Garuda - Garba Rujukan Digital

Strategies of Education and Cultural Attaché in Enhancing Educational Quality at Indonesian School Riyadh, Saudi Arabia Cherry Rinaldi; Amrozi Khamidi; Kaniati Amalia; Mochamad Nursalim; Enny Roesminingsi; Muhamad Sholeh
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2689

The role of Education and Cultural Attachés (Atdikbud) in managing Indonesian Schools Abroad (SILN) has become increasingly critical in maintaining educational quality for Indonesian citizens overseas. This study examines the strategic approaches employed by Atdikbud at the Indonesian Embassy in Riyadh to enhance educational quality at Sekolah Indonesia Riyadh (SIR). This research aims to analyze the strategies implemented by Atdikbud in improving educational quality, identify challenges encountered, and explore solutions applied in managing SILN within a multicultural context. Employing a qualitative case study approach, data were collected through in-depth interviews with Atdikbud, school principals, teachers, and parent representatives at SIR, complemented by direct observations and document analysis. Data analysis utilized the Miles and Huberman interactive model, incorporating data condensation, data display, conclusion drawing, and verification through triangulation. Findings reveal that Atdikbud implements five primary strategies: (1) policy harmonization between Indonesian and Saudi educational systems, (2) continuous professional development for educators, (3) infrastructure optimization through diplomatic channels, (4) cultural diplomacy integration in curriculum, and (5) stakeholder collaboration enhancement. Major challenges include resource limitations, cultural adaptation barriers, and bureaucratic complexities. Innovative solutions involve technology utilization, local community partnerships, and flexible policy implementation. In conclusion, atdikbud plays a pivotal strategic role in supporting Indonesian education abroad through adaptive leadership, cultural sensitivity, and diplomatic coordination. The study recommends strengthening inter-ministerial coordination, increasing resource allocation for SILN, and developing context-specific guidelines for educational diplomacy in multicultural settings.

Teacher Digital Literacy and Merdeka Curriculum Readiness: The Role of Learning Communities in Preparing 21st-Century Competencies in Secondary Schools Susy Andriyani; Mohammad Syahidul Haq; Muhamad Sholeh; Mufarihul Hazin; Amrozi Khamidi; Andi Kristanto
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2692

The global education crisis demands that teachers possess competent digital literacy as a prerequisite for implementing the Merdeka Curriculum and preparing students for 21st-century challenges. However, despite strong policy emphasis on digital literacy and Learning Communities, empirical evidence of their interrelationship in Indonesian secondary school contexts remains limited. This study aims to analyze the effectiveness of Learning Communities as a mechanism for teacher professional development, the level of teacher digital literacy, and the evaluation of the school's digital climate in supporting the synergy between the two. This research uses a descriptive quantitative approach with a cross-sectional survey design, based on data from 39 Junior High School teachers across two work units (SMPN 2 Dawarblandong and SMPN 2 Mojosari). Data were analyzed using descriptive statistics including means, standard deviations, and comparative analysis between schools. The results show that the Learning Community dimension proved highly effective with an average score of 4.78, serving as a core pillar for professional development and teacher self-reflection. The strongest indicator lies in the Learning Communities' ability to help teachers identify strengths and weaknesses in their teaching practices, achieving a score of 4.92. However, the Teacher Digital Literacy dimension recorded the lowest average score of 4.47, with the routine use of Google Classroom as the lowest indicator at 4.23. While leadership support in facilitating Learning Communities is very high at 4.90, formal recognition related to digital innovation by school principals remains moderate at 4.28. It is concluded that Learning Communities have established a strong foundation for collaboration, but there is a significant gap between non-technical collaborative readiness and routine technology adoption. Schools need to reorient Learning Communities to focus on operational technical training and strengthen the recognition system to encourage continuous digital integration in implementing the Merdeka Curriculum.

Toward a Social Capital Model of School Conflict Management: Aligning Institutional Governance with SDG 16 Alif Firdaus Zamzam; Yatim Riyanto; Muhamad Sholeh
Journal of Current Studies in SDGs Vol. 3 No. 4 (2027): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.4.321

Objective: To synthesize organizational conflict theory, social capital theory, and school-specific empirical findings into a conceptual framework for managing conflict within school organizations, and to map how the classical stages of the conflict process can ideally be applied within schools to convert rivalry into healthy competition rather than destructive dispute-with explicit attention to how such a framework supports quality, and strong, accountable institutions (SDG 16). Method: The study employs a narrative literature review drawing on the classical theoretical corpus of management, organizational conflict, and social capital theory, enriched with supplementary 2015–2026 literature from international and national academic databases, including studies conducted specifically within school settings. Results: The review shows that conflict in school organizations differs from conflict in other organizations in its heterogeneous set of stakeholders, its dual bureaucratic-professional authority structure, and its embeddedness in public accountability. Social capital — comprising trust, networks, and norms of reciprocity — is shown to mediate both the prevention and the constructive channeling of conflict, including within schools. Novelty: The review further reveals that Indonesia's high power distance and collectivist culture add a distinct risk of false harmony. Building on this synthesis, the article offers a novel success-failure formula (the Success Potential of Conflict Management, SPCM) and a staged framework for applying conflict management ideally within school organizations a synthesis that has not previously combined social capital theory with the conflict-process stages within the specific institutional and cultural context of Indonesian schools.

