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All Journal Dikdimas : Jurnal Pengabdian Kepada Masyarakat PPSDP International Journal of Education Journal of Social Work and Science Education
Manap Somantri
Universitas Bengkulu, Bengkulu, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Social Sciences Other

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The Role of Community Participation in the Optimizing Education Services Quality: A Case Study of SMP IT Darul Fikri North Bengkulu Ewin Sumarti; Manap Somantri; Muhammad Kristiawan
PPSDP International Journal of Education Vol. 5 No. 1 (2026): PPSDP International Journal of Education
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v5i1.606

Abstract

This study explores the role of community participation in optimizing the quality of education services at SMP IT Darul Fikri, a junior high school in North Bengkulu, Indonesia. Employing a qualitative case study design, data were collected through in-depth interviews with school principals, teachers, committee members, and parents, supplemented by observations and document analysis. The findings indicate that community participation, primarily facilitated through Parent-Teacher Association (POMG) meetings, plays a critical role in planning, implementing, and monitoring school. Programs particularly religious programs like Qur’an memorization (tahfidz). This active involvement, especially in home-based monitoring, significantly contributes to program effectiveness and service quality. The study concludes that structured community forums like POMG are vital for fostering collaboration between schools and communities, leading to improved educational outcomes. This research highlights a sustainable model for educational quality enhancement in contexts with limited government support, emphasizing the need for participatory management.
Managing Maritime Fieldwork Practices: A POAC Framework for Enhancing Student Competence in Indonesian Vocational Schools Dwi Puspita Sari; Manap Somantri; Muhammad Kristiawan
PPSDP International Journal of Education Vol. 5 No. 1 (2026): PPSDP International Journal of Education
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v5i1.646

Abstract

This study aims to analyze the management of Field Work Practice (PKL) in enhancing the competence of Maritime Department students at State Vocational High School 4 Bengkulu City. A descriptive qualitative design was employed through interviews, observations, and document analysis involving school administrators, teachers, students, and industry partners. The study revealed that PKL management was systematically implemented through four key functions planning, organizing, actuating, and controlling. Collaborative planning aligned educational goals with industry needs, while dual supervision and continuous monitoring improved students’ technical competence and professional discipline. The results demonstrate that adaptive management practices supported by digital supervision enhance the effectiveness of vocational training in maritime settings. The novelty of this study lies in applying the POAC management model to maritime vocational education with limited communication environments. This research contributes by proposing an adaptive framework that strengthens Industry–School Partnerships and bridges the gap between vocational education and the maritime industry.
Inclusive Classroom Management to Accommodate Diverse Student Characteristics and Learning Preferences in Indonesian Primary Education: A Qualitative Case Study Khairiyah Khairiyah; Manap Somantri; Muhammad Kristiawan
Journal of Social Work and Science Education Vol. 7 No. 3 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i3.1587

Abstract

This qualitative case study examined inclusive classroom management practices accommodating diverse student characteristics and learning preferences at SD Negeri 6 Muara Rupit, a public elementary school in Indonesia. Participants included two classroom teachers, twenty-eight students, and the school principal, selected purposively. Data were collected through semi-structured interviews, non-participant classroom observations, and document analysis (lesson plans and teaching modules). The interactive model of data reduction, data display, and conclusion drawing guided data analysis. Findings revealed four main themes. First, teachers implemented systematic planning by designing varied instructional activities and flexible seating arrangements before instruction. Second, classroom implementation involved interactive strategies, including group discussions, collaborative learning, questioning sessions, and positive behavior management rather than punitive approaches. Third, classroom organization featured flexible seating rearrangements and heterogeneous grouping to facilitate peer interaction. Fourth, teachers employed adaptive strategies such as simplifying explanations, providing individual guidance, and varying instructional methods to address challenges including student diversity, limited instructional time, and constrained resources. Supporting factors included teacher competence, positive teacher-student relationships, school leadership support, and available facilities. The study concludes that inclusive classroom management extends beyond behavioral control to function as a comprehensive pedagogical framework for creating participatory, student-centered learning environments. Practical implications recommend targeted professional development in differentiated instruction, flexible classroom design, and positive behavior support. Limitations include the single-site focus and a stronger emphasis on teacher perspectives than student voices. Future research should examine inclusive classroom management across diverse school contexts and include student perspectives more extensively.
Assistance in Making Spin Game Powerpoint Learning Media for Early Childhood Teachers in Bengkulu City Sumarsih Sumarsih; Manap Somantri; Asti Putri Kartiwi
DIKDIMAS : Jurnal Pengabdian Kepada Masyarakat Vol. 2 No. 3 (2023): DIKDIMAS : JURNAL PENGABDIAN KEPADA MASYARAKAT
Publisher : Asosiasi Profesi Multimedia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58723/dikdimas.v2i3.218

