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All Journal Edukasia: Jurnal Pendidikan dan Pembelajaran Journal of Innovation and Research in Primary Education
Listianti Listianti
Universitas Islam Nusantara
Education Languange, Linguistic, Communication & Media Mathematics Other

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Analisis Penggunaan Dana Bantuan Operasional Sekolah dalam Meningkatkan Kompetensi Profesional Guru (Studi Kasus Penggunaan Anggaran di SMP Negeri 36 Kota Bandung) Suharyanto H. Soro; Ahmad Rifandi; Yanti Sofayantina; Listianti Listianti
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1315

Abstract

The quality of education is realized through one of the financing management. Management in this context refers to the identification, planning, implementation, and evaluation of educational units. Financing through School Operational Assistance (BOS) funds is considered not to have been realized according to expectations, namely that the financing has not been able to improve the professional competence of teachers. This study aims to find and describe the use of school operational funds in improving the professional competence of teachers. The researcher used a case study approach with a qualitative research paradigm. The research data collection method used observation, interview, and documentation study methods. The researcher took samples using purposive sampling. The research location was at SMP 36, Bandung City. The research activity was carried out in the 2024 academic year. The results of the study showed that (1) SMPN 36, Bandung City had carried out mature budget planning in order to improve the professional competence of teachers; (2) Planning emphasizes transparency in budget management, budget realization that is relevant to the RKAS, active participation of all stakeholders and the quality of school facilities and infrastructure; (3) The effectiveness of the use of the school budget plays a significant role in supporting the improvement of the professional competence of teachers (learning facilities, teacher training, and student support programs). In other words, good, transparent and targeted budget (and BOS) realization has a positive impact on improving teachers' professional competence.
Teacher-Parent Collaboration in Developing Independence and Social-Emotional Competencies: A Qualitative Case Study in Indonesian Elementary Education Listianti Listianti; R Supyan Sauri
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2792

Abstract

The development of independence and social-emotional competencies in elementary students requires systematic collaboration between teachers and parents, yet structured partnership models remain insufficiently explored in Indonesian educational contexts. This study examines teacher-parent collaboration in developing students' independence and social-emotional skills at SDN 011 Cibuntu, Bandung City, identifying critical components and implementation mechanisms. A qualitative case study design was employed, collecting data through in-depth interviews with five teachers, one school principal, and eight parents, supplemented by systematic observation and document analysis. Data were analyzed using inductive thematic analysis following Braun and Clarke's framework. Three essential collaboration dimensions emerged: joint planning incorporating bidirectional input, coordinated implementation through aligned home-school strategies and intensive communication (averaging 3.7 exchanges per parent monthly), and collaborative evaluation enabling dual-context monitoring. Active collaboration improved student independence indicators and social-emotional competencies, though implementation faced substantial barriers including documentation gaps, time constraints affecting economically disadvantaged families, and informal evaluation practices. Social-emotional development required more intensive collaboration than independence skills, revealing differential impacts across developmental domains. Systematic teacher-parent collaboration effectively supports student development when accompanied by structured protocols, professional development, flexible engagement options, and formal evaluation tools. Realizing collaboration potential demands systemic supports addressing capacity building at individual, institutional, and policy levels rather than relying on individual initiative alone.
Co-Authors Ahmad Rifandi Sauri, R Supyan Suharyanto H. Soro Yanti Sofayantina