Engineering Conflict for Organizational Innovation through Social Capital and Relational Structure in Hybrid School Governance for Advancing SDG 16 Alif Firdaus Zamzam; Yatim Riyanto; Muhamad Sholeh
Journal of Current Studies in SDGs Vol. 3 No. 4 (2027): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.4.327

Objective: To examine conflict engineering as a proactive organizational practice that deliberately structures naturally occurring tensions into a repeatable cycle of organizational learning and innovation, rather than merely resolving conflict after it emerges. Method: Using a qualitative multi-site case study, the research investigates governance practices in two hybrid schools combining academic and residential functions in Lamongan Regency, Indonesia. Data were collected from 34 purposively selected informants through semi-structured interviews, participant observation, and document analysis, and were analyzed using within-case coding and cross-case synthesis. Result: The findings reveal that conflict engineering operates through six interconnected stages: detection, diagnosis, intervention design, facilitation, evaluation, and learning. Social capital, manifested in trust, shared norms, and informal networks, enables organizational actors to channel tension into constructive competition and collaborative problem-solving. The findings further identify relational structure as a provisional boundary condition: horizontal conflicts among peers were more amenable to engineering and were associated with organizational innovation, whereas vertical conflicts tended to encourage avoidance under conditions of high power distance. Novelty: The study’s novelty lies in conceptualizing conflict engineering as a cyclical governance mechanism enabled by social capital and conditioned by relational structure, while repositioning the classical POAC functions (Planning, Organizing, Actuating, and Controlling) as its operational mechanism rather than its theoretical foundation. The study thus extends conflict management from reactive resolution toward deliberate organizational learning and innovation.

Toward a Social Capital Model of School Conflict Management: Aligning Institutional Governance with SDG 16 Alif Firdaus Zamzam; Yatim Riyanto; Muhamad Sholeh
Journal of Current Studies in SDGs Vol. 3 No. 4 (2027): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.4.321

Objective: To synthesize organizational conflict theory, social capital theory, and school-specific empirical findings into a conceptual framework for managing conflict within school organizations, and to map how the classical stages of the conflict process can ideally be applied within schools to convert rivalry into healthy competition rather than destructive dispute-with explicit attention to how such a framework supports quality, and strong, accountable institutions (SDG 16). Method: The study employs a narrative literature review drawing on the classical theoretical corpus of management, organizational conflict, and social capital theory, enriched with supplementary 2015–2026 literature from international and national academic databases, including studies conducted specifically within school settings. Results: The review shows that conflict in school organizations differs from conflict in other organizations in its heterogeneous set of stakeholders, its dual bureaucratic-professional authority structure, and its embeddedness in public accountability. Social capital — comprising trust, networks, and norms of reciprocity — is shown to mediate both the prevention and the constructive channeling of conflict, including within schools. Novelty: The review further reveals that Indonesia's high power distance and collectivist culture add a distinct risk of false harmony. Building on this synthesis, the article offers a novel success-failure formula (the Success Potential of Conflict Management, SPCM) and a staged framework for applying conflict management ideally within school organizations a synthesis that has not previously combined social capital theory with the conflict-process stages within the specific institutional and cultural context of Indonesian schools.

Engineering Conflict for Organizational Innovation through Social Capital and Relational Structure in Hybrid School Governance for Advancing SDG 16 Alif Firdaus Zamzam; Yatim Riyanto; Muhamad Sholeh
Journal of Current Studies in SDGs Vol. 3 No. 4 (2027): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.4.327

Objective: To examine conflict engineering as a proactive organizational practice that deliberately structures naturally occurring tensions into a repeatable cycle of organizational learning and innovation, rather than merely resolving conflict after it emerges. Method: Using a qualitative multi-site case study, the research investigates governance practices in two hybrid schools combining academic and residential functions in Lamongan Regency, Indonesia. Data were collected from 34 purposively selected informants through semi-structured interviews, participant observation, and document analysis, and were analyzed using within-case coding and cross-case synthesis. Result: The findings reveal that conflict engineering operates through six interconnected stages: detection, diagnosis, intervention design, facilitation, evaluation, and learning. Social capital, manifested in trust, shared norms, and informal networks, enables organizational actors to channel tension into constructive competition and collaborative problem-solving. The findings further identify relational structure as a provisional boundary condition: horizontal conflicts among peers were more amenable to engineering and were associated with organizational innovation, whereas vertical conflicts tended to encourage avoidance under conditions of high power distance. Novelty: The study’s novelty lies in conceptualizing conflict engineering as a cyclical governance mechanism enabled by social capital and conditioned by relational structure, while repositioning the classical POAC functions (Planning, Organizing, Actuating, and Controlling) as its operational mechanism rather than its theoretical foundation. The study thus extends conflict management from reactive resolution toward deliberate organizational learning and innovation.

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