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All Journal Jurnal Pendidikan dan Pengajaran Jurnal Konseling dan Pendidikan Education Administration Research Al-Ta'dib: Jurnal Kajian Ilmu Kependidikan Jurnal Administrasi Pendidikan Indonesia Manajer Pendidikan: Jurnal Ilmiah Manajemen Pendidikan Program Pascasarjana Tarbawi: Jurnal Keilmuan Manajemen Pendidikan Edukasi Islami: Jurnal Pendidikan Islam JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) SJME (Supremum Journal of Mathematics Education) AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Edum Journal Dedikasi: Jurnal Pengabdian Masyarakat EARR International Journal of Educational Management and Innovation (IJEMI) Jurnal Visionary : Penelitian Dan Pengembangan Di Bidang Administrasi Pendidikan IJORER : International Journal of Recent Educational Research Indonesian Journal of Educational Development (IJED) JURNAL INOVASI DAN MANAJEMEN PENDIDIKAN Dikdimas : Jurnal Pengabdian Kepada Masyarakat International Journal of Innovation and Education Research Journal of Community Empowerment Jurnal Manajemen Pendidikan Islam Ghaitsa: Islamic Education Journal Journal of Social Work and Science Education SJME (Supremum Journal of Mathematics Education)
Asti Putri Kartiwi
Universitas Bengkulu
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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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.
Leadership in Indonesian Islamic Schools: How Leader Spiritual and Motivational Styles Affect Organizational Citizenship Behavior and Employees' Religiosity Nadia Nur ifani; Asti Putri Kartiwi
Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol 9 No 1 (2024): Management of Islamic Education
Publisher : Program Studi Manajemen Pendidikan Islam Institut Pesantren KH Abdul Chalim Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31538/ndh.v9i1.4559

Abstract

The history of Islamic education in Indonesia has experienced fluctuations over time. Until the late 1970s, the education system in Indonesia retained a strong dichotomous pattern. With the onset of reforms in the 1980s, the Muslim community began to reform its education system, which impacted the development of Islamic education in Indonesia. This is evident from the significant growth of integrated Islamic educational institutions across various levels in major cities in Indonesia. Of course, enhancing the quality of the educational process must accompany this increase. Teachers and staff play a crucial role in maintaining the quality of the educational process in schools. This research examines whether a school principal's spiritual leadership style and motivational style influence the organizational citizenship behavior among teachers and staff in Islamic schools in Bengkulu City. A proportional random sampling technique was used to select a sample of 100 respondents from these institutions, consisting of teachers and staff. Participants were asked to complete a Likert scale survey administered through Google Forms. Subsequently, the obtained data underwent multiple linear regression analysis. This research identifies the correlation between Organizational Citizenship Behavior (OCB), adherence to spiritual principles, and workplace motivation. This research aims to enhance the understanding of education stakeholders, particularly in Islamic education, by highlighting the potential positive relationship between religious devotion and increased motivation among instructors and personnel in these institutions.
The Effect of Principals’ Academic Supervision and Teachers’ Discipline on Teachers’ Teaching Performance in Junior High Schools Noprianti Noprianti; Rambat Nur Sasongko; Asti Putri Kartiwi
Journal of Social Work and Science Education Vol. 7 No. 2 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i2.1482

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 Dian Sucheri; Connie Connie; Asti Putri Kartiwi
Journal of Social Work and Science Education Vol. 7 No. 2 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i2.1486

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 Sisi Suksesiawati; Sudarwan Danim; Asti Putri Kartiwi
Journal of Social Work and Science Education Vol. 7 No. 2 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i2.1488

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.
Pendampingan Penulisan Publikasi Ilmiah bagi Guru di Kota Bengkulu Azizatul Khairi; Rambat Nur Sasongko; Asti Putri Kartiwi; ijayani
DEDIKASI: Jurnal Pengabdian Masyarakat Vol 8 No 1 (2026): Dedikasi: Jurnal Pengabdian Masyarakat, Januari-Juni 2026
Publisher : Pusat Pengabdian Masyarakat LPPM IAIN Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/dedikasi.v8i1.11703

