Article Per Year (5 Year)
p-Index From 2021 - 2026
5.989
P-Index
This Author published in this journals
All Journal Pedagogi: Jurnal Ilmu Pendidikan JUPIIS: Jurnal Pendidikan Ilmu-ilmu Sosial Jurnal Prima Edukasia Jurnal Penelitian Pendidikan Edukasi: Jurnal Pendidikan dan Pengajaran Manajemen Pendidikan Briliant: Jurnal Riset dan Konseptual Al Ishlah Jurnal Pendidikan Tadbir : Jurnal Studi Manajemen Pendidikan Jurnal Administrasi Pendidikan Indonesia Jurnal Administrasi dan Manajemen Pendidikan Pendekar : Jurnal Pendidikan Berkarakter IRJE (Indonesian Research Journal in Education) JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) Jurnal Surya Masyarakat JURNAL PENDIDIKAN TAMBUSAI Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Jurnal Dinamika Manajemen Pendidikan (JDMP) JAMP : Jurnal Administrasi dan Manajemen Pendidikan INCARE Jurnal Ilmiah Ar-Risalah: Media Ke-Islaman, Pendidikan, dan Hukum Islam Jurnal Surya Masyarakat SPEKTA (Jurnal Pengabdian Kepada Masyarakat : Teknologi dan Aplikasi) Jurnal Pasca Dharma Pengabdian Masyarakat Didaktika: Jurnal Kependidikan International Journal of Multidisciplinary: Applied Business and Education Research Journal of Educational Management and Instruction (JEMIn) Jurnal Inovasi Pengabdian Masyarakat Pendidikan Smart Society: Community Service and Empowerment Journal Jurnal Tahsinia Al-Fahmu: Jurnal Ilmu Al-Qur'an dan Tafsir Jurnal Ilmiah Ar-Risalah: Media Ke-Islaman, Pendidikan dan Hukum Islam Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan
Yayah Rahyasih, Yayah
Universitas Pendidikan Indonesia
Religion Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Public Health Social Sciences Other

Published : 45 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 45 Documents
Search

 1   2   3   4   5 
The Effect of Strategic Leadership and Positive Learning Climate on Teacher Teaching Performance Dian Megawati; Sururi Sururi; Yayah Rahyasih
JDMP (Jurnal Dinamika Manajemen Pendidikan) Vol. 10 No. 2 (2026): Volume 10, Nomor 2, April 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jdmp.v10n2.p179-188

Abstract

This study investigates how strategic leadership and a positive learning climate influence teachers' instructional performance in Indonesian primary schools, addressing ongoing challenges in improving teaching quality within resource-constrained contexts. Using a quantitative survey of 300 teachers from 51 public schools in Purwakarta Regency, West Java Province, the data were analyzed through Partial Least Squares–Structural Equation Modeling (PLS-SEM). The findings demonstrate that strategic leadership exerts significantly stronger influence (β=0.527, f²=0.453) on instructional performance compared to positive learning climate (β=0.295, f²=0.142), with strategic leadership producing 1.79 times greater effect. Together, both variables explain 49.4% of the variance in teachers' instructional performance, with strategic leadership accounting for the preponderance of this explanatory power. The study concludes that enhancing strategic leadership particularly through developing vision, coordinating programs, supervising instruction, monitoring progress, and ensuring accountability constitutes the primary lever for improving teaching effectiveness in resource-limited Indonesian schools. These evidence-based findings provide crucial guidance for policymakers and school leaders to strategically allocate limited professional development resources, prioritizing high-leverage leadership practices that maximize returns on investment. Implications address national policy reforms for principal preparation, district-level coaching programs, and school-level implementation of systematic supervisory practices.
Promoting a School Companion Competency Model to Address New Education Policies and the Challenges of the Digital Era Yayah Rahyasih; Johar Permana; Liah Siti Syarifah
Pedagogi: Jurnal Ilmu Pendidikan Vol 26 No 1 (2026): Pedagogi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pedagogi.v26i1.2936