Abstract

Knowledge of technology-based learning media and improving the ability of preschool teachers, the ability to make PowerPoint spin game media, as well as the skills to use PowerPoint spin game media in learning. This PPM service aims to improve the competence of ECCE teachers. The method used in this service is to use training methods. The data collection method used in this service is using performance tests and data analysis using percentage techniques. The result obtained in this service is that the service is carried out well. The implementation of this community service can improve the skills of principals and teachers in terms of knowledge and skills in making PowerPoint spin games learning media with good criteria with an average score of 3.2. Meanwhile, if you look at the percentage of success of participants who got very good scores as much as 29%, who got good scores as much as 58.3%, and those who got enough scores as much as 12.5%. So, it was concluded that it can be said that the implementation of training on making power point spin games learning media has been successful.
Transformation of Teachers’ Work Culture through the Principal’s Managerial Leadership Efra Risanti; Manap Somantri; Muhammad Kristiawan
Journal of Social Work and Science Education Vol. 7 No. 1 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i1.1305

Abstract

Principals in resource-limited primary schools face unique challenges in fostering a positive work culture among teachers. This study explores the managerial strategies of the principal at State Elementary School 44 South Bengkulu in enhancing teachers’ discipline, motivation, collaboration, and responsibility. Using a qualitative case study approach, data were collected through observation, interviews, and document analysis, and processed with data reduction, presentation, and verification techniques. Findings show that the principal employed structured strategies of planning, monitoring, evaluation, and follow-up, while addressing challenges such as limited facilities, administrative burdens, bureaucratic demands, and varying levels of teacher motivation. The study concludes that adaptive and communicative leadership is crucial in transforming teachers’ work culture, and it offers practical insights into flexible policy support, reward systems, and managerial leadership training for similar educational contexts.
The Role of Transformational Leadership in Enhancing Teacher Performance: A Qualitative Case Study in Indonesian Secondary Education Nazaruddin Nazaruddin; Manap Somantri; Azizatul Khairi
Journal of Social Work and Science Education Vol. 7 No. 3 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i3.1591

Abstract

This study explores how transformational leadership supports teacher performance at SMP Negeri 2 Muara Rupit, a public junior high school in South Sumatra, Indonesia. A qualitative case study design was used to examine leadership practices within their organizational and instructional context. Data were obtained from 16 purposively selected participants, comprising the principal, three vice principals, and twelve teachers, through semi-structured interviews, direct observations, and document analysis. The data were analyzed interactively through condensation, coding, thematic categorization, data display, and continuous verification. The findings show that the principal enacted four interconnected dimensions of transformational leadership. Idealized influence strengthened punctuality, responsibility, and instructional preparedness through consistent role modeling. Inspirational motivation increased teachers’ enthusiasm and commitment through vision communication, encouragement, and recognition. Intellectual stimulation supported pedagogical experimentation, technology integration, and collaborative professional learning through supervision and development activities. Individualized consideration increased teachers’ confidence and reflective practice through mentoring and constructive feedback. These practices were associated with a more disciplined, collaborative, and innovation-oriented work culture, although the pace of change varied among teachers. The study contributes a process-based explanation of how transformational leadership operates in a regional Indonesian school and highlights practical priorities for principal development, teacher mentoring, and school-based professional learning.
Integrating Local Wisdom into Science Instruction to Strengthen Scientific Literacy: A Qualitative Study of a Rural Indonesian Junior High School Merty Sari; Manap Somantri; Azizatul Khairi
Journal of Social Work and Science Education Vol. 7 No. 3 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i3.1588

