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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JOURNAL OF SCIENCE AND SOCIAL RESEARCH Management Studies and Entrepreneurship Journal (MSEJ) Jurnal Paedagogy COMSERVA: Jurnal Penelitian dan Pengabdian Masyarakat Journal of Management and Administration Provision Journal of Educational Management Research JAMPARING: Jurnal Akuntansi Manajemen Pariwisata dan Pembelajaran Konseling Journal of Accounting Law Communication and Technology
Suryaputra, Ronald
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Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Journal : Journal of Educational Management Research

 1 
When Satisfaction Is Not Enough: The Mediating Role of Trust in Customer Loyalty within B2B Logistics Services Surakhman, Robby; Suryaputra, Ronald; Ruspitasari , Widi Dewi
Journal of Educational Management Research Vol. 5 No. 2 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i2.1884

Abstract

This study aims to examine the limitations of satisfaction-based loyalty models by investigating the fundamental role of trust in shaping customer loyalty within B2B service markets. Specifically, it assesses whether service quality and price perception remain effective drivers of customer loyalty in long-term, high-value business relationships. A quantitative research design was employed, with data collected from 66 strategic B2B customers and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The results reveal that trust is the only variable with a direct and significant effect on customer loyalty, while service quality and price perception do not exhibit significant direct influences. Although price perception significantly affects customer satisfaction, satisfaction does not mediate the relationships between service quality, price perception, trust, and customer loyalty. These findings indicate that customer satisfaction functions primarily as an evaluative outcome rather than a mechanism that converts service performance into sustained loyalty. This study contributes theoretically by repositioning trust as the central relational governance mechanism underlying B2B customer loyalty and reconceptualizing satisfaction as a non-mediating construct. Managerially, the findings suggest that firms serving strategic B2B customers should prioritize trust-building, relational governance, and long-term relationship stability over short-term service or pricing optimization.
The Influence of School Image, Service Quality, and Parental Trust on School Choice Decisions Aritonang, Wernando Wilys; Suryaputra, Ronald; Handarini, Dany M.
Journal of Educational Management Research Vol. 5 No. 2 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i2.1896

Abstract

The increasing competition among private educational institutions has heightened the need for effective educational management strategies to understand factors influencing parents’ school choice decisions. This study aims to analyze the influence of school image, educational service quality, and parental trust on parents’ decisions to choose Northern Green School Medan. The study is motivated by a noticeable decline in student enrollment in recent years, which reflects weakening parental preference amid intensified competition among private schools. Employing a quantitative research design, data were collected through a survey administered to parents of enrolled students and analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM). The results indicate that school image and educational service quality have a positive and significant effect on parents’ school choice decisions. Furthermore, parental trust emerges as the most dominant factor influencing parents’ decisions among the examined variables. The structural model demonstrates strong explanatory power, with an R² value of 0.843, indicating that 84.3% of the variance in parents’ school choice decisions is explained by the proposed model. These findings imply that private schools need to prioritize trust-based management practices, consistently improve the quality of educational services, and strengthen institutional image to enhance parental confidence and sustain student enrollment in a competitive educational environment.
Teacher Competence and Attitudes as Determinants of National Plus Curriculum Implementation Effectiveness Mega, Bunga; Suryaputra, Ronald; Handarini, Dany Moenindyah
Journal of Educational Management Research Vol. 5 No. 2 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i2.1901

Abstract

This study aims to analyze the influence of pedagogical competence, professional competence, and teacher attitudes on the effectiveness of National Plus Curriculum implementation. A quantitative explanatory approach was employed, with data collected through a census survey involving teachers. The data were analyzed using Partial Least Squares–Structural Equation Modeling (PLS-SEM) to examine both partial and simultaneous relationships among variables. The results show that pedagogical competence, professional competence, and teacher attitudes each have a positive and statistically significant effect on the effectiveness of curriculum implementation. Simultaneously, these variables demonstrate a strong combined influence on implementation effectiveness. Among the three factors, teacher attitude exhibits the largest effect size, indicating that motivation, commitment, and openness to curriculum change play a dominant role in supporting effective implementation. These findings imply that successful implementation of the National Plus Curriculum depends not only on teachers’ instructional skills and professional expertise but also on the development of positive attitudes toward curriculum change. Therefore, professional development programs should integrate competence enhancement with strategies aimed at strengthening teachers’ motivation and readiness for curricular innovation.
Factors Influencing Parents’ Decisions in Choosing Early Childhood and Primary Education Institutions Manalu, Melva Herlina Sarma Uli; Suryaputra, Ronald; Handarini, Dany M.
Journal of Educational Management Research Vol. 5 No. 2 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i2.1927

