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INDONESIA
JURNAL KEPEMIMPINAN DAN PENGURUSAN SEKOLAH
Published by STKIP Pesisir Selatan
ISSN : -     EISSN : 25026445     DOI : http://dx.doi.org/10.34125/kp
Core Subject : Education,
Education
Jurnal Kepemimpinan dan Pengurusan Sekolah (JKPS) merupakan jurnal ilmiah penelitian pendidikan yang memuat hasil penelitian dan/atau kajian analitis - kritis di bidang kepemimpinan kepala sekolah, proses pembelajaran dan evaluasi pendidikan dengan tujuan untuk mengeksplorasi dan mengembangkan model kepemimpinan kepala sekolah yang efektif, model pembelajaran dan penilaian kinerja guru dan prestasi siswa dalam aspek pendidikan.
Arjuna Subject : -
Articles 1,761 Documents
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PENGARUH PEMANFAATAN SARANA PRASARANA PENDIDIKAN DAN KREATIVITAS GURU TERHADAP HASIL BELAJAR SISWA DI MTS NURUL FALAH BOGOR Navira Wulan Rahmadani; Yenny Merinatul Hasanah
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 4 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i4.3428

Abstract

This study aims to determine: (1) the effect of utilizing educational infrastructure on student learning outcomes at MTs Nurul Falah Bogor; (2) the effect of teacher creativity on student learning outcomes at MTs Nurul Falah Bogor; and (3) the si multaneous effect of utilizing educational infrastructure and teacher creativity on student learning outcomes at MTs Nurul Falah Bogor. This study uses a quantitat ive approach with a survey method. The research population consisted of all teach ers at MTs Nurul Falah Bogor, totaling 30 individuals. The sampling technique us ed was saturated sampling. Data collection was conducted through observation, questionnaires, documentation, and literature study. Data analysis included validity testing, reliability testing, classical assumption testing, simple and multiple linear regression analysis, coefficient of determination testing, t-tests, and F-tests using SPSS version 24. The results showed that: (1) the utilization of educational infrastructure has a positive and significant effect on student learning outcomes with a t-count = 4.024 > t-table = 2.048, a significance value of 0.000 < 0.05, and contributes 36.6%; (2) teacher creativity has a positive and significant effect on student learning outcomes with a t-count = 2.905 > t-table = 2.048, a significance value of 0.007 < 0.05, and contributes 23.2%; and (3) the utilization of educational infrastructure and teacher creativity simultaneously have a positive and significant effect on student learning outcomes with an F-count = 8.222 > F-table = 3.35, a significance value of 0.002 < 0.05, and a coefficient of determination (R Square) of 0.379 or 37.9%.
STRATEGI GURU DALAM MEMBANGUN KEPERCAYAAN DIRI ANAK TKIT SYEIKH ABDURRAUF Cut Zahra Iklima; Faizatul Faridy
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 4 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i4.3431

Abstract

This study aimed to describe the strategies used by teachers and the challenges they encountered in developing the self-confidence of children aged 5–6 years at TKIT Syeikh Abdurrauf. This study employed a qualitative research method with a descriptive approach. The participants consisted of four Class B teachers and 40 children aged 5–6 years. Data were collected through observation, interviews, and documentation, then analyzed using data reduction, data presentation, and conclusion drawing. The findings showed that the teachers implemented several strategies to develop children’s self-confidence, including providing opportunities to perform in front of the class, giving praise and appreciation, using positive and supportive communication, applying individual approaches, creating a comfortable and enjoyable learning environment, and conducting recalling activities. The challenges encountered included differences in children’s characteristics, particularly among shy and quiet children, as well as the influence of parenting practices that affected children’s adjustment to the school environment. These challenges were addressed through guidance, motivation, and gradual assistance based on each child’s needs. This study provides an overview of various strategies that can be implemented by teachers to foster self-confidence in early childhood within the school environment.
INOVASI KEPALA SEKOLAH DALAM MEWUJUDKAN BUDAYA LITERASI TAHFIDZ DI SMAN 2 PASURUAN Nazilatul Khauroh; Nurhasan Nurhasan; M. Ma’ruf
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 4 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i4.3451

