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All Journal Jurnal Dimensi Pendidikan dan Pembelajaran Journal of English Language and Education
Risthiany, Ressy
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Education Languange, Linguistic, Communication & Media Other

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Macro Approach in Education Strategic Planning: Implications For Sustainable Development at Sman 1 Kawali Khadijah, Ifah; Rahayu, Noneng Sri; Khendrayati, Rika; Risthiany, Ressy; Juandi, Aa Budi
Jurnal Dimensi Pendidikan dan Pembelajaran Vol 13: Special Issue No. 1 (2025)
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/dpp.v13iSI1.11412

Abstract

Applying the macro approach in education strategic planning at SMAN 1 Kawali aims to support sustainable development by integrating sustainability principles into the curriculum. Education has a strategic role in raising students' awareness and engagement with environmental issues, as well as strengthening collaboration with external stakeholders such as parents and communities. This research used a descriptive qualitative approach with interview, observation, and documentation study methods. Data were collected from the principal, teachers, and students at SMAN 1 Kawali to explore the implementation of the macro approach and its impact on student engagement in sustainable education. Data analysis was done thematically to identify patterns and relationships in the implementation of school programmes. The results show that the macro approach in education strategic planning positively impacts student engagement. Integrating sustainability principles in the curriculum increases students' awareness of environmental issues and encourages them to actively participate in learning. In addition, collaboration between the school and external stakeholders has created a sense of ownership and responsibility for the environment. The project-based learning approach proved effective in improving students' motivation and academic achievement. The implementation of the macro approach at SMAN 1 Kawali contributes to increased student engagement and effectiveness of sustainable education. However, challenges in measuring long-term impact as well as limitations in the scope of the study need to be addressed. Further research is needed to explore similar implementations in other schools and develop more relevant evaluation indicators to support education sustainability.
Conflict Management Strategy to Enhance Student Discipline: Case Study at SMA Negeri 1 Kawali, Ciamis Helmawati, Helmawati; Khendrayati, Rika; Rahayu, Noneng Sri; Risthiany, Ressy
Journal of English Language and Education Vol 10, No 4 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i4.953

Abstract

Student indiscipline remains a persistent problem that undermines the creation of a productive and conducive learning environment. Repressive disciplinary measures have often failed to foster students' internal awareness and character development. This study investigates the potential of conflict management strategies as an alternative, educative, and participatory approach to improving student discipline. Employing a qualitative method with a case study design, the research was conducted at SMA Negeri 1 Kawali, Ciamis Regency. Informants included the principal, subject teachers, guidance and counselling teachers, students, and parents, all selected through purposive sampling. Data were collected through non-participatory observation, semi-structured in-depth interviews, and document analysis, and subsequently examined using Miles and Huberman's interactive model. The findings indicate that conflict management strategies, particularly those involving open communication, humanistic disciplinary approaches, and the reinforcement of teachers' roles as character educators, contributed to the development of discipline grounded in value awareness rather than mere formal compliance. Dialogical interventions, such as discussion forums and peer mediation, effectively reduced conflict escalation and enhanced students' sense of responsibility. Moreover, the role of teachers as moral exemplars and value facilitators was identified as a critical factor in shaping sustainable disciplinary behaviour. These findings suggest that humanistic and collaborative conflict management strategies play a significant role in fostering long-term character formation and responsible conduct among students
Co-Authors Helmawati Helmawati IFAH KHADIJAH, IFAH Juandi, Aa Budi Khendrayati, Rika Rahayu, Noneng Sri