Abstract

This qualitative descriptive study examined the integration of local wisdom into science instruction to strengthen students’ scientific literacy at SMP Negeri 1 Muara Rupit, a rural junior high school in South Sumatra, Indonesia. Participants included the principal, four science teachers, and ten students, selected purposively. Data were collected through classroom observations, semi-structured interviews, and documentation analysis (lesson plans, student worksheets, photographs) over four months. The interactive model of Miles, Huberman, and Saldaña guided data analysis. Findings revealed that local wisdom-based science instruction was implemented through planning, implementation, and evaluation stages. Teachers integrated local environmental contexts river ecosystems, agricultural activities, and local vegetation into learning objectives, instructional activities, and classroom discussions. This contextual approach enhanced students’ conceptual understanding, science process skills (observation, questioning, discussion), environmental awareness, and classroom engagement. However, the integration of comprehensive scientific literacy dimensions (evidence-based reasoning, systematic inquiry, analytical explanation) remained limited and unsystematic within instructional planning and assessment. Supporting factors included school leadership support, rich environmental resources, and student enthusiasm. Inhibiting factors comprised limited facilities, insufficient instructional time, and varying teacher readiness. The study concludes that local wisdom-based science instruction has significant potential to strengthen scientific literacy through contextual and meaningful learning experiences, but requires more systematic planning, scientific literacy-oriented assessment, and teacher professional development. Implications recommend designing structured local wisdom-based instructional frameworks and assessment instruments targeting higher-order scientific reasoning.
Fostering a Positive Learning Climate through Classroom Management: A Case Study from Rural Indonesian Elementary Education Suci Anggraini; Manap Somantri; Azizatul Khairi
Journal of Social Work and Science Education Vol. 7 No. 3 (2026): Journal of Social Work and Science Education
Publisher : Yayasan Sembilan Pemuda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jswse.v7i3.1589

Abstract

This qualitative case study explored the implementation of positive learning climate-based classroom management at SD Negeri 4 Muara Rupit, a public elementary school in rural Indonesia. Participants included three classroom teachers, the school principal, two vice principals, and twelve students, selected purposively. Data were collected over three months through classroom observations, semi-structured interviews, and documentation analysis involving lesson plans, classroom rules, teaching modules, reflective notes, and photographs. Data analysis was conducted iteratively through coding, categorization, thematic display, and verification across data sources. Findings revealed that classroom management was implemented through four interconnected processes: systematic planning, interactive implementation, continuous evaluation, and adaptive strategies for addressing classroom challenges. Planning involved participatory classroom rules, flexible seating arrangements, supportive physical environments, and active learning strategies. Implementation was characterized by communicative teacher-student interaction, positive reinforcement, educative discipline, emotional support, and collaborative learning. Evaluation occurred continuously through teacher reflection and observation of student participation, interaction quality, and classroom atmosphere. Supporting factors included school leadership support, teacher collaboration, and cooperative student behavior, whereas inhibiting factors comprised diverse student characteristics and limited educational facilities. Despite these challenges, teachers demonstrated reflective and flexible practices that supported students’ academic and socio-emotional development. The study concludes that positive learning climate-based classroom management contributes to safe, participatory, and supportive elementary classrooms. Limitations include the single-site design and limited student voice. The findings imply a need for professional development in reflective practice, positive discipline, and adaptive classroom management.
Co-Authors Asti Putri Kartiwi Azizatul Khairi Dwi Puspita Sari Efra Risanti Ewin Sumarti Khairiyah Khairiyah Merty Sari Muhammad Kristiawan Nazaruddin Nazaruddin Suci Anggraini Sumarsih Sumarsih