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Yulianti Fiyul, Arfiani
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Teacher Personality Competence in Educating Early Childhood Characters through Jasmine Solusi Playgroups in Cimahi City Yulianti Fiyul, Arfiani
The International Journal of Education Management and Sociology Vol. 1 No. 2 (2022): November - December : The International Journal of Education Management and Sos
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v1i2.15

Abstract

This study aims to analyze the personality competence of teachers in educating early childhood characters. Through play groups. Methods This research uses a qualitative approach by describing what was carried out in the Jasmine Solusi play group in Cimahi City. Data collection techniques through, namely observation, interviews, and documentation studies. Data analysis techniques in this study include Domain, Taxonomy, Componential, and cultural themes. As for checking the validity of the data using triangulation techniques. In conclusion, the teacher's personality competence in forming early childhood character in the Jasmine Solusi Playgroup, Cimahi City. Jasmine Solusi educational staff. Have a personality capable of showing discipline, loyalty, and responsibility. The inhibiting factors causing the teacher's lack of discipline are Jasmine Solutions, which consists of external factors such as the condition of the teacher being very far from the teaching place and vehicles that are not always there. As for the efforts of the principal in improving the competence of the teacher's personality in increasing discipline, loyalty, and teacher responsibility, namely the efforts and leadership of the principal, namely monitoring, and fostering, teacher performance, so that sanctions and rewards will be given to the teacher.
Evaluation of the Excellent Class Program in Improving the Quality of Education in Junior High Schools. Muhammadiyah - Bandung Yulianti Fiyul, Arfiani
The International Journal of Education Management and Sociology Vol. 3 No. 4 (2024): July-August : The International Journal of Education Management and Sociology
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v3i4.153

Abstract

This study applies the Context, Input, Process, Product (CIPP) program evaluation model with a descriptive qualitative approach. Data collection refers to the CIPP evaluation instrument table which is compiled based on predetermined criteria, through observation, interview, and documentation techniques. Data analysis involves data collection, data reduction, data presentation, drawing conclusions, and data verification. The results show 1. Evaluation of the program context in the number of students who have talents and creativity that are facilitated more optimally. The excellent class program to create superior students and shows that Muhammadiyah schools have quality students. 2. The Input Evaluation applied includes student screening, testing, willingness to join the excellent class. 3. Evaluation of the program performance process is not optimal. The relationship between the implementer and students is going well, with full trust from the parents of students regarding student development. 4. Evaluation of the program's product results showed good achievements, although not yet fully maximized. 80% of Muhammadiyah graduates successfully continued their education to favorite state schools. The superior class program to be continued with the condition of reformulating the initial objectives of the program.
Teacher Personality Competence in Educating Early Childhood Characters through Jasmine Solusi Playgroups in Cimahi City Yulianti Fiyul, Arfiani
The International Journal of Education Management and Sociology Vol. 1 No. 2 (2022): November - December : The International Journal of Education Management and Sos
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (189.503 KB) | DOI: 10.58818/ijems.v1i2.15

Abstract

This study aims to analyze the personality competence of teachers in educating early childhood characters. Through play groups. Methods This research uses a qualitative approach by describing what was carried out in the Jasmine Solusi play group in Cimahi City. Data collection techniques through, namely observation, interviews, and documentation studies. Data analysis techniques in this study include Domain, Taxonomy, Componential, and cultural themes. As for checking the validity of the data using triangulation techniques. In conclusion, the teacher's personality competence in forming early childhood character in the Jasmine Solusi Playgroup, Cimahi City. Jasmine Solusi educational staff. Have a personality capable of showing discipline, loyalty, and responsibility. The inhibiting factors causing the teacher's lack of discipline are Jasmine Solutions, which consists of external factors such as the condition of the teacher being very far from the teaching place and vehicles that are not always there. As for the efforts of the principal in improving the competence of the teacher's personality in increasing discipline, loyalty, and teacher responsibility, namely the efforts and leadership of the principal, namely monitoring, and fostering, teacher performance, so that sanctions and rewards will be given to the teacher.
Evaluation of the Excellent Class Program in Improving the Quality of Education in Junior High Schools. Muhammadiyah - Bandung Yulianti Fiyul, Arfiani
The International Journal of Education Management and Sociology Vol. 3 No. 4 (2024): July-August : The International Journal of Education Management and Sociology
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v3i4.153

