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Analysis of Funding Sources for PPDB Activities in Budget Management at Public Schools Ningsih, Nelly Rahmawati; Kurnia, Asep Rahmat; Ningsih, Syafitri; Muhtadin, Muhtadin; Kirmadi, Yudi; Suryaman, Maman
Jurnal Pemberdayaan Masyarakat Vol 4, No 2 (2025)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jpm.v4i2.444

Abstract

Effective financial management in public schools plays a crucial role in sustaining educational services, particularly during the implementation of student admissions, which requires efficient and accountable planning and funding. However, the diversity of funding sources and the limited financial management capacity of schools remain persistent challenges. This study aims to describe the funding practices for PPDB and analyze the strategies used by public schools to optimize various financial sources. Employing a descriptive qualitative approach, data were collected using structured questionnaires distributed to principals and treasurers of several public schools. The data were analyzed thematically and presented in visual formats. Findings indicate that the five main funding sources for PPDB activities are BOS (School Operational Support), RKAS (School Budget and Activity Plans), school committee funds, local education office support, and parents' contributions. While BOS remains the most dominant source, schools are also making efforts to diversify funding. The study concludes that multi-source funding requires transparent, collaborative, and adaptive financial governance. This research contributes to the academic discourse by highlighting the need for managerial capacity building and digital-based financial systems in order to strengthen school-level education financing and ensure equity in educational service delivery.
Academic Supervision Based on Learning Management System in Improving Teacher Performance Ningsih, Nelly Rahmawati; Suprananto; Suryaman, Maman; Wahyudin, Undang
Research Horizon Vol. 5 No. 6 (2025): Research Horizon - December 2025
Publisher : LifeSciFi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54518/rh.5.6.2025.939

Abstract

The digital transformation in educational institutions demands a more effective, well-documented, and technology-adaptive model of instructional supervision. This study aims to analyze the implementation of Learning Management System (LMS)-based academic supervision and its impact on teacher performance and instructional quality. Employing a descriptive qualitative approach, data were collected through in-depth interviews, observations, and document analysis involving the principal, vice principal for curriculum, and teachers. The findings reveal that LMS-based supervision is systematically implemented through digital scheduling, instructional document uploads, classroom recording submissions, and direct feedback via LMS features. Digital supervision significantly enhances teacher discipline, administrative consistency, digital competence, and the quality of instructional planning. LMS also accelerates the feedback cycle and strengthens reflective teaching practices. However, several challenges emerge, including unstable internet connectivity, teacher psychological pressure, and difficulties in digital adaptation. LMS-based supervision positively contributes to instructional quality and supports school quality management. This study highlights the importance of integrating digital supervision into teacher professional development, particularly in vocational education settings.