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All Journal Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Al Ishlah Jurnal Pendidikan Jurnal Administrasi dan Manajemen Pendidikan Alignment: Journal of Administration and Educational Management JURNAL PENDIDIKAN TAMBUSAI Journal on Education Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Jurnal Isema : Islamic Educational Management Mudir : Jurnal Manajemen Pendidikan Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian jurnal syntax admiration Didaktika: Jurnal Kependidikan Journal of General Education and Humanities Innovative: Journal Of Social Science Research Jurnal Penelitian Pendidikan Indonesia Jurnal Penelitian Pendidikan Indonesia (JPPI) EDUJAVARE: International Journal of Educational Research J+Plus: Jurnal Mahasiswa Pendidikan Luar Sekolah Journal of Educational Studies
Ayu Wulandari
Universitas Negeri Surabaya
Aerospace Engineering Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Teacher Work Discipline Metaphor from The Perspective of High School Students: Implications for Improving Learning Achievement Ayu Wulandari; Nunuk Hariyati; Amrozi Khamidi; Arifannisa; Mochamad Nashrullah; Hardianto
Journal of Educational Studies Vol. 4 No. 1 (2026): April
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i1.2698

Abstract

This study aims to analyze students' perceptions of teacher discipline and its relationship with learning achievement at the high school (SMA) level. Teacher discipline is one of the important factors that affect the learning process, where teacher discipline can set a positive example and create a conducive learning environment. This study uses a survey method by distributing questionnaires to students in several high schools in the Surabaya-East Java area randomly. The data was analyzed using the results of the validity test of the instruments filled in by students about teacher discipline and learning achievement. The results of the study show that most students have a positive perception of teacher discipline. Disciplined teachers are considered to be able to increase students' motivation and concentration in learning, which ultimately has a positive impact on learning achievement. In addition, it found an insignificant relationship between teacher discipline and learning achievement, where higher teacher discipline was less likely to correlate with better learning achievement. The conclusion of this study is that students' perception of teacher discipline does not have a significant influence on learning achievement at the high school level. Therefore, it is important for teachers to continue to understand the norms that exist in schools with teachers who actively teach in the classroom and learning activities to support students' academic achievement.  
Evaluation of Participatory Leadership, Organizational Commitment, Organizational Culture on Teacher Retention Interest Nela Budi Astuti; Syunu Trihantoyo; Ayu Wulandari
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1202

Abstract

Teacher retention is a strategic issue in educational human resource management because it affects the stability of school organizations and the sustainability of learning quality. Low teacher retention rates are often influenced by internal organizational factors, such as leadership style, level of organizational commitment, and the work culture that develops in the school environment. This study aims to determine how a leadership approach centred on participation, dedication to the institution, and values established by the institution influences a teacher's desire to continue working there. This study adopted a qualitative methodology through a descriptive framework, gathering information through comprehensive conversations with teachers who were specifically selected for their insights, reinforced by several observations and document review. Data analysis was conducted using a methodology that focused on condensing information, presenting relevant findings, and formulating conclusions using inductive reasoning. The results of the study indicate that participatory leadership can increase teacher retention interest through active involvement in decision-making and open communication. Organizational commitment acts as an internal reinforcement that encourages teachers to remain in their positions due to their emotional attachment and sense of responsibility towards the institution. In addition, a positive and supportive organizational culture creates a comfortable and meaningful work environment that strengthens teachers' desire to continue serving. This study enriches the theoretical framework of educational management studies and suggests practical steps that school administrators can take to create leadership and organizational management approaches that focus on maintaining a stable teaching staff over time
Challenges and Strategic Solutions in Educational Resource Management in Underdeveloped Regions of Guangdong, China Gui Simei; Syunu Trihantoyo; Ayu Wulandari
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1307

