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Management of Elementary and Regular Classes for Elementary School Students from the Implementation and Planning of Idea Jihan Syafira Rustanto; Bambang Sigit Widodo; Amrozi Khamidi
Edunesia: Jurnal Ilmiah Pendidikan Vol. 4 No. 3 (2023)
Publisher : research, training and philanthropy institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v4i3.394

This study aims to describe the management of excellent and regular classes at SD Hang Tua 10 Juanda. This research is field research conducted using qualitative methods with a case study research design. Data collection techniques include observation, interviews, and documentation. Data analysis involves data condensation, data presentation, and verification of conclusions. This study tested credibility, transferability, dependability, and confirmability to ensure data validity. The research findings reveal the implementation of the excellent class and regular class programs, covering aspects such as planning (objectives, management, curriculum, costs), implementation (administrators, educators, students, materials, scheduling, facilities, costs), evaluation, and comparing the results with existing standards. This evaluation is usually conducted during mid-term or end-of-term assessments, where reports from each excellent class or regular class teacher are submitted to the headmaster. The evaluation examines whether the objectives of the excellent class program, as measured by student learning through exams or assessments, have been achieved. If not, improvements will be made. However, if the learning process and outcomes align with the established standards, enrichment activities will be implemented to maintain or enhance student learning achievements.

The Strategic Role of School Administration in Achieving Stakeholder Satisfaction: A Case Study in Indonesian Schools in Riyadh Sakinah; Kaniati Amalia; Ainur Rifqi; Amrozi Khamidi; Mochamad Nursalim; Erny Roesminingsi
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2550

This study examines the strategic role of school administration in achieving stakeholder satisfaction at the Indonesian School of Riyadh, an international institution serving the Indonesian diaspora in Saudi Arabia. Given the multicultural student population and the demands of maintaining Indonesian cultural identity while adhering to international educational standards, effective school administration plays a pivotal role in creating a conducive learning environment that supports holistic student development. This research employed a qualitative case study approach, utilizing semi-structured interviews with 55 participants (10 administrators, 15 teachers, 20 parents, and 10 students), focus group discussions, and comprehensive document analysis. The study found that 87% of teachers and 85% of parents reported high satisfaction with administrative communication and transparency, while 80% of students expressed positive perceptions regarding fairness in administrative policies. The findings reveal that effective administrative practices, characterized by transparent communication, equitable policy implementation, and proactive problem-solving approaches, significantly contribute to enhanced satisfaction levels among students, parents, and teachers. The study demonstrates that inclusive and collaborative leadership by the principal strengthens positive school climate, increases stakeholder engagement, and builds sustainable trust within the educational community. Furthermore, the research highlights the critical importance of implementing multicultural approaches in administrative practices to ensure cultural diversity is valued and embraced, thereby creating an inclusive educational environment. However, the study identified specific areas requiring improvement, including expanding opportunities for teacher participation in collaborative planning processes and providing more frequent and detailed updates on student academic progress to parents. These findings provide valuable insights for international schools seeking to optimize administrative practices to enhance educational quality and achieve comprehensive stakeholder satisfaction in multicultural educational contexts.

Strategies of Education and Cultural Attaché in Enhancing Educational Quality at Indonesian School Riyadh, Saudi Arabia Cherry Rinaldi; Amrozi Khamidi; Kaniati Amalia; Mochamad Nursalim; Enny Roesminingsi; Muhamad Sholeh
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2689