Abstract

Kegiatan pendampingan penulisan karya ilmiah bagi guru merupakan upaya strategis untuk meningkatkan kompetensi guru dalam menghasilkan tulisan dan publikasi ilmiah sebagai bagian dari pengembangan profesi berkelanjutan. Kegiatan ini dilaksanakan dengan melibatkan 40 orang guru dari berbagai jenjang pendidikan dasar dan menengah di Kota Bengkulu. Program ini menggunakan metode Participatory Action Research (PAR), meliputi pelatihan luring dan pendampingan daring. Kegiatan meliputi pre-test, penyampaian materi, praktik penulisan artikel, diskusi, dan evaluasi (post-test). Instrumen yang digunakan berupa tes pemahaman berbentuk kuis tertulis dengan rentang skor 0–15 untuk mengukur pemahaman peserta terkait teknik penulisan karya ilmiah. Hasil pre-test menunjukkan sebagian besar peserta (35%) memperoleh nilai 10, sedangkan hasil post-test menunjukkan peningkatan yang jelas, dengan 75% peserta memperoleh nilai 15. Hal ini menunjukkan bahwa guru telah memahami teknik penulisan karya ilmiah dengan lebih baik. Kegiatan ini berdampak positif dalam meningkatkan keterampilan penulisan karya ilmiah guru serta motivasi mereka untuk menghasilkan publikasi di jurnal ilmiah. Selain itu, kegiatan pendampingan menghasilkan draft artikel ilmiah yang disusun oleh peserta. Program ini diharapkan dapat menjadi model pengembangan kapasitas guru yang berkelanjutan dalam meningkatkan budaya menulis dan publikasi ilmiah di lingkungan sekolah. Kata kunci: penulisan karya ilmiah; publikasi ilmiah; pendampingan
Empowering Female Leadership in Islamic Education: The Role of Decision-Making and Conflict Management in Participatory Governance Rahmi, Ayatur; Kartiwi, Asti Putri; Connie, Connie; Tamam, Badrud; Aminudin, Aminudin
JURNAL AL-TANZIM Vol 10, No 2 (2026)
Publisher : Nurul Jadid University, Probolinggo, East Java, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/al-tanzim.v10i2.12979

Abstract

This study aims to analyze the influence of decision-making and conflict management skills on the effectiveness of participatory leadership among female State Islamic Junior High School principals in one district in Indonesia with the highest proportion of female principals. The method used was quantitative, ex post facto, with 89 teachers from three Islamic schools as respondents, and the analysis was conducted using multiple regression. The research instrument showed very good validity (r = 0.464–0.952) and high reliability (α = 0.972–0.985). The results showed that decision-making skills had a significant effect on participatory leadership, contributing 82.74% (p < 0.001), while conflict management had a stronger influence, contributing 86.86% (p < 0.001). The two variables simultaneously explained 88.20% of the variation in participatory leadership (F = 322.04, p < 0.001), with conflict management being the dominant predictor (β = 0.64) compared to decision-making (β = 0.32). The implications of this study emphasize the importance of developing madrasah principal training programs that focus on improving conflict management and decision-making competencies, as well as integrating Islamic values, to support educational transformation in madrasas.
The effect of pedagogical competence and work motivation on teacher instructional innovation Sari, Ice Linsa; Danim, Sudarwan; Kartiwi, Asti Putri
Al-TA'DIB: Jurnal Kajian Ilmu Kependidikan Vol. 19 No. 1 (2026)
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/atdbwv19i1.14122

Abstract

This study investigates the influence of pedagogical competence and work motivation on teacher instructional innovation in junior secondary schools. Using a quantitative correlational design, the study involved 115 teachers selected through saturated sampling. Data were collected through validated questionnaires and analyzed using descriptive statistics and multiple regression techniques. The findings reveal that pedagogical competence, work motivation, and instructional innovation are generally categorized as high, although innovation practices remain uneven. Pedagogical competence has a positive and significant effect on instructional innovation, while work motivation also contributes positively with a lower influence. Simultaneously, both variables demonstrate a strong joint effect on instructional innovation. The study concludes that instructional innovation develops through the interaction between teachers’ professional competence and motivational drive. Therefore, integrative professional development programs and supportive school environments are essential to strengthen sustainable instructional innovation and improve the quality of teaching practices in contemporary educational contexts.
Financial decentralization in vocational schools: A BLUD governance study Yeni Triani; Manap Somantri; Asti Putri Kartiwi
Indonesian Journal of Educational Development (IJED) Vol. 7 No. 1 (2026): May 2026
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v7i1.6135

