0. 22). The independent curriculum is the main alternative offered by the government to catch up through driving schools which are pilot projects in implementing this independent curriculum. The implementation of good and appropriate education in schools certainly cannot be separated from the performance of the school principal. This is also a challenge for the government to be able to provide intervention to school principals so that they can become good captains in implementing the independent curriculum. This activity was carried out using the socialization method of the driving school leadership model which was designed based on field studies and relevant literature reviews. Based on the results of the research conducted, there was an increase in understanding, knowledge and skills of private school principals in Sukabumi City in terms of decision making. This is also proven by increasing the education report card scores of educational units within one year. With this activity, it is hoped that school principals will be able to further explore their abilities through Educational Leadership Capacity Building Program
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.
Co-Authors Aan Komariah Abubakar Abubakar Abubakar Ahmad Ikram Dedy Achmad Kurniady Diding Nurdin, Diding Eka Prihatin Hanyfa Shofia Azahra Zulfa Hanyfa Shofia Azahra Zulfa Johar Permana Junaidin Basri Nyoman Sridana Octavira, Ira Nadya Ratih Yuniarti Solly Aryza Udin Syaefudin Saud Wildan Wildan