The role of Education and Cultural Attachés (Atdikbud) in managing Indonesian Schools Abroad (SILN) has become increasingly critical in maintaining educational quality for Indonesian citizens overseas. This study examines the strategic approaches employed by Atdikbud at the Indonesian Embassy in Riyadh to enhance educational quality at Sekolah Indonesia Riyadh (SIR). This research aims to analyze the strategies implemented by Atdikbud in improving educational quality, identify challenges encountered, and explore solutions applied in managing SILN within a multicultural context. Employing a qualitative case study approach, data were collected through in-depth interviews with Atdikbud, school principals, teachers, and parent representatives at SIR, complemented by direct observations and document analysis. Data analysis utilized the Miles and Huberman interactive model, incorporating data condensation, data display, conclusion drawing, and verification through triangulation. Findings reveal that Atdikbud implements five primary strategies: (1) policy harmonization between Indonesian and Saudi educational systems, (2) continuous professional development for educators, (3) infrastructure optimization through diplomatic channels, (4) cultural diplomacy integration in curriculum, and (5) stakeholder collaboration enhancement. Major challenges include resource limitations, cultural adaptation barriers, and bureaucratic complexities. Innovative solutions involve technology utilization, local community partnerships, and flexible policy implementation. In conclusion, atdikbud plays a pivotal strategic role in supporting Indonesian education abroad through adaptive leadership, cultural sensitivity, and diplomatic coordination. The study recommends strengthening inter-ministerial coordination, increasing resource allocation for SILN, and developing context-specific guidelines for educational diplomacy in multicultural settings.

Teacher Digital Literacy and Merdeka Curriculum Readiness: The Role of Learning Communities in Preparing 21st-Century Competencies in Secondary Schools Susy Andriyani; Mohammad Syahidul Haq; Muhamad Sholeh; Mufarihul Hazin; Amrozi Khamidi; Andi Kristanto
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2692

The global education crisis demands that teachers possess competent digital literacy as a prerequisite for implementing the Merdeka Curriculum and preparing students for 21st-century challenges. However, despite strong policy emphasis on digital literacy and Learning Communities, empirical evidence of their interrelationship in Indonesian secondary school contexts remains limited. This study aims to analyze the effectiveness of Learning Communities as a mechanism for teacher professional development, the level of teacher digital literacy, and the evaluation of the school's digital climate in supporting the synergy between the two. This research uses a descriptive quantitative approach with a cross-sectional survey design, based on data from 39 Junior High School teachers across two work units (SMPN 2 Dawarblandong and SMPN 2 Mojosari). Data were analyzed using descriptive statistics including means, standard deviations, and comparative analysis between schools. The results show that the Learning Community dimension proved highly effective with an average score of 4.78, serving as a core pillar for professional development and teacher self-reflection. The strongest indicator lies in the Learning Communities' ability to help teachers identify strengths and weaknesses in their teaching practices, achieving a score of 4.92. However, the Teacher Digital Literacy dimension recorded the lowest average score of 4.47, with the routine use of Google Classroom as the lowest indicator at 4.23. While leadership support in facilitating Learning Communities is very high at 4.90, formal recognition related to digital innovation by school principals remains moderate at 4.28. It is concluded that Learning Communities have established a strong foundation for collaboration, but there is a significant gap between non-technical collaborative readiness and routine technology adoption. Schools need to reorient Learning Communities to focus on operational technical training and strengthen the recognition system to encourage continuous digital integration in implementing the Merdeka Curriculum.

School Governance in Achieving SDG 4: A Multi-Site Study of Madrasah Diniyah in Pasuruan, Indonesia Iswahyuni Iswahyuni; Sujarwanto Sujarwanto; Amrozi Khamidi
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.266

Objective: This study aims to examine the implementation of school governance in strengthening the quality of Madrasah Diniyah through a multi-site study conducted in three Madrasah Diniyah in Pasuruan Regency, Indonesia. Method: A qualitative multi-site research design was employed involving Madrasah Diniyah Miftakhul Ulum 31, Madrasah Diniyah Takmiliyah Ula Nurul Fityan, and Madrasah Diniyah Roudhotul Hikmah. Data were collected through semi-structured interviews, observations, and document analysis involving principals, teachers, education officials, and community representatives. Data were analyzed using the interactive model of data condensation, data display, conclusion drawing, and cross-site analysis to identify common governance practices. Results: The findings reveal that effective school governance is achieved through the integration of curriculum management, human resource development, infrastructure management, financial accountability, and stakeholder collaboration. Institutional leadership, teacher commitment, active community participation, and government support through the Regional Operational Assistance (BOP) program significantly contribute to improving educational quality. However, limited infrastructure, inadequate digital learning facilities, financial constraints, and restricted instructional time remain major challenges. Despite these limitations, the three Madrasah Diniyah have maintained educational quality through adaptive leadership, transparent governance, and collaborative partnerships with local communities. Novelty: This study proposes an integrated school governance framework specifically developed for Madrasah Diniyah by demonstrating that governance effectiveness is determined by the interaction of leadership, organizational management, stakeholder participation, and educational accountability. The findings extend school governance theory to non-formal Islamic education and provide practical guidance for policymakers and educational leaders to strengthen governance practices and improve the sustainability and quality of Madrasah Diniyah.

