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All Journal Prima Magistra: Jurnal Ilmiah Kependidikan Jurnal Manajemen Pendidikan
Rahmat Mulyono
Universitas Sarjanawiyata Tamansiswa, Yogyakarta, Indonesia
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PENGGUNAAN METODE BERMAIN DENGAN KARTU KATA UNTUK MENINGKATKAN KEMAMPUAN MEMBACA ANAK Nunik Wiharyanti; Rahmat Mulyono
Prima Magistra: Jurnal Ilmiah Kependidikan Vol. 4 No. 3 (2023): Volume 4 Nomor 3 Tahun 2023
Publisher : Program Studi PGSD Universitas Flores

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37478/jpm.v4i3.2634

Abstract

Language development in Early Childhood includes expressive language and receptive language. The ability to read in children is included in receptive language. Based on the results of observations at Budi Mulia Dua Sedayu Kindergarten that the use of playing techniques using letter cards is a separate motivation for children to learn to recognize words and learn to read while playing. This research is a qualitative descriptive study that is used to describe reading techniques using word cards which are carried out using the playing method. The subjects in this study were group B children at Budi Mulia Dua Sedayu Kindergarten. The data obtained from this study were obtained from teacher interviews, observations, and documentation. The techniques used in conducting data analysis are data reduction, data presentation, and drawing conclusions. The results of the study obtained the final data that the ability of children who were originally included in the Undeveloped (BB) criteria in reading ability was progressing about 59%. The conclusion from the results of this study is that word cards given using playing methods are effective for improving children's reading skills if teachers and parents work together to motivate children to learn to read and there is a child's willingness to learn.
The Role Of Digital Interactive Boards In Enhancing Mathematics Learning Motivation On Trigonometry Material In Vocational High School: A Self-Determination Theory Perspective Suwarni Suwarni; Jumintono Jumintono; Rahmat Mulyono
JURNAL MANAJEMEN PENDIDIKAN Vol. 14 No. 02 (2026): Jurnal Manajemen Pendidikan (SI)
Publisher : Universitas Pakuan

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Abstract

Mathematics learning in vocational high schools still faces motivational challenges, especially in trigonometry, because the topic requires visualization, logical reasoning, and conceptual understanding. This study aims to analyze the role of Digital Interactive Boards (DIBs/PID) in enhancing Grade XI students’ mathematics learning motivation on trigonometry material at SMK Negeri 1 Muntok from the perspective of Self-Determination Theory. A descriptive qualitative approach was employed by involving one mathematics teacher and twelve Grade XI students selected purposively based on their involvement in learning activities using DIBs. Data were collected through semi-structured interviews, classroom observation, and documentation, and were analyzed using the Miles and Huberman model through data reduction, data display, and conclusion drawing. The findings show that before the use of DIBs, students experienced difficulty in understanding trigonometric concepts, showed low interest, and tended to be passive in classroom activities. After DIBs were implemented, students’ motivation increased, as indicated by stronger attention, higher interest, more active participation, and greater confidence to solve problems in front of the class. Visualization, interactive multimedia, digital quizzes, immediate feedback, and direct screen interaction helped students understand abstract trigonometric concepts in a more concrete and engaging way. From the perspective of Self-Determination Theory, this motivational improvement occurred because DIBs supported the fulfillment of students’ basic psychological needs for competence, autonomy, and relatedness. The study concludes that DIBs function not only as instructional media but also as pedagogical instruments that create interactive, meaningful, and student-centered mathematics learning experiences.
Kesiapan Manajemen Sekolah dalam Pembelajaran Deep Learning di SD Muhammadiyah 1 Ngaglik Sleman Nur Rohmah Ahsantia; Rahmat Mulyono; Saryanto
JURNAL MANAJEMEN PENDIDIKAN Vol. 14 No. 02 (2026): Jurnal Manajemen Pendidikan (SI)
Publisher : Universitas Pakuan

