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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran JURNAL PENELITIAN ILMU PENDIDIKAN Jurnal Manajemen Pendidikan: Jurnal Ilmiah Administrasi, Manajemen dan Kepemimpinan Pendidikan Tekno - Pedagogi : Jurnal Teknologi Pendidikan Jurnal Prima Edukasia E-Dimas: Jurnal Pengabdian kepada Masyarakat Al Ishlah Jurnal Pendidikan MANAJERIAL Tarbawi : Jurnal Ilmu Pendidikan Jurnal Dinamika Manajemen Pendidikan (JDMP) Jurnal Eduscience (JES) SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Jurnal Pendidikan dan Kebudayaan Jurnal Inovasi Pendidikan dan Sains Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Southeast Asian Journal of Technology and Science Journal of Educational Sciences Eduvest - Journal of Universal Studies
Dwi Esti Andriani
Universitas Negeri Yogyakarta
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Energy Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Neuroscience Physics Social Sciences Other

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Implementasi Manajemen Kurikulum dan Pembelajaran di MAN 4 Sleman Abdulloh Bustomi; Dwi Esti Andriani; Della Putri Amanda
Jurnal Manajemen Pendidikan dan Ilmu Sosial Vol. 6 No. 3 (2025): Jurnal Manajemen Pendidikan dan Ilmu Sosial (April - Mei 2025)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v6i3.4379

Abstract

Implementasi manajemen kurikulum di sekolah memiliki peran penting dalam meningkatkan kualitas pendidikan. Penelitian ini bertujuan untuk mengetahui implementasi manajemen kurikulum dan pembelajaran, kendala yang dihadapi dan strategi yang dapat digunakan dalam menyelesaikan permasalahan terkait manajemen kurikulum dan pembelajaran di MAN 4 Sleman. Metode penelitian yang digunakan adalah kualitatif dengan pendekatan studi kasus, pengumpulan data dilakukan dengan menggunakan observasi, wawancara dan dokumentasi yang melibatkan kepala sekolah, wakil kepala sekolah bidang kurikulum, dan guru. Hasil penelitian menunjukkan bahwa MAN 4 Sleman telah menerapkan tahapan manajemen kurikulum secara sistematis, tetapi masih menghadapi beberapa kendala, seperti kesulitan dalam pengaturan jadwal pembelajaran, keterbatasan dana untuk fasilitas pendidikan, perbedaan latar belakang serta pengalaman guru, dan heterogenitas peserta didik. Untuk mengatasi tantangan tersebut, strategi yang diusulkan mencakup integrasi proyek penguatan profil pelajar Pancasila (P5) ke dalam jadwal reguler, diversifikasi sumber pendanaan, peningkatan pelatihan bagi guru, serta penerapan pembelajaran berdiferensiasi. Kesimpulannya, meskipun manajemen kurikulum di MAN 4 Sleman telah berjalan cukup baik, perbaikan dalam aspek fleksibilitas jadwal, pelatihan guru, dan pendanaan diperlukan untuk meningkatkan efektivitas implementasi kurikulum dan pembelajaran.
Pandangan Guru Penggerak Tentang Komunitas Belajar Profesional Tingkat Sekolah Menengah Pertama di Kota Batam Gusri Yenita; Dwi Esti Andriani
Jurnal Manajemen Pendidikan dan Ilmu Sosial Vol. 6 No. 4 (2025): Jurnal Manajemen Pendidikan dan Ilmu Sosial (Juni - Juli 2025)
Publisher : Dinasti Review

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/jmpis.v6i4.4800

Abstract

Penelitian ini bertujuan untuk memahami pandangan guru penggerak tentang Professional Learning Communities (PLC) di tingkat sekolah menengah pertama di Kota Batam dan peran mereka dalam memperkuat PLC. Dengan menggunakan pendekatan kualitatif, penelitian ini melibatkan guru-guru dari angkatan 4, 7, 8, dan 9 di SMP Negeri 11, 12, dan 57 Batam. Data dikumpulkan melalui wawancara semi-terstruktur dan divalidasi melalui member check, dengan analisis tematik untuk mengidentifikasi tema-tema utama. Temuan menunjukkan bahwa PLC dipandang sebagai wadah untuk pengembangan profesionalisme guru melalui kolaborasi, pemecahan masalah, refleksi, umpan balik, evaluasi diri, dan diskusi. PLC dipandang efektif dalam meningkatkan kompetensi guru, hasil belajar siswa, kepercayaan diri, dan menciptakan lingkungan belajar yang kondusif. PLC yang ideal mencakup visi yang jelas, kepemimpinan, komitmen anggota, dan dukungan dari pimpinan sekolah, rekan sejawat, dan kebijakan eksternal. Tantangan dalam pelaksanaannya termasuk kurangnya kepercayaan diri, penolakan terhadap perubahan, komitmen yang rendah, dan sumber daya yang terbatas.
Principal Leadership in the Development of Professional Learning Communities in Public High Schools Kampar Regency Yenita, Resi; Andriani, Dwi Esti
Journal of Educational Sciences Vol. 9 No. 6 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.6.p.6494-6507

