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All Journal Jurnal Pendidikan Vokasi JURNAL PENELITIAN ILMU PENDIDIKAN MAJALAH ILMIAH PEMBELAJARAN Tekno - Pedagogi : Jurnal Teknologi Pendidikan Dinamika Pendidikan Jurnal Akuntabilitas Manajemen Pendidikan Jurnal Prima Edukasia Al Ishlah Jurnal Pendidikan International Journal Ihya' 'Ulum al-Din IRJE (Indonesian Research Journal in Education) Lectura : Jurnal Pendidikan AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Journal of Humanities and Social Studies Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat Seloka: Jurnal Pendidikan Bahasa dan Sastra Indonesia Jurnal Dinamika Manajemen Pendidikan (JDMP) Jurnal Eduscience (JES) JIIP (Jurnal Ilmiah Ilmu Pendidikan) EARR Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Didaktika: Jurnal Kependidikan FOUNDASIA Technologic Mejuajua Indonesian Journal of Educational Development (IJED) Journal Of World Science Journal of Innovation and Research in Primary Education Studies in English Language and Education Kharisma: Jurnal Administrasi dan Manajemen Pendidikan Kelola: Jurnal Manajemen Pendidikan Jurnal Pendidikan Guru Sekolah Dasar Journal of Education and Teaching Learning Jurnal Ragam Pengabdian Jurnal Tarbiyatuna TECHNOLOGIC SAP (Susunan Artikel Pendidikan) Journal of Social Science Utilizing Technology
Wiwik Wijayanti
Universitas Negeri Yogyakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Automotive Engineering Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Determinan Kinerja Guru Sekolah Menengah Atas: Peran Budaya Kerja dan Motivasi Kerja Martinus Salenu; Wiwik Wijayanti; Muh. Mawardi
Didaktika: Jurnal Kependidikan Vol. 15 No. 1 Februari (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.3836

Abstract

Kinerja guru merupakan determinan utama mutu pendidikan, khususnya pada jenjang Sekolah Menengah Atas (SMA). Observasi awal pada SMA Negeri di Kabupaten Malinau menunjukkan masih adanya permasalahan kinerja, seperti kurang optimalnya disiplin kerja, pemanfaatan waktu, dan pelaksanaan tugas profesional. Kondisi tersebut diduga berkaitan dengan budaya kerja sekolah dan motivasi kerja guru. Penelitian ini bertujuan untuk menganalisis pengaruh budaya kerja dan motivasi kerja terhadap kinerja guru, baik secara parsial maupun simultan, serta mengidentifikasi determinan yang paling dominan. Penelitian menggunakan pendekatan kuantitatif dengan desain ex post facto. Populasi penelitian berjumlah 38 guru SMA Negeri dan seluruhnya dijadikan sampel melalui teknik sampling jenuh. Data dikumpulkan menggunakan angket skala Likert yang telah diuji validitas dan reliabilitasnya, kemudian dianalisis menggunakan statistik deskriptif dan regresi linear berganda. Hasil penelitian menunjukkan bahwa budaya kerja berpengaruh positif dan signifikan terhadap kinerja guru dengan kontribusi sebesar 44,4%, sedangkan motivasi kerja berpengaruh positif dan signifikan dengan kontribusi sebesar 53,8% serta menjadi determinan dominan. Secara simultan, kedua variabel memberikan kontribusi sebesar 54,3% terhadap variasi kinerja guru. Temuan ini menegaskan bahwa kinerja guru SMA ditentukan oleh kombinasi faktor organisasional dan psikologis, dengan motivasi kerja sebagai faktor yang lebih kuat. Oleh karena itu, penguatan budaya kerja yang profesional dan peningkatan motivasi kerja guru perlu menjadi strategi prioritas dalam upaya peningkatan mutu pendidikan, khususnya pada konteks sekolah di wilayah nonperkotaan.
Kondisi insani dan material sekolah menengah negeri "pilihan kedua" di kota Yogyakarta Tatang M. Amirin; Wiwik Wijayanti; Cepi Safruddin Abd. Jabar
Jurnal Penelitian Ilmu Pendidikan Vol. 9 No. 1 (2016): January–June
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1173.434 KB) | DOI: 10.21831/jpipfip.v9i1.10686

