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All Journal Pedagogi: Jurnal Ilmu Pendidikan Jurnal Konseling dan Pendidikan Palapa: Jurnal Study Keislaman dan Ilmu Pendidikan Jurnal Administrasi dan Manajemen Pendidikan JURNAL INOVASI DAN MANAJEMEN PENDIDIKAN International Journal of Instructional Technology Education and Sociedad Journal
Mardalena Mardalena
Universitas Merangin
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Physics Social Sciences Other

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RETRACTED: Reward dan punishment sebagai faktor-faktor determinan kepuasan kerja Mardalena Mardalena; Sarinah Sarinah; Yesi Elfisa
Jurnal Konseling dan Pendidikan Vol 10, No 4 (2022): JKP
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/194200

Abstract

RETRACTED:Mardalena, M., & Sarinah, S. (2023). Reward dan punishment sebagai faktor-faktor determinan kepuasan kerja.Jurnal Konseling dan Pendidikan , 10(4), 628-637.The publisher has retracted this article based on the following reason:The author's disclosure to the editor for permission to republish in another journal.The author is not allowed to withdraw submitted manuscripts, because the withdrawal wastes valuable resources that editors and referees spend a great deal of time processing submitted manuscripts, money, and works invested by the publisher.The author and his/her affiliation will be blacklisted for publication in this journal in the future. Even his/her previously published articles will be removed from our online system.
Kesenjangan Implementasi Artificial Intelligence dalam Tata Kelola Pendidikan Di Era Society 5.0 Dwi Rahayu; Mardalena Mardalena; Agus Sugianto
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 9, No 1 (2026): Volume 9 No 1 Maret 2026
Publisher : Universitas Negeri Malang

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Abstract: The implementation of AI in educational governance faces a significant gap between policy and practice, particularly at the school management level, which has been largely overlooked. This study was a mixed-methods, sequential, explanatory study that analyzed school management's digital readiness, identified inhibiting and enabling factors, and formulated an adaptive governance transformation model in Merangin Regency. Quantitative data were collected from 210 respondents (principals, vice principals, and administrative heads) through surveys, followed by in-depth interviews and FGDs. Results indicate that school management's digital readiness is very low (mean 2.32/5), with managerial digital competence deficit as the most critical dimension (mean 1.92). Border schools and B/C-accredited schools fall into Quadrant III (Foundation Stage), while schools with internal champions reach Quadrant I (Integration Ready). The Staged Transformation Model (3T Model) was formulated as an adaptive solution. This study concludes that the root cause of AI implementation gaps is not technical but managerial and systemic; thus, interventions must focus on strengthening digital leadership capacity, internal policies, and champion development. Policy implications include the need for a national AI adoption roadmap that considers regional disparities in readiness. Keywords: artificial intelligence; educational governance; school management digital readiness; management transformation; Society 5.0 Abstrak: Implementasi AI dalam tata kelola pendidikan menghadapi kesenjangan signifikan antara kebijakan dan praktik lapangan, khususnya pada level manajemen sekolah yang selama ini terabaikan. Penelitian mixed methods sequential explanatory ini bertujuan menganalisis kesiapan digital manajemen sekolah, mengidentifikasi faktor penghambat dan pendorong, serta merumuskan model transformasi tata kelola adaptif di Kabupaten Merangin. Data kuantitatif dikumpulkan dari 210 responden (kepala sekolah, wakil, kepala TU) melalui survei, dilanjutkan wawancara mendalam dan FGD. Hasil menunjukkan tingkat kesiapan digital manajemen sekolah sangat rendah (mean 2,32/5), dengan defisit kompetensi digital manajerial sebagai dimensi paling kritis (mean 1,92). Sekolah perbatasan dan akreditasi B/C berada pada Kuadran III (Tahap Fondasi), sementara sekolah dengan champion internal mencapai Kuadran I (Siap Terintegrasi). Model Transformasi Bertahap (3T Model) dirumuskan sebagai alternatif solusi adaptif. Simpulan penelitian ini menegaskan bahwa akar masalah implementasi AI bukan pada faktor teknis melainkan manajerial-sistemik, sehingga intervensi harus diarahkan pada penguatan kapasitas kepemimpinan digital, kebijakan internal, dan pengembangan champion. Implikasi kebijakan mencakup perlunya peta jalan nasional adopsi AI yang mempertimbangkan disparitas kesiapan antar wilayah. Kata kunci: artificial intelligence; tata kelola pendidikan; kesiapan digital manajemen sekolah; transformasi manajemen; Society 5.0
Implementasi Program Makan Bergizi Gratis (MBG) Sebagai Intervensi Kebijakan Pendidikan dan Implikasinya Terhadap Minat Belajar Siswa: Studi Kasus di SMK Negeri 1 Merangin Tukini Rahmawati; Mardalena Mardalena; Vevi Juniarti; Widyawati Widyawati; Yulivia Indryani
JAMP : Jurnal Administrasi dan Manajemen Pendidikan Vol 9, No 1 (2026): Volume 9 No 1 Maret 2026
Publisher : Universitas Negeri Malang

