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All Journal Dinasti International Journal of Education Management and Social Science Didaktik : Jurnal Ilmiah PGSD STKIP Subang
Sri Handayani
Universitas Islam Nusantara, Bandung, Indonesia
Education

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MEMBANGUN MANAJEMEN DAN BIMBINGAN KONSELING RESPONSIF DISEKOLAH MENENGAH PERTAMA STUDI KASUS DI SMP 3 CIPATAT Nina Ambarawati; Sri Handayani; Eva Dianawati Wasliman
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 01 (2025): Volume 12 No. 01 Maret 2026
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i01.10748

Abstract

Student problems at the junior high school level are becoming increasingly complex, encompassing academic, social, emotional, and behavioral aspects, thus requiring guidance and counseling (GC) services that are managed systematically and responsively. However, the management of GC services in schools still faces challenges related to needs-based planning, institutional coordination, and measurable service evaluation. This study aims to analyze responsive guidance and counseling management in addressing student problems at SMP Negeri 3 Cipatat based on the management functions of planning, organizing, actuating, and controlling (POAC). This research employed a qualitative approach using a case study method. Data were collected through in-depth interviews with the principal, guidance and counseling teacher, homeroom teachers, subject teachers, and students, complemented by observation and document analysis. Data analysis was conducted interactively through data reduction, data display, and conclusion drawing, with triangulation applied to ensure data validity. The results indicate that guidance and counseling management at SMP Negeri 3 Cipatat has practically implemented the POAC functions and demonstrates a responsive approach to students’ needs. Service planning is based on needs analysis through student needs assessment questionnaires and observation, although it is constrained by data validity and the limited professional experience of the counseling teacher. The organizing and implementation of services are carried out collaboratively; however, evaluation remains process-oriented and has not yet applied outcome-based indicators. This study concludes that strengthening guidance and counseling management is still required to ensure more effective and sustainable services.
Management of Outdoor Education in Developing Naturalistic Intelligence and Early Childhood Character Dini Lidinillah; Sri Handayani
Dinasti International Journal of Education Management and Social Science Vol. 7 No. 3 (2025): Dinasti International Journal of Education Management and Social Science (Febru
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v7i3.6061

Abstract

This research analyzes the management of Outdoor Education in developing naturalistic intelligence and early childhood character at TK Plus Al-Muttaqin, aiming to identify implementation conditions, needs, managerial obstacles, and formulate an effective and contextual management model. Employing a qualitative approach with a single case study design, this study involves participatory observation, in-depth interviews, and documentation analysis. The findings indicate that Outdoor Education management at TK Plus Al-Muttaqin has been implemented systematically and integrally through comprehensive planning, organizing, actuating, and controlling functions, aimed at fostering naturalistic intelligence and children's character via direct nature-based learning experiences. However, implementation faces internal barriers such as variations in children's characters and teacher consistency challenges, alongside external constraints including limited facilities, land, and inconsistent support from overprotective parents. In response, this study successfully develops an Outdoor Education management model integrating POAC principles, multiple intelligences theory, character education, and Early Childhood Character Curriculum principles, supplemented by innovative strategies to address barriers. The proposed model offers a comprehensive, applicable, and contextual framework, contributing to early childhood education management practices that optimize naturalistic intelligence and character development from an early age.
Adaptive Educational Management in Building an Anti-Bullying Environment and Improving Student Learning Quality Robian Henri; Sri Handayani
Dinasti International Journal of Education Management and Social Science Vol. 7 No. 3 (2025): Dinasti International Journal of Education Management and Social Science (Febru
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v7i3.6062

Abstract

Bullying in elementary schools seriously harms students' mental health and learning quality. Schools with limited resources need an adaptive management model to tackle this effectively. This research stems from the gap between ideal anti-bullying policies and real-world challenges. It describes and analyzes adaptive education management at SDN 036 Ujungberung and SDN Cibodas 01 to handle bullying and improve student learning. This research employs a qualitative approach with a case study method and applies the management framework (Planning, Organizing, Actuating, and Controlling) as its theoretical basis. Data were collected through in-depth interviews, participatory observation, and documentation studies. The findings indicate that at SDN 036 Ujungberung and SDN Cibodas 01 implements a contextual, flexible, and collaborative model of adaptive education management. (1) Planning is conducted participatively by establishing a Prevention and Handling of Violence Team (TPPK) and designing realistic programs tailored to resource limitations. (2) Organization is dynamic, with all teachers actively involved in prevention and supervision. (3) Implementation is humanistically integrated into routine school activities through education, habituation, and direct mediation. (4) Controlling and follow-up are carried out continuously through simple yet regular evaluations, the results of which are used for tangible program improvements. The primary challenge of limited human resources is overcome through collaboration and role flexibility. In conclusion, contextual and responsive adaptive management builds safe, inclusive, character-focused school cultures. It successfully cuts bullying and boosts learning quality, even in resource-poor settings.
Participative Leadership and Shared Facility Management: An Integrated Model for Conducive Learning Environments Rica Agus Budiyanto; Sri Handayani
Dinasti International Journal of Education Management and Social Science Vol. 7 No. 3 (2025): Dinasti International Journal of Education Management and Social Science (Febru
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v7i3.6063

Abstract

This study rigorously examines the implementation of participative leadership in the intricate context of shared facility management within multi-unit elementary school complexes, specifically focusing on the SDN Tegal Alur Complex. Employing a qualitative phenomenological approach, the research deeply probes the subjective experiences and perceptions of school principals, teachers, and administrative staff concerning interschool collaboration in resource allocation and maintenance. The investigation reveals a highly effective and robust operational model that synergistically integrates Rensis Likert's Participative Management Theory with W. Edwards Deming's Plan-Do-Check-Act cycle. This integrated framework's success is attributed to several key elements: active stakeholder participation in decision-making processes, which significantly fosters inclusivity and prevents conflicts; the establishment of transparent and responsive two-way communication channels; and the cultivation of a profound sense of ownership and collective responsibility among all parties, leading to voluntary maintenance and ethical usage. Furthermore, the pivotal "linking-pin" role played by school principals ensures seamless coordination and mediation between the autonomous school units, while the institutionalized PDCA-based evaluation and follow-up mechanism drives continuous improvement and adaptive problem-solving, effectively addressing challenges such as noise disturbances. This research critically addresses a significant gap in the literature regarding the systematic integration of leadership theories and facility management practices in shared educational settings. It offers an empirically derived, adaptable operational model that not only enhances resource efficiency but also actively promotes a collaborative culture, ultimately contributing to a more conducive and sustainable learning environment across multiple schools.
Co-Authors Dini Lidinillah Eva Dianawati Wasliman Nina Ambarawati Rica Agus Budiyanto Robian Henri