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All Journal JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH Jurnal Manajemen Pendidikan Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Siti Halimah
Universitas Muhammadiyah Surakarta, Indonesia
Religion Humanities Education Library & Information Science Social Sciences

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INOVASI PERENCANAAN BIAYA PENDIDIKAN BERBASIS KINERJA Siti Halimah; Harsono MS
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.v11i1.1593

Abstract

This study develops an innovative performance-based education cost planning model that links spending efficiency, traceable unit costs, and the achievement of educational performance indicators. A library research design was applied through a systematic literature review and qualitative content analysis of studies on performance-based budgeting, performance information quality, standard costs, education fund accountability, and costing methods such as activity-based costing. The synthesis indicates recurring constraints in public-sector budgeting, including education: weak traceability between expenditures and outputs/outcomes, a growing number of performance indicators with low renewal rates, and predominantly input-based standard costs that may not reflect output-based needs. At the institutional level, budgeting difficulties intensify when one activity contributes to multiple indicators, complicating cost attribution to performance targets and potentially weakening efficiency assessment. This study proposes an innovation comprising a Cost–Performance Matrix and a Unit-Cost Performance Dashboard, integrating activity–output–outcome mapping, activity-based unit cost calculation, and standard-cost benchmarking to enhance budget decision quality.
IMPLEMENTASI TEKNOLOGI PEMBELAJARAN DI MADRASAH IBTIDAIYAH MUHAMMADIYAH KARANGWARU PLUPUH Isnaini Isnaini; Siti Halimah; Budi Murtiyasa; Masduki Masduki
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.v11i1.1619

Abstract

This study aims to describe the implementation of learning technology at Madrasah Ibtidaiyah Muhammadiyah Karangwaru Plupuh Sragen, identify enabling and constraining factors, and interpret its impact on student engagement. A qualitative case study with a descriptive approach was employed. Data were collected through in-depth interviews with three key informants—Umi Khasanah (principal), Zuli Nurdayati (class teacher), and Sitisamlatun (class teacher)—supported by classroom observations and document review (lesson plans, digital media artifacts, and assessment evidence). Data analysis followed thematic coding, data reduction and display, and conclusion drawing with source and technique triangulation to enhance trustworthiness. The main findings indicate that technology was integrated in three domains: planning (using digital resources to design learning materials), implementation (audiovisual media, interactive quizzes, and learning communication through messaging applications), and assessment (simple platform-based formative tests and digital portfolio documentation). Most practices remain at substitution–augmentation levels, yet initial movement toward modification is evident when teachers redesign learning flows into collaborative and project-based micro-tasks. Enablers include the principal’s instructional leadership, peer-sharing culture, and parent partnership; major barriers involve limited devices, unstable internet connectivity, and varied teacher digital literacy.
ANALISIS SWOT MANAJEMEN MUTU PENDIDIKAN DI MADRASAH IBTIDAIYAH MUHAMMADIYAH SIDOKERTO PLUPUH SRAGEN Isnaini Isnaini; Siti Halimah; Sabar Narimo; Sofyan Anif
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 1 (2026): Regular Issue
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i1.1618

Abstract

Improving quality in Islamic primary schools requires a headmaster who can strategically interpret internal and external conditions. This paper aims to map strengths, weaknesses, opportunities, and threats in educational quality management at Madrasah Ibtidaiyah Muhammadiyah Sidokerto Plupuh Sragen and to formulate feasible quality-improvement strategies centered on headmaster leadership. The method is a literature study using content analysis of recent scholarly works and relevant documents, synthesized through the SWOT framework and the TOWS matrix. The main findings indicate that internal strengths are generally driven by religious culture, organizational networks, and leadership potential to cultivate a quality culture, while weaknesses often relate to inconsistent internal quality assurance practices, uneven teacher competence development, and limited resources to sustain innovation. External opportunities include strengthening parent–community partnerships, expanding digital learning literacy, and improving program planning based on quality indicators; key threats stem from competition among similar institutions, rising service expectations, and the risk of innovation stagnation.
INOVASI PERENCANAAN BIAYA PENDIDIKAN BERBASIS KINERJA Siti Halimah; Harsono MS
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.v11i1.1593

Abstract

This study develops an innovative performance-based education cost planning model that links spending efficiency, traceable unit costs, and the achievement of educational performance indicators. A library research design was applied through a systematic literature review and qualitative content analysis of studies on performance-based budgeting, performance information quality, standard costs, education fund accountability, and costing methods such as activity-based costing. The synthesis indicates recurring constraints in public-sector budgeting, including education: weak traceability between expenditures and outputs/outcomes, a growing number of performance indicators with low renewal rates, and predominantly input-based standard costs that may not reflect output-based needs. At the institutional level, budgeting difficulties intensify when one activity contributes to multiple indicators, complicating cost attribution to performance targets and potentially weakening efficiency assessment. This study proposes an innovation comprising a Cost–Performance Matrix and a Unit-Cost Performance Dashboard, integrating activity–output–outcome mapping, activity-based unit cost calculation, and standard-cost benchmarking to enhance budget decision quality.
IMPLEMENTASI TEKNOLOGI PEMBELAJARAN DI MADRASAH IBTIDAIYAH MUHAMMADIYAH KARANGWARU PLUPUH Isnaini Isnaini; Siti Halimah; Budi Murtiyasa; Masduki Masduki
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.v11i1.1619