Abstract

This study applies the Context, Input, Process, Product (CIPP) program evaluation model with a descriptive qualitative approach. Data collection refers to the CIPP evaluation instrument table which is compiled based on predetermined criteria, through observation, interview, and documentation techniques. Data analysis involves data collection, data reduction, data presentation, drawing conclusions, and data verification. The results show 1. Evaluation of the program context in the number of students who have talents and creativity that are facilitated more optimally. The excellent class program to create superior students and shows that Muhammadiyah schools have quality students. 2. The Input Evaluation applied includes student screening, testing, willingness to join the excellent class. 3. Evaluation of the program performance process is not optimal. The relationship between the implementer and students is going well, with full trust from the parents of students regarding student development. 4. Evaluation of the program's product results showed good achievements, although not yet fully maximized. 80% of Muhammadiyah graduates successfully continued their education to favorite state schools. The superior class program to be continued with the condition of reformulating the initial objectives of the program.
The Role of Kindergarten Teachers in Instilling Moral Values in Pelangi Kindergarten Students, South Tangerang Yulianti Fiyul, Arfiani
The International Journal of Education Management and Sociology Vol. 4 No. 1 (2025): January - February : The International Journal of Education Management and Sosi
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v4i1.183

Abstract

This study aims to analyze the role of Kindergarten teachers in instilling moral values in Kindergarten of Pelangi Student, South Tangerang, and to identify the challenges faced by teachers in carrying out this role. The research employs a qualitative descriptive approach. Data was collected through observation, interviews, and documentation. The findings indicate that the role of Kindergarten teachers in instilling morals in early childhood at Pelangi Kindergarten includes: As a guide, the teacher provides direction to the children by engaging in direct conversations with polite and gentle language. As a coach, the teacher instills values and norms through repetitive practices and training. As a motivator, the teacher encourages the children by praising them and stimulating their interest with activities that engage them. As an inspirer, the teacher sets a good moral example through visual media, picture stories, or by being a direct role model. As an evaluator, the teacher assesses the children's morals using checklists and anecdotal notes, along with specific criteria that align with the assessment standards for early childhood. The challenges faced by teachers include internal factors, such as the differences in children's personalities, with some being very quiet and others highly active, and external factors, such as the lack of supportive family upbringing and a community environment that does not provide good moral examples.
The Role of Kindergarten Teachers in Instilling Moral Values in Pelangi Kindergarten Students, South Tangerang Yulianti Fiyul, Arfiani
The International Journal of Education Management and Sociology Vol. 4 No. 1 (2025): January - February : The International Journal of Education Management and Sosi
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v4i1.183

Abstract

This study aims to analyze the role of Kindergarten teachers in instilling moral values in Kindergarten of Pelangi Student, South Tangerang, and to identify the challenges faced by teachers in carrying out this role. The research employs a qualitative descriptive approach. Data was collected through observation, interviews, and documentation. The findings indicate that the role of Kindergarten teachers in instilling morals in early childhood at Pelangi Kindergarten includes: As a guide, the teacher provides direction to the children by engaging in direct conversations with polite and gentle language. As a coach, the teacher instills values and norms through repetitive practices and training. As a motivator, the teacher encourages the children by praising them and stimulating their interest with activities that engage them. As an inspirer, the teacher sets a good moral example through visual media, picture stories, or by being a direct role model. As an evaluator, the teacher assesses the children's morals using checklists and anecdotal notes, along with specific criteria that align with the assessment standards for early childhood. The challenges faced by teachers include internal factors, such as the differences in children's personalities, with some being very quiet and others highly active, and external factors, such as the lack of supportive family upbringing and a community environment that does not provide good moral examples.
The Impact of Technology-Based Assessment on Enhancing Learning Quality in Junior High Schools in Cimahi City Yulianti Fiyul, Arfiani
The International Journal of Education Management and Sociology Vol. 4 No. 3 (2025): May - June : The International Journal of Education Management and Sociology
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v4i3.207

