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Hasanudin, Heri
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School Setting in Realizing Effective Schools (Case Study in Behavioristic Perspective at SMPN 3 Darangdan) Hasanudin, Heri; Kurniawati K, Iis; Soro, Suharyanto; Rahman, Nana Herdiana Abdul
Global Education Journal Vol. 3 No. 3 (2025): Global Education Journal (GEJ)
Publisher : Civiliza Publishing, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59525/gej.v3i3.1259

Abstract

Effective schools are still limited in number and these schools are an indicator of the success of the implementation of education which is not only determined by academic achievements, but also by the formation of disciplinary behavior and learning culture of students. One of the strategic factors that plays a role in realizing an effective school is the school setting, which is the management of the school environment which includes physical, social, academic, and cultural aspects of the school. In a behavioristic perspective, the school environment is understood as a series of stimuli that systematically shape students' behavioral responses through reinforcement mechanisms. This study aims to analyze the application of school setting in realizing effective schools in SMP Negeri 3 Darangdan through a behavioristic perspective. This research uses a qualitative research paradigm with a case study approach. Data collection was carried out through non-participatory observation, in-depth interviews, and documentation studies on school rules and habituation programs. Data analysis is carried out through the stages of data reduction, data presentation, and conclusion drawing by applying triangulation of sources and techniques to maintain the validity of the data. The results of the study show that the school setting at SMP Negeri 3 Darangdan is implemented through the management of an orderly physical environment, the implementation of clear school rules, discipline habituation, and a relatively consistent educational reward and sanction system. In a behavioristic perspective, rules and rules function as a stimulus, while rewards and sanctions act as behavioral reinforcement. The conclusion of the study is that the implementation of the school setting contributes positively to the formation of student discipline behavior, a positive learning culture, and a conducive school climate.
FT PENERAPAN PRINSIP FILSAFAT PROGRESIVISME DALAM PEMBELAJARAN KOLABORATIF PAI DI SMP: ANALISIS KESENJANGAN FILOSOFIS DAN KEPEMIMPINAN INSTRUKSIONAL Yoseptry, Ricky; Supriati, Rina; Kurniawati, Iis; Hasanudin, Heri
JURNAL PENDIDIKAN DAN KEWIRAUSAHAAN Vol 13 No 2 (2025)
Publisher : STKIP PGRI SITUBONDO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47668/pkwu.v13i2.2142

Abstract

Twenty-first-century education demands a paradigm shift from conventional, teacher-centered learning to student-centered learning. This demand aligns with the Kurikulum Merdeka, which emphasizes critical, creative, and collaborative competencies. The philosophy of progressivism (John Dewey) offers a theoretical foundation through the principles of learning by doing and cooperative learning. This study aims to gain an in-depth understanding of the implementation of progressivist principles in collaborative learning in Islamic Religious Education (PAI) at SMP Negeri 6 Darangdan. Employing a qualitative approach with a case study method, data were collected through in-depth interviews, participant observation, and documentation analysis. The findings indicate that the implementation of progressivism remains administrative rather than philosophical in nature. There is a significant gap between planning documents (lesson plans/teaching modules) that include progressive labels such as Problem-Based Learning and actual classroom practices, in which teachers’ roles as facilitators have not been optimally realized. Furthermore, although school managerial support is strong at the policy level, weaknesses were identified in the area of instructional leadership, as supervision focuses primarily on administrative completeness rather than on pedagogical coaching for teachers. This study concludes that progressive PAI learning requires strong integration between teachers’ pedagogical commitment and capacity-based managerial support.
Co-Authors Kurniawati K, Iis Kurniawati, Iis Rahman, Nana Herdiana Abdul Suharyanto H. Soro Supriati, Rina Yoseptry, Ricky