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Abstract: The Free Nutritious Meal Program (MBG) is a flagship policy of President Prabowo Subianto, with a budget of IDR 71 trillion, targeting student nutrition as a prerequisite for educational success. However, policy evaluations remain limited to health outcomes, while the program's impact on learning interest —an affective dimension, particularly at the vocational high school level—has not been adequately mapped. This study addresses this gap by offering novelty through an administrative-pedagogical approach and a temporal case study at SMK Negeri 1 Merangin. The objective is to analyze MBG implementation and its implications for students' interest in learning. A qualitative case study method was employed, with data collected through observation (two periods: December 2025 and January 2026), in-depth interviews with teachers, principals, and MBG officers, and documentation. The findings reveal: (1) MBG implementation is structured around fixed schedules, communal eating, prayer, and handwashing; (2) all four dimensions of learning interest (attention, enthusiasm, discipline, and activeness) significantly improved; (3) key mediating factors include perceived care (feeling valued by the state), physiological fulfillment, and economic savings; (4) changes in learning interest occur more rapidly (2-3 months) than changes in academic achievement (>1 year). Policy implications: MBG evaluation must not rely solely on academic scores; it should also incorporate affective process indicators, such as learning interest. This study contributes to the development of welfare-based educational management theory. Keywords: Free Nutritious Meal Program (MBG); learning interest; policy implementation; educational management; policy evaluation Abstrak: Program Makan Bergizi Gratis (MBG) merupakan kebijakan unggulan Presiden Prabowo Subianto dengan anggaran Rp71 triliun yang menyasar aspek gizi siswa sebagai prasyarat keberhasilan pendidikan. Namun, evaluasi kebijakan ini masih terbatas pada aspek kesehatan, sementara dampaknya terhadap minat belajar sebagai dimensi afektif—terutama di jenjang SMK—belum terpetakan secara memadai. Penelitian ini mengisi gap tersebut dengan menawarkan kebaruan (novelty) berupa pendekatan administratif-pedagogis dan studi kasus temporal di SMK Negeri 1 Merangin. Tujuan penelitian adalah menganalisis implementasi MBG dan implikasinya terhadap minat belajar siswa. Metode yang digunakan adalah kualitatif studi kasus dengan pengumpulan data melalui observasi (dua periode: Desember 2025 dan Januari 2026), wawancara mendalam dengan guru, kepala sekolah, dan petugas MBG, serta dokumentasi. Hasil penelitian menunjukkan: (1) implementasi MBG berjalan terstruktur dengan mekanisme jadwal tetap, makan bersama, doa, dan cuci tangan; (2) keempat dimensi minat belajar (perhatian, semangat, kedisiplinan, keaktifan) meningkat signifikan; (3) faktor mediasi utama adalah perceived care (rasa diperhatikan negara), pemenuhan fisiologis, dan penghematan ekonomi; (4) minat berubah lebih cepat (2-3 bulan) dibandingkan dengan prestasi akademik (>1 tahun). Implikasi kebijakan: evaluasi MBG tidak boleh hanya berbasis nilai akademik, melainkan harus menyertakan indikator proses afektif seperti minat belajar. Penelitian ini berkontribusi pada pengembangan teori manajemen pendidikan berbasis kebijakan kesejahteraan. Kata kunci: Program MBG; minat belajar; implementasi kebijakan; manajemen pendidikan; evaluasi kebijakan
Beneficial Impacts of MSIB Internship Program on PT Bank Mandiri (Persero) Tbk for Students in Preparing Professional Skills Mardalena Mardalena; Sarinah Sarinah; Mukhlis Yunus; Hayati Hayati; Angra Melina
PALAPA Vol 12 No 2 (2024): NOVEMBER
Publisher : LP2M STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/palapa.v12i2.5419

