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All Journal The International Journal of Education Management and Sociology Jurnal Internasional
Arfiani Yulianti Fiyul
Sheikh Yusuf Islamic University, Tangerang, Indonesia
Religion Humanities Education Physics Social Sciences

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Educational Management Model Based on Recognition of Prior Learning (RPL) for Lifelong Learning Arfiani Yulianti Fiyul; Saurav Kumar
The International Journal of Education Management and Sociology Vol. 5 No. 2 (2026): March - April : The International Journal of Education Management and Sociology
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v5i2.315

Abstract

This study aims to develop an educational management model based on Recognition of Prior Learning (RPL) to support lifelong learning. RPL is an approach that acknowledges knowledge, skills, and competencies acquired through formal, non-formal, and informal learning experiences. In the context of modern education, the implementation of RPL requires a systematic, integrated, and policy-driven management strategy to enhance accessibility, flexibility, and relevance of education for diverse learners. This research employs a qualitative approach with a research and development (R&D) design, involving needs analysis, model design, expert validation, and limited implementation trials. The findings reveal that the proposed educational management model consists of several key components, including strategic planning, competency assessment and validation systems, adaptive curriculum management, institutional capacity building, and continuous monitoring and evaluation. The model effectively improves the recognition of learners’ competencies, broadens access to education, and strengthens the linkage between education and the labor market. In conclusion, the RPL-based educational management model provides an innovative solution for developing an inclusive, flexible, and sustainable education system that supports lifelong learning in the modern era.
Educational Management Model Based on Recognition of Prior Learning (RPL) for Lifelong Learning Arfiani Yulianti Fiyul; Saurav Kumar
The International Journal of Education Management and Sociology Vol. 5 No. 2 (2026): March - April : The International Journal of Education Management and Sociology
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v5i2.315

Abstract

This study aims to develop an educational management model based on Recognition of Prior Learning (RPL) to support lifelong learning. RPL is an approach that acknowledges knowledge, skills, and competencies acquired through formal, non-formal, and informal learning experiences. In the context of modern education, the implementation of RPL requires a systematic, integrated, and policy-driven management strategy to enhance accessibility, flexibility, and relevance of education for diverse learners. This research employs a qualitative approach with a research and development (R&D) design, involving needs analysis, model design, expert validation, and limited implementation trials. The findings reveal that the proposed educational management model consists of several key components, including strategic planning, competency assessment and validation systems, adaptive curriculum management, institutional capacity building, and continuous monitoring and evaluation. The model effectively improves the recognition of learners’ competencies, broadens access to education, and strengthens the linkage between education and the labor market. In conclusion, the RPL-based educational management model provides an innovative solution for developing an inclusive, flexible, and sustainable education system that supports lifelong learning in the modern era.
The Impact of Technology-Based Assessment on Enhancing Learning Quality in Junior High Schools in Cimahi City Arfiani Yulianti Fiyul
The International Journal of Education Management and Sociology Vol. 4 No. 3 (2025): May - June : The International Journal of Education Management and Sociology
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v4i3.207

Abstract

Technology-based assessment has emerged as a strategic innovation to enhance the quality of learning in junior high schools. This study aims to investigate the impact of technology-integrated assessments on students’ academic performance and learning motivation at SMP Negeri 4 Cimahi. Employing a quantitative approach with a quasi-experimental design, the study involved 80 eighth-grade students divided into an experimental group (technology-based assessment) and a control group (traditional assessment). Data were collected through standardized achievement tests and validated motivation questionnaires and analyzed using t-tests. The findings reveal that technology-based assessments significantly improve students' academic achievement and motivation, driven by instant feedback and interactive formats. Nonetheless, challenges such as infrastructure limitations and digital literacy gaps remain prevalent. The study concludes that technology-based assessment effectively supports more relevant and higher-quality learning in the digital age. It recommends teacher training and infrastructure investment to ensure sustainable implementation.
Leadership Styles of Female Principals in the Context of Educational Management at MTs in Sukabumi Regency: A Multi-Case Study Arfiani Yulianti Fiyul
The International Journal of Education Management and Sociology Vol. 4 No. 4 (2025): July - August : The International Journal of Education Management and Sociology
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v4i4.220

Abstract

This study presents the findings of a qualitative investigation that explores the leadership styles of female principals at two madrasah tsanawiyah (MTs) in Sukabumi Regency. Using a multi-site case study approach, the research reveals that the dominant leadership practices are participative and transformational in nature. Female principals demonstrate strong abilities in fostering open communication, prioritizing collaboration, and providing motivation through empathetic and humanistic approaches. The findings also indicate that although the principals successfully cultivate supportive school environments, they continue to face challenges rooted in patriarchal culture and gender stereotypes that limit their authority and decision-making capacity. Data were collected through observation, in-depth interviews, and systematic document analysis. The results show that the leadership roles of female principals are significantly influenced by the local socio-cultural context, including societal perceptions of women in leadership. Nevertheless, their approaches effectively foster harmonious relationships, enhance teacher performance, and create inclusive learning environments. This study contributes empirical insights to the literature on gender-based educational leadership at the madrasah level, particularly within local contexts characterized by strong religious-cultural values. The findings provide a solid foundation for developing policies and training programs that support female leadership in education, and serve as a critical reference in promoting gender equality in school leadership practices.
School-Based Earthquake Emergency Response Education in Bekasi Sutarman; Arfiani Yulianti Fiyul; Neneng Sulastri
The International Journal of Education Management and Sociology Vol. 4 No. 5 (2025): September - October : The International Journal of Education Management and Soc
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v4i5.242

