Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Edu Cendikia: Jurnal Ilmiah Kependidikan
Lilis Suwandari
Universitas Islam Nusantara Bandung
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Principal Management in Realizing Adiwiyata Schools: A Qualitative Study of Environmental Education Leadership in Indonesian Secondary Schools Lina Mulyani; Lilis Suwandari
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Research Articles, April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.7966

Abstract

This study explores how principals' management practices contribute to the successful implementation of the Adiwiyata School program, an effort to promote environmental education and sustainable school culture. Employing a qualitative descriptive case study design, the research was conducted at SMP Negeri 1 Ciamis and MTs Negeri 5 Ciamis, Indonesia. Data were collected through in-depth interviews, field observations, and document analysis, and analyzed using an interactive model involving data reduction, data display, and conclusion drawing. The findings reveal that principals’ managerial and leadership capacities strongly influence the effectiveness of the Adiwiyata program. Strategic planning, collaborative organization, consistent implementation of environmental activities, and continuous evaluation enabled the embedding of environmental values in daily school practices and learning processes. The study also identifies persistent challenges, including limited resources, time constraints, and varying levels of environmental awareness among school members. These challenges were addressed through adaptive leadership, participatory decision-making, and collaboration with external stakeholders. The study concludes that environmental education initiatives cannot be sustained through procedural compliance alone, but require strong school leadership and institutional readiness. This research contributes to educational management literature by highlighting principal management as a key mediating factor linking environmental education policy to sustainable school practices.
ANALISIS IMPLEMENTASI TAKSONOMI SOLO DAN TAKSONOMI BLOOM DALAM MENINGKATKAN PEMAHAMAN STRUKTUR TAKSONOMI PENDIDIKAN PADA SISWA DI SDN RAWA BUAYA 07 DAN SDN CENGKARENG TIMUR 03 Lilis Suwandari; Dwi Rahmat; Susilawati; Herawati; Iroh Masruroh
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 12 No. 3 (2026): Volume 12 No. 3, September 2026 Release
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v12i3.17899

Abstract

The implementation of learning taxonomies plays an important role in improving students' cognitive development and learning quality in elementary schools. However, classroom learning practices are still predominantly oriented toward Bloom's Taxonomy, while the application of the Structure of the Observed Learning Outcome (SOLO) Taxonomy remains limited. This study aimed to analyze the implementation of SOLO Taxonomy and Bloom's Taxonomy in improving students' understanding of educational taxonomy structures at SDN Rawa Buaya 07 and SDN Cengkareng Timur 03. This study employed a qualitative descriptive approach. The research subjects consisted of principals, fourth- and fifth-grade teachers, and students. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing. The findings indicate that Bloom's Taxonomy has been systematically implemented in lesson planning, classroom instruction, and assessment practices. In contrast, the SOLO Taxonomy has not yet been explicitly integrated into the learning process due to teachers' limited understanding of its concepts and application. Nevertheless, several learning activities implicitly reflected SOLO levels, particularly at the multistructural and relational stages. The integration of Bloom's and SOLO Taxonomies provides a more comprehensive framework for designing learning activities and assessing students' depth of understanding. Therefore, strengthening teachers' competencies in implementing both taxonomies is essential to support meaningful learning and improve students' higher-order thinking skills in elementary education.
Co-Authors Dwi Rahmat Herawati Iroh Masruroh Lina Mulyani Susilawati