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All Journal JURNAL PENDIDIKAN, SAINS DAN TEKNOLOGI Journal of Innovation and Research in Primary Education
Maryati, Neneng Meri
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Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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MANAJEMEN GURU PENGGERAK DALAM PENINGKATAN KUALITAS PENDIDIKAN SD Mulyati, Deuis; Maryati, Neneng Meri; M, Novi Khusnainy; Saripah, Saripah; Yoseptry, Ricky; Wasliman, Eva Dianawati
PENDIDIKAN SAINS DAN TEKNOLOGI Vol 11 No 4 (2024)
Publisher : STKIP PGRI Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47668/edusaintek.v11i4.1301

Abstract

Latar belakang penulisan ini adalah adanya pertanyaan pada masyarakat apakah ada perbedaan antara guru yang telah mengikuti Pendidikan Program Guru Penggerak dengan guru yang belum mengikuti Program Guru Penggerak, jika ada apakah perbedaan tersebut, juga banyak pertanyaan yang timbul dalam masyarakat apakah perubahan yang signifikant yang dilakukan oleh Guru Penggerak dalam proses pembelajaran di kelas, apakah dampak yang dapat dirasakan oleh Guru Penggerak itu sendiri, oleh Murid, atasan, rekan sejawat yang pada akhirnya apakah Guru Penggerak memberikan dampak positif terhadap peningkatan kualitas pendidikan. Tujuan penelitianini adalah untuk menganalisis dampak guru penggerak terhadap peningkatan kualitas pendidikan, metode yang dilakukan adalah dengan melakukan observasi kelapangan yaitu mengamati proses pengajaran yang dilakukan oleh guru penggerak, peneliti juga melakukan wawancara dengan sasarannya yaitu, murid, guru, kepala sekolah dan orang tua siswa.hasil penelitian adalah bahwa seorang guru yang telah mengikuti pelatihan guru penggerak mempunyai dampak sangat significant dalam melakukan proses pembelajaran. Guru penggerak mempunyai pemikiran yang berbeda kepada peserta didik, dimana guru penggerak tidak menganggap murid sebagai objek tetapi guru penggerak memperhatikan suara dari setiap murid, dalam mengajar guru penggerak menyadari bahwa setiap peserta didik itu berbeda sehingga guru penggerak mengajar menggunakan modul ajar yang berdiferensiasi.
School Management in Preventing Bullying in Primary Schools Maryati, Neneng Meri; Hidayat, Hidayat; Sulastri, Neneng; Anwar, Saeful
Journal of Innovation and Research in Primary Education Vol. 4 No. 4 (2025)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v4i4.1770

Abstract

Bullying in primary schools poses significant threats to student well-being and academic achievement, requiring effective school management approaches for prevention. This study examined differences in bullying prevention management between rural and urban primary schools to understand how contextual factors influence implementation effectiveness. A qualitative comparative case study was conducted at two primary schools in Cianjur Regency, West Java: SD Negeri Kebonpeuteuy 2 (rural) and SD Negeri Sayang 2 (urban). Data collection employed triangulated methods including systematic observation, semi-structured interviews with twelve key informants, and document analysis. Thematic content analysis was applied using Deming's four-stage management cycle framework encompassing planning, implementation, monitoring, and follow-up phases. Rural schools demonstrated informal, culturally-embedded approaches emphasizing local wisdom integration (silih asah, silih asih, silih asuh), community-based supervision, and dialogical mediation for conflict resolution. Urban schools implemented systematic, technology-enhanced strategies featuring formal documentation, structured peer ambassador programs, digital monitoring systems, and professional external support. Both contexts showed effectiveness within their respective resource constraints and community characteristics, with rural schools leveraging social capital and urban schools utilizing formal organizational capacity. Findings reveal that effective bullying prevention management requires contextually responsive approaches rather than standardized procedures. Rural schools' cultural integration demonstrates community-embedded prevention strategies, while urban schools' systematic approaches reflect formal organizational readiness. The study contributes to educational management literature by extending organizational capacity theory and providing frameworks for adaptive prevention policies that integrate systematic implementation with culturally responsive strategies for sustainable bullying prevention across diverse educational contexts.
Co-Authors Hidayat Hidayat M, Novi Khusnainy Mulyati, Deuis Saeful Anwar, Saeful Saripah Saripah, Saripah Sulastri, Neneng Wasliman, Eva Dianawati Yoseptry, Ricky