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English Language MGMP Empowerment Management for Senior High Schools: Strategic Analysis of Improving The Professional Competence of Senior High School Teachers in Pemalang Regency Mustaidah, Mustaidah; Wuryandini, Endang; Muhtarom, Muhtarom
Dinasti International Journal of Education Management and Social Science Vol. 7 No. 2 (2025): Dinasti International Journal of Education Management And Social Science (Decem
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v7i2.5788

This study aims to determine empowerment management English Subject Teachers' Conference (MGMP) for Senior High Schools (SMA) in Pemalang Regency as a forum for continuing professional development to improve the professional competence of high school teachers. The main objective is to describe and analyze the effectiveness of MGMP empowerment management as seen through four main functions. POAC (Planning, Organizing, Actuating, and Controlling). Using a qualitative approach with a case study type, data was collected through participant observation, in-depth interviews, and documentation studies. The results of the study show that effective management characterized by strong synergy across POAC functions. Planning is participatory and based on authentic, evidence-based needs identified through polling WAG and needs analysis checklist. Organizing featuring a competency-based structure, transparent financial management, and institutional collaboration strong relationships with external parties (e.g., universities) formalized through MoU. Implementation (Actuating)driven by humanistic and collaborative leadership and implemented through workshop which emphasizes ands-on practice and simulation(70% of activity time), which leads to successful knowledge transfer confirmed through classroom observations and post-program learning plan analysis. Finally, Control (Controlling)is a digital and data-based system that utilizes real-time monitoring (real-time) through dashboard Google Drive and tiered evaluations that focus on measurable impact This empowerment management model has been proven to significantly support the improvement of professional competence, foster sense of ownership among teachers, and resulting in real changes in teaching practice, particularly in designing and implementing authentic project-based assessments. This highly effective and sustainable model worthy of replication.

MANAJEMEN KEPALA SEKOLAH DALAM PENINGKATAN KOMPETENSI PROFESIONAL BERBASIS TEKNOLOGI DI TK NEGERI PEMBINA KECAMATAN DEMAK Rosadi, Ima Dwi; Wuryandini, Endang; Sudana, I Made
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 8, No 4 (2025): Volume 8 No 4 Desember 2025
Publisher : Universitas Negeri Malang

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

Abstract: Wise use of technology by principals can help facilitate the improvement of teacher competency. Principal management and teacher professional competency are interconnected because they influence each other. Therefore, the role of the principal as an educator is expected to be a figure who strives for change for teachers so that they consistently carry out their teaching duties optimally.The purpose of this study is to describe the planning, organization, implementation, and supervision of technology-based professional competency improvement for teachers at Pembina State Kindergarten in Demak District. This study is a qualitative descriptive study. The subjects were the principal and seven teachers at Pembina State Kindergarten in Demak District. Data were collected through interviews, observation, and documentation. Data analysis included data collection, data reduction, data presentation, and drawing conclusions.Technology-based professional competencies in teachers are: a) identifying problems and analyzing needs; b) Setting goals; c) Preparing programs and strategies and d) Preparing budgets. 2) Organizing the principal in improving technology-based professional competencies in teachers includes: a) Team formation and division of tasks; b) Internal coordination; c) Resource management. 3) Implementation of the principal in improving technology-based professional competencies in teachers is: a) Program implementation; b) Facilitation and support; and c) Direct monitoring. 4) Supervision of the principal in improving technology-based professional competencies in teachers at TK Negeri Pembina, Demak sub-district is: a) Implementation of supervision; and b) Evaluation and follow-up. Keywords: principal management, professional competence, technology Abstrak: Pemanfaatan teknologi secara bijak oleh kepala sekolah dapat membantu memudahkan dalam meningkatkan kompetensi guru. Manajemen kepala sekolah dan kompetensi professional guru saling berkaitan karena saling mempengaruhi satu sama lain. Oleh karena itu, peran pemimpin selaku Kepala Sekolah sebagai educator diharapkan menjadi sosok mengupayakan perubahan bagi para guru agar senantiasa menjalankan tugas pembelajarannya secara maksimal. Tujuan penelitian ini mendeskripsikan perencanaan, pengorganisasian, pelaksanaan dan pengawasan dalam meningkatkan kompetensi profesional berbasis teknologi pada guru di TK Negeri Pembina Kecamatan Demak. Penelitian merupakan penelitian deskriptif kualitatif. Subyek penelitian adalah kepala sekolah, guru yang ada di TK Negeri Pembina Kecamatan Demak yang berjumlah 7 orang. Pengumpulan data melalui wawancara, observasi dan dokumentasi. Analisis data meliputi pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan: 1) Perencanaan kepala sekolah dalam meningkatkan kompetensi professional berbasis teknologi pada guru adalah: a) mengidentifikasi masalah dan menganalisis kebutuhan; b) Menetapkan Tujuan; c) Penyusunan program dan strategi dan d) Penyusunan anggaran. 2) Pengorganisasian kepala sekolah dalam meningkatkan kompetensi professional berbasis teknologi pada guru diantaranya adalah: a) Pembentukan tim dan pembagian tugas; b) Koordinasi internal; c) Pengelolaan sumber daya. 3) Pelaksanaan kepala sekolah dalam meningkatkan kompetensi professional berbasis teknologi pada guru adalah: a) Implementasi program; b) Fasilitasi dan dukungan; dan c) Pemantauan langsung. 4) Pengawasan kepala sekolah dalam meningkatkan kompetensi professional berbasis teknologi pada guru di TK Negeri Pembina kecamatan Demak adalah: a) Pelaksanaan pengawasan; dan b) Evaluasi dan tindak lanjut. Kata Kunci: manajemen kepala sekolah, kompetensi professional, teknologi