Abstract

Technology-based assessment has emerged as a strategic innovation to enhance the quality of learning in junior high schools. This study aims to investigate the impact of technology-integrated assessments on students’ academic performance and learning motivation at SMP Negeri 4 Cimahi. Employing a quantitative approach with a quasi-experimental design, the study involved 80 eighth-grade students divided into an experimental group (technology-based assessment) and a control group (traditional assessment). Data were collected through standardized achievement tests and validated motivation questionnaires and analyzed using t-tests. The findings reveal that technology-based assessments significantly improve students' academic achievement and motivation, driven by instant feedback and interactive formats. Nonetheless, challenges such as infrastructure limitations and digital literacy gaps remain prevalent. The study concludes that technology-based assessment effectively supports more relevant and higher-quality learning in the digital age. It recommends teacher training and infrastructure investment to ensure sustainable implementation.
Leadership Styles of Female Principals in the Context of Educational Management at MTs in Sukabumi Regency: A Multi-Case Study Yulianti Fiyul, Arfiani
The International Journal of Education Management and Sociology Vol. 4 No. 4 (2025): July - August : The International Journal of Education Management and Sociology
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v4i4.220

Abstract

This study presents the findings of a qualitative investigation that explores the leadership styles of female principals at two madrasah tsanawiyah (MTs) in Sukabumi Regency. Using a multi-site case study approach, the research reveals that the dominant leadership practices are participative and transformational in nature. Female principals demonstrate strong abilities in fostering open communication, prioritizing collaboration, and providing motivation through empathetic and humanistic approaches. The findings also indicate that although the principals successfully cultivate supportive school environments, they continue to face challenges rooted in patriarchal culture and gender stereotypes that limit their authority and decision-making capacity. Data were collected through observation, in-depth interviews, and systematic document analysis. The results show that the leadership roles of female principals are significantly influenced by the local socio-cultural context, including societal perceptions of women in leadership. Nevertheless, their approaches effectively foster harmonious relationships, enhance teacher performance, and create inclusive learning environments. This study contributes empirical insights to the literature on gender-based educational leadership at the madrasah level, particularly within local contexts characterized by strong religious-cultural values. The findings provide a solid foundation for developing policies and training programs that support female leadership in education, and serve as a critical reference in promoting gender equality in school leadership practices.
The Impact of Technology-Based Assessment on Enhancing Learning Quality in Junior High Schools in Cimahi City Yulianti Fiyul, Arfiani
The International Journal of Education Management and Sociology Vol. 4 No. 3 (2025): May - June : The International Journal of Education Management and Sociology
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v4i3.207

Abstract

Technology-based assessment has emerged as a strategic innovation to enhance the quality of learning in junior high schools. This study aims to investigate the impact of technology-integrated assessments on students’ academic performance and learning motivation at SMP Negeri 4 Cimahi. Employing a quantitative approach with a quasi-experimental design, the study involved 80 eighth-grade students divided into an experimental group (technology-based assessment) and a control group (traditional assessment). Data were collected through standardized achievement tests and validated motivation questionnaires and analyzed using t-tests. The findings reveal that technology-based assessments significantly improve students' academic achievement and motivation, driven by instant feedback and interactive formats. Nonetheless, challenges such as infrastructure limitations and digital literacy gaps remain prevalent. The study concludes that technology-based assessment effectively supports more relevant and higher-quality learning in the digital age. It recommends teacher training and infrastructure investment to ensure sustainable implementation.
Leadership Styles of Female Principals in the Context of Educational Management at MTs in Sukabumi Regency: A Multi-Case Study Yulianti Fiyul, Arfiani
The International Journal of Education Management and Sociology Vol. 4 No. 4 (2025): July - August : The International Journal of Education Management and Sociology
Publisher : PDPI (Perkumpulan Dosen Peneliti Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58818/ijems.v4i4.220

Abstract

This study presents the findings of a qualitative investigation that explores the leadership styles of female principals at two madrasah tsanawiyah (MTs) in Sukabumi Regency. Using a multi-site case study approach, the research reveals that the dominant leadership practices are participative and transformational in nature. Female principals demonstrate strong abilities in fostering open communication, prioritizing collaboration, and providing motivation through empathetic and humanistic approaches. The findings also indicate that although the principals successfully cultivate supportive school environments, they continue to face challenges rooted in patriarchal culture and gender stereotypes that limit their authority and decision-making capacity. Data were collected through observation, in-depth interviews, and systematic document analysis. The results show that the leadership roles of female principals are significantly influenced by the local socio-cultural context, including societal perceptions of women in leadership. Nevertheless, their approaches effectively foster harmonious relationships, enhance teacher performance, and create inclusive learning environments. This study contributes empirical insights to the literature on gender-based educational leadership at the madrasah level, particularly within local contexts characterized by strong religious-cultural values. The findings provide a solid foundation for developing policies and training programs that support female leadership in education, and serve as a critical reference in promoting gender equality in school leadership practices.
Co-Authors Supratono, Eko