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All Journal International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET)
Haeruddin
Universitas Mulawarman, Samarinda, Indonesia
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education

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THE PRINCIPAL'S MANAGEMENT MODEL IN IMPLEMENTING A DEEP LEARNING–BASED CURRICULUM TO STRENGTHEN STUDENTS' CHARACTER AT SDN 004 TELUK BAYUR Anggunan Tunggal; Widyatmike Gede Mulawarman; Akhmad; Nurlaili; Haeruddin; Usfandi Haryaka
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 5 No. 4 (2026): MARCH
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20039835

Abstract

This study was motivated by the importance of strengthening character education at the elementary school level as a foundation for developing students' personality, morality, and social responsibility amid the challenges of globalization, the influence of digital media, and the decline of moral values. The study aimed to analyze the principal's management model in implementing a deep learning–based curriculum to strengthen students' character, including aspects of planning, organizing, implementation, supervision and evaluation, as well as supporting and inhibiting factors. This research employed a qualitative approach with a case study method. Data were collected through in-depth interviews, observations, and documentation involving the school principal, teachers, and parents as research informants. Data analysis was conducted through data reduction, data display, and conclusion drawing using triangulation techniques. The results of the study indicate that the principal's management model is implemented through integrated management functions. In the planning stage, the principal builds a shared understanding of deep learning–based learning and aligns curriculum documents with character development goals. In the organizing stage, the principal optimizes school resources through the establishment of a curriculum team, the distribution of teachers' roles, and the involvement of parents as educational partners. The implementation of learning is carried out through project-based activities, reflection, and collaboration that encourage the development of values such as responsibility, empathy, discipline, cooperation, and independence among students. Supervision and evaluation are conducted continuously through classroom observations, review of teaching documents, student portfolios, and feedback from parents. The success of the implementation is supported by adaptive leadership of the principal, teacher commitment, and collaboration among school members, while the obstacles include variations in teachers' readiness, limited facilities and infrastructure, limited instructional time, and the geographical conditions of the school.
THE PRINCIPAL’S MANAGEMENT IN PREVENTING BULLYING THROUGH THE CHILD-FRIENDLY SCHOOL PROGRAM AT SMP NEGERI 6 SANGATTA UTARA Herpina Martangi Sianturi; Widyatmike Gede Mulawarman; Haeruddin; Khusnul Khotimah; Laili Komariyah; Nurlaili
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 5 No. 4 (2026): MARCH
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.20033433

Abstract

This study aimed to analyze the principal's management in preventing bullying behavior through the Child-Friendly School Program at SMP Negeri 6 Sangatta Utara. The study employed a qualitative approach with a case study design. Data were collected through in-depth interviews, observation, and documentation, involving the principal, vice principal, teachers, educational staff, students, and parents as informants. The data were analyzed using the interactive model of Miles and Huberman, which includes data collection, data reduction, data display, and conclusion drawing or verification. The findings revealed that the principal's management in bullying prevention was implemented through four management functions, namely planning, organizing, actuating, and controlling or evaluating. In the planning aspect, anti-bullying policies were systematically, participatively, and integratively incorporated into official school documents. In the organizing aspect, the principal established a clear work structure involving various school stakeholders. In the implementation aspect, bullying prevention was carried out through preventive, educative, and corrective approaches, including socialization, character building, counseling services, and gradual case handling. In the controlling and evaluation aspect, the principal conducts continuous monitoring, coordination, and follow-up actions to improve program effectiveness. This study concludes that the success of bullying prevention depends not only on the existence of formal policies but also on the principal's managerial capacity to implement the Child-Friendly School Program consistently, collaboratively, humanely, and with a strong orientation toward child protection
STRATEGIC MANAGEMENT OF SCHOOL PRINCIPALS IN IMPLEMENTING INNOVATIVE CURRICULUM BASED ON DEEP LEARNING TO STRENGTHEN 21ST CENTURY SKILLS Asmar Baco; Masrur Yahya; Haeruddin; Moh. Bahzar; Akhmad Akhmad; Khusnul Khotimah
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 5 No. 7 (2026): JUNE
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe the principal's strategic management in implementing an innovative deep learning-based curriculum to strengthen 21st-century skills at SMP Negeri 1 Biatan, Berau Regency, East Kalimantan. A qualitative case study approach was employed. Data were collected through in-depth interviews, participatory observation, and document analysis, then analyzed through data condensation, display, and conclusion drawing. Trustworthiness was ensured through source and method triangulation. Findings show the principal applies strategic management regularly and integratively. Strategic planning focuses on student-centered learning and 4C skills through school needs analysis and stakeholder collaboration. Strategic organizing is carried out through clear role distribution, curriculum team formation, regular coordination, teacher learning communities (Kombel SNESA), and flexible scheduling. Strategic implementation is realized through active discussion- and project-based learning, supported by academic supervision and continuous teacher development. Strategic supervision and evaluation are conducted through periodic instrument-based supervision with follow-up improvements and transparent communication to parents.
Co-Authors Akhmad Akhmad Akhmad Anggunan Tunggal Asmar Baco Herpina Martangi Sianturi Khusnul Khotimah Laili Komariyah Masrur Yahya Moh. Bahzar Nurlaili Usfandi Haryaka Widyatmike Gede Mulawarman