Literature study on the implementation of data-based planning to improve education quality Lutfiartha, Hansen; Wuryandini, Endang; Muhtarom, Muhtarom
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2025): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i1.1884

The study aims to systematically synthesize various empirical research findings on the implementation of Data-Based Planning (PBD) in schools as an effort to improve the quality of education. An Integrative Literature Review approach was used in the study by analyzing five scientific articles. Articles published in 2024-2025 that were relevant to the topic of PBD and the use of Education Reports were used as research data sources. A thematic analysis was conducted on four main aspects, namely the role of Education Reports as an identification tool, DBP implementation strategies, obstacles and challenges, and their impact on quality improvement. The synthesis results show that Education Reports serve as a diagnostic and reflective instrument to objectively identify quality issues. Effective PBD implementation involves collaboration between teachers, principals, and stakeholders in integrating data into school program planning. The main challenges faced include low data literacy and a weak culture of reflection in schools. Nevertheless, the application of PBD has been proven to improve teacher professionalism, strengthen a culture of reflection, and encourage continuous improvement of the school quality management system.

Implementation school well-being in Indonesian Schools: a systematic literature review Suwarniti, Urip; Wuryandini, Endang; Muhtarom, Muhtarom
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2025): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i1.1885

This study aims to systematically review various research results related to the implementation of school well-being in Indonesian schools. This study uses the Systematic Literature Review (SLR) method on seven articles published between 2016 and 2024 and discusses the application of school well-being and its supporting aspects. The analysis was conducted through thematic synthesis to identify the forms of implementation, supporting factors, inhibiting factors, implementation strategies, and the contribution of school management. The results of the study show that school well-being has been implemented in various educational contexts and is influenced by a positive learning environment, social support from teachers and parents, and transparent and participatory school management. The main obstacles include academic pressure, limited facilities, and teachers' suboptimal understanding of the concept of student welfare. Effective strategies include strengthening communication between school members, balancing academic demands and psychosocial needs, and school policies that prioritize student well-being. Overall, school well-being is an important foundation for realizing healthy, inclusive education that is oriented toward student happiness.