Abstract

This study aims to describe the implementation of learning technology at Madrasah Ibtidaiyah Muhammadiyah Karangwaru Plupuh Sragen, identify enabling and constraining factors, and interpret its impact on student engagement. A qualitative case study with a descriptive approach was employed. Data were collected through in-depth interviews with three key informants—Umi Khasanah (principal), Zuli Nurdayati (class teacher), and Sitisamlatun (class teacher)—supported by classroom observations and document review (lesson plans, digital media artifacts, and assessment evidence). Data analysis followed thematic coding, data reduction and display, and conclusion drawing with source and technique triangulation to enhance trustworthiness. The main findings indicate that technology was integrated in three domains: planning (using digital resources to design learning materials), implementation (audiovisual media, interactive quizzes, and learning communication through messaging applications), and assessment (simple platform-based formative tests and digital portfolio documentation). Most practices remain at substitution–augmentation levels, yet initial movement toward modification is evident when teachers redesign learning flows into collaborative and project-based micro-tasks. Enablers include the principal’s instructional leadership, peer-sharing culture, and parent partnership; major barriers involve limited devices, unstable internet connectivity, and varied teacher digital literacy.
Implementing Teacher Competency Development Policies to Improve Educational Quality at Muhammadiyah Islamic Elementary School Sidokerto, Plupuh Isnaini; Siti Halimah; Harun Joko Prayitno; Indri
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 2 Mei 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i2.1050

Abstract

This study examines the implementation of teacher competency development policies in improving educational quality at Muhammadiyah Islamic Elementary School Sidokerto, Plupuh. The study employed a qualitative approach with a case study design. Data were collected through semi-structured interviews, non-participant observation, and document analysis. The participants included the principal, curriculum coordinator, teachers, administrative staff, and other relevant stakeholders selected through purposive sampling. Data were analyzed using the interactive model of data condensation, data display, and conclusion drawing. The findings show that teacher competency development was integrated into school planning, academic supervision, teacher meetings, workshops, mentoring, professional working groups, peer discussions, and independent learning. The principal played a central role in identifying teacher needs, determining program priorities, facilitating professional development, providing feedback, and monitoring classroom implementation. These policies contributed to improvements in lesson planning, instructional strategies, digital media use, assessment practices, classroom interaction, professional collaboration, and the integration of Islamic values into learning. Policy implementation was supported by leadership commitment, collegial cooperation, organizational culture, and Muhammadiyah educational values. However, limited funding, high workloads, time constraints, uneven digital competence, and insufficient follow-up reduced the effectiveness of several programs. The study concludes that teacher competency development must be implemented as a continuous institutional cycle consisting of needs assessment, program planning, implementation, mentoring, classroom application, evaluation, and policy improvement. Sustainable policy implementation can strengthen teacher professionalism and gradually improve educational quality.
CIPP Model-Based Evaluation of the Education System to Improve Learning Quality at Muhammadiyah Islamic Elementary School Sidokerto, Plupuh Isnaini; Siti Halimah; Budi Murtiyasa; Sumardi
Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner Vol. 5 No. 2 Mei 2026: Jurnal Ilmu Pendidikan dan Sains Islam Interdisipliner
Publisher : Yayasan Azhar Amanaa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59944/jipsi.v5i2.1051

Abstract

This study evaluates the education system in improving learning quality at Muhammadiyah Islamic Elementary School Sidokerto, Plupuh, using the Context, Input, Process, and Product model. It employed a qualitative approach with an evaluative case study design. Data were collected through semi-structured interviews, non-participant observations, and document analysis. Participants were selected purposively and included the principal, curriculum coordinator, teachers, administrative personnel, school committee representatives, parents, and students. Data were analyzed through data condensation, data display, and conclusion drawing and verification. The findings show that the context component was aligned with students’ academic needs, Islamic character development, and Muhammadiyah institutional values. The input component was generally adequate, although digital facilities, teacher professional development, and resource allocation required improvement. The process component indicated that learning, assessment, academic supervision, and parental communication had been implemented, but differentiated instruction and supervision follow-up remained inconsistent. The product component revealed positive development in student participation, discipline, religious habituation, and teacher collaboration. However, the school had not fully integrated academic, behavioural, professional, and stakeholder satisfaction data into a longitudinal evaluation system. The study concludes that learning quality improvement requires a continuous, participatory, measurable, and evidence-based CIPP evaluation cycle.
Co-Authors Budi Murtiyasa Harsono MS Harun Joko Prayitno Indri Isnaini Isnaini Isnaini Masduki Sabar Narimo Sofyan Anif Sumardi