Abstract

Educational equity remains difficult to achieve in underdeveloped rural regions despite continuing policy efforts to reduce regional disparities in China. In Guangdong, previous studies have largely discussed rural education from macro-policy or economic perspectives, yet few have integrated resource allocation, teacher retention, governance, and digital empowerment into a single analytical framework. This study aims to examine the main challenges of educational resource management in underdeveloped regions of Guangdong and to propose strategic solutions for improving educational equity. A mixed-methods design was employed, combining a structured questionnaire administered across 30 rural schools with semi-structured interviews involving 10 key informants, including teachers, school administrators, and local education stakeholders. Quantitative data were analyzed using descriptive statistics, and qualitative data were analyzed using thematic analysis. The findings reveal four major challenges: unequal resource allocation, persistent teacher retention problems, limited effectiveness of local governance and policy implementation, and inadequate digital infrastructure. Among these, teacher retention emerged as the most critical issue, followed by resource inequality, while digital empowerment remained the weakest dimension. The study contributes an integrated framework for understanding rural educational inequality and offers practical implications for policy reform, teacher support, governance improvement, and digital investment in underdeveloped regions.
Use of Artificial Intelligence (AI) as A Support for Technology-Based Learning in Developing Teacher Creativity and Innovation Nuhzatul Ainiyah; Ni’matus Shofiah; Ayu Wulandari
Jurnal Isema : Islamic Educational Management Vol. 9 No. 2 (2024): Jurnal Islamic Educational Management
Publisher : Laboratorium Jurusan S1 Manajemen Pendidikan Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/isema.v9i2.40400

Abstract

Digitalization in education encourages teachers to adapt in creating learning experiences that are relevant and meet the needs of students in the technological era. Artificial Intelligence (AI) technology plays a crucial role in enhancing the quality of education. AI supports teachers by providing tools that promote creativity and innovation in teaching. This study uses a qualitative literature review approach to analyze the development of AI technology in supporting learning, identify types of AI that can enhance teachers' creativity and innovation, and explore the challenges and opportunities of using AI in education. The findings of the study indicate thatAI plays a crucial role in supporting teachers' creativity and innovation. It helps enhance the quality of learning through tools that enable personalization and efficiency in the teaching process. Although AI holds great potential, its implementation in education still faces challenges, such as limited training for teachers and the risk of over-dependence on technology
The Influence of Participative Leadership, Organizational Commitment, Organizational Culture on the Retention Interest of Private High School Teachers in Sidoarjo District Nela Budi Astuti; Syunu Trihantoyo; Ayu Wulandari; Amrozi Khamidi
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1470

Abstract

This study examines the influence of participative leadership, organizational commitment, and organizational culture on teacher retention intention in private senior high schools in Sidoarjo District. The novelty of this research lies in the integrated analysis of these three organizational factors within the context of private secondary education, where empirical studies remain limited. A quantitative approach with a causal associative design was employed involving 169 teachers from six private senior high schools selected through total sampling. Data were collected using questionnaires and analyzed through descriptive statistics, Pearson correlation, multiple linear regression, and bootstrap-based hypothesis testing. The results indicate that participative leadership (p = 0.012), organizational commitment (p = 0.001), and organizational culture (p = 0.008) each have a positive and significant effect on teacher retention intention. Simultaneously, the three variables significantly influence teacher retention intention, explaining 73.8% of its variance. These findings highlight the importance of leadership and organizational factors in strengthening teacher retention in private schools.
Kepemimpinan Visioner Kepala SMK dalam Meningkatkan Industrial Trust dan Keterserapan Alumni (Studi Multi Kasus Di Smk Kabupaten Madiun) Aroum Bidandari; Murtadlo Murtadlo; Ayu Wulandari
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 7, No 4 (2024): Volume 7 No 4 Desember 2024
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um027v7i42024p607