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School Management's Readiness in Deep Learning at SD Muhammadiyah 1 Ngaglik Sleman The implementation of Deep Learning in elementary schools requires management readiness so that learning innovations can take place effectively and sustainably. This study aims to analyze the readiness of the management of SD Muhammadiyah 1 Ngaglik, Sleman, in implementing Deep Learning. The research uses a descriptive qualitative approach. Data were obtained through semi-structured interviews with one principal, one deputy principal for curriculum, and three classroom teachers, as well as observation and documentation; The validity of the data is strengthened through triangulation and member checking. The results of the study show that school management has a good understanding and commitment to learning innovation. However, implementation readiness is still in the early stages because special training for teachers is still limited, the use of infrastructure and supporting technology is not optimal, and there is no strategic policy document that explicitly regulates the implementation of Deep Learning. These findings imply the need to strengthen teacher capacity, optimize supporting facilities, and prepare a systematic implementation strategy so that the implementation of Deep Learning is more targeted and sustainable.
Implementation of Sustained Mindfulness Training to Reduce Stress Levels and Improve the Social-Emotional Competence of Teachers at SD Negeri Mlarangan Niken Dwi Astuti; Rahmat Mulyono; Jumintono
JURNAL MANAJEMEN PENDIDIKAN Vol. 14 No. 01 (2026): Jurnal Manajemen Pendidikan (SI)
Publisher : Universitas Pakuan

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Abstract

High levels of work-related stress among elementary school teachers negatively affect the quality of learning and interpersonal relationships within the school environment. This school action research aimed to examine the effectiveness of sustained mindfulness training in reducing stress levels and improving the social-emotional competence of teachers at SD Negeri Mlarangan. The study was conducted in two cycles involving 10 teachers as research subjects. The instruments used included the Teacher Work Stress Scale, the Social-Emotional Competence Scale, observation sheets, and reflective journals. Data were analyzed descriptively using quantitative and qualitative approaches. The findings revealed that the implementation of sustained mindfulness training over eight weeks successfully reduced the average teacher stress score from the high category (76.4) to the low category (42.3), while social-emotional competence increased from 58.2% to 84.7%. The most significant improvement occurred in the dimensions of self-awareness and emotional management. This study concludes that sustained mindfulness training is an effective and applicable intervention for improving the mental health and social-emotional competence of elementary school teachers.
The Principal’s Role in Improving Learning Quality Through a Deep Learning Approach at SD Negeri Gerjen, Kulon Progo Regency Sriyaningsih; Welius Purbonuswanto; Rahmat Mulyono
JURNAL MANAJEMEN PENDIDIKAN Vol. 14 No. 02 (2026): Jurnal Manajemen Pendidikan
Publisher : Universitas Pakuan

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Abstract

This study aims to analyze the role of the principal in improving the quality of learning through a deep learning approach in elementary schools. Deep learning, as a learning method based on deep understanding, collaboration, and the application of concepts in real-world contexts, requires effective leadership support. The research method employed a qualitative approach with data collection techniques through interviews, observations, and document studies. The findings indicate that the principal acts as an instructional leader through the following strategies: (1) facilitating teacher training on deep learning, (2) creating a collaborative learning environment, (3) optimizing school resources, and (4) monitoring competency-based learning evaluation. As a result, teachers become more skilled in designing meaningful learning experiences, while students demonstrate improvements in critical thinking skills and creativity. This study concludes that the principal’s leadership is the key to the successful implementation of deep learning for high-quality learning.
The Implementation of Peer Correction in Writing Instruction as an Effort to Support Deep Learning Policy Rahmi Atiningrum; Rahmat Mulyono; Saryanto
JURNAL MANAJEMEN PENDIDIKAN Vol. 14 No. 02 (2026): Jurnal Manajemen Pendidikan
Publisher : Universitas Pakuan

