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All Journal Jurnal Manajemen & Supervisi Pendidikan Didaktika: Jurnal Kependidikan Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Curricula: Journal of Curriculum Development
Taufani C. Kurniatun
Universitas Pendidikan Indonesia
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Other

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Tantangan dan Strategi dalam Supervisi Akademik pada Sekolah-Sekolah di Indonesia: Tinjauan Lingkup Cici Warhamni; Endang Herawan; Taufani C. Kurniatun; Asep Sudarsyah
Didaktika: Jurnal Kependidikan Vol. 13 No. 001 Desemb (2024): Didaktika: Jurnal Kependidikan (Special Issue 2024)
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1315

Abstract

Tujuan penelitian ini adalah mengidentifikasi unsur tantangan dan unsur strategi pada praktik-praktik supervisi akademik di sekolah-sekolah Indonesia yang muncul dalam periode 5 tahun terakhir (2019-2024) untuk memungkinkan penanggulangan yang cermat terhadap tantangan yang muncul dan peningkatan strategi supervisi akademik di masa mendatang. Pendekatan kualitatif model library research dengan metode scoping review digunakan. Pencarian data artikel dilakukan pada database Google Schoolar dengan bantuan Harzing’s Publish or Perish. Pengumpulan data tahap awal ini mengekstraksi 199 artikel. Tetapi filterisasi yang ketat melalui tiga tahapan dengan memperhatikan pemenuhan kriteria inklusi, mengeksklusi 188 artikel. Sehingga 11 artikel ditetapkan untuk ditinjau secara mendalam. Hasil penelitian mengidentifikasi, bahwa terdapat 18 unsur tantangan dan 22 unsur strategi yang muncul dalam praktik supervisi akademik pada sekolah-sekolah di Indonesia. Unsur tantangan paling besar didominasi oleh kategori domain manajemen kepegawaian yang menghambat supervisi akademik. Sedangkan unsur strategi didominasi oleh tiga kategori, yaitu strategi pengembangan tahapan dalam supervisi akademik, model keputusan transformtif kepala sekolah, dan pemanfaatan teknologi ke dalam supervisi akademik. Hasil penelitian ini menimbulkan implikasi yang besar bagi arah penelitian selanjutnya. Pertama, penelitian supervisi akademik di Indonesia yang sebelumnya cenderung berkutat pada pencarian korelasi antara supervisi akademik dengan kompetensi tertentu pada guru – dipromosikan agar berganti arah untuk mencari bukti korelasi antara domain manajemen kepegawaian guru dengan supervisi akademik. Kedua, Keputusan-keputusan transformatif kepala sekolah dan pemanfaatan teknologi yang mutakhir dalam kegiatan supervisi akademik perlu dikembangkan lebih lanjut.
Management of BOS Funds Using the School Activity and Budget Plan Application (ARKAS) at Public Junior High Schools in Majalengka Regency Joko Setiyono; Munir Munir; Dedy Achmad Kurniady; Taufani C. Kurniatun
JMSP (Jurnal Manajemen dan Supervisi Pendidikan) Vol 9, No 3 (2025): Vol. 9 No. 3 Juli 2025
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um025v9i12024p273

Abstract

Abstract: This study aims to describe the financial management of the School Operational Assistance (BOS) funds using the School Activity and Budget Plan Application (ARKAS) at the junior secondary school level. A descriptive qualitative method was employed, with data collected through in-depth interviews, direct observations, and document analysis conducted in two public schools located in Majalengka Regency, West Java. The findings reveal that ARKAS significantly enhances the effectiveness, efficiency, and accountability of BOS fund management. It facilitates need-based activity planning, systematic financial documentation, and integrated reporting aligned with official regulations and monitoring mechanisms. Features such as automatic validation and user activity logs reinforce accountability, while the locking system reduces opportunities for budget manipulation. However, the study also identifies several challenges, including limited human resource readiness, insufficient ICT infrastructure in some areas, and the lack of active involvement of school committees in financial planning and evaluation processes. These limitations suggest that successful implementation of ARKAS requires not only technological tools but also continuous capacity building, improved digital literacy, and sustained technical assistance from education authorities. Therefore, ARKAS must be seen as a strategic reform instrument for strengthening school financial governance, rather than merely a technical solution. Keywords: School Operational Assistance (BOS), School Activity and Budget Plan Application (ARKAS), school financial management, transparency, digitalization
Digital Financial Management and Financial Accountability in Community Learning Centers: The Mediating Role of BOS Fund Management Effectiveness Abubakar Abubakar; Reza Ahmad Madani; Taufani C. Kurniatun; Abubakar; Reza Ahmad Madani; Taufani C. Kurniatun; Eka Prihatin
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 10 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i10.2026.14

Abstract

The increasing demand for transparent and accountable financial governance has encouraged educational institutions to adopt digital financial management systems. However, empirical evidence explaining how digital financial systems improve accountability through organizational management processes remains limited, particularly in Community Learning Centers (CLC). This study aimed to examine the effects of the ARKAS application system on the effectiveness and accountability of fund management of Bantuan Operasional Sekolah (BOS), as well as the mediating role of management effectiveness. A quantitative survey was conducted involving 62 members of BOS fund management teams from CLC in Bandung Regency, Indonesia, selected through purposive sampling. Data were collected using a structured questionnaire and analyzed using descriptive statistics, multiple regression, path analysis, and the Sobel test. The results revealed that the ARKAS application system significantly improved both the effectiveness and accountability of BOS fund management. Furthermore, management effectiveness significantly enhanced accountability and mediated the relationship between the ARKAS application system and accountability. These findings imply that CLC should integrate digital financial management with continuous managerial capacity development to strengthen financial governance. The study contributes to educational financial management literature by demonstrating that management effectiveness constitutes the organizational mechanism through which digital financial systems enhance accountability in non-formal education.
Membingkai ulang pengembangan profesional guru pemula: Menuju kerangka konseptual bertingkat Song Xinling; Taufani C. Kurniatun; Abu Bakar
Curricula: Journal of Curriculum Development Vol. 5 No. 2 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i2.617

Abstract

Early-career teachers face a crucial transition period, marked by high professional demands, uneven support, and ongoing retention challenges. Several studies still view professional development as a linear process of induction and mentoring, thus underemphasizing the interaction among teacher agency, the school context, and broader structural conditions. This study aims to critically examine dominant conceptualizations of early-career teacher professional development and develop a more integrative framework. The study employed a systematic critical review using the PRISMA procedure of Scopus-indexed journal articles published since 2016 that discussed early-career teachers and professional development. The results revealed several key patterns: the dominance of compliance-oriented professional standards, the weakening of teacher agency in restrictive school environments, unequal access to mentoring and support, and the importance of core teaching competencies. The study also emphasized the increasing relevance of digital and hybrid mentoring models as more flexible forms of support. These findings suggest that early-career teacher professional development should be understood as a dynamic, multilevel process shaped by interactions among individual, school, and broader structural factors.
Co-Authors Abu Bakar Abubakar Abubakar Abubakar Asep Sudarsyah Cici Warhamni Dedy Achmad Kurniady Eka Prihatin Endang Herawan Joko Setiyono Munir Munir Reza Ahmad Madani Reza Ahmad Madani Song Xinling Taufani C. Kurniatun