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All Journal YUME : Journal of Management JURNAL PARADIGMA: Journal of Sociology Research and Education
Suma, Elfira Yesy
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Economics, Econometrics & Finance Education Health Professions Social Sciences

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MANAGING CROSS-CULTURAL RESEARCH PROJECTS IN EDUCATION: BRIDGING SOCIOLOGICAL PERSPECTIVES AND METHODOLOGICAL APPROACHES Tuerah, Paulus Robert; Watania, Rietha; Suma, Elfira Yesy; Tuturoong, Yunita; Maukar, Merry Emilya Christine; Sumual, Tinneke Evie Meggy
JURNAL PARADIGMA : Journal of Sociology Research and Education Vol. 3 No. 2 (2022): (DESEMBER 2022) JURNAL PARADIGMA: Journal of Sociology Research and Education
Publisher : Labor Program Studi Pendidikan Sosiologi

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Abstract

This study explores the management of cross-cultural research projects in education, focusing on bridging sociological perspectives and methodological approaches. It aims to address the challenges and potential applications of cross-cultural research to promote inclusive education in diverse cultural settings. The study employs a qualitative approach using a literature review method, analyzing data from journals, books, and policy documents published between 2015 and 2022. Findings reveal three key aspects: the significance of sociological perspectives in understanding cultural influences on learning, challenges in managing cross-cultural research methodologies, and the potential application of research findings in curriculum development and teacher training. Sociological theories such as structural-functionalism and conflict theory provide insights into cultural dynamics, while methodological challenges highlight the need for adaptive strategies and international collaboration. This study recommends integrating research findings into practical educational policies to foster inclusivity and cultural competence. Teacher training programs and culturally responsive curricula are crucial to achieving these goals. Future research should focus on developing frameworks that bridge theory and practice, ensuring the sustainability and scalability of cross-cultural education initiatives. By addressing the complexities of cross-cultural education, this study contributes to the development of equitable and inclusive educational systems, preparing students to thrive in a globalized world.
MANAGING CROSS-CULTURAL RESEARCH PROJECTS IN EDUCATION: BRIDGING SOCIOLOGICAL PERSPECTIVES AND METHODOLOGICAL APPROACHES Tuerah, Paulus Robert; Watania, Rietha; Suma, Elfira Yesy; Tuturoong, Yunita; Maukar, Merry Emilya Christine; Sumual, Tinneke Evie Meggy
JURNAL PARADIGMA : Journal of Sociology Research and Education Vol. 3 No. 2 (2022): (DESEMBER 2022) JURNAL PARADIGMA: Journal of Sociology Research and Education
Publisher : Labor Program Studi Pendidikan Sosiologi

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

Abstract

This study explores the management of cross-cultural research projects in education, focusing on bridging sociological perspectives and methodological approaches. It aims to address the challenges and potential applications of cross-cultural research to promote inclusive education in diverse cultural settings. The study employs a qualitative approach using a literature review method, analyzing data from journals, books, and policy documents published between 2015 and 2022. Findings reveal three key aspects: the significance of sociological perspectives in understanding cultural influences on learning, challenges in managing cross-cultural research methodologies, and the potential application of research findings in curriculum development and teacher training. Sociological theories such as structural-functionalism and conflict theory provide insights into cultural dynamics, while methodological challenges highlight the need for adaptive strategies and international collaboration. This study recommends integrating research findings into practical educational policies to foster inclusivity and cultural competence. Teacher training programs and culturally responsive curricula are crucial to achieving these goals. Future research should focus on developing frameworks that bridge theory and practice, ensuring the sustainability and scalability of cross-cultural education initiatives. By addressing the complexities of cross-cultural education, this study contributes to the development of equitable and inclusive educational systems, preparing students to thrive in a globalized world.
Implementasi Manajemen Berbasis Sekolah dalam Meningkatkan Mutu Pendidikan di SD Inpres Luaan Suma, Elfira Yesy; Kawulur, Arie F.; Rotty, Viktory N. J.
YUME : Journal of Management Vol 8, No 1.1
Publisher : Pascasarjana STIE Amkop Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37531/yum.v8i1.1.8822

Abstract

Penelitian ini bertujuan untuk menganalisis penerapan Implementasi Manajemen Berbasis Sekolah (MBS) dan Mutu Pendidikan di   SD Inpres Luaan. Jenis penelitian ini adalah penelitian kualitatif dengan pendekatan studi kasus. Penelitian ini menggunakan wawancara dan dokumen untuk mengumpulkan data. Hasil penelitian menunjukkan bahwa implementasi Manajemen Bebrbasis Sekolah (MBS) dan Mutu Pendidikan di   SD Inpres Luaan sudah berjalan baik (1) penerapan manajemen berbasis sekolah dalam bidang kurikulum dimulai dari penyusunan visi, misi, tujuan sekolah, program pembelajaran, pembagian tugas, kegiatan ekstrakurikuler, pengembangan silabus, rencana pelaksanaan pembelajaran (RPP), (2) bidang kesiswaan, sudah sesuai dengan program meliputi penerimaan siswa baru, (3) peningkatan profesional guru dilaksanakan melalui kegiatan pelatihan, (4) dalam pengelolaan keuangan dilakukan dengan penetapan sumber dana, menganalisis kebutuhan, alokasi anggaran, pengawasan dan pelaporan dengan melibatkan stakeholder sekolah; dan (5) dalam bidang hubungan dengan masyarakat sudah berjalan dengan baik, diarahkan untuk mencapai tujuan sekolah dan melakukan sosialisasi tentang manajemen berbasis sekolah sebagai upaya melibatkan masyarakat untuk berpartisipasi aktif membantu sekolah. Kemudian faktor pendukung pelaksanaan yakni adanya peningkatan kedisiplinan guru di sekolah dan membuat program sekolah, demokratisasi dalam setiap pengambilan keputusan atau kebijakan. Ketiga adanya komitmen dan profesionalisme kerja Tenaga pendidik dalam usaha mengembangkan   SD Inpres Luaan. Faktor penghambat pertama terbatasnya pengetahuan Tenaga pendidik tentang Manajemen Berbasis Sekolah (MBS), adanya pengaruh dari pusat dalam pengambilan keputusan sekolah terakhir Kata kunci: Manajemen berbasis sekolah, mutu pendidikan, Sekolah Dasar
Co-Authors Arie Frits Kawulur Maukar, Merry Emilya Christine Paulus Robert Tuerah Rotty, Viktory Nicodemus Joufree Tinneke Evie Meggy Sumual Tuturoong, Yunita Watania, Rietha