Abstract

School quality improvement increasingly depends on teacher collaboration and continuous professional development, making Professional Learning Communities (PLCs/KBP) a strategic mechanism in strengthening learning culture in schools. This study aims to gain an in-depth understanding of principals’ leadership in developing PLCs at public high schools in Kampar Regency, focusing on principals’ views of PLC urgency, implementation challenges, and leadership practices in planning, managing, and evaluating PLC activities. The research employed a qualitative approach with a basic qualitative design. Informants were selected using maximum variation sampling, involving principals, vice principals, PLC coordinators, and teachers from six public high schools. Data were collected through semi-structured interviews and documentation, then analyzed using thematic analysis through initial coding, categorization, and theme development. Trustworthiness was ensured through source and technique triangulation, member checking, and audit trails. Findings show that principals perceive PLCs as collective learning spaces for sharing good practices and collaboratively solving instructional problems, rather than administrative routines. Key challenges include limited time, perceptions of PLCs as additional burdens, digital competence gaps, inconsistent attendance, and shallow reflection. Principals addressed these through participatory, instructional, and distributive leadership, enabling flexible scheduling, data-based evaluation, structured reflection, and reinforcement. Overall, effective principal leadership strengthens collaborative culture and enhances teacher professionalism.
PENGUASAAN KOMPETENSI MANAJERIAL KEPALA SEKOLAH DASAR DALAM IMPLEMENTASI MANAJEMEN BERBASIS SEKOLAH Dwi Esti Andriani
Jurnal Penelitian Ilmu Pendidikan Vol. 5 No. 2 (2012): July–December
Publisher : Fakultas Ilmu Pendidikan, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (820.501 KB) | DOI: 10.21831/jpipfip.v5i2.4761

Abstract

Penelitian ini bertujuan mendeskripsikan penguasaan kompetensi manajerial kepala sekolah SD. Penelitian ini merupakan penelitian populasi pada 41 kepala sekolah SD se-Kotamadya Yogyakarta Wilayah Utara.Hasil penelitian menunjukkan­ bahwa pengua-saan kompetensi manajerial Kepala SD di Kota Yogyakarta Wilayah Utara berada pada kategori baik.Namun, jika dilihat berdasarkan kategori tertentu, misalnya masa kerja, masa menjabat sebagai kepala sekolah, latar bela­kang pendidikan, frekuensi mengikuti berbagai program pengembangan,tingkat penguasaan komptensi bervariasi: cukup, baik, dan sangat baik. Hal itu berim­plikasi­ perlunya upaya pengembangan kompetensi mana-jerial berdasarkan analisis kebutuhan dan kondisi kepala sekolah untuk meningkatkan keefektifannya.   Keywords: prinsip pengembangan, kompetensi manajerial, manajemen berbasis sekolah
Analysis of Educational Leadership Development at Salman Al Farisi Integrated Islamic School Yogyakarta Fauziah Andini; Dwi Esti Andriani
Eduvest - Journal of Universal Studies Vol. 4 No. 3 (2024): Journal Eduvest - Journal of Universal Studies
Publisher : Green Publisher Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59188/eduvest.v4i3.1091

Abstract

The demands of changing times in the world of education are certainly felt by education in Indonesia. Currently, the hot topic in education is the mobilising teacher. The purpose of this teacher mobiliser is very much in line with the purpose of the professional learning community, which is a collection of teachers who are required to be moved, move and mobilise in contributing to achieving learning that is liberating and in favour of students. Actually, this learning community has long existed in education in Indonesia. Like the case study that the author conducted at SDIT Salman Al Farisi. This PLC or professional learning community is also implemented by the principal and teacher employees. This Professional Learning Community at SDIT Salman Al Farisi Yogyakarta can be drawn a line about the advantages of the PLC programme here, namely that the Principal is very active in participating in professional learning community activities.
Instructional Digital Leadership for Strengthening Technology-Responsive Digital Literacy and Ethical Learning Culture in Elementary Schools Isharyanto, Isharyanto; Andriani, Dwi Esti
Tekno - Pedagogi : Jurnal Teknologi Pendidikan Vol. 16 No. 3 (2026): Tekno-Pedagogi
Publisher : Program Magister Teknologi Pendidikan Universitas Jambi