Abstract

Objective: This study aims to analyze the principal’s innovations in developing a tahfidz literacy culture at SMAN 2 Pasuruan, a public senior high school, and to identify the factors supporting and hindering its implementation. The study is motivated by the limited experience of public schools in implementing structured tahfidz programs compared with Islamic boarding schools (pesantren) and Islamic schools (madrasahs). Method: This study employed a qualitative approach with a case study design. Data were collected through classroom observations, in-depth interviews with the principal, Islamic Religious Education (PAI) teachers, tahfidz instructors, and students, as well as documentation. Data were analyzed through data reduction, data presentation, and conclusion drawing, while data validity was ensured through triangulation. Results: Results: The findings show that the principal’s innovations were implemented through three stages: participatory planning based on an analysis of students’ needs; program implementation through collaboration with the Lembaga Pengembangan Tilawatil Qur’an (LPTQ), regular tahfidz sessions, integration of tahfidz activities into PAI instruction, and student rewards; and periodic evaluation conducted every six months. Supporting factors include collaboration with the LPTQ, support from PAI teachers and tahfidz instructors, well-organized schedules, parental support, and students’ enthusiasm. Inhibiting factors include limited time, inconsistent student discipline, excessive gadget use, and low motivation among some students.
PENCEGAHAN PERILAKU BULLYING MELALUI PROGRAM KULTUM PADA MATA PELAJARAN PENDIDIKAN AGAMA ISLAM DI SEKOLAHMENENGAH PERTAMA NEGERI 19 SURAKARTA TAHUN AJARAN 2025/2026 Layla Muliawati; Ngatmin Abbas; Elina Intan Apriliani
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 4 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i4.3456

Abstract

Objective: This study aims to identify bullying behavior at SMPN 19 Surakarta, describe the implementation of the kultum program in Islamic Religious Education, and analyze obstacles to bullying prevention in the 2025/2026 academic year. Method: The study used a descriptive qualitative approach with a case study design. Data were collected through interviews with the PAI teacher, guidance and counseling teacher, and students, supported by observation and documentation. Data validity was examined through source and technique triangulation and member checking. Data were analyzed using an interactive model of reduction, display, and conclusion verification. Result: The findings show that verbal bullying was dominant, including mocking parents’ names, physical appearance, inappropriate nicknames, and humiliating remarks. Relational bullying, cyberbullying, and mild physical bullying were also found. The kultum program is conducted every morning after Qur’an reading and prayer, lasts seven to ten minutes, and is delivered by students alternately under the guidance of the PAI teacher. Novelty: Its messages emphasize Islamic values, morality, brotherhood, respect, empathy, and responsible speech. The program supports students’ courage to speak up and report bullying. Obstacles include nonspecific bullying themes, uneven student awareness, technical problems, and behavioral change requiring support. The program needs contextual themes, interactive delivery, PAI-BK collaboration, and family support.
IMPLEMENTASI PEMBELAJARAN NAHWU BERBASIS PLATFORM DIGITAL MELALUI ZONE OF PROXIMAL DEVELOPMENT (ZPD): PERUMUSAN MODEL KONSEPTUAL ZPD-BASED DIGITAL NAHWU LEARNING (ZDL) Mohammad Yasir Bisri; Nurul Hidayah; Afif Kholisun Nashoih
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 4 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i4.3461

Abstract

This study aims to describe the condition of Nahwu learning at MA Al-Bairuny Sambongdukuh Jombang, analyze the need for digital platform-based learning based on the principles of the Zone of Proximal Development (ZPD), and formulate the ZPD-Based Digital Nahwu Learning (ZDL) Model as a conceptual framework for digital-based Nahwu learning. This study employed a descriptive qualitative approach involving one Nahwu teacher and 22 tenth-grade students of X IPS 1. Data were collected through observation, semi-structured interviews, and documentation. Data validity was established through source and technique triangulation, while data analysis used the interactive model of Miles, Huberman, and Saldaña. The findings show that Nahwu learning remains predominantly teacher-centered, while digital platforms have not functioned as pedagogical strategies supporting digital scaffolding. The ZDL Model consists of five stages: Diagnostic Assessment, Digital Scaffolding, Guided Interaction, Independent Construction, and Reflective Reinforcement. Its implementation is supported by teacher roles, student motivation, digital platform availability, and collaboration, with challenges in internet connectivity, digital literacy, and learner autonomy. The model integrates ZPD, digital scaffolding, and digital platforms as a theoretical foundation and practical reference for digital Nahwu learning.  
IMPLEMENTASI MODEL GAMIFIKASI BERBASIS GAME FLIP BOTOL DALAM PEMBELAJARAN PAI UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA DI SMP NEGERI 2 WINONGAN KABUPATEN PASURUAN Ematul Kholida; Jakaria Umro; Nurhasan Nurhasan
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 4 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i4.3468