Principal Management in Forming Teacher Character: Aligning School Governance with SDG 4 and SDG 8 Al Hadi; Dewie Tri Wijayanti Wardoyo; Amrozi Khamidi
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.270

Objective: This study examines the principal's management in shaping teacher character, which is the foundation for realizing a school culture with integrity and sustainability. Method: This research was conducted with a qualitative approach through a multi-site study design, involving observation, in-depth interviews with principals, teachers, and students, as well as document review. Data were analyzed using cross-case analysis techniques to reveal the principal's management patterns in shaping teacher character. This study aims to analyze: (1) Planning, (2) Organizing, (3) Implementation; and (4) Supervision of the principal in shaping teacher character in managing schools at SMP Negeri 3 Krian, Sidoarjo. Results: 1) Planning: The Principal of SMP Negeri 3 Krian applies flexible, contextual, and participatory methods through intensive communication between school members. 2) Organizing: The Principal of SMP Negeri 3 Krian applies a collaborative and humanistic approach that prioritizes interpersonal communication and a sense of family to increase teachers' sense of belonging. 3) Implementation: The Principal of SMP Negeri 3 Krian applies a persuasive, cultural, and humanistic approach through informal communication to build a harmonious work environment. 4) Supervision: The Principal of SMP Negeri 3 Krian chooses a humanistic and interpersonal approach through informal observation and open personal coaching. Novelty: This research places the context of teacher character formation as the primary focus, not merely as a supporting variable for improving competence or performance. This focus offers a novel contribution because teacher character is the foundation for creating a school culture of integrity and sustainability.

Shaping Teachers' Character and Workplace Well-Being: A Multi-Site Study on Principal Leadership for SDG 4 and SDG 8 Al Hadi; Dewie Tri Wijayanti Wardoyo; Amrozi Khamidi
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.271

Objective: This study aims to analyze principal management in shaping teacher character through planning, organizing, implementation, and supervision at SMP Negeri 1 Sidoarjo and SMP Negeri 3 Krian, Sidoarjo. Method: This study employed a qualitative approach using a multi-site case study design. Data were collected through observation, in-depth interviews with principals, teachers, and students, as well as document analysis. The data were analyzed using cross-case analysis to identify similarities, differences, and management patterns applied by principals in shaping teacher character. Results: The findings show that the principal of SMP Negeri 1 Sidoarjo applied systematic, structured, and data-based management to strengthen accountability in planning, organizing, implementation, and supervision. In contrast, the principal of SMP Negeri 3 Krian emphasized flexible, contextual, collaborative, and humanistic management through intensive interpersonal communication and a family-oriented school culture. These different approaches indicate that teacher character development can be strengthened through both formal data-based management and humanistic interpersonal leadership. Novelty: This study proposes a conceptual model of principal management in shaping teacher character consisting of five key components: leadership through real exemplary behavior, integration of data-based management and humanistic approaches, strengthening of distinctive school culture, improvement of teacher professionalism and performance, and optimization of effective organizational performance. This model offers a practical and theoretical framework for schools seeking to improve teacher character, school culture, graduate quality, student character formation, and public trust in educational institutions.

School Governance in Achieving SDG 4: A Multi-Site Study of Madrasah Diniyah in Pasuruan, Indonesia Iswahyuni Iswahyuni; Sujarwanto Sujarwanto; Amrozi Khamidi
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.266

