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All Journal Jurnal Manajemen Pendidikan ANTHOR: Education and Learning Journal EDUJAVARE: International Journal of Educational Research
Mutoharoh Mutoharoh
Universitas Bina Bangsa, Indonesia
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PENGARUH MODEL KEPEMIMPINAN TRANSFORMASIONAL KEPALA SEKOLAH TERHADAP KINERJA PENDIDIK PAUD DI KECAMATAN TAKTAKAN Iin Hasinah; Budi Ilham Maliki; Mutoharoh Mutoharoh; Yolanda Pahrul; Popy Dayurni; Galuh Mulyawan
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1172

Abstract

This study aims to determine the effect of transformational leadership on the performance of early childhood education (PAUD) educators in Taktakan District. Transformational leadership is considered capable of boosting educator motivation, commitment, and performance through inspirational and empowering influences. This study used a quantitative method with a causal comparative approach and a survey method. The sample size was 31 respondents, drawn from a total population of 151 early childhood education (PAUD) educators in Taktakan District. Data were collected through questionnaires and analyzed using simple linear regression analysis. The results showed that transformational leadership has a positive and significant influence on educator performance, with a coefficient of determination (R²) of 0.832 and a significance level of 0.001 (p < 0.05). This indicates that 83% of the variation in educator performance can be explained by transformational leadership, thus transformational leadership has a positive and significant influence on educator performance. Thus, transformational leadership is a crucial factor that needs to be continuously developed to improve the quality of early childhood education.
PENGARUH MODEL KEPEMIMPINAN TRANSFORMASIONAL KEPALA SEKOLAH TERHADAP KINERJA PENDIDIK PAUD DI KECAMATAN TAKTAKAN Iin Hasinah; Budi Ilham Maliki; Mutoharoh Mutoharoh; Yolanda Pahrul; Popy Dayurni; Galuh Mulyawan
Jurnal Manajemen Pendidikan Vol. 11 No. 1 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jmp.v11i1.1172

Abstract

This study aims to determine the effect of transformational leadership on the performance of early childhood education (PAUD) educators in Taktakan District. Transformational leadership is considered capable of boosting educator motivation, commitment, and performance through inspirational and empowering influences. This study used a quantitative method with a causal comparative approach and a survey method. The sample size was 31 respondents, drawn from a total population of 151 early childhood education (PAUD) educators in Taktakan District. Data were collected through questionnaires and analyzed using simple linear regression analysis. The results showed that transformational leadership has a positive and significant influence on educator performance, with a coefficient of determination (R²) of 0.832 and a significance level of 0.001 (p < 0.05). This indicates that 83% of the variation in educator performance can be explained by transformational leadership, thus transformational leadership has a positive and significant influence on educator performance. Thus, transformational leadership is a crucial factor that needs to be continuously developed to improve the quality of early childhood education.
Conceptual Foundation: Balanced Scorecard in the Educational Context (A Study of the Theory Underlying the Instrument's Creation) Yovita Chandrayanti; Mutoharoh Mutoharoh; Rafika Nur Sugiharti; Eka Aditya Putri Putranti; Teresia Waruwu; Farid Datu AlRasyid; Febrianus Laia
EDUJAVARE: International Journal of Educational Research Vol. 4 No. 01 (2026): EDUJAVARE: International Journal of Educational Research
Publisher : CV. Edujavare Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70610/edujavare.v4i01.1503

Abstract

Digital transformation has encouraged educational institutions to create more comprehensive, flexible, and data-driven performance assessment systems. This article aims to analyze the implementation of the Digital Balanced Scorecard (DBSC) as a school performance assessment model that supports data-driven education management in the digital era. This study uses a literature review method with a conceptual-critical approach to various national and international studies on the Balanced Scorecard, digital transformation in education, and school information management systems. The results of the study indicate that the implementation of the Balanced Scorecard is able to integrate four main perspectives: financial, customer, internal processes, and learning and growth in one measurable and sustainable evaluation system. From a financial perspective, the study shows that approximately 72.5% of schools are able to manage BOS funds effectively through participatory planning, the use of digital applications such as ARKAS, and strengthening internal audits. From a customer perspective, the quality of educational services, school culture, and institutional image have been shown to have a positive influence of 60.7% on the level of parent and student satisfaction. An internal process perspective shows that the integration of e-learning, monitoring dashboards, and technology-based curriculum innovations can improve the effectiveness of teaching and learning activities and the quality of school administrative services. Meanwhile, from a learning and growth perspective, digital-based teacher learning community (Kombel) management has been shown to improve teachers' pedagogical competence by up to 85%. The integration of digital technology through interactive dashboards, e-performance systems, and school management platforms enables direct, clear, and precise monitoring and decision-making. However, the implementation of the DBSC still faces several challenges, such as limited technological infrastructure, low digital literacy skills, organizational cultural resilience, and the risk of managerialism, which can simplify educational complexity into mere numbers.
Lingkungan Sekolah sebagai Determinan Kinerja Guru: Sebuah Tinjauan Literatur Kritis Erwin Nauval Abdurrahman; Furtasan Ali Yusuf; Mutoharoh Mutoharoh
ANTHOR: Education and Learning Journal Vol 5 No 3 (2026): Anthor 2026
Publisher : Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/anthor.v5i3.464

Abstract

Artikel ini merupakan tinjauan pustaka yang berupaya menganalisis dampak lingkungan sekolah terhadap kinerja guru. Penelitian ini dilaksanakan secara sistematis dengan mengkaji beragam sumber literatur nasional dan internasional yang relevan, menggunakan metodologi kualitatif dengan sintesis hasil penelitian sebelumnya. Temuan tersebut menunjukkan bahwa lingkungan sekolah memainkan peran penting dalam mempengaruhi kinerja guru, meliputi unsur fisik, kepemimpinan kepala sekolah, budaya sekolah, dan hubungan antarpribadi. Kepemimpinan yang suportif, fasilitas yang baik, dan budaya kerja yang positif adalah contoh lingkungan yang baik yang telah terbukti meningkatkan motivasi guru, kepuasan kerja, dan kinerja. Di sisi lain, lingkungan yang kurang mendukung dapat membuat orang menjadi kurang produktif dan membuat mereka lelah dengan pekerjaannya. Lingkungan sekolah juga dapat berpengaruh secara langsung atau tidak langsung melalui faktor-faktor seperti motivasi dan kepuasan kerja. Untuk meningkatkan kualitas kinerja guru dan mencapai tujuan pendidikan dengan sebaik - baiknya, lingkungan sekolah perlu dikelola secara holistik.
Co-Authors Budi Ilham Maliki Eka Aditya Putri Putranti Erwin Nauval Abdurrahman Farid Datu AlRasyid Febrianus Laia Furtasan Ali Yusuf Iin Hasinah Mulyawan, Galuh Popy Dayurni Rafika Nur Sugiharti Teresia Waruwu Yolanda Pahrul Yovita Chandrayanti