Article Per Year (5 Year)
p-Index From 2021 - 2026
6.258
P-Index
This Author published in this journals
All Journal Jurnal Ketahanan Nasional Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Educatio PEDAGOGIK : JURNAL PENDIDIKAN Journal of Education and Instruction (JOEAI) Journal of Education Research in Administration and Management (JERAM) Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat Jurnal Kesmas Asclepius Jurnal Pengabdian UNDIKMA ABSYARA: Jurnal Pengabdian Pada Masyarakat jurnal dikdas bantara Bioscientist : Jurnal Ilmiah Biologi Jurnal Pendidikan dan Teknologi Indonesia ACADEMIA: Jurnal Inovasi Riset Akademik EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Sinteza Interdiciplinary Journal of Education At- Ta'lim : Jurnal Pendidikan JUMPA : Jurnal Manajemen Pendidikan Jurnal Pendidikan Islam Lentera Negeri
Hartini Haritani
Universitas Hamzanwadi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

Published : 42 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 42 Documents
Search

 1   2   3   4   5 
a Edukasi hiperkolesterolemia untuk pencegahan penyakit kardiovaskular pada Muslimat NWDI NTB Intan Nefia; Ero Ari Angga; Linda Mahardhika; Arief Rahman; Andi Nizam Harahap; Zahrah Firdaus; Yosilia Nursakina; Hartini Haritani; Kayisa Rahmania Salim; Najjiya Azzahra; Sitti Rohmi Djalilah
ABSYARA: Jurnal Pengabdian Pada Masayarakat Vol 7 No 1 (2026): ABSYARA: Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/ab.v7i1.35818

Abstract

Hypercholesterolemia is one of the risk factors for cardiovascular disease that needs to be controlled through the implementation of a healthy lifestyle and regular health screening. Limited public knowledge regarding risk factors, dietary patterns, genetic factors, and preventive measures for hypercholesterolemia highlights the need for community-based health education. This community service activity aimed to provide education on hypercholesterolemia and cardiovascular disease prevention to members of Nahdlatul Wathan Diniyah Islamiyah (NWDI) Muslimat in West Nusa Tenggara Province. The activity was conducted on February 22, 2026, at the North Lombok Regent’s Hall and involved 62 female participants aged 19–70 years. The activities employed interactive lectures, discussions, and question-and-answer sessions. Evaluation was conducted observationally by assessing participant participation, engagement in discussions, and responses to the educational materials. The results showed that participants attended the activity from beginning to end, actively asked questions and shared experiences, and provided positive responses to the materials presented. Participants’ questions mainly concerned dietary patterns, foods that should be limited or recommended, genetic factors, and the recommended frequency of cholesterol screening. Participants also considered the materials easy to understand, relevant, and useful for application in daily life. These findings indicate that community-based health education can serve as a relevant promotive approach for disseminating information on hypercholesterolemia and cardiovascular disease prevention. Further evaluation using quantitative instruments is needed to objectively measure changes in participants’ knowledge and health-related behaviors.
Pengaruh Problem Based Learning terhadap Minat Belajar dan Hasil Belajar Geografi Siswa SMA Baiq Eka Kurnia Hadiyati; Hartini Haritani; Muhammad Khairul Wazni; Badarudin Badarudin
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 11 No 4 (2025): Desember
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v11i4.36309

Abstract

The implementation of the Merdeka Curriculum requires student-centered instructional approaches to improve engagement and learning achievement. However, geography instruction in Indonesian secondary schools is still predominantly teacher-centered, resulting in low learning interest and suboptimal learning outcomes. This study aimed to examine the effect of the Problem Based Learning (PBL) model on students' learning interest, geography learning outcomes, and their simultaneous improvement among eleventh-grade students at SMA Negeri 1 Wanasaba. The study employed a quantitative approach using a quasi-experimental method with a pretest–posttest non-equivalent control group design. The research population consisted of 158 eleventh-grade social science students, while the sample was selected through cluster random sampling, resulting in one experimental class and one control class. Data were collected using a validated and reliable learning-interest questionnaire and a geography achievement test. Data were analyzed descriptively and inferentially using Multivariate Analysis of Variance (MANOVA) after fulfilling the assumptions of normality, homogeneity of variance, and homogeneity of covariance matrices. The findings revealed that students taught through the PBL model demonstrated greater improvements in both learning interest and geography learning outcomes than those receiving conventional instruction. MANOVA results indicated that PBL had a statistically significant effect on learning interest and learning outcomes, both individually and simultaneously, with a large effect size. These findings demonstrate that PBL is an effective instructional model for promoting active, contextual, and meaningful geography learning while supporting the development of twenty-first-century competencies.
Kepemimpinan Kepala Sekolah, Iklim Sekolah, dan Budaya Organisasi dalam Meningkatkan Mutu Pendidikan Riki Ahmad Santosa; Hartini Haritani; Badarudin Badarudin
Jurnal Humanitas: Katalisator Perubahan dan Inovator Pendidikan Vol 11 No 4 (2025): Desember
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jhm.v11i4.36434