Abstract

This study aims to conceptualize and describe a new school companion competency model designed to guide educational practitioners in Indonesia, following a recent policy reform that abolished the official role of school supervisors. This reform coincides with the accelerating digital transformation of education, demanding new professional capacities that emphasize collaboration, adaptability, and digital fluency. To address this gap, the study employed a mixed-methods design over a nine-month period, combining in-depth semi-structured interviews and focus group discussions with purposively selected participants who had direct experience in supervisory role transitions. The findings identified the Instructional Coaching Competencies (ICC) framework as the most relevant model for current educational needs. The ICC model represents an adaptive, integrative, and holistic approach consisting of three interrelated dimensions: Digital Instructional Leadership, Digital Ethics and Communication, and Transformational Coaching. Collectively, these dimensions redefine supervision as an act of facilitation and reflective partnership rather than bureaucratic inspection. The results hold substantial relevance beyond Indonesia, particularly for countries with decentralized education systems undergoing similar policy transitions. The model also provides practical guidance for school principals in strengthening leadership and professional competence in the digital era. With strong confidence, this study recommends the broader application of the ICC framework and encourages future research using a quasi-experimental approach to validate its reliability and impact on teaching performance and instructional quality.
Analisis Bibliometrik Tentang Qiraat Sab’ah Menggunakan VOSViewer Berbasis Data Google Scholar Zaini Hafidh; Yayah Rahyasih; Arfan Muchammad Agfirlana
Jurnal test Vol 2 No 1 (2023): March
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (518.393 KB) | DOI: 10.58363/alfahmu.v2i1.33

Abstract

This study aims to analyze and describe the publication of scientific articles with the research theme Qiraat Sab’ah." The Qiraat Sab’ah research analysis uses the VOSViewer through a bibliometric approach. Article references are obtained from databases with publication or perishability application support. The word 'Qiraat Sab’ah' becomes a reference in the research process. Found 42 articles considered relevant to this topic. The research period used in a document indexed by Google Scholar is the last 10 years (2012–2022). The search results focus on research and analysis of terms related to Qiraat Sab’ah and other data analysis. The keywords on 'Qiraat Sabah' are associated with 5 clusters and 149 links, resulting in a total link strength of 323. The results of the analysis of the development of Qiraat Sab’ah posts over the past 10 years as a whole are still fluctuating and even tend to be less desirable; the highest number of publications in 2021 is 14 articles, and at least in 2013, there were 0 articles. The researcher examines published articles on Qiraat Sab’ah and its relation to the issues using the VOSViewer. This study may be a starting point for research related to further research on Qiraat Sab’ah and further research developments on Ulumul Qur'an in the future.
Enhancing Collegial Supervision and Deep Learning Practices through TPACK-Based Professional Development in Early Childhood Education Sururi Sururi; Yayah Rahyasih; Taufani Chusnul Kurniatun; Nugraha Suharto; Heny Djohaeni; Salma Nurillah; Asep Dikdik; Prasetyo Agung Darmawan
Smart Society Vol. 6 No. 3 (2026): Smart Society
Publisher : FOUNDAE (Foundation of Advanced Education)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/smartsoc.v6i3.1437

Abstract

The integration of technology, deep learning pedagogy, and collaborative leadership remains a challenge for early childhood education (ECE) institutions in rural Indonesia, where limited resources and fragmented professional development often constrain instructional innovation. This study examined an integrated professional development program designed to strengthen principals’ collegial supervision competencies and teachers’ implementation of deep learning through the Technological Pedagogical and Content Knowledge (TPACK) framework. A mixed-methods participatory action research design with a one-group pre-post assessment was employed involving 40 participants (20 principals and 20 teachers) from 20 ECE institutions in Karangpawitan District, Garut Regency, Indonesia. The two-month program combined online training, face-to-face workshops, mentoring, classroom implementation, and follow-up evaluation. Quantitative data were collected using validated TPACK, Collegial Supervision, and Deep Learning instruments, while qualitative data were obtained through observations and semi-structured interviews. Pre-post comparisons indicated improvements in teachers’ TPACK competencies (Cohen’s d = 3.24) and principals’ collegial supervision competencies (d = 2.98). Classroom observations and participant reflections further suggested positive changes in the implementation of deep learning practices, including greater use of inquiry-based learning, reflective activities, and purposeful technology integration. Follow-up evaluation indicated that most participants maintained the competencies developed during the program. These findings suggest that an integrated and context-responsive professional development approach may support the development of pedagogical, technological, and leadership capacities in rural ECE settings. The program also provides a practical framework for fostering collaborative professional learning and strengthening instructional improvement in resource-constrained educational contexts.
The Role of Teachers in Increasing Students' Motivation to Learn Arabic Nisa, Dina Qurotun; Permana, Johar; Rahyasih, Yayah
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 9, No. 2
Publisher : citeus