Abstract

Penelitian ini bertujuan mendeskripsikan secara evaluatif kondisi sumber daya manusia (guru) dan material (fasilitas) di sekolah-sekolah yang termasuk kelompok "pilihan kedua" atau kurang favorit di Yogyakarta, dan apakah guru dan fasilitas sekolah itu menjadi salah satu bahan pertimbangan memilih sekolah. Data dihimpun langsung dari sekolah dan lewat website sekolah, blog siswa, dan informasi terkait di internet. Penelitian menunjukkan bahwa guru dan fasilitas sekolah bukan faktor penting dalam memilih sekolah, bahkan kebanyakan calon murid tidak tahu kondisi sekolah yang sebenarnya. Kefavoritan sekolah  dan NUN menjadi dasar pertimbangan utama. Guru di sekolah-sekolah tersebut sebenarnya sudah hampir seluruhnya memenuhi  kualifikasi akademik dan memiliki sertifikat pendidik. Fasilitas sekolah pun sedikit banyak sudah memadai, hanya saja beberapa dari sekolah-sekolah ini berada di lingkungan padat dan bising dan atau tidak memiliki lahan yang luas. Sebagian sekolah bahkan mempunyai ruang kelas yang seragam berukuran standar 9 x 8 m, yang melebihi ketentuan minimum 2 m2 per siswa dengan maksimum isi kelas 32 orang. Memang di sebagian sekolah ruang kelasnya tidak seragam ukurannya dan ada yang di bawah standar. Penempatan murid pun tidak proporsional dengan luas ruang kelas. Salah satu sekolah, yaitu SMA Negeri 4, mempunyai tatabangunan sekolah yang ideal, yaitu menempatkan arena olah raga di luar (di depan) bangunan sekolah, sementara yang lain, karena lahan yang dimiliki terbatas, menempatkannya di dalam atau di samping bangunan sekolah yang dapat mengganggu ketenangan kelas. Hampir seluruh sekolah ini tidak memanfaatkan website sekolah sebagai wahana modal sosial dengan baik, yang dapat memberikan informasi yang akurat, lengkap, up to date dan "mengundang minat masuk sekolah" dan membentuk opini publik yang menguntungkan sekolah.
Implementation of the online learning during Covid-19: Between obligations and barriers Ummi Mukarromah; Wiwik Wijayanti
Jurnal Pendidikan Vokasi Vol. 11 No. 1 (2021)
Publisher : ADGVI & Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jpv.v11i1.37110

Abstract

Vocational schools are no exception to implementing the online learning policy during the covid-19 pandemic, including students majoring in hotel accommodation. This study describes how the school develops its readiness to implement the policy, particularly its challenges. This study also aims to determine the constraints and impacts of implementing the policy.  Using a qualitative method, this study involved two vocational schools in Yogyakarta that have a hotel accommodation field. The head of the departments, the productive teachers, and some students was invited to several interviews. Documentation was also used to obtain detailed information. The results were categorized into two aspects: hard skills and soft skills. From the first aspect, challenges faced as the policy's impact are: 1.) Online learning at vocational schools majoring in hotel accommodation requires facilities and infrastructure that do not include internet quota; 2.) Teacher digital competence and teacher creativity in carrying out learning needs to be improved; 3.) Students feel bored with online learning, so motivation needs to be grown; and 4.) Skills/ practice-based learning implemented in school alternately with a limited number of students. The second aspect indicated that the policy makes it difficult to develop students' soft skills that are also measured as the learning objective. These constraints are important to note for the implementation of the online learning policy to be successful.
MTs Principal Strategies in Strengthening Character Education in Kendal District Firdaus Himawan Raharjo; Wiwik Wijayanti
International Journal Ihya' 'Ulum al-Din Vol. 27 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/ihya.27.1.28410