MANAJEMEN KEPALA SEKOLAH DALAM PENINGKATAN KOMPETENSI PROFESIONAL BERBASIS TEKNOLOGI DI TK NEGERI PEMBINA KECAMATAN DEMAK Rosadi, Ima Dwi; Wuryandini, Endang; Sudana, I Made
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 8, No 4 (2025): Volume 8 No 4 Desember 2025
Publisher : Universitas Negeri Malang

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

Abstract: Wise use of technology by principals can help facilitate the improvement of teacher competency. Principal management and teacher professional competency are interconnected because they influence each other. Therefore, the role of the principal as an educator is expected to be a figure who strives for change for teachers so that they consistently carry out their teaching duties optimally.The purpose of this study is to describe the planning, organization, implementation, and supervision of technology-based professional competency improvement for teachers at Pembina State Kindergarten in Demak District. This study is a qualitative descriptive study. The subjects were the principal and seven teachers at Pembina State Kindergarten in Demak District. Data were collected through interviews, observation, and documentation. Data analysis included data collection, data reduction, data presentation, and drawing conclusions.Technology-based professional competencies in teachers are: a) identifying problems and analyzing needs; b) Setting goals; c) Preparing programs and strategies and d) Preparing budgets. 2) Organizing the principal in improving technology-based professional competencies in teachers includes: a) Team formation and division of tasks; b) Internal coordination; c) Resource management. 3) Implementation of the principal in improving technology-based professional competencies in teachers is: a) Program implementation; b) Facilitation and support; and c) Direct monitoring. 4) Supervision of the principal in improving technology-based professional competencies in teachers at TK Negeri Pembina, Demak sub-district is: a) Implementation of supervision; and b) Evaluation and follow-up. Keywords: principal management, professional competence, technology Abstrak: Pemanfaatan teknologi secara bijak oleh kepala sekolah dapat membantu memudahkan dalam meningkatkan kompetensi guru. Manajemen kepala sekolah dan kompetensi professional guru saling berkaitan karena saling mempengaruhi satu sama lain. Oleh karena itu, peran pemimpin selaku Kepala Sekolah sebagai educator diharapkan menjadi sosok mengupayakan perubahan bagi para guru agar senantiasa menjalankan tugas pembelajarannya secara maksimal. Tujuan penelitian ini mendeskripsikan perencanaan, pengorganisasian, pelaksanaan dan pengawasan dalam meningkatkan kompetensi profesional berbasis teknologi pada guru di TK Negeri Pembina Kecamatan Demak. Penelitian merupakan penelitian deskriptif kualitatif. Subyek penelitian adalah kepala sekolah, guru yang ada di TK Negeri Pembina Kecamatan Demak yang berjumlah 7 orang. Pengumpulan data melalui wawancara, observasi dan dokumentasi. Analisis data meliputi pengumpulan data, reduksi data, penyajian data dan penarikan kesimpulan. Hasil penelitian menunjukkan: 1) Perencanaan kepala sekolah dalam meningkatkan kompetensi professional berbasis teknologi pada guru adalah: a) mengidentifikasi masalah dan menganalisis kebutuhan; b) Menetapkan Tujuan; c) Penyusunan program dan strategi dan d) Penyusunan anggaran. 2) Pengorganisasian kepala sekolah dalam meningkatkan kompetensi professional berbasis teknologi pada guru diantaranya adalah: a) Pembentukan tim dan pembagian tugas; b) Koordinasi internal; c) Pengelolaan sumber daya. 3) Pelaksanaan kepala sekolah dalam meningkatkan kompetensi professional berbasis teknologi pada guru adalah: a) Implementasi program; b) Fasilitasi dan dukungan; dan c) Pemantauan langsung. 4) Pengawasan kepala sekolah dalam meningkatkan kompetensi professional berbasis teknologi pada guru di TK Negeri Pembina kecamatan Demak adalah: a) Pelaksanaan pengawasan; dan b) Evaluasi dan tindak lanjut. Kata Kunci: manajemen kepala sekolah, kompetensi professional, teknologi

Literature study on the implementation of data-based planning to improve education quality Lutfiartha, Hansen; Wuryandini, Endang; Muhtarom, Muhtarom
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2025): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i1.1884

The study aims to systematically synthesize various empirical research findings on the implementation of Data-Based Planning (PBD) in schools as an effort to improve the quality of education. An Integrative Literature Review approach was used in the study by analyzing five scientific articles. Articles published in 2024-2025 that were relevant to the topic of PBD and the use of Education Reports were used as research data sources. A thematic analysis was conducted on four main aspects, namely the role of Education Reports as an identification tool, DBP implementation strategies, obstacles and challenges, and their impact on quality improvement. The synthesis results show that Education Reports serve as a diagnostic and reflective instrument to objectively identify quality issues. Effective PBD implementation involves collaboration between teachers, principals, and stakeholders in integrating data into school program planning. The main challenges faced include low data literacy and a weak culture of reflection in schools. Nevertheless, the application of PBD has been proven to improve teacher professionalism, strengthen a culture of reflection, and encourage continuous improvement of the school quality management system.

