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All Journal Jurnal Manajemen Pendidikan utile: Jurnal Kependidikan Jurnal Jendela Pendidikan Refleksi: Jurnal Riset dan Pendidikan
Janah, Eliya Uslifatul
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Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Peran Guru dalam Mewujudkan Budaya 5S melalui Penerapan Hidden Curriculum di SDN Lidah Wetan II Darmawan, Diki; Bani, Malista Sint Oida; Janah, Eliya Uslifatul; Lutfiani, Deyah Nur Alfi
utile: Jurnal Kependidikan Vol. 9 No. 2 (2023): utile: Jurnal Kependidikan
Publisher : FKIP Universitas Muhammadiyah Sukabumi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/jut.v9i2.2332

Abstract

Abstract: Hidden curriculum includes values, norms and behaviors that are not overtly taught, but are indirectly understood and adopted by individuals through daily experiences in the educational environment. The role of hidden curriculum is very important in undergoing educational programs, although it actually appears as a result of unplanned things or natural experiences of students. One of the manifestations of the hidden curriculum is the 5S culture (smile, greeting, greeting, politeness and courtesy). The implementation of hidden curriculum through the 5S culture can help in the development of student character. The purpose of this study was to determine the role of teachers in implementing the hidden curriculum regarding 5S in the classroom as well as the implementation of 5S by students. This research uses a qualitative approach with data collection methods using interviews with several classroom teachers. Based on the results of the research conducted, teachers have a very important role in implementing the hidden curriculum. Teachers at SDN Lidah Wetan II have implemented the hidden curriculum, especially those related to 5S well, this can be seen from most students have implemented the 5S culture at school. Hidden curriculum has an important role in the development of student character at SDN Lidah Wetan II, namely guiding students, increasing student motivation, making student behavior better, polite, disciplined, berahklaqul karimah, and students become more capable, skilled, independent and character.
Peran Guru dalam Mewujudkan Budaya 5S Melalui Penerapan Hidden Curriculum di SDN Lidah Wetan II Bani, Malista Sint Oida; Janah, Eliya Uslifatul; Darmawan, Diki; Alfilutfiani, Deyah Nur; Trihantoyo, Syunu; Cindy, Agustin Hanivia
JURNAL JENDELA PENDIDIKAN Vol. 3 No. 04 (2023): Jurnal Jendela Pendidikan: Edisi November 2023
Publisher : CV. Jendela Edukasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57008/jjp.v3i04.582

Abstract

Hidden curriculum mencakup nilai-nilai, norma, dan perilaku yang tidak secara terang terangan diajarkan, tetapi secara tidak langsung dipahami dan diadopsi oleh individu melalui pengalaman alamiah atau pengalaman sehari-hari di lingkungan pendidikan. Salah satu perwujudan dari hidden curriculum ialah budaya 5S (senyum, salam, sapa, sopan dan santun). Implementasi hidden curriculum melalui budaya 5S dapat membantu dalam perkembangan karakter siswa. Tujuan penelitian ini adalah untuk memahami bagaimana guru berperan dalam implementasi hidden curriculum mengenai 5S di kelas serta implementasi 5S oleh siswa. Penelitian ini menggunakan pendekatan kualitatif dengan metode pengambilan data menggunakan wawancara kepada beberapa guru kelas. Berdasarkan hasil penelitian yang telah dilakukan, guru berperan sangat signifikan terhadap penerapan hidden curriculum. Guru di SDN Lidah Wetan II telah menerapkan hidden curriculum terutama yang berkaitan dengan 5S dengan baik, hal ini dapat dilihat dari Sebagian besar siswa telah menerapkan budaya 5S di sekolah. Hidden curriculum memiliki peran penting terhadap perkembangan karakter siswa di SDN Lidah Wetan II, yaitu membimbing siswa, meningkatkan motivasi siswa, menjadikan perilaku siswa lebih baik, sopan santun, disiplin, serta berkarakter.
ANALISIS PRINSIP AKUNTABILITAS MANAJEMEN BERBASIS SEKOLAH (MBS) DALAM MENDUKUNG PENGELOLAAN KEUANGAN SEKOLAH Nisa, Vadilatun; Rachmawati, Ananda Aisyah; Janah, Eliya Uslifatul; Trihantoyo, Syunu
Refleksi: Jurnal Riset dan Pendidikan Vol. 2 No. 2 (2024)
Publisher : UNIVERSITAS PGRI MADIUN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/refleksi.v2i2.19480

