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This Author published in this journals
All Journal Gestion Educativa Journal of Pedagogi
Abdul Kodir Nurhasan
STIT Insan Kamil Bogor
Decision Sciences, Operations Research & Management Education

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Optimizing Decision Making through a Strategic Approach in Educational Institutions Muamar Qadafi; Abdul Kodir Nurhasan
Gestion Educativa Vol. 2 No. 1 (2025): MAY-GE
Publisher : Pt. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/ta2dfh77

Abstract

Decision making is one of the managerial functions that determines the direction and success of educational institutions in achieving their vision and mission. However, in practice, there are still many institutions that make decisions reactively, not based on data, and with minimal participation. This research aims to examine how strategic approaches are applied in the decision-making process in the educational environment and its impact on institutional performance. This study uses a qualitative approach with a case study design. Data was collected through in-depth interviews, observations, and documentation studies at one of the educational institutions that applied strategic management principles. The results show that vision-mission-based decision-making, supported by academic and non-academic data, and involving various stakeholders, contributes significantly to improving service quality, program effectiveness, and school community satisfaction. However, the implementation of this approach still faces obstacles, such as data limitations, time pressures, and external interventions. Transformative leadership is a key factor in driving more directed, collaborative, and sustainable decision-making patterns. These findings reinforce the importance of optimizing strategic decision-making in strengthening the managerial effectiveness and competitiveness of educational institutions amid the challenges of the VUCA era.
Principal Management Strategies for Implementing Artificial Intelligence in Learning Assessment Abdul Kodir Nurhasan; Muhammad Rizal; Syaeful Rokhman
Journal of Pedagogi Vol. 3 No. 4 (2026): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/jg66mt85

Abstract

The rapid diffusion of artificial intelligence (AI) into schooling has begun to reshape how student learning is measured, yet the managerial pathways through which principals translate this technology into legitimate assessment practice remain poorly understood, particularly outside higher-education settings. This article examines the management strategies principals employ when implementing AI in learning assessment at the school level. Using a qualitative descriptive multi-site case study design, data were gathered through semi-structured interviews, classroom and meeting observations, and documentation review across six schools purposively selected for varying stages of AI adoption. Data were triangulated by source, method, and time, then analyzed using the Miles and Huberman interactive model of condensation, display, and conclusion drawing. Findings show that principals operationalize AI-assessment implementation through four interrelated managerial functions planning, organizing, actuating, and controlling supported by a cross-cutting emphasis on capacity building and stakeholder communication. The study contributes a context-grounded, function-based model that integrates classical school management theory with contemporary AI-governance concerns such as data ethics, algorithmic bias, and teacher agency, offering both theoretical refinement and practical guidance for principals navigating AI-based assessment reform.
Co-Authors Muamar Qadafi Muhammad Rizal Syaeful Rokhman