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All Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Jurnal Ilmu Pendidikan (JIP)
Dea Prastia
Universitas Jambi
Education Engineering Mathematics Other

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STRATEGI MENGATASI TANTANGAN MENGIMPLEMENTASIKAN FORMULASI STRATEGI DALAM LEMBAGA PENDIDIKAN Rida Restu Restalillah; Dea Prastia; Trisna Mutiara; Linardo Pratama
JIP: Jurnal Ilmu Pendidikan Vol. 3 No. 7 (2025): Jurnal Ilmu Pendidikan (JIP)
Publisher : CV. Adiba Aisha Amira

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Abstract

This study aims to analyze strategies to overcome the challenges of implementing strategy formulation in educational institutions facing resource limitations. This study uses a literature review method by reviewing various scientific sources such as articles, journals, and books relevant to the research topic. The results indicate that the main challenge in implementing strategy formulation in educational institutions is the mismatch between limited resources and overly ambitious institutional goals. To overcome this, it is necessary to implement a strategy formulation based on the reality of resources through steps such as educational resource audits, strategic priority setting, and ongoing monitoring and evaluation mechanisms. With this approach, educational institutions can develop policies that are more adaptive, realistic, and oriented towards improving the quality of learning despite resource limitations.
UPAYA KEPALA SEKOLAH DALAM MENGIMPLEMENTASIKAN KEBIJAKAN LITERASI DAN NUMERASI DI SMA NEGERI 6 KOTA JAMBI Dea Prastia; K A Rahman; Yudo Handoko
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.v12i3.18675

Abstract

This study aims to describe the principal's efforts in implementing literacy and numeracy policies at SMA Negeri 6 Jambi City and identify its supporting and inhibiting factors. Utilizing a qualitative approach with a phenomenological design, data were collected through in-depth interviews, observation, and documentation study involving the principal, vice-principal of curriculum, teachers, and students selected via purposive sampling. Data were analyzed using the Miles and Huberman model. Results indicate that implementation is carried out through eight key strategies: forming a literacy team, developing physical environments, creating positive social-emotional climates, integrating HOTS-based learning, routine habituations, teacher training (IHT/MGMP), external collaborations, and Education Report Card-based evaluations. Supporting factors include active leadership, teacher commitment, and digital facilities. Major obstacles include uneven teacher understanding of HOTS strategies, limited library book collections, and low student reading interest. The school overcomes these challenges through ongoing mentoring, digital learning media, and contextual problem-solving.
Co-Authors Handoko, Yudo K.A. Rahman Linardo Pratama Rida Restu Restalillah Trisna Mutiara