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Abstract

This study aims to improve writing skills through the implementation of peer correction techniques as an effort to support deep learning policy. The form of this study is Classroom Action Research (CAR). The subjects of the study were students of Class VIIC at SMP Negeri 2 Pengasih. The implementation of the study began with an initial survey in the form of score results and observations of writing instruction during Semester 1, followed by Cycle I and Cycle II, each consisting of four stages, namely planning, implementation, observation, as well as analysis and reflection. The data collection technique was conducted by examining the results of students’ writing abilities through students’ summative assessment results using a writing assessment rubric. The findings of this study indicate that the peer correction technique can improve the writing skills of Class VIIC students at SMP Negeri 2 Pengasih. The improvement in students’ writing skills can be observed from the results of students’ writing practice assessments. This is indicated by the average score of students’ text-writing skill assessments, which increased in each cycle. The average student score in Cycle I reached 69.97, while in Cycle II it reached 76.50. In addition, the number of students who achieved a good category in Cycle I was 20 students (62.5%), and in Cycle II increased to 27 students (84.38%). Furthermore, in Cycle II, there were 2 students (6.25%) who achieved a very good category..
Management of Mentoring to Improve the Quality of Learning at SMP Negeri 3 Magelang City Retno Setyaningrum; Rahmat Mulyono; Jumintono
JURNAL MANAJEMEN PENDIDIKAN Vol. 14 No. 02 (2026): Jurnal Manajemen Pendidikan
Publisher : Universitas Pakuan

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Abstract

This study aims to explore and examine the management of mentoring to improve the quality of learning at SMPN 3 Magelang. The method used in this study was a qualitative descriptive method. The focus was on the implementation of mentoring carried out so that it could contribute to improving the quality of learning at SMPN 3 Magelang in 2024. In this study, the author also used interview and documentation techniques to obtain data regarding the implementation of mentoring. Based on the available data, the author attempted to explore and examine the implementation of mentoring at SMPN 3 Magelang. The results of the study showed that supervisors (educational unit mentors) assisted SMPN 3 Magelang in improving the quality of learning through a flow consisting of four stages, namely mentoring planning up to the determination of mentoring methods and strategies, mentoring for the planning of educational unit work programs up to budgeting, mentoring for the implementation of educational unit work programs with periodic feedback, and the preparation of mentoring reports. During the implementation of mentoring, the principles applied were professionalism, planned and strategic approaches, gradual and independent processes, collaboration, asymmetry, equality, and evaluation-based approaches.
Adaptive Leadership in the 2026 Curriculum Transformation at SDN Bono Magelang Ina Nur Cahyani; Rahmat Mulyono; Jumintono
JURNAL MANAJEMEN PENDIDIKAN Vol. 14 No. 02 (2026): Jurnal Manajemen Pendidikan
Publisher : Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33751/jmp.v14i02.256

Abstract

The transformation of the 2026 National Curriculum requires adaptive leadership from school principals to implement deep learning, differentiated learning, coding, and compulsory English in elementary schools. This descriptive qualitative case study aims to analyze the role of the adaptive leadership of the principal of SDN Bono Magelang in facilitating adaptation to these changes, identifying the strategies implemented, and examining their impact on curriculum implementation. A purposive sample included the principal, three teachers from grades 3–6, and one parent representative, with data collected through semi-structured interviews, observations, and document analysis of the 2026 Curriculum Lesson Plans (RPP). Miles & Huberman thematic analysis was employed to process the data, supported by source triangulation. The results indicate that strategies of flexibility (hybrid training), collaboration (teacher-student-parent teams for deep learning projects), and technology integration (Google Classroom with hotspot subsidies) successfully reduced teacher resistance by 70%, increased lesson plan readiness by 90%, and improved student learning interest by 25%. Rural infrastructure challenges were addressed through a humanistic approach and incentives. In conclusion, adaptive leadership is essential for the successful implementation of the 2026 Curriculum in areas such as Grabag Magelang, with implications for a replication model for elementary schools in Central Java..
Principal Management in Optimizing Teacher Potential to Improve Learning Quality and School Branding at SD Negeri Karangdukuh, Klaten Regency Amelia Nirha Khartikasari; Didi Supriadi; Rahmat Mulyono
JURNAL MANAJEMEN PENDIDIKAN Vol. 14 No. 02 (2026): Jurnal Manajemen Pendidikan
Publisher : Universitas Pakuan