Abstract

AbstrakTujuan dilakukannya penelitian ini adalah untuk mengetahui penerapan prinsip akuntabilitas Manajemen Berbasis Sekolah (MBS) dalam mendukung pengelolaan keuangan sekolah dan untuk menemukan masalah yang perlu diatasi agar praktik pengelolaan keuangan sekolah menjadi lebih baik. Penelitian ini menggunakan metode Systematic Literature Review (SLR) dengan menggunakan model PRISMA. Dari 25 artikel yang diidentifikasi, 15 artikel memenuhi syarat untuk disintesis dan dianalisis. Adapun hasil penelitian menunjukkan bahwa konsep MBS memiliki tiga karakteristik utama: kemandirian, keadilan, dan keterbukaan. Prinsip-prinsip MBS, seperti kemitraan, partisipatif, efisiensi, dan akuntabilitas, memberikan landasan bagi pengelolaan sekolah yang efektif. Implementasi prinsip akuntabilitas dalam pengelolaan keuangan sekolah merupakan hal yang penting, yang melibatkan transparansi, standar kinerja, dan partisipasi. Meskipun penerapan prinsip akuntabilitas memiliki dampak positif pada efektivitas pengelolaan keuangan sekolah, namun masih timbul tantangan yang perlu diatasi, seperti kurangnya pertanggungjawaban yang efektif dan keterlibatan pengawas yang kurang memadai.AbstractThe purpose of this study is to find out how the principle of accountability in School-Based Management (SBM) is used to support school financial management and to find problems that need to be addressed to improve school financial management practices. The research method used was a Systematic Literature Review (SLR) using the PRISMA model. Of the 25 articles identified, 17 articles were eligible for synthesis and analysis. The results show that the concept of SBM has three main characteristics: independence, equity, and openness. The principles of SBM, such as partnership, participation, efficiency, and accountability, provide the foundation for effective school management. It is important to apply the principle of accountability in school financial management, which involves transparency, performance standards, and participation. Although the application of the accountability principle has a positive impact on the effectiveness of school financial management, there are still challenges that need to be overcome, such as the lack of effective accountability and insufficient involvement of supervisors. 
Peran Guru dalam Mewujudkan Budaya 5S melalui Penerapan Hidden Curriculum di SDN Lidah Wetan II Darmawan, Diki; Bani, Malista Sint Oida; Janah, Eliya Uslifatul; Lutfiani, Deyah Nur Alfi
utile: Jurnal Kependidikan Vol. 9 No. 2 (2023): utile: Jurnal Kependidikan
Publisher : FKIP Universitas Muhammadiyah Sukabumi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/jut.v9i2.2332

Abstract

Abstract: Hidden curriculum includes values, norms and behaviors that are not overtly taught, but are indirectly understood and adopted by individuals through daily experiences in the educational environment. The role of hidden curriculum is very important in undergoing educational programs, although it actually appears as a result of unplanned things or natural experiences of students. One of the manifestations of the hidden curriculum is the 5S culture (smile, greeting, greeting, politeness and courtesy). The implementation of hidden curriculum through the 5S culture can help in the development of student character. The purpose of this study was to determine the role of teachers in implementing the hidden curriculum regarding 5S in the classroom as well as the implementation of 5S by students. This research uses a qualitative approach with data collection methods using interviews with several classroom teachers. Based on the results of the research conducted, teachers have a very important role in implementing the hidden curriculum. Teachers at SDN Lidah Wetan II have implemented the hidden curriculum, especially those related to 5S well, this can be seen from most students have implemented the 5S culture at school. Hidden curriculum has an important role in the development of student character at SDN Lidah Wetan II, namely guiding students, increasing student motivation, making student behavior better, polite, disciplined, berahklaqul karimah, and students become more capable, skilled, independent and character.
MANAJEMEN KURIKULUM CAMBRIDGE PADA PROGRAM KELAS INTERNASIONAL DI CHALIDANA ISLAMIC SCHOOL PRIMARY GRESIK Janah, Eliya Uslifatul; Widiyanah, Ima
Jurnal Manajemen Pendidikan Vol. 11 No. 2 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i2.2036

Abstract

Systematically designed curriculum management can improve the quality of the learning process and support the achievement of educational goals more effectively. Furthermore, successful curriculum implementation is also influenced by good coordination between the principal, teachers, and stakeholders in the education system. This study aims to examine the implementation of the Cambridge Curriculum in the international program at Chalidana Islamic School Primary Gresik, covering planning, organization, implementation, and evaluation. This study employs a qualitative approach with a descriptive design. Data collection was conducted through in-depth interviews, observations, and document analysis involving the school principal, the Cambridge program coordinator, Cambridge subject teachers, homeroom teachers, and students. The collected data were then analyzed using the approach proposed by Miles et al. (2014), which includes data condensation, data presentation, and the drawing and verification of conclusions. The results of the study indicate that the application of the POAC management functions (Planning, Organization, Actuating, Controlling) supports the management of the Cambridge Curriculum in international class programs at the elementary school level.
Co-Authors Adysti, Rachmania Naura Agustin Hanivia Cindy Alfilutfiani, Deyah Nur Arjuna, Romeo Herdha Bani, Malista Sint Oida Darmawan, Diki Hidayah, Putri Fitria Lutfiani, Deyah Nur Alfi Nisa, Vadilatun Rachmawati, Ananda Aisyah TRIHANTOYO, SYUNU Widiyanah, Ima