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All Journal International Journal of Educatio Elementaria and Psychologia Edumaspul: Jurnal Pendidikan International Journal of Educational Narratives
Handriadi Handriadi
Sekolah Tinggi Ilmu Tarbiyah Syekh Burhanuddin Pariaman
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Education Decentralization Policy in Improving the Quality of Education Ritman Hendra; Fadriati Fadriati; Yudi Nur Supriadi; Handriadi Handriadi; Suhendri Suhendri
Edumaspul: Jurnal Pendidikan Vol 7 No 1 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

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Abstract

This study discusses the decentralization of Education, which at first was fully controlled by the central Government. With the decentralization of Education, local governments have the authority to regulate and control Education in their regions in an effort to improve the quality of Education. It has been 23 years since this Regional Autonomy has been present in the country with various packages carried out by the Government for Education in particular. That long time will actually make Indonesian education quality, both in terms of input, process and results. However, it creates new problems in the regions, for example: the existence of regional heads numbering two / three / so on Education, so that the meaning of Autonomy in the field of Education is not evenly distributed in the regions they lead. Whereas the mandate of the 1945 Constitution is clear, that Education is a right for all Indonesian people whose aim is to educate the nation's life, another meaning is that Education will make a person qualified, both religiously, morally and socially. This study uses a qualitative approach with the type of literature study. Data collected from various journal articles and books that are in accordance with the research topic through content analysis. This type of research is a qualitative research. The results of this study show that the decentralization of Education is actually fully implemented by the local Government, so that the impact can be felt by the school community in an effort to improve the quality of Education.
THE INFLUENCE OF ACADEMIC SUPERVISION ON IMPROVING ELEMENTARY SCHOOL TEACHERS’ COMPETENCE Handriadi Handriadi; Ali Yusron; Deka Meuthia Novari; Khoirul Amani; Muh. Aksa
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i1.1887

Abstract

Teacher competence plays a crucial role in determining the quality of education in elementary schools. However, many teachers face challenges in effectively implementing pedagogical strategies, classroom management, and curriculum delivery, which can impact student outcomes. Academic supervision has emerged as a vital mechanism for supporting and enhancing teacher performance by providing constructive feedback, mentoring, and professional development opportunities. This study aims to investigate the influence of academic supervision on improving elementary school teachers’ competence. A mixed-methods research design was employed, incorporating quantitative and qualitative approaches. The study involved 50 elementary school teachers, with data collected through teacher competence assessments, supervision activity records, and in-depth interviews. The findings revealed that academic supervision significantly improved teachers’ pedagogical and professional competencies. These results underscore the value of academic supervision as a strategic tool for enhancing teacher effectiveness and, consequently, educational quality. The study concludes by recommending the systematic implementation of academic supervision programs in elementary schools to optimize teacher performance and professional growth.
THE RELATIONSHIP BETWEEN THE USE OF TEACHING AIDS AND SCIENCE CONCEPT UNDERSTANDING IN ELEMENTARY SCHOOL STUDENTS Handriadi Handriadi; Felipe Souza; Rafaela Lima; idam Mustofa
International Journal of Educatio Elementaria and Psychologia Vol. 2 No. 2 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijeep.v2i2.1888

Abstract

Developing a strong understanding of scientific concepts is critical for elementary school students as it forms the foundation for advanced learning and problem-solving skills. However, traditional teaching methods often fail to engage students effectively, leading to superficial understanding and low retention of science concepts. The use of teaching aids has been identified as a potential strategy to address this issue by making abstract concepts more tangible and interactive. This study aims to investigate the relationship between the use of teaching aids and the understanding of science concepts among elementary school students. A correlational research design was employed, involving 120 fifth-grade students from multiple schools. Data were collected using a science concept understanding test and an observation checklist to measure the extent and effectiveness of teaching aid usage. The results revealed a significant positive correlation between the use of teaching aids and students’ understanding of science concepts. Students exposed to teaching aids demonstrated higher levels of engagement, comprehension, and retention compared to those who received traditional instruction. These findings emphasize the importance of integrating teaching aids into science lessons to enhance learning outcomes. The study concludes by recommending the widespread use of teaching aids to support effective science education in elementary schools.
Evaluation of Risk Management Implementation in Educational Institutions Handriadi Handriadi; Hafidz Nur Ockta Kustiyanto; Som Chai
International Journal of Educational Narratives Vol. 3 No. 1 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i1.2156

Abstract

Background. The implementation of risk management in educational institutions has become increasingly crucial due to the growing complexities and uncertainties in the education sector. However, many institutions face challenges in effectively adopting risk management practices, leading to potential vulnerabilities that affect their operational and educational outcomes. Purpose. This study aims to evaluate the current state of risk management implementation in educational institutions, focusing on the strategies, processes, and challenges involved. Method. The research adopts a mixed-methods approach, combining qualitative interviews with key stakeholders (administrators, staff, and educators) and quantitative surveys to assess the extent of risk management practices across several educational institutions. Results. The findings reveal that while risk management practices are recognized as essential, their implementation is often inconsistent and lacks a systematic approach. Key challenges identified include insufficient training, lack of resources, and resistance to change. The study concludes that to enhance the effectiveness of risk management in educational institutions, it is crucial to establish clear policies, provide continuous professional development, and foster a culture of proactive risk identification and mitigation. Conclusion. The research provides valuable insights for educational administrators and policymakers to improve risk management frameworks and ensure the sustainability and resilience of educational institutions.
Co-Authors Ali Yusron Deka Meuthia Novari Fadriati Fadriati Felipe Souza Hafidz Nur Ockta Kustiyanto Idam Mustofa Khoirul Amani Muh. Aksa Rafaela Lima Ritman Hendra Som Chai Suhendri YUDI NUR SUPRIADI