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All Journal Al Ishlah Jurnal Pendidikan Indonesian Journal of Learning Education and Counseling Journal of Educational Administration and Leadership (JEAL)
Fifin Wildanah
Universitas Negeri Padang
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Pembinaan Peserta Didik di Sekolah Dasar Negeri Berprestasi Fifin Wildanah; Widiawati Widiawati; Nikmah Hayati; Singgih Ginanjar
Journal of Educational Administration and Leadership Vol 4 No 1 (2023): Vol 4 Issue 1 (2023)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jeal.v4i1.425

Abstract

This study aims to describe the activities of fostering students in high achieving schools. This study used a qualitative approach with a case study research design. Data analysis went through several stages, namely data reduction, data display, and data verification. Checking the validity of the data through triangulation, checking membership, and referential adequacy. The results of the study indicate that the school's management of student development activities has been carefully planned. Coaching of students in the form of academic and non-academic coaching. Academic development is carried out through the daily learning activities of students at school. Non-academic coaching in the form of extracurricular activities and strengthening the character of students through habituation both incidental, routine and programmed activities. There are student regeneration activities and coaching students to take part in academic and non-academic competitions. To measure the success of student coaching activities, an evaluation of both academic and non-academic coaching is carried out. Follow-up carried out to increase the quality of student development activities. The results of coaching are in the form of positive character, attitude or behavior as well as the academic and non-academic achievements of students.
Developing Center of Excellence Vocational High Schools: Analysis of the Influence of Agile Leadership and School Organizational Culture Widiawati Widiawati; Fifin Wildanah; Singgih Ginanjar
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6432

Abstract

Being designated as a Center of Excellence Vocational School (CEVHS) is a prestigious achievement, indicating that the institution has passed a rigorous, credible selection process. Several state vocational schools in Bukittinggi City have earned this designation, prompting significant institutional transformation to improve learning quality and promote the Pancasila Student Profile. This study employed a descriptive correlational design to examine the influence of agile leadership and school organizational culture on CEVHS development. The population included 228 teachers from SMK N 1 and SMK N 2 Bukittinggi. A stratified proportional random sampling method was used, based on education level and years of service, resulting in a sample size determined using the Slovin formula. Data were collected via a Likert-scale questionnaire and analyzed using mean scores, percentages, and the Respondent Achievement Level (TCR). Multiple linear regression analysis was conducted using SPSS software. The results revealed a significant positive influence of agile leadership and school organizational culture on the development of CEVHS, with a combined contribution of 53%. These findings highlight the crucial role of leadership and organizational culture in supporting the transformation of vocational schools into Centers of Excellence. Effective implementation of these factors can enhance learning quality and align educational outcomes with national educational goals.
The Impact of Data-Driven Planning on Teacher Resilience: The Mediating Role of Team Collaboration Tia Ningrum; Anisah Anisah; Fifin Wildanah; Nikmah Hayati; Irsyad; Aini Septia Rahmalita; Mahaliza Mansor
Indonesian Journal of Learning Education and Counseling Vol. 8 No. 2 (2026): March
Publisher : ILIN Institute Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31960/ijolec.v8i2.3322

Abstract

This study aims to examine the effect of data-driven planning on teachers’ resilience through team collaboration in vocational high schools. This study addresses the limited empirical evidence linking data-driven planning to teacher resilience, particularly through collaborative mechanisms. Using quantitative research design, data were collected through a structured questionnaire administered to 482 teachers’ senior high schools in West Sumatra, selected using the proportional stratified random sampling technique. The data were analyzed using Partial Least Squares–Structural Equation Modeling (PL S-SEM) to test both direct and indirect relationships among variables, with reliability assessed through Cronbach’s alpha and composite reliability, and validity evaluated using Average Variance Extracted (AVE).  Data-driven planning is conceptualized as the systematic use of data for instructional and managerial decision-making, team collaboration as structured professional interaction among teachers, and teacher resilience as the ability to adapt and sustain performance under challenges.The findings indicate that data-driven planning has a positive and significant effect on team collaboration, collaboration has a strong positive effect on teacher resilience, and collaboration significantly mediates the relationship between data-driven planning and resilience. These findings highlight the critical role of collaborative practices as a mechanism linking planning processes to resilience outcomes.This study contributes to the existing literature on educational management by integrating data-driven planning, collaboration, and resilience into a single empirical model. Practically, the results suggest that schools should strengthen collaborative data use to enhance teacher resilience.
Co-Authors Aini Septia Rahmalita Anisah Anisah Irsyad Mahaliza Mansor Nikmah Hayati Singgih Ginanjar Tia Ningrum Widiawati Widiawati