Abstract

The decline in student character is reflected in weakened discipline, reduced respect for educators, and low social awareness. This study aims to reveal the leadership strategies of madrasah principals in strengthening character education at MTs Negeri 2 Kendal and MTs NU 07 Patebon, Kendal Regency. Using a qualitative approach with a descriptive design, data were collected through observation, in-depth interviews, and documentation, then analyzed through data reduction, presentation, and conclusion drawing. The findings indicate that principal leadership plays a vital role in shaping student character through role modeling, habituation, integrated learning, and creating a religious and inclusive school climate. Supporting factors include a conducive school environment, collaboration with parents, and teachers as role models. Challenges include weak family supervision, negative impacts of technology, and low student commitment. The success of these strategies is reflected in students’ affective scores and the development of responsible, high-quality individuals who contribute positively to society
Pedagogical Leadership for Fostering Technology-Responsive Academic Supervision: A Multi-Site Study in Elementary Schools Hartatik, Sri; Wijayanti, Wiwik
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 2 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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

Abstract

This study explores how pedagogical leadership fosters technology-responsive academic supervision to strengthen instructional quality and teacher professional learning in Indonesian elementary schools. Positioned within the context of educational transformation, the study conceptualizes academic supervision not merely as an administrative function but as a pedagogical strategy that encourages reflective teaching, instructional innovation, collaborative professional development, and responsiveness to technology-enhanced learning. A qualitative multi-site research design was employed across several public elementary schools in Pacitan Regency. Data were collected through in-depth interviews, participant observation, and document analysis involving school principals and teachers who actively participated in academic supervision practices. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data reduction, data display, and conclusion drawing, while trustworthiness was ensured through source triangulation, methodological triangulation, and member checking. The findings reveal that pedagogical leadership strengthens technology-responsive academic supervision through three interrelated dimensions: establishing a shared instructional vision, managing instructional programs through systematic supervision, and cultivating a collaborative learning climate that supports teacher reflection and instructional innovation. Academic supervision was implemented through structured planning, classroom observation, reflective feedback, continuous professional coaching, and ongoing evaluation. These practices promoted teacher professionalism, strengthened collaborative learning communities, and encouraged adaptive instructional practices aligned with the demands of contemporary education. The study concludes that pedagogical leadership provides an essential foundation for integrating technology-responsive supervision into sustainable teacher development and improving instructional quality in elementary education.
Professional Learning Communities for Strengthening Technology-Responsive Teaching Practices Wulandari, Liyani; Wijayanti, Wiwik
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 3 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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Abstract

The rapid advancement of digital technologies has transformed expectations of teachers' professional competence, requiring continuous learning, collaboration, and the integration of technology into instructional practices. This study aims to synthesize empirical evidence regarding the contribution of Professional Learning Communities (PLCs) to strengthening technology-responsive teaching practices through a Systematic Literature Review (SLR). The review followed the PRISMA framework, encompassing identification, screening, eligibility assessment, and final inclusion of relevant studies. From an initial pool of ten Scopus-indexed publications, six empirical open-access articles published between 2019 and 2025 met the predefined inclusion criteria. The synthesis demonstrates that PLCs consistently enhance teaching practices by promoting professional collaboration, reflective dialogue, collective learning, and supportive organizational conditions. Furthermore, PLCs facilitate teachers' readiness to integrate digital technologies into classroom instruction, improve instructional decision-making, and encourage adaptive pedagogical innovation in response to evolving educational demands. Several studies also indicate that PLCs strengthen the relationship between school leadership and teacher performance while fostering technology-supported professional learning environments. However, the effectiveness of PLC implementation depends on enabling factors such as collaborative leadership, positive school culture, teachers' growth mindset, and adequate technological infrastructure, whereas limited institutional support and insufficient digital readiness remain significant barriers. These findings position PLCs as a strategic techno-pedagogical approach for developing sustainable teacher professionalism and fostering technology-responsive teaching practices. The review provides implications for educational leaders and policymakers in designing collaborative professional development models that effectively support digital transformation in schools.
Pendampingan Pengawas Di Taman Kanak-Kanak Kecamatan Depok, Kabupaten Sleman, D.I. Yogyakarta Zuliyahajh Zuliyahajh; Wiwik Wijayanti
SAP (Susunan Artikel Pendidikan) Vol. 11 No. 1 (2026): SAP
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/sap.v11i1.2194

