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All Journal Jurnal Penelitian Pendidikan Jurnal Manajemen & Supervisi Pendidikan JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Administrasi Pendidikan Indonesia Jurnal Administrasi dan Manajemen Pendidikan JAMP : Jurnal Administrasi dan Manajemen Pendidikan Journal of Innovation in Educational and Cultural Research Didaktika: Jurnal Kependidikan Rambideun : Jurnal Pengabdian Kepada Masyarakat Jurnal Tata Kelola Pendidikan (JTKP) Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Journal of Innovation and Research in Primary Education Jurnal Pendidikan Progresif Jurnal Manajemen Pendidikan Islam Jurnal Abmas
Eka Prihatin
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Public Health Social Sciences Other

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Equity in Science Education: A Comparative Analysis of Biology Laboratory Management in Urban and Rural Public Senior High Schools in Sumedang Regency Risma Yunita; Taufani Chusnul Kurniatun; Eka Prihatin
Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram Vol. 14 No. 3: July 2026
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/j-ps.v14i3.20856

Abstract

Educational equity in biology education requires not only the formal availability of laboratories but also students’ access to functional equipment, safe practicum environments, institutional support, and opportunities to conduct inquiry-based activities. This exploratory comparative case study examined biology laboratory management in two A-accredited public senior high schools in Sumedang Regency, West Java: SMAN 1 Sumedang as an urban school and SMAN Rancakalong as a rural school. Data were collected from April to May 2026 through structured observation, semi-structured interviews, and document analysis. The interview component involved ten purposively selected participants consisting of two school administrators, two biology teachers who also served as laboratory managers, and six Grade XI students. The observation instrument included 48 indicators across 11 aspects of laboratory management. Data were analyzed thematically using Bafadal’s four management functions: planning, organizing, implementation, and supervision. The findings show that both schools experienced serious operational weaknesses despite their A accreditation status. Written laboratory schedules were absent, laboratory work programs were either unavailable or blank, no trained laboratory technician was assigned, only about six of 34 microscopes in the urban school and seven of 20 microscopes in the rural school were functional, laboratory documentation was outdated or unused, and occupational health and safety compliance reached only approximately 25%. The urban school had relatively better physical infrastructure, whereas the rural school experienced more severe limitations in students’ independent access to microscopes and authentic practicum activities. The study contributes case-based evidence that accreditation status may mask operational weaknesses in laboratory functionality and inequitable practicum access. Strengthening laboratory personnel, equipment maintenance, documentation, safety facilities, and accreditation indicators based on actual laboratory use is essential for improving equity in science education.
Perceived Organizational Support in Education: A Systematic Literature Review and Implications for School Management and Leadership Hanyfa Shofia Azahra Zulfa; Eka Prihatin; Abubakar Abubakar; Hanyfa Shofia Azahra Zulfa; Eka Prihatin; Abubakar
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 8 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i8.2026.13

Abstract

Perceived organizational support (POS) has attracted increasing attention in educational research, yet existing evidence remains theoretically fragmented and offers limited guidance for school management and leadership. This study aims to synthesize the literature on teachers’ POS by mapping teacher outcomes, dominant theoretical frameworks, leadership and organizational antecedents, and their implications for educational leadership. Following the PRISMA 2020 guidelines, 89 empirical studies published between 2019-2026 were identified through Scopus and ERIC and synthesized narratively. The findings: work engagement, teacher well-being, job satisfaction, and teacher performance are the most prominent promotive outcomes, whereas burnout and turnover intention represent the primary protective outcomes. Social Exchange Theory dominates the literature, alongside Organizational Support Theory, the Job Demands–Resources model, Conservation of Resources Theory, and Self-Determination Theory. The review further suggests that POS operates through both promotive and protective mechanisms and functions not only as a direct predictor but also as a mediator and moderator of teacher outcomes. For school management and leadership, POS should be understood as a system-level organizational outcome shaped by the alignment of leadership practices, organizational procedures, and material working conditions. Future research should adopt more longitudinal, mixed-methods, and cross-cultural designs, particularly in underrepresented contexts such as Islamic educational institutions.
Digital Financial Management and Financial Accountability in Community Learning Centers: The Mediating Role of BOS Fund Management Effectiveness Abubakar Abubakar; Reza Ahmad Madani; Taufani C. Kurniatun; Abubakar; Reza Ahmad Madani; Taufani C. Kurniatun; Eka Prihatin
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 10 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i10.2026.14

Abstract

The increasing demand for transparent and accountable financial governance has encouraged educational institutions to adopt digital financial management systems. However, empirical evidence explaining how digital financial systems improve accountability through organizational management processes remains limited, particularly in Community Learning Centers (CLC). This study aimed to examine the effects of the ARKAS application system on the effectiveness and accountability of fund management of Bantuan Operasional Sekolah (BOS), as well as the mediating role of management effectiveness. A quantitative survey was conducted involving 62 members of BOS fund management teams from CLC in Bandung Regency, Indonesia, selected through purposive sampling. Data were collected using a structured questionnaire and analyzed using descriptive statistics, multiple regression, path analysis, and the Sobel test. The results revealed that the ARKAS application system significantly improved both the effectiveness and accountability of BOS fund management. Furthermore, management effectiveness significantly enhanced accountability and mediated the relationship between the ARKAS application system and accountability. These findings imply that CLC should integrate digital financial management with continuous managerial capacity development to strengthen financial governance. The study contributes to educational financial management literature by demonstrating that management effectiveness constitutes the organizational mechanism through which digital financial systems enhance accountability in non-formal education.
School Management Model Based on Community Participation HARMONY Approach to Improving School Quality Syahrial Syah; Dedy Achmad Kurniady; Tjutju Yuniarsih; Eka Prihatin; S. Supiani; N. Nurfitriah
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