Abstract

Educational quality in vocational high schools (SMKs) is a crucial indicator in producing competent graduates who are able to respond to the challenges of the Industrial Revolution 4.0 and Society 5.0. Educational quality is influenced not only by academic factors but also by managerial and organizational aspects, particularly principal leadership, school climate, and organizational culture. This study aims to analyze the relationships between principal leadership, school climate, organizational culture, and educational quality at SMK As-Siddiq. A quantitative correlational research design was employed. The study involved all 28 teachers as respondents using a saturated sampling technique. Data were collected through validated and reliable Likert-scale questionnaires and analyzed using descriptive statistics, Pearson correlation, and multiple linear regression. The findings reveal that principal leadership, school climate, and organizational culture each have a positive and significant relationship with educational quality. Among these variables, principal leadership demonstrates the strongest relationship. Simultaneously, the three independent variables significantly explain educational quality, with a coefficient of determination of 65.9%, while the remaining variance is influenced by other factors beyond the research model. These findings indicate that improving educational quality requires an integrated strategy by strengthening principal leadership, creating a positive school climate, and fostering an adaptive organizational culture. The study provides empirical evidence that may serve as a reference for school management practices and educational policy aimed at sustainable quality improvement.
Peningkatan Kemampuan Berpikir Kritis : Ditinjau Dari Pengembangan Modul Literasi Dasar Berbasis Alur Merdeka Dengan Bantuan Qr Code Heni Wulandari; Padlurrahman Padlurrahman; Hartini Haritani
Educatio Vol 20 No 2 (2025): Educatio
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/edc.v20i2.30256

Abstract

The teaching module is one of the keys to students' success in achieving learning objectives. In 21st-century learning, students are positioned as the center of the learning process, with the teacher acting as a facilitator. Additionally, a teaching model that aligns with the learning materials can enhance students' critical thinking skills. This study is a development research using the 4D model, which consists of four stages: Define, Design, Development, and Disseminate. The purpose of this study is to develop a basic literacy module based on the Alur Merdeka (Freedom Pathway) approach with QR code assistance to improve students' critical thinking abilities. Based on the validation results by experts, the developed basic literacy module is valid and feasible to be used as a teaching module for the Integrated Science and Social Studies (IPAS) subject. The average material validation score was 74, categorized as “Good,” which falls within the range of 61.2 < X ≤ 75.6. The design/technology validation score was 61, categorized as “Very Good,” within the range of X > 54.67, and the language expert validation score was 55, also categorized as “Very Good,” within the range of X > 49.4. Meanwhile, the responses from teachers and students regarding the practicality of the teaching module showed scores of 100% and 92%, respectively, falling within the “Very Good” category. The trial results, using critical thinking indicators to test the effectiveness of the basic literacy module, showed that it significantly improved students' critical thinking skills, with scores ranging from 84% to 92%, categorized as “Very Good.” Furthermore, the n-gain result reached 0.83, indicating a high category, as it falls within the range of 0.70 ≤ 0.83 ≤ 1.00
Pengaruh Model Pembelajaran Problem Based Learning (PBL) Dan Motivasi Belajar Terhadap Hasil Belajar IPA Siswa SD: indonesia Zul Karnadi; Hartini Haritani; Muhammad Khaerul Wazni
Educatio Vol 20 No 3 (2025): Educatio
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/edc.v20i3.31312