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Internships are widely recognized as a vital component of higher education, providing students with practical experience and enhancing their employability. This research reviews existing literature to examine the impact of internships on the development of professional skills. This study employs a quantitative research method. The data in this study consists of responses regarding professional skills, social skills, and internship placements obtained through a questionnaire on Google Forms. The respondents in this study totaled 49 individuals who are participants of MSIB internship program in PT Bank Mandiri (Persero) Tbk, which come from universities all over Indonesia, including the University of Indonesia, Gadjah Mada University, Airlangga University, Malang State University, Brawijaya University, and Bandung Institute of Technology. The data obtained was then analyzed descriptively with the help of the SPSS application. At the MSIB internship program in PT Bank Mandiri (Persero) Tbk 96.74% of students stated that they gained advantages regarding professional skill while attending the internships program, while 96.16% of students were satisfied with the learning process during the internship. The findings indicate that internships significantly improve various competencies essential for career success, including effective communication, teamwork, time management, problem-solving, leadership, adaptability, stress tolerance, and decision-making. Internships also offer valuable insights into specific industries, clarify career goals, and provide opportunities for networking. Despite the overwhelmingly positive impact, areas such as leadership development and career relevance require further attention. The study suggests integrating structured internship programs into academic curricula, enhancing leadership opportunities, aligning placements with career aspirations, and providing training on soft skills. By implementing these recommendations, educational institutions and organizations can maximize the benefits of internships, ensuring that students are well-prepared for their professional careers.
The Influence of Principals' Digital Leadership on Teacher Readiness in the Digital Transformation of Education Nursalimah Nursalimah; Riska Meisyi Putri; Dismawati Dismawati; Mardalena Mardalena; Sarinah Sarinah
Education and Sociedad Journal Vol. 4 No. 1 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/edsojou.v4i1.2719

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The digital transformation of education requires teachers' readiness to integrate technology into the learning process. This readiness is not only influenced by individual factors, but also influenced by organizational support, including the leadership role of the principal. This study aims to analyze the influence of school principals' digital leadership on teachers' readiness in the digital transformation of education. The research uses a quantitative approach with an explanatory research design. The research sample consisted of 50 elementary school teachers in Merangin Regency, Jambi Province who were selected using the purposive sampling technique. Data were collected through a Likert scale questionnaire and analyzed using descriptive statistics and simple linear regression. The results showed that the digital leadership of school principals was in the high category with an average score of 30.50, while teacher readiness was also in the high category with an average score of 31.08. The results of the regression test showed that the digital leadership of school principals had a positive and significant effect on teacher readiness (β = 0.875; t = 12.516; p < 0.05). The value of the determination coefficient (R² = 0.765) showed that digital leadership contributed 76.5% to teacher readiness. These findings affirm the importance of strengthening the digital leadership of school principals in supporting the success of digital transformation of education.
Ethical Governance in School Public Relations: Managing Stakeholder Relationships in Secondary Education Disa Sri Ilma Aditya; Andri Ani Suryawijaya; Herry Kiswanto; Renny Yuliarti; Riska Meisyi Putri; Mardalena Mardalena; Anggia Pratiwi
International Journal of Instructional Technology Vol 5, No 1 (2026)
Publisher : Universitas Nurul Jadid Probolinggo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijit.v5i1.16586

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This study aims to examine the implementation of public relations ethics in managing relationships between educational institutions and their stakeholders and to explore its contribution to institutional reputation and stakeholder trust. The research employed a qualitative case study approach to obtain an in-depth understanding of ethical public relations practices within a school setting. Data were collected through semi-structured interviews, direct observations, and document analysis, and were analyzed using the interactive model of data reduction, data display, and conclusion drawing. The findings reveal that ethical public relations practices are demonstrated through transparent information dissemination, responsive and two-way communication, respect for stakeholder feedback, and accountability in decision-making processes. These practices strengthen collaboration between schools, parents, and the wider community while fostering a positive institutional image and increasing public confidence. Nevertheless, the study also identifies challenges related to maintaining ethical communication in digital environments, where rapid information exchange requires consistency, accuracy, and professional responsibility. The findings imply that strengthening ethical public relations practices can enhance stakeholder engagement, institutional credibility, and sustainable communication strategies in educational institutions amid ongoing digital transformation.
Navigating Public Relations Ethics in Educational Communication: A Qualitative Case Study of Information Services Hidayatul Fadliah; Siti Hamidah; Robby Hidayat; Aprizon Dika Putra; Riska Meisyi Putri; Mardalena Mardalena; Anggia Pratiwi
International Journal of Instructional Technology Vol 5, No 1 (2026)
Publisher : Universitas Nurul Jadid Probolinggo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijit.v5i1.16605