Abstract

This study examines the implementation of financial governance in vocational secondary schools operating under the Regional Public Service Agency (BLUD) framework as part of Indonesia's educational decentralization reform. The research is grounded in the urgency to strengthen institutional autonomy, financial flexibility, and industry relevance in vocational education amid increasing demands for production-based learning and for the development of factory teaching. The study aims to analyze policy implementation, financial planning, operational management, evaluation mechanisms, and governance follow-up practices within BLUD-based schools. A qualitative descriptive approach was employed using a multi-site case study design involving four vocational schools. The research population comprised BLUD-designated vocational schools in Bengkulu Province, from which four schools were purposively selected based on implementation duration, variation in governance performance, and production unit readiness. Research participants included principals, BLUD financial managers, vocational teachers, and representatives from the education office. Data were collected through semi-structured interviews, non-participant observations, and analysis of institutional documents, using validated interview guides and observation protocols. Data were analyzed using the CIPP evaluation model supported by interactive data analysis techniques. The findings indicate that BLUD governance has been implemented in a structured manner, enabling flexible financial management, strengthening teaching factory operations, and enhancing experiential learning. Evaluation systems and follow-up actions were found to reinforce accountability in governance and institutional learning. The study concludes that BLUD financial autonomy contributes positively to the quality of vocational education when supported by participatory governance, managerial competence, and sustainable evaluation. It is recommended that policymakers strengthen capacity-building programs, participatory financial literacy, and performance-based monitoring systems to optimize outcomes of BLUD implementation.
Co-Authors Adi Asmara Afrianti, Heni Ahsantudhonni Aminudin Aminudin, Aminudin Ana Setiani Ardiansyah, Novriza Wahyu Azizatul Khairi Azizatul Khairi Badeni Badeni, Badeni Badrud Tamam Badrud Tamam Badrud Tamam Banu, Shamsiah bogy restu ilahi Connie Connie Connie Connie, Connie Dian Sucheri Echa Sriyanti Edy Susanto edy susanto Eka Erlianti Emiyanti Siregar Engkus Kusnadi Erlianti, Eka ernia nengsih Fahmi, Marhalis Fetty Poerwita Sary Hadipassa, Emal Hendy hendy Herli Herli Heti Susmiarti ijayani Indra Joni, Yoyon Kartika Khairi, Azizatul Kurnia Puspita Laksono Trisnantoro Lina Sukmawati Manap Somantri Manap Somantri Manap Somantri Marchelia, Keni Martiani Martiani, Martiani Martin Martin Martin Martin Masturo Meri Andaria Mesterjon Mesterjon, Mesterjon Mikaresti, Pamela Miswadi Muflichah, Zumrotul Muhammad Kristiawan Muslimah Muthahharah Thahir Nadia Nur ifani Nelfi Lidyanti Noprianti Noprianti Nur Fathanah Taslim Nur Ifani, Nadia Nur Sasongko , Rambat Nur Sasongko, Rambat Pamela Mikaresti Purwoko, Agus Putri Milanda Bainamus Rahmi, Ayatur Rambat Nur Sasongko Rambat Nur Sasongko rasyid, Hendy Resi Yusriani Ruslan Ruslan Saputra, Cholin Edi Sari, Ice Linsa Sari, Meilida Eka Setiani, Ana Sisi Suksesiawati Soemantri, Manap Somantri , Manap Somantri, Manap Somantri, Manap Sri Wahyuni Sudarwan Danim Sudarwan Danim Sudarwan Danim Sumarsih Sumarsih . . Sumarsih Sumarsih Sumira, Tati Sundaya, Jemi Susantob, Kadi Susmiarti, Heti Sutanto Sutanto Sutopo, Timbul Wahyu Syaipul Amri Udin Syaefudin Sa&#039;ud Utama, Nico Vantra Wahidin Wahyu Sutopo, Timbul Widodo Wulandari, Heni Wulandari, Heni Yeni Triani Yenni Zulaizah Yoyon Indra Joni Yuliarti Effendy Yumi Alamiah Zahra, Hanifah Yulia Az zulkfli Zumrotul Muflichah