Abstract

The objective of this study is to examine the comparative effects of the Problem-Based Learning (PBL) model and the Conventional method on students' learning motivation. This research employs a quantitative approach with a Quasi-Experimental design. The study population consists of 30 sixth-grade students from SD Negeri 2 Denggen Timur, divided into two classes (VI.A and VI.B). Sampling was conducted based on learning motivation levels, resulting in 30 participants (15 with high motivation and 15 with low motivation). Hypothesis testing and data analysis revealed the following findings: A significant difference was found in learning outcomes between the PBL and Conventional groups. This was supported by an F(calculated) = 5.805, which exceeded the F(table) = 4.23 at a 0.05 significance level, leading to the acceptance of Ha and rejection of H0. An interaction effect was observed between instructional methods (PBL and Conventional) and learning motivation on academic performance. This was confirmed by an F(calculated) = 0.430 being greater than F(table) = 0.05, resulting in Ha being accepted and H0 rejected. High-motivation students taught using PBL achieved better results than those taught with the Conventional method. This was evidenced by t(calculated) = 1.892 > t(table) = 1.739 at a 0.05 significance level, thus supporting Ha and rejecting H0. Low-motivation students taught with PBL did not perform worse than those using the Conventional approach. The statistical result (t(calculated) = 1.833 > t(table) = 1.739) led to the rejection of Ha and acceptance of H0 In conclusion, PBL demonstrates varying impacts on learning outcomes, depending on students' motivation levels. Keywords: Problem-Based Learning Model, Conventional Learning, Learning Motivation, Learning Outcomes.
WHAT MATTERS MOST FOR LECTURER PRODUCTIVITY? ASSESSING THE RELATIVE CONTRIBUTIONS OF COMPETENCE, MOTIVATION, AND WELL-BEING IN PRIVATE HIGHER EDUCATION Hary Murcahyanto; Hartini Haritani
PEDAGOGIK : JURNAL PENDIDIKAN Vol 13, No 2 (2026)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/pjp.v13i2.14845

Abstract

Improving instructional quality, research performance, and institutional competitiveness has made lecturer productivity a key priority for higher education institutions. Although competence, motivation, and well-being are widely recognized as important determinants of academic performance, these factors are often examined separately, particularly in private universities. This study investigates the influence of competence, motivation, and well-being on lecturer productivity in private universities in West Nusa Tenggara, Eastern Indonesia. Using a quantitative explanatory design with Partial Least Squares Structural Equation Modeling (PLS-SEM), data were collected from 39 purposively selected lecturers. The findings indicate that competence is the strongest predictor of lecturer productivity, followed by motivation, while well-being has a relatively smaller influence. The proposed model explains 48.1% of the variance in lecturer productivity, indicating moderate explanatory power. By integrating these three factors into a single analytical model, this study provides empirical evidence from an underrepresented higher education context. According to the findings, lecturer productivity should be focused on competency growth and motivation and well-being should be strengthened to maintain academic success.
Analisis Zat Pewarna Rhodamin B pada Jajanan Pasar di Kabupaten Lombok Timur Ariqatul Husani; Hartini Haritani; Yuyun Febriani
Sinteza Vol. 1 No. 2 (2021): August
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/sinteza.v1i2.4483

Abstract

Salah satu pewarna makanan yang banyak digunakan dalam proses pembuatan jajanan pasar tradisional adalah zat pewarna sintetis rhodamin B. Pewarna ini dilarang untuk digunakan pada makanan ataupun minuman karena bersifat karsinogenik atau dapat memicu pertumbuhan sel kanker. Tujuan dari penelitian untuk menganalisis kadar rhodamin B yang terdapat pada jajanan pasar. Sampel pada penelitian ini sebanyak 30 sampel jajanan pasar, populasi dalam penelitian ini yaitu 6 pasar yang terdapat di Kabupaten Lombok Timur. Metode yang digunakan dalam penelitia ini yakitu metode Kromatografi Lapis Tipis dan Spektrofotometri Uv-Vis, untuk mencari data kualitatif dan kuantitatif. Hasil penelitian yakni dari 30 sampel jajanan pasar yang telah di lakukan uji pewarnaan menunjukkan 6 sampel yang dicurigai mengandung rhodamin B, di uji KLT terdapat 5 sampel yang dinyatakan positif mengandung rhodamin B, dan di uji spektrofotometri menunjukkan semua sampel negatif mengandung rhodamin B. Namun terdapat pewarna lain yang di temukan pada uji spektofotometri Uv-Vis yaitu pewarna sintetis karmoisin. Dapat disimpulkan bahwa jajanan pasar yang beredar di pasar Kabupaten Lombok Timur negatif mengandung rhodamin B.
EVALUASI LAYANAN KARIER SMA NEGERI BERBASIS CIPP PADA SMA NEGERI DI LOMBOK TIMUR Zainul Zainul; Hartini Haritani; Zainul Yasni
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v5i4.15569

