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All Journal Klasikal: Journal of Education, Language Teaching and Science Bulletin of Educational Management and Innovation
Marzuki Marzuki
Asisstant Professor, English Education Study Program, Universitas Madako Tolitoli
Education Languange, Linguistic, Communication & Media Mathematics Other

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CONTENT ANALYSIS OF ENGLISH TEXTBOOK “WHEN ENGLISH RINGS A BELL” IN TERMS OF COGNITIVE DOMAIN Marzuki Marzuki; Hidayati Hidayati; Diyenti Rusdin; Herdiyanti Pratiwi
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 4 No 1 (2022): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v4i1.207

Abstract

The objective of this research is to determine if the junior high school English textbook "When English Rings a Bell" is still relevant in light of the 2013 curriculum. The study's findings are anticipated to assist publishers and teachers in learning more about a textbook's content and in determining whether any necessary content has to be added in order to meet national textbook standards. 11 chapters make up the population of the English textbook "when English Rings a Bell," and the author used 6 chapters as examples. The author employs the qualitative method, specifically document analysis. The writer is the research instrument, and the data is gathered from the English textbook "When English Rings a Bell" for junior high school grade VII and a curricular document from 2013. According to the findings of this study, 87.5% of the components in the English textbook "When English Rings a Bell" meet the viability of content requirements. 42 of the 48 categories receive a score of 4, while only six receive a score of 1.
Digital human resource transformation in remote secondary schools: Implications for educational quality management in resource-constrained contexts Saugadi Saugadi; Marzuki Marzuki; Zaqueu Antonio Freitas
Bulletin of Educational Management and Innovation Vol. 4 No. 2 (2026): In Progress
Publisher : Rafandha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56587/bemi.v4i2.159

Abstract

Background: Digital transformation has become a strategic priority in education, yet research on digital human resource transformation in remote secondary schools remains limited. Existing studies have primarily focused on teaching and learning technologies, while less attention has been given to how digital transformation reshapes human resource management practices and supports educational quality management in resource-constrained contexts. Purpose: This study aimed to examine how digital human resource transformation is implemented in remote secondary schools, how it influences educational quality management, and the factors that facilitate or constrain its implementation. Method: A qualitative multi-site case study design was employed involving three remote secondary schools in Central Sulawesi, Indonesia. Data were collected through semi-structured interviews, observations, and document analysis. Eighteen participants, including principals, vice principals, teachers, administrative staff, and school committee representatives, were selected using purposive sampling. The data were analyzed using thematic analysis. Findings: The findings revealed that digital human resource transformation was implemented through three main dimensions: digitalization of administrative and personnel management, digital professional development practices, and leadership-driven digital transformation. The transformation contributed to educational quality management by improving administrative efficiency and accountability, supporting teacher performance and professional learning, and facilitating data-informed decision-making. Leadership commitment and collaborative organizational culture emerged as key enabling factors, whereas infrastructure limitations, digital competency gaps, and the absence of formal policy frameworks constrained implementation. Conclusions: The study concludes that digital transformation in remote schools remains largely compliance-oriented and that its long-term sustainability requires the alignment of technological infrastructure, human capacity, leadership support, and institutional policy
Co-Authors Diyenti Rusdin Herdiyanti Pratiwi Hidayati Hidayati Saugadi Saugadi Zaqueu Antonio Freitas