Objective: This study aims to examine the implementation of school governance in strengthening the quality of Madrasah Diniyah through a multi-site study conducted in three Madrasah Diniyah in Pasuruan Regency, Indonesia. Method: A qualitative multi-site research design was employed involving Madrasah Diniyah Miftakhul Ulum 31, Madrasah Diniyah Takmiliyah Ula Nurul Fityan, and Madrasah Diniyah Roudhotul Hikmah. Data were collected through semi-structured interviews, observations, and document analysis involving principals, teachers, education officials, and community representatives. Data were analyzed using the interactive model of data condensation, data display, conclusion drawing, and cross-site analysis to identify common governance practices. Results: The findings reveal that effective school governance is achieved through the integration of curriculum management, human resource development, infrastructure management, financial accountability, and stakeholder collaboration. Institutional leadership, teacher commitment, active community participation, and government support through the Regional Operational Assistance (BOP) program significantly contribute to improving educational quality. However, limited infrastructure, inadequate digital learning facilities, financial constraints, and restricted instructional time remain major challenges. Despite these limitations, the three Madrasah Diniyah have maintained educational quality through adaptive leadership, transparent governance, and collaborative partnerships with local communities. Novelty: This study proposes an integrated school governance framework specifically developed for Madrasah Diniyah by demonstrating that governance effectiveness is determined by the interaction of leadership, organizational management, stakeholder participation, and educational accountability. The findings extend school governance theory to non-formal Islamic education and provide practical guidance for policymakers and educational leaders to strengthen governance practices and improve the sustainability and quality of Madrasah Diniyah.

Principal Management in Forming Teacher Character: Aligning School Governance with SDG 4 and SDG 8 Al Hadi; Dewie Tri Wijayanti Wardoyo; Amrozi Khamidi
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.270

Objective: This study examines the principal's management in shaping teacher character, which is the foundation for realizing a school culture with integrity and sustainability. Method: This research was conducted with a qualitative approach through a multi-site study design, involving observation, in-depth interviews with principals, teachers, and students, as well as document review. Data were analyzed using cross-case analysis techniques to reveal the principal's management patterns in shaping teacher character. This study aims to analyze: (1) Planning, (2) Organizing, (3) Implementation; and (4) Supervision of the principal in shaping teacher character in managing schools at SMP Negeri 3 Krian, Sidoarjo. Results: 1) Planning: The Principal of SMP Negeri 3 Krian applies flexible, contextual, and participatory methods through intensive communication between school members. 2) Organizing: The Principal of SMP Negeri 3 Krian applies a collaborative and humanistic approach that prioritizes interpersonal communication and a sense of family to increase teachers' sense of belonging. 3) Implementation: The Principal of SMP Negeri 3 Krian applies a persuasive, cultural, and humanistic approach through informal communication to build a harmonious work environment. 4) Supervision: The Principal of SMP Negeri 3 Krian chooses a humanistic and interpersonal approach through informal observation and open personal coaching. Novelty: This research places the context of teacher character formation as the primary focus, not merely as a supporting variable for improving competence or performance. This focus offers a novel contribution because teacher character is the foundation for creating a school culture of integrity and sustainability.

Shaping Teachers' Character and Workplace Well-Being: A Multi-Site Study on Principal Leadership for SDG 4 and SDG 8 Al Hadi; Dewie Tri Wijayanti Wardoyo; Amrozi Khamidi
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.271

Objective: This study aims to analyze principal management in shaping teacher character through planning, organizing, implementation, and supervision at SMP Negeri 1 Sidoarjo and SMP Negeri 3 Krian, Sidoarjo. Method: This study employed a qualitative approach using a multi-site case study design. Data were collected through observation, in-depth interviews with principals, teachers, and students, as well as document analysis. The data were analyzed using cross-case analysis to identify similarities, differences, and management patterns applied by principals in shaping teacher character. Results: The findings show that the principal of SMP Negeri 1 Sidoarjo applied systematic, structured, and data-based management to strengthen accountability in planning, organizing, implementation, and supervision. In contrast, the principal of SMP Negeri 3 Krian emphasized flexible, contextual, collaborative, and humanistic management through intensive interpersonal communication and a family-oriented school culture. These different approaches indicate that teacher character development can be strengthened through both formal data-based management and humanistic interpersonal leadership. Novelty: This study proposes a conceptual model of principal management in shaping teacher character consisting of five key components: leadership through real exemplary behavior, integration of data-based management and humanistic approaches, strengthening of distinctive school culture, improvement of teacher professionalism and performance, and optimization of effective organizational performance. This model offers a practical and theoretical framework for schools seeking to improve teacher character, school culture, graduate quality, student character formation, and public trust in educational institutions.

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