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All Journal Journal of Education for Sustainability and Diversity Jurnal Pendidikan Progresif
Hung, Min-Ling
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The Effectiveness of Instructional Leadership of School Principals Nurabadi, Ahmad; Suhariadi, Fendy; Prestiadi, Dedi; Hung, Min-Ling
Journal of Education for Sustainability and Diversity Vol. 3 No. 2 (2025)
Publisher : Angstrom Centre of Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57142/jesd.v3i2.670

Abstract

This study aims at exploring instructional leadership of elementary school principals in Malang. It employs quantitative approach with descriptive study design aiming at describing phenomena as what they really are at times of study. It means that this study result in systematic, factual and accurate findings describing genuine condition. The objective of using descriptive study design is to describe or elaborate instructional leadership of elementary school principals in Malang. The subjects of study are 80 principals. The findings show that 62 respondents or 77,5% of school principals in Malang are on highly qualified category, 16 respondents or 20% are on qualified category and 2 respondents or 2,5% are on fairly qualified category. None is on less qualified category. Therefore, instructional leadership of elementary school principals in Malang are on quite high level or quite good category.
Re-envisioning Indonesia’s Local Wisdom-Based Curriculum Policy: The Elsie Ripley Clapp Model Approach Utari, Tria Ina; Maisyaroh, Maisyaroh; Nurabadi, Ahmad; Hung, Min-Ling
Jurnal Pendidikan Progresif Vol 14, No 2 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Abstract

Re-envisioning Indonesia's Local Wisdom-Based Curriculum Policy: The Elsie Ripley Clapp Model Approach. Objective: The local wisdom-based curriculum policy is a concept that can address problems for indigenous communities. The purpose of this research is to re-examine Indonesia's local wisdom-based curriculum policy through the Clapp model approach for marginal sub-ethnic groups. Method: The research method used is a literature review of findings from articles on indigenous curriculum policy, indigenous education, and indigenous community school. Results: The Elsie Ripley Clapp model approach is rooted in the value of the school as a democratic space and a commitment to social justice that unites various social classes, focusing on local history, geography, and economy. Conclusion: The application of Elsie Ripley Clapp's progressive pedagogical ideology in curriculum development practices in the 1920s-1930s at Ballard School in Kentucky and Arthurdale School in Virginia can serve as a conceptual approach to curriculum policy in Indonesian social education studies. This involves rethinking curriculum policy for community schools in marginal areas that are socio-geographically distinct and focusing on the communal values of society. Keywords: curriculum policy, local wisdom, clapp model, community school, Indonesia.DOI: http://dx.doi.org/10.23960/jpp.v14.i2.202496
Co-Authors Dedi Prestiadi Fendy Suhariadi Maisyaroh Nurabadi, Ahmad utari, tria ina