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All Journal Jurnal Konseling dan Pendidikan Education Administration Research Manajer Pendidikan: Jurnal Ilmiah Manajemen Pendidikan Program Pascasarjana Edukasi Islami: Jurnal Pendidikan Islam JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) Edum Journal EARR International Journal of Educational Management and Innovation (IJEMI) JURNAL INOVASI DAN MANAJEMEN PENDIDIKAN Dikdimas : Jurnal Pengabdian Kepada Masyarakat Journal of Community Empowerment Journal of Social Work and Science Education SJME (Supremum Journal of Mathematics Education)
Kartiwi, Asti Putri
FKIP Universitas Bengkulu
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Social Sciences Other

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Korelasi Komitmen, Kompetensi Profesional, Dan Motivasi Berprestasi Terhadap Produktivitas Kerja Guru SMK Negeri Di Kota Arga Makmur rasyid, Hendy; Nur Sasongko , Rambat; Putri Kartiwi, Asti
Manajer Pendididikan Vol 19 No 3 (2025): MANAJER PENDIDIKAN
Publisher : UNIVERSITAS BENGKULU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/mapen.v19i3.47417

Abstract

This study examines the correlation of commitment, professional competence, and achievement motivation to the work productivity of teachers at state vocational schools in the city of Arga Makmur. The productivity of school organizations is largely influenced by teacher work productivity. Teacher work productivity should be an important concern because high and low teacher work productivity can affect the achievement of overall school organizational goals. Using a descriptive correlational quantitative approach, data were collected through surveys, documentation, and questionnaires with teachers at State Vocational Schools in Arga Makmur City, then analyzed using correlation techniques. The results showed a positive and significant correlation between commitment, professional competence, and achievement motivation to work productivity. In addition, the four variables together contribute significantly to teacher work productivity. This study emphasizes the importance of maintaining and improving commitment, professional competence, and achievement motivation to work productivity. The findings provide insights for principals, teachers, and aspiring educators.
Keterampilan Kepemimpinan Kepala Sekolah Dalam Meningkatkan Mutu Layanan Pembelajaran (Studi Kasus Di SMA Negeri 3 Mukomuko) Martin, Martin; somantri, Manap; Putri Kartiwi, Asti
Manajer Pendididikan Vol 19 No 3 (2025): MANAJER PENDIDIKAN
Publisher : UNIVERSITAS BENGKULU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/mapen.v19i3.47421

Abstract

The description of this research are to : 1) Know conceptual skill, 2) human relationship skill, and 3) technical skill of principal in improving the quality of learning services in state Senior High school 3 Mukomuko. The researcher uses a qualitative descriptive research design, with the type of case study research. The source of data in the research are school principal, vice principal for curriculum affairs and teachers. The technique of collecting data are through observation, interviews and documents studies. The technique of analyzing the data that is used in this research has four stages, namely data collection, data reduction, data presentation and the last step is drawing conclusions and verification. The conclusions of this research are : 1) the principal has the concept that quality improvement can be achieved with the support of the right strategy and accuracy in making decisions, in planning work programs. 2). As a leader who is skilled in collaborating with others, the principal has been able to establish good communication, give appreciation to outstanding subordinates, create a comfortable work atmosphere, provide role models to subordinates, provide guidance in carrying out tasks and involve teachers in making various decisions. 3) the principal has been fully responsible for the supervision process and is directly involved in efforts to provide assistance to teachers in classroom management, as a form of technical skill ability.
Gaya Kepemimpinan Kepala Sekolah Untuk Meningkatkan Disiplin Kerja Guru Di SD Negeri 39 Dan 43 Bengkulu Selatan sutanto, sutanto; Danim, Sudarwan; Putri Kartiwi, Asti
Manajer Pendididikan Vol 19 No 3 (2025): MANAJER PENDIDIKAN
Publisher : UNIVERSITAS BENGKULU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/mapen.v19i3.47447