Implementation school well-being in Indonesian Schools: a systematic literature review Suwarniti, Urip; Wuryandini, Endang; Muhtarom, Muhtarom
Educenter : Jurnal Ilmiah Pendidikan Vol. 4 No. 1 (2025): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v4i1.1885

This study aims to systematically review various research results related to the implementation of school well-being in Indonesian schools. This study uses the Systematic Literature Review (SLR) method on seven articles published between 2016 and 2024 and discusses the application of school well-being and its supporting aspects. The analysis was conducted through thematic synthesis to identify the forms of implementation, supporting factors, inhibiting factors, implementation strategies, and the contribution of school management. The results of the study show that school well-being has been implemented in various educational contexts and is influenced by a positive learning environment, social support from teachers and parents, and transparent and participatory school management. The main obstacles include academic pressure, limited facilities, and teachers' suboptimal understanding of the concept of student welfare. Effective strategies include strengthening communication between school members, balancing academic demands and psychosocial needs, and school policies that prioritize student well-being. Overall, school well-being is an important foundation for realizing healthy, inclusive education that is oriented toward student happiness.

Review Manajemen, Kurikulum, Budaya Sekolah, dan Dampaknya terhadap Karakter Siswa dalam Pelaksanaan Green School Gunarso, Teguh; Wuryandini, Endang; Muhtarom, Muhtarom
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 8, No 2 (2025): Volume 8 No 2 Juni 2025
Publisher : Universitas Negeri Malang

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

Abstract: This study aims to review the implementation of the Green School program at primary and secondary education levels by examining school management, curriculum integration, school culture, and their impacts on students’ character development. A Systematic Literature Review (SLR) was conducted following the PRISMA model. Data were collected from accredited national journal articles published between 2010 and 2025 and analyzed using thematic synthesis. The findings indicate that the success of Green School implementation is strongly influenced by participatory and collaborative school leadership, supportive managerial policies, and the consistent integration of environmental values into the curriculum and learning processes. Furthermore, a school culture that promotes environmentally friendly habits, such as waste management, greening activities, and energy conservation, plays a crucial role in shaping students’ environmental character. The availability of simple supporting facilities, including school gardens, hydroponic systems, and waste separation tools, not only strengthens the green culture but also serves as contextual learning media. The implementation of the Green School program positively impacts students’ ecological awareness, responsibility, discipline, intrinsic learning motivation, and pro-environmental behavior. However, most of the reviewed studies remain descriptive in nature and lack robust longitudinal measurements. This indicates the need for further research employing quantitative or mixed-method approaches to evaluate the sustainability and long-term impacts of Green School initiatives on students’ character development and overall educational quality in a more comprehensive manner. Keywords: character education; curriculum integration; environmental awareness; green school; learning motivation; school culture; sustainable education Abstrak: Penelitian ini bertujuan untuk mereview implementasi Program Green School pada jenjang pendidikan dasar dan menengah dengan menelaah aspek manajemen sekolah, kurikulum, budaya sekolah, serta dampaknya terhadap pembentukan karakter siswa. Metode yang digunakan adalah Systematic Literature Review (SLR) dengan mengacu pada model PRISMA. Data diperoleh dari artikel jurnal nasional terakreditasi yang dipublikasikan dalam rentang tahun 2010 hingga 2025 dan dianalisis melalui pendekatan sintesis tematik. Hasil kajian menunjukkan bahwa keberhasilan pelaksanaan Green School sangat dipengaruhi oleh kepemimpinan sekolah yang partisipatif dan kolaboratif, dukungan kebijakan manajerial, serta integrasi nilai-nilai kepedulian lingkungan secara konsisten dalam kurikulum dan proses pembelajaran. Selain itu, budaya sekolah yang menanamkan kebiasaan ramah lingkungan, seperti pengelolaan sampah, penghijauan, dan hemat energi, berperan penting dalam membentuk karakter peduli lingkungan pada siswa. Keberadaan fasilitas pendukung sederhana, seperti kebun sekolah, sistem hidroponik, dan sarana pemilahan sampah, tidak hanya memperkuat budaya hijau, tetapi juga berfungsi sebagai media pembelajaran kontekstual. Dampak implementasi Green School tercermin pada meningkatnya kesadaran ekologis, tanggung jawab, disiplin, serta motivasi belajar intrinsik siswa. Meskipun demikian, sebagian besar penelitian yang direview masih bersifat deskriptif dan belum didukung oleh pengukuran longitudinal yang kuat. Oleh karena itu, diperlukan penelitian lanjutan dengan pendekatan kuantitatif atau metode campuran untuk mengevaluasi keberlanjutan program serta dampak jangka panjang Green School terhadap karakter siswa dan mutu pendidikan secara komprehensif. Kata kunci: pendidikan karakter; integrasi kurikulum; kesadaran lingkungan; green school; motivasi belajar; budaya sekolah; pendidikan berkelanjutan