Abstract

Although Bekasi is not classified as an area with high earthquake frequency, it remains vulnerable to the impacts of fault shifts and regional seismic activity. Low awareness and limited knowledge among the community particularly students regarding earthquake emergency response procedures can increase the risk of casualties and losses when disasters occur. This community service program aimed to enhance the preparedness of students and teachers through school-based earthquake emergency response education. The implementation methods included disaster awareness sessions, evacuation procedure training, emergency response simulations, and the establishment of evacuation routes within school environments. The program was conducted in several primary and secondary schools in the Bekasi area, involving school stakeholders, the Regional Disaster Management Agency (BPBD), and disaster relief volunteers. The results showed an 85% improvement in students’ understanding of self-rescue steps, along with the formation of school disaster response teams capable of executing evacuation procedures. This initiative is expected to serve as a sustainable education model that can be adopted by other schools in Bekasi to minimize the impact of future earthquakes.
The Impact of Technology-Based Assessment on Enhancing Learning Quality in Junior High Schools in Cimahi City Arfiani Yulianti Fiyul
The International Journal of Education Management and Sociology Vol. 4 No. 3 (2025): May - June : The International Journal of Education Management and Sociology
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v4i3.207

Abstract

Technology-based assessment has emerged as a strategic innovation to enhance the quality of learning in junior high schools. This study aims to investigate the impact of technology-integrated assessments on students’ academic performance and learning motivation at SMP Negeri 4 Cimahi. Employing a quantitative approach with a quasi-experimental design, the study involved 80 eighth-grade students divided into an experimental group (technology-based assessment) and a control group (traditional assessment). Data were collected through standardized achievement tests and validated motivation questionnaires and analyzed using t-tests. The findings reveal that technology-based assessments significantly improve students' academic achievement and motivation, driven by instant feedback and interactive formats. Nonetheless, challenges such as infrastructure limitations and digital literacy gaps remain prevalent. The study concludes that technology-based assessment effectively supports more relevant and higher-quality learning in the digital age. It recommends teacher training and infrastructure investment to ensure sustainable implementation.
Leadership Styles of Female Principals in the Context of Educational Management at MTs in Sukabumi Regency: A Multi-Case Study Arfiani Yulianti Fiyul
The International Journal of Education Management and Sociology Vol. 4 No. 4 (2025): July - August : The International Journal of Education Management and Sociology
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v4i4.220

Abstract

This study presents the findings of a qualitative investigation that explores the leadership styles of female principals at two madrasah tsanawiyah (MTs) in Sukabumi Regency. Using a multi-site case study approach, the research reveals that the dominant leadership practices are participative and transformational in nature. Female principals demonstrate strong abilities in fostering open communication, prioritizing collaboration, and providing motivation through empathetic and humanistic approaches. The findings also indicate that although the principals successfully cultivate supportive school environments, they continue to face challenges rooted in patriarchal culture and gender stereotypes that limit their authority and decision-making capacity. Data were collected through observation, in-depth interviews, and systematic document analysis. The results show that the leadership roles of female principals are significantly influenced by the local socio-cultural context, including societal perceptions of women in leadership. Nevertheless, their approaches effectively foster harmonious relationships, enhance teacher performance, and create inclusive learning environments. This study contributes empirical insights to the literature on gender-based educational leadership at the madrasah level, particularly within local contexts characterized by strong religious-cultural values. The findings provide a solid foundation for developing policies and training programs that support female leadership in education, and serve as a critical reference in promoting gender equality in school leadership practices.
School-Based Earthquake Emergency Response Education in Bekasi Sutarman; Arfiani Yulianti Fiyul; Neneng Sulastri
The International Journal of Education Management and Sociology Vol. 4 No. 5 (2025): September - October : The International Journal of Education Management and Soc
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v4i5.242

Abstract

Although Bekasi is not classified as an area with high earthquake frequency, it remains vulnerable to the impacts of fault shifts and regional seismic activity. Low awareness and limited knowledge among the community particularly students regarding earthquake emergency response procedures can increase the risk of casualties and losses when disasters occur. This community service program aimed to enhance the preparedness of students and teachers through school-based earthquake emergency response education. The implementation methods included disaster awareness sessions, evacuation procedure training, emergency response simulations, and the establishment of evacuation routes within school environments. The program was conducted in several primary and secondary schools in the Bekasi area, involving school stakeholders, the Regional Disaster Management Agency (BPBD), and disaster relief volunteers. The results showed an 85% improvement in students’ understanding of self-rescue steps, along with the formation of school disaster response teams capable of executing evacuation procedures. This initiative is expected to serve as a sustainable education model that can be adopted by other schools in Bekasi to minimize the impact of future earthquakes.
Co-Authors Neneng Sulastri Saurav Kumar Sutarman