Abstract

This study aims to analyze the implementation of public relations ethics in managing information services and institutional communication within an educational institution using Talcott Parsons’ AGIL functionalism paradigm as the analytical framework. The research employed a qualitative case study approach to obtain an in-depth understanding of ethical communication practices in a real-world educational context. Data were collected through direct observations, semi-structured interviews, and document analysis and were analyzed using an interactive model involving data condensation, data display, and conclusion drawing and verification. The credibility of the findings was ensured through source triangulation, technique triangulation, and crystallization. The findings reveal that public relations ethics are implemented through transparency, integrity, politeness, and accountability in information services, contributing to stronger stakeholder trust and more effective institutional communication. Nevertheless, the study also identifies challenges, including limited digital communication competence, insufficient collaboration with external stakeholders, and the absence of formal ethical guidelines for digital communication. These findings imply that educational institutions should develop comprehensive ethical communication frameworks to strengthen organizational integration, improve stakeholder engagement, and sustain public trust amid ongoing digital transformation.
Digital Leadership in Education: A Bibliometric Analysis Mardalena Mardalena; Sarinah Sarinah; Yesi Elfisa; Muhammad Ali Basroh; Anggia Pratiwi; Retno Wahyu Ningsih
Pedagogi: Jurnal Ilmu Pendidikan Vol 26 No 1 (2026): Pedagogi: Jurnal Ilmu Pendidikan
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/pedagogi.v26i1.2958

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A crucial skill for guiding educational institutions through technological change is digital leadership. To improve strategic educational reform, it is essential to comprehend how academic research on digital leadership has changed as educational institutions and schools around the world embrace digital ecosystems. Using information from the Scopus Core Collection, this study performs a bibliometric analysis of studies on digital leadership in education conducted between 2010 and 2025. To find publication trends, prominent authors, nations, and topic groups, analyses were conducted using VOSviewer and Biblioshiny for R. A total of 1,174 documents with 3,217 authors were gathered from 556 sources. There is a strong and expanding scholarly interest, as evidenced by the publications' 28.01% annual growth rate. The average number of citations per paper was 14.61, the number of co-authors per publication was 3.18, and the international collaboration rate was 23.85%. Journal articles made up the majority of the documents (773), followed by conference papers (146) and book chapters (170). Growing clusters centered on digital transformation, educational innovation, teacher digital competency, and AI-driven leadership were revealed by the co-occurrence analysis. The results show that, with an emphasis on strategic change, equity, and digital ethics, research on digital leadership in education has expanded rapidly, especially since 2019. In order to assist in forming future educational leadership scholarship, this study offers the first comprehensive bibliometric mapping of digital leadership in education, outlining its intellectual structure, thematic evolution, and research boundaries.
The Influence of Transformational Leadership Through Delegation on Work Efficiency in Senior High Schools in Merangin District Mardalena Mardalena; Sarinah Sarinah
JURNAL INOVASI DAN MANAJEMEN PENDIDIKAN Vol. 5 No. 2 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/jimp.v5i2.14774

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The purpose of this study is to examine how transformational leadership through delegation affects teachers' productivity at SMAN Merangin.  102 teachers from three senior high schools (SMAN) in Bangko, Merangin, Jambi, participated in the study's quantitative survey design.  Structural Equation Modeling (SEM) with SmartPLS 4 was used to analyze the data.  The measurement tools were modified from Yukl (2020) for delegation, Moeheriono (2020) for work efficiency, and Bass & Riggio (2019) for transformational leadership.  Composite Reliability (CR) > 0.70 and Average Variance Extracted (AVE) > 0.50 indicated strong construct reliability and convergent validity, as demonstrated by the validity and reliability tests. The findings show that delegation has a significant impact on work efficiency (β = 0.49, p < 0.01) and that transformational leadership has a significant impact on delegation (β = 0.58, p < 0.01).  Additionally, the relationship between transformational leadership and work efficiency is mediated by delegation, indicating that effective delegation techniques amplify the beneficial effects of transformational leadership on teacher performance. The study's conclusions imply that, to improve teacher autonomy, accountability, and productivity, school administrators should emphasize delegation as a crucial component of transformational leadership.  Enhancing principals' delegation skills should be the main goal of leadership development programs and training courses.  To encourage long-term effectiveness and teacher empowerment, education policymakers may incorporate delegation-based leadership models into school management frameworks.
Co-Authors Agus Sugianto Andri Ani Suryawijaya Anggia Pratiwi Angra Melina Aprizon Dika Putra Disa Sri Ilma Aditya Dismawati Dismawati Dwi Rahayu Elfisa, Yesi Hayati Hayati Herry Kiswanto Hidayatul Fadliah Muhammad Ali Basroh Mukhlis Yunus Nursalimah Nursalimah Renny Yuliarti Retno Wahyu Ningsih Riska Meisyi Putri Robby Hidayat Sarinah Sarinah Sarinah Sarinah Sarinah Sarinah Siti Hamidah Tukini Rahmawati Vevi Juniarti Widyawati Widyawati Yesi Elfisa Yulivia Indryani