Abstract

Abstract: This study aims to describe the Visionary Leadership of Vocational School Principals in increasing industrial trust and alumni absorption. The research method used is a qualitative method with a multi-case study approach. The data collection is through in-depth interviews, direct observation and field documentation. While the data analysis model used in this study is the Miles and Hubberman model which consists of the stages of data collection, data reduction, data presentation and drawing conclusions. The key informants of this study were the principals of SMKN 1 Wonoasri and SMK Muhammadiyah 3 Dolopo, and a team of teachers. The results of this study indicate that the Visionary leadership style applied to both SMK PK, namely SMKN 1 Wonoasri and SMK Muhammadiyah 3 Dolopo, is able to increase industrial trust by creating a clear vision and mission by implementing a culture of transparency and focusing on social and economic values. Even the two SMKs in Madiun Regency gained the trust to establish cooperation by creating official DU/DI partner workshops at school locations or educational institutions. With these values, it has a positive impact on both schools, namely both vocational schools become Center of Excellence Vocational Schools and gain public trust, especially in PPDB and provide official workshop and dealer services centered in the vocational schools. In addition, the industrial trust provided by DU/DI partners is by providing opportunities for graduates of both vocational schools in Madiun Regency every year. Keywords: Visioner Leadership; Industrial Trust, Absorption of Vocational School Graduates. Abstrak: Penelitian ini bertujuan untuk mendeskripsikan kepemimpinan Visioner Kepala SMK dalam meningkatkan kepercayaan industri dan keterserapan alumni. Metode penelitian yang digunakan adalah metode kualitatif dengan pendekatan studi multi kasus. Adapun pengumpulan datanya yakni melalui wawancara mendalam, observasi langsung dan dokumentasi lapangan. Sedangkan model analisis data yang digunakan dalam penelitian ini adalah menggunakan model Miles and Hubberman yang terdiri dari tahapan pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Informan kunci dari penelitian ini adalah kepala SMKN 1 Wonoasri dan SMK Muhammadiyah 3 Dolopo , tim guru. Hasil dari penelitian ini menunjukkan bahwa gaya kepemimpinan Visioner yang diterapkan pada kedua SMK PK yakni SMKN 1 Wonoasri dan SMK Muhammadiyah 3 Dolopo mampu meningkatkan industrial trust dengan menciptakan visi dan misi yang jelas dengan menerapkan budaya transparansi dan berfokus pada nilai sosial dan nilai ekonomis. Bahkan kedua SMK di Kabupaten Madiun tersebut memperoleh kepercayaan untuk menjalin kerjasama dengan membuat bengkel resmi DU/DI mitra di lokasi sekolah atau instansi pendidikan. Dengan nilai-nilai tersebut memberikan dampak positif baik bagi sekolah yaitu kedua SMK menjadi SMK Pusat Keunggulan dan memperoleh kepercayaan masyarakat utamanya dalam PPDB dan memberikan pelayanan bengkel serta dealer resmi yang berpusat di SMK. Selain itu industrial trust yang diberikan oleh DU/DI mitra yakni dengan memberikan peluang bagi lulusan kedua SMK di Kabupaten Madiun pada tiap tahunnya. Kata kunci: Kepemimpinan; Kepercayaan Industri, Keterserapan Alumni SMK
Pengelolaan Ekstrakurikuler Pramuka dalam Meningkatkan Percaya Diri dan Disiplin Anak di SMP Negeri 2 Dringu Ayu Wulandari; Widodo
J+PLUS UNESA Vol. 15 No. 2 (2026): J+PLUS, Desember 2026 (In Press)
Publisher : Jurusan Pendidikan Luar Sekolah Fakultas Ilmu Pendidikan UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini dilatarbelakangi oleh rendahnya tingkat percaya diri dan disiplin peserta didik di SMP Negeri 2 Dringu yang masih menunjukkan sikap pasif, kurang berani mengemukakan pendapat, serta belum optimal dalam mematuhi aturan sekolah. Kegiatan ekstrakurikuler pramuka sebagai bagian dari pendidikan nonformal dipandang memiliki potensi dalam membentuk karakter peserta didik, khususnya dalam meningkatkan percaya diri dan disiplin. Oleh karena itu, penelitian ini bertujuan untuk mendeskripsikan pengelolaan kegiatan ekstrakurikuler pramuka serta dampaknya dalam meningkatkan percaya diri dan disiplin peserta didik. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Teknik pengumpulan data dilakukan melalui wawancara mendalam, observasi partisipatif, dan studi dokumentasi. Subjek penelitian ini meliputi kepala sekolah, pembina pramuka, pelatih pramuka, tenaga administrasi, dan peserta didik. Hasil penelitian menunjukkan bahwa pengelolaan ekstrakurikuler pramuka di SMP Negeri 2 Dringu telah dilaksanakan melalui tahapan perencanaan, pengorganisasian, pelaksanaan, pengawasan, dan evaluasi secara sistematis. Kegiatan pramuka yang dilaksanakan secara rutin, partisipatif, dan berbasis pengalaman mampu mendorong keterlibatan aktif peserta didik. Dampak dari pengelolaan tersebut terlihat dari peningkatan rasa percaya diri peserta didik, yang ditandai dengan keberanian tampil, berpendapat, serta kemampuan berinteraksi sosial. Selain itu, disiplin peserta didik juga mengalami peningkatan, yang ditunjukkan melalui kepatuhan terhadap aturan ketepatan waktu, dan tanggung jawab dalam mengikuti kegiatan.
The Influence of Digital Competence and Work Motivation on Academic Service Quality Sunyoto; Nunuk Hariyati; Ayu Wulandari; Amrozi Khamidi; Mohammad Syahidul Haq
Mudir: Jurnal Manajemen Pendidikan Vol. 8 No. 1 (2026): Januari : Mudir : Jurnal Manajemen Pendidikan
Publisher : Islamic Education Management Study Program, Faculty of Tarbiyah, Sunan Drajat Islamic Boarding School Institute, Lamongan, East Java, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55352/mudir.v8i1.2953

