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All Journal Jurnal Akuntabilitas Manajemen Pendidikan Jurnal Inovasi Pendidikan dan Sains
Hure, Frudensia Mawar
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Education Environmental Science Materials Science & Nanotechnology Mathematics Physics Social Sciences

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Effectiveness of School Policies in Improving Quality Through the School-Based Management Approach Hure, Frudensia Mawar; Susanto, Alpino; Zulkifli, Zulkifli
JURNAL INOVASI PENDIDIKAN DAN SAINS Vol 7 No 1 (2026): April
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Nahdlatul Wathan Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51673/jips.v7i1.2810

Abstract

This study aims to analyze the effectiveness of school policies in improving quality through the School-Based Management (SBM) approach. The method used was mixed methods with an explanatory sequential research design. The first stage was conducted using a quantitative approach, with a Likert-scale questionnaire administered to parents of students (n = 100), and the survey data were analyzed descriptively. The second stage was conducted using a qualitative approach, with interviews to explain the findings from the quantitative data. The results of the study show that the average score of School-Based Management (SBM) implementation was 3.97 (moderate category), with leadership and decision-making scoring 4.16 as the strongest aspect, curriculum and learning management scoring 4.11 in the good category, evaluation and quality improvement scoring 3.98 in the moderate category, financial and facilities management scoring 3.97 in the moderate category, while parental and community participation scored 3.63 in the moderate category. This study indicates that School-Based Management at SMA Ananda Batam plays a strategic role in improving quality through the principal’s leadership in decision-making, while parental and community participation still needs to be improved through communication forums with a hybrid system. The driving factors for the implementation of School-Based Management include the principal’s transformational-democratic leadership style and a flexible and innovative curriculum, while the inhibiting factors include the absence of a quality assurance team, limited training for improving teachers’ competencies, insufficient maintenance of facilities and infrastructure, and limited communication between parents and the school
Enhancing Deep Learning Facilitator Competence through Blended Training: An Action Research Insight from Hinterland Area of Indonesia Pohan, Albert Efendi; Sibarani, Hos Arie Ramadhan; Nasution, Laskar Muda; Siregar, Ajizah; Osriza Betri; Hure, Frudensia Mawar; Bherti Angelia; Netti; Marwati; Sfarizal
Jurnal Akuntabilitas Manajemen Pendidikan Vol. 14 No. 1 (2026): April
Publisher : Faculty of Educational Sciences, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jamp.v14i1.89501

Abstract

Teacher competence is the primary determinant of the successful implementation of Deep Learning in Indonesia as a national policy to enhance educational quality in pursuit of Indonesia Emas 2045. Therefore, improving teacher competence through effective, efficient, and sustainable technology-assisted training must become a top government priority. Based on this fundamental urgency, this study was conducted to enhance the competence of Deep Learning facilitators through blended-based training in hinterland regions of Riau Islands Province, Indonesia. In line with this objective, the research employed an Action Research design consisting of two cycles through the stages of planning, action, observation, and reflection. The study involved 3,140 teachers for the preliminary research, 25 participants for the pilot study, and 37 trainees from hinterland areas in Riau Islands Province, Indonesia. The findings indicate that blended-based training can improve Deep Learning facilitator competence, including competence in designing lesson plans, peer teaching, and understanding Deep Learning concepts contextualized to hinterland regions. This study provides a theoretical contribution that blended-based training is relevant for improving teacher competence in Indonesia’s hinterland areas. The results offer new directions for future research by optimizing blended-based training to enhance teachers’ competence in implementing Deep Learning adaptively according to the hinterland context.
Co-Authors Albert Efendi Pohan Alpino Susanto, Alpino Bherti Angelia Marwati Nasution, Laskar Muda NETTI Osriza Betri Sfarizal Sibarani, Hos Arie Ramadhan Siregar, Ajizah Zulkifli Zulkifli