Abstract

This study aims to analyze the influence of curriculum, facilities, location, and brand image on parents’ decisions to enroll their children at an integrated early childhood and primary education institution. Employing a quantitative approach with a survey design, data were collected from 55 parents of students in the 2025/2026 academic year selected from a population of 77 respondents. The data were obtained using a Likert-scale questionnaire and analyzed through Structural Equation Modeling–Partial Least Squares (SEM-PLS) to examine the relationships among variables. The results reveal that curriculum has a positive and significant effect on parents’ school choice decisions, indicating that curriculum relevance, quality, and future orientation play a crucial role in shaping parental preferences. In contrast, school facilities and location do not show a significant influence, suggesting that these factors are perceived as basic requirements rather than key differentiators in the school selection process. Furthermore, brand image has a positive and significant effect and emerges as the most dominant factor influencing parents’ decisions, as a strong school image fosters trust, reflects perceived educational quality, and enhances parental confidence. These findings imply that for newly established schools, the development of a strong and relevant curriculum supported by effective brand image management is essential to influence parents’ enrollment decisions, while facilities and location function primarily as supporting factors rather than main determinants.
Modeling Educational Service Quality and Parental Word of Mouth Intention in Early Childhood Education Melvin, Regina; Suryaputra, Ronald; Handarini, Dany Moenindyah
Journal of Educational Management Research Vol. 5 No. 2 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i2.1931

Abstract

This study aims to examine the influence of Educational Service Quality on Parents’ Word of Mouth (WOM) Intention through Parental Satisfaction in Early Childhood Education. Educational service quality is conceptualized as a second-order construct formed by the five SERVQUAL dimensions: Tangibles, Reliability, Responsiveness, Assurance, and Empathy. A quantitative explanatory design was employed using a survey method involving parents of children enrolled in a private early childhood education institution in Surabaya, Indonesia. Data were collected through structured questionnaires and analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS). The results reveal that Educational Service Quality has a strong positive effect on Parental Satisfaction, which in turn significantly influences Parents’ WOM Intention. Mediation analysis confirms that Parental Satisfaction serves as a significant intervening variable in transmitting the effect of service quality on WOM intention. At the dimensional level, Reliability and Responsiveness emerge as the strongest contributors to perceived service quality. These findings imply that early childhood education institutions should prioritize satisfaction-oriented service management by strengthening reliable administrative systems and responsive communication practices to enhance parental advocacy, institutional legitimacy, and sustainable competitiveness.
Examining the Effects of Academic Supervision, Work Motivation, and Work Discipline on Teacher Performance Rindyani, Vicka; Suryaputra, Ronald; Kibtiyah, Asriana
Journal of Educational Management Research Vol. 5 No. 2 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i2.2004

Abstract

Teacher performance is a crucial determinant of educational quality as it directly influences instructional effectiveness and student learning outcomes. This study aimed to examine the effects of academic supervision, work motivation, and work discipline on teacher performance. A quantitative correlational design was employed, involving 35 teachers selected through a saturated sampling technique. Data were collected using validated and reliable Likert-scale questionnaires and supported by Teacher Performance Appraisal documentation. The data were analyzed using multiple linear regression. The findings revealed that academic supervision did not have a significant effect on teacher performance (p > .05). In contrast, work motivation had a significant positive effect (p < .05), and work discipline demonstrated the strongest positive influence (p < .05). Simultaneously, the three independent variables significantly predicted teacher performance, indicating that a substantial proportion of variance in performance was explained by the model. These results imply that improving teacher performance requires prioritizing strategies that strengthen work motivation and reinforce work discipline, while enhancing the effectiveness and practical implementation of academic supervision practices.
Servant Leadership, Service Management Support, and Digital Literacy as Determinants of Teacher Performance Manubura, Yohanes Paulus; Suryaputra, Ronald; Handarini, Dany M.
Journal of Educational Management Research Vol. 5 No. 3 (2026)
Publisher : Al-Qalam Institue

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61987/jemr.v5i3.2018

Abstract

This study aims to examine the influence of principals’ servant leadership, service management support, and teachers’ digital literacy on teacher performance. A quantitative approach was employed using a survey method. The study involved 40 teachers selected through a saturated sampling technique. Data were collected through a structured questionnaire distributed via an online form, and the data were analyzed using Structural Equation Modeling–Partial Least Squares (SEM-PLS) with the SmartPLS application. The findings indicate that principals’ servant leadership and service management support have positive but statistically insignificant effects on teacher performance. In contrast, teachers’ digital literacy has a positive and significant effect on teacher performance and emerges as the most dominant variable in the research model. Simultaneously, the three independent variables contribute to teacher performance, with digital literacy playing the most substantial role. These results suggest that teacher performance in contemporary educational environments is more strongly influenced by teachers’ individual competencies in utilizing digital technologies than by leadership and managerial support alone. Therefore, strengthening teachers’ digital literacy should become a strategic priority in efforts to improve teacher performance in schools.
Co-Authors Ananto, FX Sriwidodo Aritonang, Wernando Wilys Asriana kibtiyah Astiana, Astiana Astuti, Dea Dri Baeruma, Bobby Christian Bukhori, Moh Bukhori, Moh. Chotimah, Noer Chusnul Dany Moenindyah Handarini, Dany Moenindyah Dewi R, Widi Handarini, Dany M Haryanti Haryanti Hutabarat, Catharina Apriani Ike Kusdyah Rachmawati Kibtiyah, Asriana M. Handarini, Dany Manalu, Melva Herlina Sarma Uli MANFOUR, KARDIANUS Manubura, Yohanes Paulus Mega, Bunga Melvin, Regina Rahcmawati, Ike Kusdyah Riana Barus, Desire Rindyani, Vicka Ruspitasari , Widi Dewi Setiawan, Yustinus Budi Simanjuntak, Mariati Surakhman, Robby Tesa, Angela Maria Febriani Widjaja, Kurniawan