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Abstract

This study aims to describe the principal’s management in optimizing teachers’ potential and school resources to improve the quality of learning and school branding at SD Negeri Karangdukuh. This research employed a qualitative descriptive approach, with data collected through interviews, observations, and documentation. The research subjects included the principal and teachers. Data analysis was conducted through the stages of data reduction, data display, and conclusion drawing. The findings indicate that the principal implements potential-based management through four main stages: planning, organizing, implementation, and evaluation. The principal is able to identify teachers’ potential and assign them according to their competencies, effectively manage school facilities and infrastructure, and foster a collaborative working culture. The impact of this management is reflected in the improvement of learning quality, the achievement of school accomplishments that had not previously been attained—at least at the sub-district level—and the increase in student enrollment. Therefore, potential-based principal management has been proven to significantly contribute to improving educational quality and strengthening the school’s image.
The Innovator Role of the School Principal in Supporting the Implementation of the Eight Dimensions of Graduate Profiles through Co-Curricular Programs at MI YAPPI Peyuyon Semanu Gunungkidul Asih Suprihatin; Rahmat Mulyono; Saryanto
JURNAL MANAJEMEN PENDIDIKAN Vol. 14 No. 02 (2026): Jurnal Manajemen Pendidikan
Publisher : Universitas Pakuan

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Abstract

This study aims to analyze comprehensively the innovator role of the school principal in implementing the eight dimensions of graduate profiles through co-curricular programs at MI YAPPI Peyuyon, Semanu, Gunungkidul. The primary focus of this research is how leadership innovation can address educational challenges in the era of the Merdeka Curriculum, which demands flexibility and contextualization of character values within habituation activities. The research method employed is descriptive qualitative with a case study approach to explore leadership phenomena naturalistically. Data collection was conducted through in-depth interviews with key informants, participatory observation of students’ routine activities, and documentation studies of curriculum documents and character portfolios. Data analysis utilized the interactive model of Miles, Huberman, and Saldana, which includes data condensation, data display, and conclusion drawing. The findings indicate that the school principal acts as a catalyst for innovation through three primary strategies: 1) Policy transformation integrating the madrasah vision with national graduate profile indicators; 2) Development of a collaborative school ecosystem involving synergy among educators, educational staff, and parents; and 3) Utilization of local resources (Semanu local wisdom) as the foundational material for co-curricular programs. The findings further reveal that the implementation of the eight dimensions of graduate profiles (faith, citizenship, critical reasoning, creativity, collaboration, independence, health, and communication) demonstrates a significant improvement in the habituation of students’ character behavior. This is evidenced by the increasing student independence in the learning process and the strengthening of communication ethics. Despite being constrained by limited rural infrastructure and digital access, the school principal’s innovation in the form of “contextual instructional modification” proved capable of sustaining program continuity. This study recommends the necessity of strengthening innovation literacy among school principals in rural areas in order to optimize environmental potential as a medium for authentic character development.
Co-Authors Amelia Nirha Khartikasari Asih Suprihatin Henry Fisca Englishtya Ina Nur Cahyani Jumintono Jumintono Jumintono Niken Dwi Astuti Nunik Wiharyanti Nur Rohmah Ahsantia Rahmi Atiningrum Rejokirono Retno Setyaningrum Saryanto Sriyaningsih Supriadi, Didi Suwarni Suwarni Welius Purbonuswanto