Abstract

This study aims to examine the influence of digital competence of educational staff on academic service quality through the dual mediation of work motivation and performance at Campus 2 of State University of Surabaya(UNESA). The research employed a quantitative approach with a cross-sectional survey design involving 106 educational staff selected through purposive sampling and stratified random sampling. Data were collected using a structured questionnaire with 68 items measuring digital competence (DigCompEdu), work motivation (Herzberg's Theory), performance (IWPQ), and academic service quality (HEdPERF). Data analysis utilized Structural Equation Modeling (SEM) with IBM AMOS 24.0 and bootstrapping technique with 5000 resamples. Results revealed that digital competence significantly affects work motivation (β=0.453; p<0.001), performance (β=0.287; p<0.001), work motivation influences performance (β=0.394; p<0.001), and performance affects academic service quality (β=0.521; p<0.001). The dual mediation effect was significant with total indirect effect β=0.238 (p=0.002), and the model explains 67.4% of academic service quality variance. The novelty lies in integrating a comprehensive serial mediation model, demonstrating that digital competence transformation into academic service quality requires simultaneous psychological (motivation) and behavioral (performance) pathways within Indonesian higher education contexts. Digital competence improves the quality of academic services by strengthening work motivation and optimizing performance. These findings confirm that improving academic services in higher education requires an integrated strategy that combines digital competence development, motivational interventions, and systematic performance management.
Co-Authors Abelya Putri Afiany Afifatun Ni’Mah Ainun Jariyah Aira Caesarani Ali Abakar Ben Abakar Amelia Damayanti Khairunnisa Amrozi Khamidi Angelika Tri Hapsari Aqilla Rizki Alvian Arifannisa Arifannisa Aroum Bidandari Azza Atiqotul Maula A.F Budi Purwoko Choirotin Nisak Clara Avilu Istighfarin Diah Rahmawati Dwi Wulan Suci Eddy Setyanto Fanti Agustina Fatkhiyatur Rizkiyah Firsty Gracia Vitacheria Fithrotul Ghorizah Gui Simei Hardianto Hardianto Hidayat Junia Thre Veroniva Kaniati Amalia Laila Nurul Wahidah Lilik Suharnani Lucia Ayu Kristiani Maria Bella Naiborhu Mochamad Nashrullah Mochamad Nur Salim Mochamad Nursalim Moh Nurul Chabib Mohammad Nuruddhalam Bakri Mohammad Syahidul Haq Mufarrihul Hazin Muhamad Sholeh Muhammad Surya Afrizal Nurdin Murtadlo Murtadlo Nadia Lailatuz Zahra Navaya Aurelia Kurnia D Nela Budi Astuti Ni’matus Shofiah Nofriser Nofriser Novi Shofariyah Nuhzatul Ainiyah Nunuk Hariyati Rahma Ayu Wulandari Rizka Nadilla Putri Rosa Linda Novitasari Shelvie Sari Sukma Shiva Aulia Ramadhani Sofia Annisa Rahma Sofia Dwi Damayanti Sulastri - Sulastri Sunyoto Syunu Tri Hantoyo Syunu Trihantoyo Widodo Yatim Riyanto Yuni Fitriah