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All Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Edunesia : jurnal Ilmiah Pendidikan Nozel : Jurnal Pendididikan Teknik Mesin
Sri Sumarni
Universitas Sebelas Maret
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Principal Innovation in Managing Budgetary Autonomy: Evidence from a Narrative Review Using the Saber Framework Faridatus Shofiyah; Sri Sumarni; Ardiyan Eko Saputro; Vinda Puspitasari; Deny Prasetyo
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 2 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i2.1642

Abstract

Vocational education in Indonesia has transformed the implementation of budgetary autonomy in vocational high schools (SMKs), requiring principals to manage resources strategically and accountably. However, most studies emphasise administrative compliance with funding regulations, and few synthesize principals' innovation within the School Autonomy and Accountability (SABER) framework. This study analyses principals' innovation strategies in managing SMK budgetary autonomy via a narrative literature review. Twelve articles (2022–2025) were thematically synthesized. Findings show three dominant innovation patterns: revenue diversification through internal business units such as BLUD and teaching factories; financing efficiency via strategic industry partnerships; and strengthened accountability through digital internal control systems. These innovations suggest that effective budgetary autonomy depends less on funding magnitude and more on principals' entrepreneurial leadership capacity to balance autonomy with strict accountability. The study contributes a conceptual synthesis of SABER in vocational contexts and recommends capacity-building for principals and adaptive regulatory measures to support innovation, particularly in remote and resource-constrained settings, for wider validation.
Development of a Team-Project-Based Flip Classroom Learning Model to Enhance Creativity in Teacher Training High School Students Sri Sumarni; Riska Nurhayati; Ida Nugroho Saputro
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 2 (2025): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v17i2.5708

Abstract

This study aims to analyze the needs of students' creativity skills in learning, develop a Team Project-Based Flip Classroom Learning Model, and determine the learning model's effectiveness. The research was conducted at one of the vocational schools in Sukoharjo Regency. This research was conducted as research and development using mixed methods in data collection. The instrument's validity for measuring the learning model was evaluated using the Aiken V coefficient, and the model's effectiveness was determined using the N-gain score. The results showed that the team project-based flip classroom learning model is reliable and efficient. This model has three main steps: independent learning, face-to-face learning, and guided learning for self-reflection. These findings imply that teachers, particularly at the vocational education level, can utilize the team-project-based flipped classroom learning model as an alternative learning strategy that emphasizes material mastery and optimizes student creativity development. This model is also relevant for applications in subjects requiring technical skills and creative problem-solving.
Evaluasi Pengembangan Green Skills dalam Pendidikan Kejuruan di Indonesia: Tinjauan Literatur Irba' Rizka Putri; Waras Dwi Yoga; Tiara Kusuma Dewi; Danar Susilo Wijayanto; Sri Sumarni
Nozel : Jurnal Pendididikan Teknik Mesin Vol 9, No 1 (2027)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/nozel.v9i1.123594

Abstract

The transition to a green economy requires vocational education to produce graduates who possess not only technical skills but also sustainability competencies, or ‘green skills’. This study aims to evaluate the development of green skills in vocational education in Indonesia, identify barriers to their implementation, and analyze the effectiveness of green skills learning on students’ competencies. The research employed a literature review using a narrative-integrative approach, involving thematic analysis and synthesis of academic articles, policy documents, and other relevant literature. The findings indicate that the implementation of green skills in vocational education in Indonesia has begun to develop, but has not yet been systematically integrated into the curriculum, teaching, and assessment. The main obstacles include teachers’ limited understanding, the lack of explicit integration of green skills into the curriculum, the lack of contextual relevance in teaching strategies, an evaluation system that is not yet authentic, and a weak link to the needs of the green industry. Furthermore, project-based learning, problem-based learning, Project Citizen, and real-world practical experience have demonstrated their potential to effectively enhance pupils’ technical, problem-solving, and communication skills, as well as their environmental responsibility and employability. The findings of this study confirm that the development of green skills requires policy support, capacity building for teachers, innovation in teaching and learning, and closer collaboration between vocational education and the industry to support the transition towards sustainable development. 
Co-Authors Ardiyan Eko Saputro Danar Susilo Wijayanto Deny Prasetyo Faridatus Shofiyah Ida Nugroho Saputro Irba' Rizka Putri Riska Nurhayati Tiara Kusuma Dewi Vinda Puspitasari Waras Dwi Yoga