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All Journal SOSIOEDUKASI : JURNAL ILMIAH ILMU PENDIDIKAN DAN SOSIAL Educenter: Jurnal Ilmiah Pendidikan EDUCENTER JURNAL PENDIDIKAN Englisia
Eni Rosnija
Tanjungpura University
Economics, Econometrics & Finance Education Health Professions Social Sciences Other

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 1 
MANAGEMENT OF GUIDANCE AND COUNSELING ADMINISTRATION IN STRENGTHENING THE PROFESSIONAL COMPETENCE OF GUIDANCE AND COUNSELING TEACHERS AT GEMBALA BAIK SENIOR HIGH SCHOOL, PONTIANAK Vitaria Esther Brigitha; Muhammad Asrori; Eni Rosnija; Ida Rochmawati; Marinu Waruwu
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.v15i1.7393

Abstract

This study aims to describe the management of guidance and counseling (GC) administration in strengthening the professional competence of guidance and counseling teachers at SMA Gembala Baik Pontianak. The research employed a descriptive qualitative. Data were collected through in-depth interviews, observations, and documentation studies involving guidance and counseling teachers, the principal, vice principals, students, and parents. Data analysis used the interactive model of Miles and Huberman, consisting of data reduction, data display, and conclusion drawing. The findings indicate that the management of guidance and counseling administration has been implemented through planning, organizing, implementation, and evaluation stages; however, it has not yet been optimal in terms of service documentation and the scheduling of face-to-face counseling sessions. The management of GC administration contributes to strengthening the professional competence of guidance and counseling teachers, particularly in mastering service programs, applying professional ethics, and evaluating services. The main constraints include the limited number of guidance and counseling teachers, high administrative workload, and limited service time. Solutions include strengthening school coordination, utilizing administrative technology, and enhancing managerial support.
Evaluation of the implementation of the gerakan literasi sekolah program using context, input, process, product, outcome at SMAN 1 Anjongan Mahudi Mahudi; Maria Ulfah; Marinu Waruwu; Agung Hartoyo; Eni Rosnija
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 1 (2026): Educenter: Jurnal Ilmiah Pendidikan (In press)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v5i1.1828

Abstract

This study evaluates the implementation of The Gerakan Literasi Sekolah at SMAN 1 Anjongan using the Context, Input, Process, Product, and Outcome (CIPPO) model. Employing aqualitative approach through interviews, observations, and documentation, data were collected from principals, teachers, the Tim Literasi Sekolah (TLS), and students through interviews, observations, questionnaires, and document analysis to evaluate the context, input, process, and product components of The Gerakan Literasi Sekolah (GLS). The findings indicate that in the context aspect, the GLS program has clear direction and policy foundations, though students' literacy skills remain low, and the Tim Literasi Sekolah legality needs strengthening. The input aspect reveals committed human resources and basic facilities, but limited funding and literacy training. The process aspect shows the 15-minute reading activity and journals are implemented, yet class consistency and teacher involvement as literacy models require improvement. The product aspect demonstrates tangible outputs such as student works, posters, and a more literate environment. Finally, outcome aspect shows positive impacts on students’ reading habits, the development of school literacy ecosystem, and efforts toward performance recognition through the school operational assistance program. Overall, the implementation of The Gerakan Literasi Sekolah is progressing well but still requires stronger institutional support, collaboration, and sustainability efforts.
Exploring students’ engagement in dramatizing proverbs: A study on collaboration, creativity, and communication   Tri Mulyaningsih; Eni Rosnija
Englisia: Journal of Language, Education, and Humanities Vol. 13 No. 2 (2026): Englisia: Journal of Language, Education, and Humanities
Publisher : Universitas Islam Negeri Ar-Raniry

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/englisia.159

Abstract

Despite the widespread recognition of drama-based activities as a pedagogical mechanism for promoting interactive language learning, empirical research examining student engagement in the dramatization of proverbs within English as a Foreign Language (EFL) context remains comparatively limited. This study investigates the nature of student engagement among sixth-semester English Language Education majors during proverb dramatization activities, with particular focus on three dimensions: collaboration, creativity, and communication. A qualitative-dominant mixed-methods design was employed to examine the factors influencing student engagement throughout the activity. Participants consisted of 31 students enrolled in a drama course. Data were collected through classroom observations, questionnaires, semi-structured interviews, and document analysis. Qualitative data were subjected to thematic analysis, while questionnaire responses were evaluated using descriptive statistics to complement and substantiate the qualitative findings. The results indicate that students demonstrated a high level of engagement across all three dimensions. With respect to collaboration, student engagement was strongly manifested in team-based cooperation and mutual support throughout the process of proverb dramatization. Regarding creativity, engagement was reflected in the development of contextually relevant scenarios and the use of symbolic interpretations of proverbs within student performances. Engagement in communication was evident through both verbal and non-verbal expressions, including pronunciation, intonation, gestures, and facial expressions. Furthermore, student engagement was influenced by a range of engagement enablers, such as peer support, personal motivation, and opportunities for creative expression, as well as several challenges, including time constraints, group coordination difficulties, and challenges related to idea development.
Evaluation of the implementation of the gerakan literasi sekolah program using context, input, process, product, outcome at SMAN 1 Anjongan Mahudi Mahudi; Maria Ulfah; Marinu Waruwu; Agung Hartoyo; Eni Rosnija
Educenter : Jurnal Ilmiah Pendidikan Vol. 5 No. 1 (2026): Educenter: Jurnal Ilmiah Pendidikan (In press)
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v5i1.1828

Abstract

This study evaluates the implementation of The Gerakan Literasi Sekolah at SMAN 1 Anjongan using the Context, Input, Process, Product, and Outcome (CIPPO) model. Employing aqualitative approach through interviews, observations, and documentation, data were collected from principals, teachers, the Tim Literasi Sekolah (TLS), and students through interviews, observations, questionnaires, and document analysis to evaluate the context, input, process, and product components of The Gerakan Literasi Sekolah (GLS). The findings indicate that in the context aspect, the GLS program has clear direction and policy foundations, though students' literacy skills remain low, and the Tim Literasi Sekolah legality needs strengthening. The input aspect reveals committed human resources and basic facilities, but limited funding and literacy training. The process aspect shows the 15-minute reading activity and journals are implemented, yet class consistency and teacher involvement as literacy models require improvement. The product aspect demonstrates tangible outputs such as student works, posters, and a more literate environment. Finally, outcome aspect shows positive impacts on students’ reading habits, the development of school literacy ecosystem, and efforts toward performance recognition through the school operational assistance program. Overall, the implementation of The Gerakan Literasi Sekolah is progressing well but still requires stronger institutional support, collaboration, and sustainability efforts.
Co-Authors Agung Hartoyo Ida Rochmawati Mahudi Mahudi Maria Ulfah Marinu Waruwu Muhammad Asrori Tri Mulyaningsih Vitaria Esther Brigitha