Abstract

This study aims to describe the mentoring process conducted by kindergarten supervisors in Depok District, Sleman Regency, D.I. Yogyakarta, and identify the challenges encountered during its implementation. A descriptive qualitative approach was employed, utilizing interviews, observations, and document analysis. The findings reveal that the mentoring process generally follows the framework of the Director General of Teachers and Education Personnel Regulation Number 4831/B/HK.03.01/2023 on the Role of School Supervisors in Implementing the Merdeka Belajar Policy in Educational Units, encompassing planning, implementation, and reporting stages. However, disparities were found in the frequency of school visits, with only a few sample schools receiving regular mentoring, while others were never visited. Key challenges include high supervisor workload due to an excessive number of schools under their supervision, geographical barriers hindering direct visits, resistance from senior teachers to change, and low information technology proficiency among educators. The implications underscore the need for workload redistribution among supervisors, leveraging digital technology for remote mentoring, enhancing teachers' technological capacity, and adopting a more persuasive and contextual approach to address resistance to change. Policy recommendations include adjusting the supervisor-to-school ratio and strengthening technology-based mentoring systems to ensure equitable access for all schools.
Analysis of the Factors Contributing to High School Dropout Rates (A Review from the Perspective of Educational Management) Prima Hadi; Wiwik Wijayanti; Mada Sutapa
Journal of Education and Teaching Learning Vol.4 No.1 July (2026)
Publisher : PT MEDIA JURNAL DAN PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59211/mjpjetl.v4i1.169

Abstract

The high dropout rate remains a serious challenge in educational development due to the complexity of social, economic, psychological, and educational governance factors influencing it. This study aims to analyze the factors causing school dropouts from the perspective of educational management and to evaluate the effectiveness of school governance in preventing dropout cases. The study employed a qualitative approach with an interpretive paradigm and a case study design. Data were collected through in-depth interviews, observations, documentation, and school archive studies, then analyzed using the interactive model of Miles, Huberman, and Saldaña through data reduction, data display, thematic coding, and conclusion drawing. The findings indicate that family economic conditions, low learning motivation, weak family support, psychological pressure, social environment, and limited access to education are the dominant factors contributing to school dropouts. From the educational management perspective, student monitoring, counseling services, and early dropout detection systems have not been implemented optimally or sustainably. The study concludes that strengthening student retention-based educational governance, preventive counseling services, and collaboration among schools, families, and communities are essential strategies for sustainably reducing dropout rates.
Pengaruh Kepemimpinan Instruksional Kepala Sekolah, Lingkungan Kerja, dan Supervisi Manajerial terhadap Kinerja Guru Sekolah Dasar Rebon, Ririn Riana; Wijayanti, Wiwik
Jurnal Ragam Pengabdian Vol. 3 No. 2 (2026): Mei-Agustus, Sustainable Development Goals (SDGs): Multidisciplinary Perspectiv
Publisher : Lembaga Teewan Journal Solutions

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62710/whgz6949

Abstract

Teacher performance is a key factor in improving the quality of education, influenced by principal leadership, work environment, and supervision. This study aimed to identify the influence of principals' instructional leadership, work environment, and managerial supervision on elementary school teachers' performance in North Bontang District, both partially and simultaneously. A quantitative explanatory research design with a survey method and causal-correlational nature was employed. The population consisted of 239 public elementary school teachers, and total sampling was applied so that the entire population served as respondents. Data were collected using questionnaires that had been tested for validity and reliability, then analyzed using multiple linear regression in SPSS after prerequisite tests were satisfied. The results showed that: (1) instructional leadership significantly influenced teacher performance (t = 22.285; Sig. = 0.000); (2) work environment significantly influenced teacher performance (t = 13.863; Sig. = 0.000); (3) managerial supervision significantly influenced teacher performance (t = 13.946; Sig. = 0.000); and (4) all three variables simultaneously influenced teacher performance (F = 965.942; Sig. = 0.000; R² = 0.925). All hypotheses were accepted, confirming that the three variables play important roles in improving elementary school teachers' performance in the post-pandemic period.  
The Influence of Leadership, School Culture, and Self-Efficacy on the Performance of Public Junior High School Teachers in Kuala Kampar Sub-District, Pelalawan Regency Eva Yulianti; Wiwik Wijayanti; Josefa Flores
Journal of Social Science Utilizing Technology Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jssut.v3i4.2255