DATA-DRIVEN MANAGEMENT IN IMPROVING LEARNING QUALITY Lutfiartha, Hansen; Wuryandini, Endang; Muhtarom
SOSIOEDUKASI Vol 15 No 1 (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.v15i1.7484

Although regulations regarding data-driven planning have been established, implementation in the field often faces challenges where data use tends to be limited to administrative fulfillment and has not been fully integrated with school management functions. This study aims to analyze the integration of management functions of planning, organizing, implementing, and controlling data-driven planning as a strategic mechanism for improving the quality of learning. Using a qualitative approach with a case study design at SMP Negeri 2 Taman, research informants were determined using a purposive sampling technique involving the principal, curriculum development team, teachers, school administration, and the school committee. Data was collected through interviews, observations, and document analysis. The results showed that the school successfully synergized management functions with the Identification, Reflection, and Improvement cycle. Planning used the Education Report to identify priority problems, organizing utilized data reflection for role allocation, implementation was realized through In-House Training programs and learning communities, and control was carried out through periodic monitoring and evaluation. It was concluded that data-driven management is effective only if supported by teacher data literacy and leadership capable of transforming data into real pedagogical interventions, not just a document formality.

Instructional Leadership and Data-Based Planning as Determinants of Teachers’ Performance in Vocational High Schools Wahyuningsih, Siti; Buchori, Achmad; Wuryandini, Endang
Scaffolding: Jurnal Pendidikan Islam dan Multikulturalisme Vol. 8 No. 1 (2026): Pendidikan Islam dan Multikulturalisme
Publisher : Institut Agama Islam Sunan Giri (INSURI) Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/scaffolding.v8i1.9192

This study aims to analyze the effects of instructional leadership and data-driven planning on the performance of public vocational high school (SMK) teachers in Semarang Regency. A quantitative approach was employed using an ex post facto method with a correlational research design. The population consisted of 247 productive/vocational SMK teachers in Semarang Regency. Proportional random sampling was used to ensure representation from each school, resulting in a sample of 156 teachers. Data were collected through closed-ended questionnaires that were tested for validity using Pearson’s product-moment correlation and for reliability using Cronbach’s Alpha to ensure their validity and reliability. The data were analyzed using simple and multiple linear regression with SPSS. The results indicate that instructional leadership partially contributes 18.3% to SMK teacher performance, while data-driven planning contributes 19.8%. Simultaneously, both variables have a combined effect of 26.7%. These findings suggest that improving SMK teacher performance requires effective instructional leadership and well-implemented data-driven planning. Collaboration between learning-centered leadership and effective data utilization and management supports teacher performance in achieving high-quality learning. Teachers are expected to improve their data literacy so that data use is not merely administrative but also analytical and strategic. This study is expected to serve as a reference for education policymakers in designing more effective and sustainable strategies to enhance teacher performance.

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