Abstract

This study aims to describe the leadership style of school principals to improve teacher discipline, which includes the authoritarian leadership style of school principals, the democratic leadership style of school principals, and the laissez-faire leadership style of school principals to improve teacher discipline. The method used is qualitative descriptive with techniques of interviews, observations, and documentation. Data analysis was conducted using the interactive model of Miles and Huberman, which consists of data reduction, data presentation, and data verification. The research results are as follows: 1) The authoritarian leadership style of the principals of SD Negeri 39 and 43 in South Bengkulu is not used as the primary pattern but rather as a situational strategy applied when conditions demand firmness, full control, and quick decisions, especially in dealing with repeated disciplinary violations, emergency situations, or conflicts among teachers. 2) Democratic leadership style is applied by the principals at SD Negeri 39 and SDN 43 in South Bengkulu and has proven effective in improving teacher discipline while fostering a collaborative work culture. This leadership style is demonstrated through open communication, active teacher participation in policy formulation, and decision-making based on consensus. 3) The laissez-faire leadership style of the principals at SDN 39 Bengkulu Selatan and SDN 43 Bengkulu Selatan is implemented selectively and adaptively in accordance with the conditions of the teachers and the needs of the school. This leadership style is considered effective when applied to teachers who possess high professionalism, discipline, and independence.
Dari Individu Ke Kolaboratif: Transformasi Budaya Sekolah Untuk Kesuksesan Kurikulum Merdeka Indra Joni, Yoyon; somantri, Manap; Putri Kartiwi, Asti
Manajer Pendididikan Vol 19 No 3 (2025): MANAJER PENDIDIKAN
Publisher : UNIVERSITAS BENGKULU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/mapen.v19i3.47453

Abstract

This study aims to describe the implementation of a collaborative culture in the planning, implementation, and evaluation of learning as well as to identify its challenges in the curriculum implementation at SMA Negeri 1 Bengkulu Selatan by employing a qualitative descriptive approach through interviews, observations, and document analysis, with participants consisting of the principal, vice principal for curriculum, teachers, and students. The findings reveal that a collaborative culture is integrated into the planning, implementation, and evaluation of learning, characterized by effective interaction, open communication, participatory leadership, and collective problem-solving that support the creation of student-centered learning. Nevertheless, the implementation of a collaborative culture faces challenges such as limited time, differences in perception, individualistic tendencies, difficulties in adapting to change, low participation, and high administrative workload. This study offers novelty by uncovering the dynamics of collaboration at the school level through the perspectives of various stakeholders, emphasizing the importance of institutional support and strengthening a collaborative work culture as strategies to enhance the effectiveness of curriculum implementation, while also contributing to the literature on collaboration-based curriculum implementation and providing practical implications for schools in building a sustainable collaborative culture.
The Effect of Principals’ Academic Supervision and Teachers’ Discipline on Teachers’ Teaching Performance in Junior High Schools Noprianti, Noprianti; Sasongko, Rambat Nur; Kartiwi, Asti Putri
Journal of Social Work and Science Education Vol. 7 No. 3 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i3.1482

Abstract

Improving teacher performance in resource-constrained rural schools remains a critical challenge. While principal supervision and teacher discipline are acknowledged factors, their combined and relative impact in such contexts is poorly understood. Utilizing a census of all teachers (N=85) from three public junior high schools in Kedurang District, Indonesia, this study employed multiple regression analysis on survey data. Results indicated that teacher discipline (β = 0.712, p < .001) was a significant positive predictor of teaching performance. Academic supervision showed a positive but non-significant relationship (β = 0.027, p = .797). Together, both variables explained 56.2% of the variance in teaching performance (R² = 0.562, p < .001). Teacher discipline alone accounted for 56.2% of the variance, while academic supervision contributed 33.0% when examined individually. This study addresses the gap in understanding how supervisory practices and professional discipline operate in non-urban Indonesian junior high schools, revealing that teacher discipline is the dominant factor while supervision’s effect is context-dependent. The results suggest that school principals in rural settings should prioritize reinforcing teacher discipline while improving the quality and developmental orientation of academic supervision to maximize teaching performance. The study underscores the necessity of integrated leadership strategies that combine developmental supervision with fostering intrinsic professional discipline to enhance teaching quality in rural settings.
The Influence of Deep Learning Strategies and Classroom Climate on Vocational Teacher Performance in Indonesian Public Vocational High Schools Sucheri, Dian; Connie, Connie; Kartiwi, Asti Putri
Journal of Social Work and Science Education Vol. 7 No. 3 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i3.1486