Abstract

Background. This study aims to analyze the influence of leadership, school culture, and self-efficacy on teacher performance, both partially and simultaneously. Specifically, this study examines how leadership affects teacher performance in carrying out their duties, the extent to which school culture contributes to creating a work environment that supports performance improvement, and the role of self-efficacy in building teacher confidence and professionalism. Purpose. This study aims to analyze the influence of leadership, school culture, and self-efficacy on teacher performance, both partially and simultaneously. Method. This study used a quantitative approach with an ex-post facto method. The population in this study were 78 teachers of SMP Negeri Kuala Kampar District, with a sample size of 78 people selected using purposive sampling technique. Data collection was done through distributing questionnaires, which were then analyzed using multiple linear regression, partial test (t test), simultaneous test (F test), and the coefficient of determination (R²). Results. The results showed that leadership has a positive and significant influence on teacher performance with a significance value of 0.000 (<0.05). School culture also has a positive and significant effect on teacher performance with a significance value of 0.000 (<0.05). Similarly, self-efficacy has a positive and significant effect on teacher performance with a significance value of 0.000 (<0.05). Simultaneously, leadership, school culture, and self-efficacy have a significant influence on teacher performance with a significance value of 0.000 (<0.05). Conclusion. These findings suggest that effective principal leadership can create a conducive work environment and increase teacher motivation, while a positive school culture supports teachers' professionalism and commitment in carrying out their duties. In addition, high self-efficacy encourages teachers to be more confident in managing learning. Therefore, a holistic approach that includes adaptive leadership, inclusive school culture, and strengthening teachers' self-efficacy is needed to improve the quality of education.
Co-Authors Aji Wibowo Akhmad Habibi, Akhmad Amrullah, Nazar Andy Chiarwanto Pranata Aris Suharyadi Bayu Purbha Sakti Candralini Candralini Cepi Safruddin Abdul Jabar Choirin Attalina, Syailin Nichla Endang Sri Budi Herawati Endang Wuryandini, Endang Eva Yulianti Eva Yulianti Fadillah, Rangga Fifit Firmadani Firdaus Himawan Raharjo Gunarti Ika Pradewi Hafizz, Faisal Hamijoyo, Fransiskus Hendrikus Nai Heri Supriyana Husna US, Atik Nidaul Ida Zulaeha Imam Khamami Irvansyah, Rio Jannana, Nora Saiva Josefa Flores Karlina, Iin Khafidhatul Khasanah Khamami, Imam Khamid, Muh Lantip Diat Prasojo Lia Yuliana Lusila Parida Mada Sutapa Martinus Salenu Mohd Faiz Mohd Yaakob Mohd Faiz Mohd Yaakob Muh. Mawardi Mynaryathy Mynaryathy Nazar Amrullah Niyonsaba, Theophile Noor Miyono Noraziah Mamat Novita Sari, Maya Nur Rina Priyani Mirsa Nurtanio Agus Pangestu, Fajar Agung Pranata, Andy Chiarwanto Prima Hadi Puspitasari, Tantriana Putera, Agustian Ramadana Rahayu Pristiwati Rahmania Utari Ramli Ramli Rangga Fadillah Rebon, Ririn Riana Resky Nuralisa Gunawan Riana, Shinta Rini Maharani Ristiyani Ristiyani Saadah, Ummu Sahmal, Jusman A. Salam, Khatibul Umam Sari, Vina Yunita Shinta Riana Sri Hartatik Sugiyono Sugiyono Sukowati Sukowati Sutami, Sutami Tantriana Puspitasari Tatang M. Amirin Tina Rahmawati Ummi Mukarromah Warsilah Warsilah Widia Murni Wijaya Widiyan, Agung Purwa Widya Setyaningrum Bagyoastuti Wulandari, Liyani Yuni Astuti Zafrullah Zafrullah Zuliyahajh Zuliyahajh