Abstract

ABSTRACT Career guidance and counseling services at the senior high school level need to be evaluated to ensure that their implementation not only follows established plans but also supports students in determining their future direction. This study aimed to evaluate the implementation and outcomes of career guidance and counseling services for Grade XII students in six public senior high schools in East Lombok Regency, focusing on the Process and Product components of the CIPP model. The study employed an evaluative approach with a mixed-methods design using questionnaires, semi-structured interviews, observations, and document analysis. Six public senior high schools were purposively selected to represent urban, semi-urban, and rural contexts. Quantitative data were analyzed descriptively using mean scores and percentages, while qualitative data were analyzed through data reduction, data presentation, conclusion drawing, and triangulation. The results showed that the Process component was categorized as good, with mean perceptions of 3.4333 among students, 3.2083 among school counselors, and 3.3667 among schools. Service implementation was relatively consistent with the established plans, but methodological variety and students’ active engagement still need to be strengthened. For the Product component, most students reported clearer understanding of further educational options, but their ability to translate this understanding into written career plans remained uneven. These findings indicate that the Process–Product evaluation within the CIPP model can serve as a basis for identifying gaps between service implementation and students’ perceived outcomes, thereby supporting the development of career guidance and counseling services that are more participatory, personalized, and sustainable. ABSTRAK Layanan bimbingan dan konseling karier pada jenjang SMA perlu dievaluasi untuk memastikan bahwa pelaksanaannya tidak hanya sesuai dengan rencana, tetapi juga mampu mendukung kesiapan murid dalam menentukan arah masa depan. Penelitian ini bertujuan mengevaluasi pelaksanaan dan hasil layanan bimbingan dan konseling karier pada murid kelas XII di enam SMA Negeri se-Lombok Timur dengan memusatkan analisis pada komponen Process dan Product dalam model CIPP. Penelitian menggunakan pendekatan evaluatif dengan desain mixed methods melalui angket, wawancara semi-terstruktur, observasi, dan studi dokumentasi. Enam SMA Negeri dipilih secara purposive untuk merepresentasikan konteks urban, semiurban, dan perdesaan. Data kuantitatif dianalisis secara deskriptif melalui skor rerata dan persentase, sedangkan data kualitatif dianalisis melalui reduksi, penyajian, penarikan kesimpulan, dan triangulasi. Hasil menunjukkan bahwa komponen Process berada pada kategori baik, dengan rerata persepsi murid 3,4333, guru BK 3,2083, dan sekolah 3,3667. Pelaksanaan layanan relatif konsisten dengan rencana, tetapi variasi metode dan keterlibatan aktif murid masih perlu diperkuat. Pada komponen Product, sebagian besar murid memperoleh pemahaman yang lebih jelas mengenai pilihan pendidikan lanjutan, tetapi kemampuan menerjemahkan pemahaman tersebut ke dalam rencana karier tertulis masih belum merata. Temuan ini menunjukkan bahwa evaluasi Process–Product dalam model CIPP dapat menjadi dasar untuk mengidentifikasi kesenjangan antara keterlaksanaan layanan dan hasil yang dirasakan murid, sehingga pengembangan layanan BK karier perlu diarahkan pada strategi yang lebih partisipatif, personal, dan berkelanjutan.
MEKANISME PEMBENTUKAN KAPASITAS KOLEKTIF MELALUI KELOMPOK KERJA MADRASAH DI LABUHAN HAJI Yunita Khairunnisa; , Hary Murcahyanto; Hartini Haritani
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v5i4.15575