Abstract

Vocational teacher performance remains a critical determinant of educational quality, yet factors influencing this performance in regional Indonesian contexts remain underexplored. This study examines the influence of deep learning strategies and classroom climate on vocational teacher performance in public vocational high schools in North Bengkulu Regency, Indonesia. Using an ex post facto causal correlational design, data were collected from 122 vocational teachers through validated Likert-scale questionnaires. Simple and multiple linear regression analyses revealed that deep learning strategies significantly predict teacher performance (β = 0.412, p < 0.05), as does classroom climate (β = 0.587, p < 0.05), with classroom climate exhibiting a stronger influence. The combined model explained 68.3% of variance in teacher performance (R² = 0.683, F = 128.45, p < 0.001). Theoretical interpretation through Job Demands-Resources (JD-R) and Self-Determination Theory (SDT) frameworks reveals that organizational resources (climate) provide foundational support enabling pedagogical innovation, while supportive climates fulfill teachers' basic psychological needs for competence, autonomy, and relatedness. This study contributes novel insights into vocational education in non-metropolitan Indonesian settings, highlighting that teacher performance emerges from synergistic interaction between pedagogical approaches and environmental conditions. The findings carry critical implications for educational policy in developing contexts: policymakers must prioritize establishing supportive organizational climates through professional learning communities, adequate resource allocation, and administrative support systems before mandating pedagogical reforms, as deep learning implementation without corresponding climate investment creates unsustainable demand-resource imbalances that undermine rather than enhance teacher effectiveness. This resource-first, pedagogy-second sequencing represents a fundamental departure from conventional deficit models and offers a replicable framework for improving vocational education quality in resource-constrained regions globally.
Navigating the Transition: A Qualitative Inquiry into Hybrid Administrative Systems in a Regional Indonesian Junior High School Suksesiawati, Sisi; Danim, Sudarwan; Kartiwi, Asti Putri
Journal of Social Work and Science Education Vol. 7 No. 3 (2026): Forthcoming Issue
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i3.1488

Abstract

While extensive scholarship addresses either fully manual or comprehensively digitalized school administration, transitional phases where both systems coexist remain critically underexplored. This qualitative single-case study examines how State Junior High School 03 of Central Bengkulu navigates digital transformation, revealing operational dynamics, efficiency implications, and strategic challenges inherent in hybrid administrative systems. Through interviews, document analysis, and observation with six administrative personnel, the investigation uncovers that digitalization remains confined to student affairs (Dapodik platform) and financial management (ARKAS system), whereas personnel administration, infrastructure management, and correspondence persist manually. This bifurcation creates duplication of effort, simultaneously enabling regulatory compliance while undermining operational efficiency. Four interconnected barriers emerged: intermittent internet connectivity, heterogeneous digital competencies, constrained budgets, and psychological resistance rooted in competence anxieties. These findings challenge linear stage models of technology adoption by demonstrating that hybrid systems in resource-constrained contexts function as semi-permanent organizational equilibria rather than temporary transitions. Theoretically, the study extends digital transformation scholarship by establishing hybridity as a distinct organizational form warranting its own analytical frameworks, not merely a developmental stage. Practically, findings inform context-sensitive implementation strategies for regional schools, emphasizing sequential roadmaps prioritizing high-impact domains, sustained competency development, and change management acknowledging staff apprehensions. This research contributes a reconceptualization of hybrid administration as potentially enduring rather than transitional, necessitating strategic management beyond linear digitalization assumptions.
Co-Authors Afrianti, Heni Ardiansyah, Novriza Wahyu Badeni Badeni, Badeni Badrud Tamam Banu, Shamsiah Connie Connie, Connie Echa Sriyanti edy susanto Emiyanti Siregar Engkus Kusnadi Erlianti, Eka ernia nengsih Fahmi, Marhalis Fetty Poerwita Sary Hadipassa, Emal Hendy Hendy Heti Susmiarti Indra Joni, Yoyon Kartika Khairi, Azizatul Kurnia Puspita Lina Sukmawati Martiani Martiani, Martiani Martin Martin Masturo Mesterjon, Mesterjon Mikaresti, Pamela Miswadi Muflichah, Zumrotul Muhammad Kristiawan Muslimah Noprianti, Noprianti Nur Ifani, Nadia Nur Sasongko , Rambat Nur Sasongko, Rambat Purwoko, Agus Rambat Nur Sasongko rasyid, Hendy Resi Yusriani Ruslan Ruslan Saputra, Cholin Edi Sari, Meilida Eka Setiani, Ana Soemantri, Manap Somantri , Manap Somantri, Manap Sucheri, Dian Sudarwan Danim Suksesiawati, Sisi Sumarsih Sumarsih . . Sumira, Tati Sundaya, Jemi Susantob, Kadi Susmiarti, Heti Sutanto Sutanto Sutopo, Timbul Wahyu Taslim, Nur Fathanah Utama, Nico Vantra Wahidin Wahyu Sutopo, Timbul Wulandari, Heni Yenni Zulaizah Yumi Alamiah Zahra, Hanifah Yulia Az zulkfli