Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Dinasti International Journal of Education Management and Social Science Edukasia: Jurnal Pendidikan dan Pembelajaran
Henri, Robian
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Mathematics Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Esensialitas Kepemimpinan Kepala Sekolah Dalam Meningkatkan Kedisiplinan Guru Sekolah Dasar (Studi Kasus di SDN 216 Sondariah) H. Soro, Suharyanto; Kurniati, Nenden; Henri, Robian; Nasyanawati, Nevi
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1213

Abstract

Teacher discipline is a key factor in creating a conducive educational environment and supporting effective learning at schools. Although most teachers have demonstrated good discipline, some still face challenges in time management and fulfilling administrative responsibilities. This study aims to analyze the essenciality of school leadership in increasing teacher discipline. The research method employed is qualitative with an approach of case study, with data collected through in-depth interviews, observations, and document analysis. The results of the research indicated that the school principal plays roles as a leader, educator, and motivator, through clear disciplinary policies, time management training, and the creation of a positive work environment. Strategies such as providing constructive feedback, rewards, and regular coaching have proven effective in enhancing and increasing teacher discipline. The study concludes that the role of school leadership is critical in establishing a strong culture of discipline, which ultimately has a positive impact on the quality of learning and the achievement of educational objectives in schools.
Adaptive Educational Management in Building an Anti-Bullying Environment and Improving Student Learning Quality Henri, Robian; Handayani, Sri
Dinasti International Journal of Education Management and Social Science Vol. 7 No. 3 (2025): Dinasti International Journal of Education Management and Social Science (Febru
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v7i3.6062

Abstract

Bullying in elementary schools seriously harms students' mental health and learning quality. Schools with limited resources need an adaptive management model to tackle this effectively. This research stems from the gap between ideal anti-bullying policies and real-world challenges. It describes and analyzes adaptive education management at SDN 036 Ujungberung and SDN Cibodas 01 to handle bullying and improve student learning. This research employs a qualitative approach with a case study method and applies the management framework (Planning, Organizing, Actuating, and Controlling) as its theoretical basis. Data were collected through in-depth interviews, participatory observation, and documentation studies. The findings indicate that at SDN 036 Ujungberung and SDN Cibodas 01 implements a contextual, flexible, and collaborative model of adaptive education management. (1) Planning is conducted participatively by establishing a Prevention and Handling of Violence Team (TPPK) and designing realistic programs tailored to resource limitations. (2) Organization is dynamic, with all teachers actively involved in prevention and supervision. (3) Implementation is humanistically integrated into routine school activities through education, habituation, and direct mediation. (4) Controlling and follow-up are carried out continuously through simple yet regular evaluations, the results of which are used for tangible program improvements. The primary challenge of limited human resources is overcome through collaboration and role flexibility. In conclusion, contextual and responsive adaptive management builds safe, inclusive, character-focused school cultures. It successfully cuts bullying and boosts learning quality, even in resource-poor settings.
Co-Authors Handayani, Sri Kurniati, Nenden Nasyanawati, Nevi Suharyanto H. Soro