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

Abstract

The motivation to learn is crucial for achieving optimal educational outcomes. The motivation to learn Arabic is uniquely relevant due to the prevalence of Islamic educational institutions offering it as part of their curriculum. This study aims to identify and analyze the role of teachers in increasing students' motivation to learn Arabic in schools. This research employs a qualitative approach with a systematic literature review (SLR) method. The data used are secondary data sourced from various online databases, including Google Scholar and accredited national and international journals. The data collection technique involves documentation. Data analysis is conducted through five stages: summarizing, synthesizing, comparing, contrasting, and critiquing the literature. The study identifies several key roles of teachers in boosting students' motivation to learn Arabic: educator, mentor, coach, advisor, leader, role model, and community member. Teachers play a crucial role in creating a supportive and motivating learning environment. Effective teachers use personalized instruction, motivational remarks, and technology to engage students. Mentors provide academic and emotional support, while coaches use active learning strategies. Advisors give constructive feedback, and leaders inspire and set positive examples. Role models influence students' attitudes and behaviors, and community members enrich the learning experience by integrating it with students' daily lives. These roles collectively contribute to a more motivated and engaged learning environment. Understanding the multifaceted roles of teachers can help develop more effective strategies to enhance students' motivation to learn Arabic, contributing significantly to educational practice in Indonesia.
Co-Authors Aan Komariah Abubakar Abubakar Achmadwati, Winda adimiharja, adimiharja Agustinawati, Leni Aminah, An an An an Aminah Aprilianda, Rini Arfan Muchammad Agfirlana Asep Dikdik Asep Sudarsyah Asep Suryana Asih, Sinta Aziz, Cut Nurhalizah Cepi Triatna, Cepi Cicih Sutarsih Danny Meirawan Dedy Achmad Kurniady Deni Kadarsah Dewi Ainun Nafis Dian Megawati Diding Nurdin, Diding Dikdik, Asep Efriadi, Joni Endang Herawan Enung Nurhayati, Enung Eri Kurniawan Fenty Setiawati Firman Suryadi Rahman Gunawan, M. Irvan Hartini, Nani Hayati, Elis Hega Nurazizah Heny Djohaeni Herlina Permata Sari Jajang Ikbal Herlianto Jamaluddin, Muhammad Iqbal Johar Permana Johar Permana Khofifah, Juliani Musti Kholifatul Husna Asri Kurniatun, Taufani C. Kusumah, Yudi Liah Siti Syarifah Liah Siti Syarifah Luthfi Audia Pribadi M. Irvan Gunawan MARIA BINTANG Muhyi Alawiy Athallah , Abdul Nani Hartini Nisa, Dina Qurotun Nugraha Suharto Nur Fariha, Arini Nurdin Nurdin Oktaviana, Kezia Oktaviani, Firyal Fatin Oktaviani, Tia Prasetyo Agung Darmawan Pribadi, Luthfi Audia Prihatin, Eka Rahmawati Rahmawati Rahmawati, Rahmawati Rakhmah, Pipih Soviyatin Ruhimat, Mochammad Devi Cahya Rulli Nasrullah Salma Nurillah Shodikin, Rifan Siti Fatimah Azzahra Sri Wahyuni Sri Wahyuni Sururi Sururi . Sururi Sururi, Sururi Taufani Chusnul Kurniatun Tia Oktaviani Triana, Cepi Widia Murni Wijaya Yudi Kusumah Zaini Hafidh