Abstract

ABSTRACT This study addresses the gap between the existence of Madrasah Working Group (KKM) activities and the formation of sustainable collective capacity in madrasahs. It aims to analyze the mechanisms through which collective capacity is formed through KKM in Labuhan Haji. A qualitative approach was employed involving madrasah principals, teachers, the KKM chairperson, and a madrasah supervisor. Data were collected through semi-structured interviews, participatory observation, and documentation, and analyzed using interactive and thematic analysis with source and technique triangulation. The findings indicate that collective capacity is not automatically formed through routine KKM activities, but through four interconnected mechanisms: enabling conditions, practice-based collaboration, reflection and documentation, and transfer and follow-up. Enabling conditions provide space and resources, while practice-based collaboration transforms meetings into processes of problem solving and experience sharing. Reflection and documentation enable professional knowledge to become shared knowledge, while transfer and follow-up sustain its application in madrasahs. In this study, collective capacity refers to the shared ability to generate, share, apply, reflect on, and sustain professional knowledge, distinguishing it from collective teacher efficacy. The findings contribute conceptually to positioning KKM as a sustainably managed professional learning community. ABSTRAK Penelitian ini berangkat dari kesenjangan antara keberadaan aktivitas Kelompok Kerja Madrasah (KKM) dan terbentuknya kapasitas kolektif yang berkelanjutan di madrasah. Penelitian bertujuan menganalisis mekanisme pembentukan kapasitas kolektif melalui KKM di Labuhan Haji. Penelitian menggunakan pendekatan kualitatif dengan informan kepala madrasah, guru, ketua KKM, dan pengawas. Data dikumpulkan melalui wawancara semi-terstruktur, observasi partisipatif, dan dokumentasi, kemudian dianalisis secara interaktif dan tematik dengan triangulasi sumber serta teknik. Hasil penelitian menunjukkan bahwa kapasitas kolektif tidak terbentuk secara otomatis melalui rutinitas KKM, tetapi melalui empat mata rantai yang saling berkaitan, yaitu enabling conditions, practice-based collaboration, reflection and documentation, serta transfer and follow-up. Kondisi pendukung menyediakan ruang dan sumber daya, sedangkan kolaborasi berbasis praktik mengubah pertemuan menjadi proses pemecahan masalah dan berbagi pengalaman. Refleksi dan dokumentasi memungkinkan pengetahuan profesional menjadi pengetahuan bersama, sementara transfer dan tindak lanjut memastikan penerapannya berkelanjutan di madrasah. Kapasitas kolektif dalam penelitian ini dimaknai sebagai kemampuan bersama untuk menghasilkan, berbagi, menerapkan, merefleksikan, dan mempertahankan pengetahuan profesional, sehingga berbeda dari collective teacher efficacy. Temuan ini berkontribusi pada pengembangan KKM sebagai komunitas pembelajaran profesional yang dikelola secara berkelanjutan. Implikasinya, penguatan KKM perlu diarahkan pada agenda berbasis masalah, dokumentasi pengetahuan, dan pemantauan penerapan berkelanjutan.
KEPEMIMPINAN SEKOLAH ADAPTIF DAN PENINGKATAN MUTU DALAM PENDIDIKAN ANAK USIA DINI Syamsu Hidayat; Fahrurrozi Fahrurrozi; Hartini Haritani
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 5 No. 4 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v5i4.15697