School Management Model Based on Community Participation HARMONY Approach to Improving School Quality. Objective: This study aims to develop and implement a school management model based on community participation using the HARMONY approach to improve the quality of secondary schools in Kepulauan Meranti Regency. The research seeks to assess the effectiveness of this model in enhancing school quality through comprehensive community involvement. Methods: The research adopts a mixed-methods approach, combining both qualitative and quantitative data. Qualitative data were collected through in-depth interviews with the principal and vice principal of SMPN 1 Tebing Tinggi Barat and SMPN 2 Tebing Tinggi. Quantitative data were gathered through surveys involving various school stakeholders, such as teachers, students, and parents. Findings: The study’s results demonstrate that the implementation of a community participation-based school management model using the HARMONY approach significantly improves the quality of education in secondary schools in Kepulauan Meranti Regency. Data analysis reveals that effective school management has a significant impact on school quality, with a coefficient of 0.576. Community participation also shows a significant influence with a coefficient of 0.173. However, organizational culture does not significantly affect school quality and does not function as a strong mediator in the relationship between school management and community participation. Conclusion: The HARMONY approach standing for Holistic, Accountable, Responsive, Independent, Optimal, Normative, and Inclusive provides an innovative framework for integrating community participation into school management. This approach has the potential to enhance educational quality, especially in remote areas. The findings suggest that community-based school management is a viable solution for improving school performance in underdeveloped regions. Keywords: community participation, HARMONI approach, islands regency meranti, quality of education, school management.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202487
MODEL PENGEMBANGAN MUTU RANISH PADA SATUAN PENDIDIKAN SEKOLAH DASAR SWASTA Helina Apriyani; Diding Nurdin; Eka Prihatin
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 8 No. 2 (2023): Juni
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v8i2.126

Abstract

Total Quality Management is an approach to an organization that focuses on quality and is based on the participation of all human resources and is aimed at long-term results and success through customer satisfaction and providing benefits to members of the organization. The main customers in this study are students and parents. The National Standards contained in PP No. 57 of 2020 have set national quality standards for education. Quality improvement in schools is the responsibility of all school members. In addition, the teacher is an important key in improving classroom learning which will later have an impact on improving the quality of education. All resources and efforts have been made in the process of improving the quality of schools, one of which is the application of sustainable national education standards. Furthermore, there is continuous TQM. In the development of models in achieving the quality of education is very necessary in the realization of education itself. Given the importance of the implications of quality assurance in the learning process, the RANISH quality development model was designed in the process of improving the quality of education. This research uses qualitative research methods with the DBR (Design Based Research) method approach. The DBR method is felt to be very suitable because the DBR method aims to provide solutions to any problems that arise and is relevant in order to develop a quality development model in educational units because it is able to bridge theory and practice. The recommendations for the RANISH quality development model are felt to be appropriate because they are based on precise and measurable quality control. Starting with the process of quality planning, quality control and quality improvement.
Co-Authors Aam Muramar Aan Komariah Abubakar Abubakar Abubakar Abubakar Asep Suryana Cepi Triatna, Cepi Danny Meirawan Dedy Achmad Kurniady Devy Yulistiawati Diding Nurdin Diding Nurdin Diding Nurdin, Diding Djaman Satori Eka Prihatin Endang Herawan Gina Sugina Hamidah Hamidah Hanyfa Shofia Azahra Zulfa Hanyfa Shofia Azahra Zulfa Helina Apriyani Imas Diana Aprilia Johar Permana Li Kun Mei Linda Setiawati Marnita Marnita Mawardi Mawardi Mawardi Mawardi Muhamad Taufik Bintang Kejora Mukhlis Mukhlis N. Nurfitriah Nur Aedi Nurfitriah Nurfitriah Nurlina Nurlina Prajna Hewu Wau Pamalungan Rahmat Gumilar Raskadi Raskadi Reza Ahmad Madani Reza Ahmad Madani Rifaatussalwa Hayati Rika Aryanti Rina Sya’diyyah Risma Yunita Rofahiyatul Aisy S. Supiani Safwandi Safwandi Shandy Nugraha Hidayat Soemarto Soemarto Sulaiman Sulaiman Supiani Supiani Sururi . Sururi Sururi Suryadi Suryadi Suryadi Suryadi Syahrial Syah Syifa Hanifa Salsabil Taufani C Kurniatun Taufani C. Kurniatun Taufani C. Kurniatun Taufani Chusnul Kurniatun Tjutju Yuniarsih, Tjutju Udin Syaefudin Sa'ud Yadi Suryadi Yosef Budiman Zain Ikhwani Jihadi R