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

Abstract

Digital transformation in elementary education requires instructional leadership that extends beyond technology adoption to foster technology-responsive teaching practices, digital literacy, and an ethical learning culture. This study investigates how instructional digital leadership enacted by a school principal strengthens technology-responsive digital literacy and ethical learning culture in an elementary school setting. Employing an instrumental qualitative case study design, the research was conducted at SDN Ponggok, Pacitan, Indonesia. Data were collected through semi-structured interviews, passive participant observations, and document analysis involving the principal, teachers, educational practitioners, and students. The data were analyzed using within-case thematic analysis supported by source triangulation to ensure the credibility of the findings. The study identified four interconnected dimensions of instructional digital leadership: visionary articulator, teacher capability builder, resource organizer, and culture shaper. These leadership practices were implemented through a year-long technology-supported extracurricular program emphasizing digital citizenship, ethical internet use, project-based digital literacy activities, and collaborative learning experiences. The findings indicate that instructional digital leadership creates a supportive pedagogical ecosystem in which teachers are empowered to integrate technology into meaningful learning experiences while students develop responsible digital behaviors and ethical awareness. Despite challenges related to limited technological infrastructure and sustainable external partnerships, strong leadership commitment and teacher collaboration facilitated the successful implementation of technology-enhanced learning initiatives. This study contributes to the field of educational technology by demonstrating that instructional digital leadership serves as a strategic mechanism for integrating technology with pedagogy, strengthening teacher capacity, and cultivating a sustainable digital learning culture in elementary schools.
DEVELOPING TEACHER PROFESSIONALISM IN THE SCHOOL ENVIRONMENT (A QUALITATIVE CASE STUDY IN 3 STATE JUNIOR HIGH SCHOOLS IN YOGYAKARTA) Ratnawati; Dwi Esti Andriani
SOSIOEDUKASI Vol 15 No 3 (2026): SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL
Publisher : Fakultas Keguruan Dan Ilmu Pendidikan Universaitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/sosioedukasi.v15i3.9404

Abstract

Teacher professional development is essential for improving the quality of teaching, yet its implementation is strongly influenced by school context and leadership. This study aims to examine: (1) how principals develop teacher professional development in schools; (2) the support received by principals; and (3) the obstacles encountered in its implementation. A qualitative multiple case study was conducted in three public junior high schools in Yogyakarta City. Participants were principals and teachers selected through purposive sampling. Data were collected through semi-structured interviews and document analysis and analyzed using thematic analysis through within-case and cross-case analysis. The findings show that principals developed teacher professional development through needs identification using discussion, reflection, classroom observation, academic supervision, and educational report data, followed by school-based activities such as learning communities, school MGMPs, academic supervision, in-house training, and workshops. Implementation was supported by internal school stakeholders, funding, facilities, parents and school committees, and external partnerships. However, limited time due to workload and school schedules and low motivation among some teachers remained major obstacles. The study contributes to understanding school-based teacher professional development as a context-dependent process in which leadership, collaborative learning, resource support, and sustained follow-up are essential for strengthening teachers’ professional growth.
Co-Authors Abdulloh Bustomi Adnan Vateh Amanda, Della Putri Amrullah, Nazar Arifin Arifin Baiquni Rahmat Bustomi, Abdulloh Cepi Safrudin Abdul Jabar Danang Dewantoro Della Putri Amanda Devi Monita Kristyningsih Devi Monita Kristyningsih Dian Grace Puspita Diani Fitriana Susmita Dinar Tri Juliyanti Duwi Wahdany Fauziah Andini Gusri Yenita Heri Supriyana Idris, Muhammad Ridzuan Ikhwan, Muh. Saidil Imi Khuzaimi Irdayanti Mat Nashir Irdayanti Mat Nasir Isharyanto Isharyanto Ismail, Mohamad Amiruddin Karisma Rara Butungan Ma’arof, Nurul Nazirah Imam Moh. Khairudin Mustiningsih Nashir, Irdayanti Mat Nunuk Hariyati Pandit Isbianti Raihan, Primus Devra Ratnawati Ria Annisa Rosa Dania Setya Raharja Slamet Lestari Sudiyatno Sudiyatno Suyud Suyud Suyud Suyud Suyud Suyud Suyud, Suyud Widiyan, Agung Purwa Yenita, Gusri Yenita, Resi Yusoff, Abdullah Zahro, Khamilatul