Abstract

ABSTRACT This study analyzes the leadership practices of a male kindergarten principal and their contribution to improving educational quality through a comparative context in Central Lombok Regency. The study employed a qualitative comparative case study at TK Negeri 5 Praya Timur and TK Negeri 1 Praya Timur. Data were collected through in-depth interviews, observations, and documentation involving two school principals, four teachers, and one kindergarten supervisor, and were analyzed through data condensation, data display, verification, and cross-case analysis. The findings indicate that the male kindergarten principal’s leadership was characterized by a structured approach with a tendency toward centralized control and transactional practices, reflected in operational control, clear task division, discipline enforcement, administrative order, and relatively centralized decision-making while still allowing room for consultation. These practices contributed to organizational stability, administrative order, program continuity, and the regularity of learning activities, but were not yet optimal in supporting teachers’ professional development because teacher development and academic supervision remained largely situational. Comparative analysis shows that leadership contribution was not determined by gender, but rather by the ability to adjust management, participation, supervision, teacher development, and communication practices to school needs. These findings imply the need to strengthen integrative-adaptive leadership by combining managerial stability with professional development and a collaborative culture to support the improvement of early childhood education quality. ABSTRAK Penelitian ini menganalisis praktik kepemimpinan kepala TK laki-laki dan kontribusinya terhadap peningkatan mutu pendidikan dalam konteks komparatif di Kabupaten Lombok Tengah. Penelitian menggunakan studi kasus komparatif kualitatif pada TK Negeri 5 Praya Timur dan TK Negeri 1 Praya Timur. Data diperoleh melalui wawancara mendalam, observasi, dan dokumentasi dari dua kepala sekolah, empat guru, dan satu pengawas TK, kemudian dianalisis melalui kondensasi data, penyajian data, verifikasi, serta analisis lintas kasus. Temuan menunjukkan bahwa kepemimpinan kepala TK laki-laki memiliki karakter terstruktur dengan kecenderungan kontrol terpusat dan praktik transaksional yang diwujudkan melalui pengendalian operasional, pembagian tugas, penegakan disiplin, keteraturan administrasi, dan pengambilan keputusan yang relatif terpusat namun tetap memberikan ruang konsultasi. Praktik tersebut berkontribusi terhadap stabilitas organisasi, keteraturan administrasi, kesinambungan program, dan keberlangsungan pembelajaran, tetapi belum optimal dalam pengembangan profesional guru karena pembinaan dan supervisi akademik masih bersifat situasional. Analisis komparatif menunjukkan bahwa kontribusi kepemimpinan tidak ditentukan oleh jenis kelamin, melainkan oleh kemampuan menyesuaikan praktik pengelolaan, partisipasi, supervisi, pengembangan guru, dan komunikasi dengan kebutuhan sekolah. Temuan ini mengimplikasikan perlunya penguatan kepemimpinan integratif-adaptif yang memadukan stabilitas manajerial dengan pengembangan profesional dan budaya kolaboratif untuk mendukung peningkatan mutu PAUD.
Co-Authors , Hary Murcahyanto Abd. Syakur Abdul Rahim Akbar, Ma’ruf Alamanda, Intan Nefia Algae, Risqi Arilia Amaani, Raania Amat, Amat Amri Zulkarnain Andi Nizam Harahap Arief Rahman ariqatul husani Armin Subhani Atiaturrahmaniah Atiaturrahmaniah Badarudin Baiq Aryani Novianti Baiq Desi Dwi Arianti Baiq Eka Kurnia Hadiyati Baiq Maylinda Gemantari Bedjo Sujanto, Bedjo Dukha Yunitasari Erma Ewisa Oktresia Ero Ari Angga Ewisa Oktresia Fahrurrozi Fahrurrozi Faradila Fitriwati Sovia Hary Murcahyanto Hary Murcahyanto Hasan Basri Hendrayani, Rosi Heni Wulandari Ihsan, Ersi Arviana jamaluddin Janah, Pathul Kayisa Rahmania Salim Kholida Ismatulloh Lalu Ramadlan Linda Mahardhika M. Nasri M. Zainul Asror Maimunah Mantasari, Arenta Marfuatun Marhamah Mohzana Muh. Fahrurrozi MUHAMMAD ALI Muhammad Khairul Wazni Muhammad Zainul Majdi Muliadi Muliadi muliadi Murni, Rita Kartika Najjiya Azzahra Nuraini Nuraini - - Nurmayanti, Wiwit Putra Nursakina, Yosilia Padlurrahman, Padlurrahman Puspawan Hariadi Rasyid Hardi Wirasasmita Riki Ahmad Santosa Rohmi, Rohmi Sahman, Sahman Saputra, Rachman Hadi Sarwati Sarwati, Sarwati Siti Imni Sitti Rohmi Djalilah Sulistia Ardyati Syamsu Hidayat Tri Puspita Yuliana Yosi Nur Kholisho Yunita Khairunnisa Yuyun Febriani Zahrah Firdaus Zainul Yasni Zainul Zainul Zul Karnadi