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All Journal Publikasi Pendidikan Indonesian Journal of Education and Social Studies Edumaspul: Jurnal Pendidikan
Alief Firmansyah
Universitas Jambi
Religion Humanities Education Social Sciences Other

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Basic concepts and models of educational policy analysis Melia Putri Utami; Rts Rista Maharani; Yelvi Apriandini; Alief Firmansyah
Edumaspul: Jurnal Pendidikan Vol 8 No 1 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i1.7793

Abstract

Education is a crucial topic to discuss because typically, human intelligence is judged by how much education one has attained. Policy analysis is an applied social research systematically arranged to understand the substance of policies to clearly grasp information regarding the issues addressed by the policy and the potential issues that may arise as a result of policy implementation. Understanding policy models is essential to ensure that the resulting policies can lead to the success of educational objectives. This research method employs a qualitative approach. The research model utilizes library research, with inductive-deductive analysis derived from several literature analyses (O'Dwyer & Bernauer, 2013; Moser & Korstjens, 2018). The aim of educational policy analysis is to analyze educational data and information and to maintain aspects within the process of designing and making a policy. It has 6 characteristics of education and there are 3 types of Education Policy Formulation Models.
Principal Leadership in Improving Teacher Performance: A Systematic Literature Review Alief Firmansyah; Kharien Arsylia Lavignes
Publikasi Pendidikan Vol 16, No 1 (2026)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70713/publikan.v16i1.81944

Abstract

Principal leadership plays a crucial role in improving teacher performance as a key factor in successful learning in schools. Various studies have examined the relationship between principal leadership and teacher performance, but these findings are scattered and require systematic synthesis. This study aims to analyze principal leadership in improving teacher performance through a Systematic Literature Review (SLR) approach. The research method refers to the PRISMA guidelines, with data sources consisting of national journal articles published between 2016 and 2022 and accessed through Google Scholar. A total of 18 articles that met the inclusion criteria were analyzed using thematic synthesis techniques. The results indicate that principal leadership has a significant influence on improving teacher performance. Transformational leadership, academic and clinical supervision, coaching, and the principal's role as an educator, manager, and motivator have been shown to contribute to improving teacher motivation, discipline, and professionalism. These findings confirm that the quality of principal leadership is a strategic factor in improving teacher performance.
Empowering Educators through CPD: Enhancing Teacher Competencies in the Era of the Independent Curriculum Alief Firmansyah; Beni Desnora; Aldo Pratama; Muazza Muazza; Aprillitzavivayarti Aprillitzavivayarti
Indonesian Journal of Education and Social Studies Vol 4, No 2 (2025)
Publisher : Nurul Jadid University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijess.v4i2.12776

Abstract

This study examines the role of Continuing Professional Development (CPD) as a strategy for developing teacher competency in the context of the Independent Curriculum. The study was conducted using a desk study method, reviewing scientific literature, research reports, and relevant education policy documents, particularly those published between 2015 and 2024. The analysis shows that Continuing Professional Development (CPD) serves as a strategic instrument for continuously improving teachers' pedagogical, professional, social, and personal competencies. Continuing Professional Development (CPD) not only helps teachers adapt to curriculum changes, such as differentiated and project-based learning, but also enhances professionalism, motivation, and learning innovation. However, the implementation of Continuing Professional Development (CPD) in Indonesia faces challenges, including time constraints, inconsistent material quality, varying teacher motivation, and disparities in access across regions. Therefore, optimizing Continuing Professional Development (CPD) requires targeted strategies, such as tailoring programs to teachers' real needs, utilizing digital technology, strengthening collaboration through Professional Learning Communities (PLC), and ongoing monitoring and evaluation.
Co-Authors Aldo Pratama Aprillitzavivayarti Aprillitzavivayarti Beni Desnora Kharien Arsylia Lavignes Melia Putri Utami Muazza Muazza Rts Rista Maharani Yelvi Apriandini