Abstract

This study is motivated by the persistently low level of student interest and motivation in Islamic Religious Education (PAI) classes. This issue stems from teaching methods that tend to be conventional—relying on lectures and rote memorization—resulting in limited active student engagement and a tendency for students to become bored during lessons. At SMP Negeri 2 Winongan in Pasuruan Regency, this situation highlights the need for instructional innovation capable of fostering an active, enjoyable, and competitive learning environment; one such approach is the implementation of a gamification model based on the "Bottle Flip" game. This study aims to describe the implementation of a gamification model based on the "Bottle Flip" game, students' learning motivation following its implementation, and the factors supporting or hindering its implementation in Islamic Religious Education (PAI) lessons at SMP Negeri 2 Winongan, Pasuruan Regency. The research employs a qualitative method, specifically a descriptive qualitative approach. Data collection techniques include observation, interviews, and documentation, while data analysis involves data reduction, data presentation, and conclusion drawing. Finally, the validity of the findings is verified using triangulation. The research results indicate that the implementation of the "Bottle Flip" game-based gamification model was carried out in three stages: planning, implementation, and evaluation.
PERAN LANDASAN PSIKOLOGIS DALAM MEMAHAMI KARAKTER PESERTA DIDIK Maghfira Wahyu Febrianty; Dian Fasihah; Nurul Aini
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 4 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i4.3499

Abstract

This study aims to understand the role of psychological foundations in the character of students, focusing on emotional intelligence, learning motivation, mindset, and the influence of social environment. The method employed is a literature review, which collects and analyzes relevant sources. The findings indicate that students with high emotional intelligence can adapt better in learning environments, manage stress effectively, and interact positively with peers. Both intrinsic and extrinsic learning motivation significantly contribute to students' engagement and commitment in the educational process. Furthermore, a growth mindset encourages students to view mistakes as opportunities for learning. A supportive social environment, from both peers and family, has been shown to enhance students' self-confidence. This research reveals a positive relationship between these factors and the development of students' character, which is crucial for their academic and social success. Limitations of this study include the lack of empirical data and other variables that may influence students’ character. Future research is recommended to conduct more holistic empirical studies involving additional variables.
GURU SEBAGAI AGEN DUKUNGAN SOSIOEMOSIONAL: KAJIAN PERAN PERAN KOMPETENSI, DAN TANTANGAN DI SEKOLAH DASAR Nurul Aini; Maghfira Wahyu Febrianty; Dian Fasihah
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 4 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i4.3500

Abstract

Objective: Student development at the elementary school level is influenced not only by academic achievement but also by social and emotional abilities that support character formation, interpersonal interaction, and adjustment to the school environment. In this context, teachers have a strategic position because they interact with students continuously and are therefore able to provide socio-emotional support in various educational situations. This study aims to examine the role of teachers as agents of socio-emotional support by focusing on teacher competencies, forms of support, and challenges encountered in its implementation in elementary schools. The study employed a qualitative approach with a descriptive design. Data were collected through in-depth interviews, observations of teacher-student interactions, and relevant documentation. Data analysis involved data condensation, data display, and conclusion drawing, while data credibility was strengthened through source and technique triangulation. The findings indicate that teachers provide socio-emotional support by recognizing students’ conditions, establishing empathetic communication, offering positive reinforcement, assisting students in resolving interpersonal conflicts, and creating a safe and inclusive classroom environment. However, the implementation of this role is challenged by differences in students’ characteristics, limited time, teachers’ workload, family-related circumstances, and restricted access to professional support.
AKSES PENDIDIKAN DAN KUALITAS PEMBELAJARAN IPS DI DAERAH TERPENCIL: STUDI KASUS SMP NEGERI 2 KRUCIL PROBOLINGGO INDONESIA Moh Fandi Maulana Ishaq; Muhammad Hifdil Islam; Babul Bahrudin
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 4 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i4.3502

Abstract

This study aims to analyze educational access, the quality of Social Studies learning, and the challenges and efforts of teachers to improve learning quality at SMP Negeri 2 Krucil, Probolinggo Regency. This study employed a qualitative approach with a case study design. Data were collected through observation, interviews, and documentation and analyzed using the Miles and Huberman interactive model through data condensation, data display, and conclusion drawing. The findings show that educational access is influenced by geographical conditions, road accessibility, weather, students’ travel distance, and limited internet connectivity. Nevertheless, the school’s facilities and infrastructure are relatively adequate to support Social Studies learning. The quality of Social Studies learning involves planning, implementation, and evaluation adapted to students’ conditions. Teachers employ discussion and question-and-answer methods and utilize available learning resources and media. The challenges are addressed through learning adaptations and various efforts by teachers to assist students experiencing access difficulties. From Amartya Sen’s Capability Approach perspective, geographical conditions, infrastructure, and technology function as conversion factors that affect students’ capability, while teachers’ adaptive actions demonstrate agency. The novelty of this study lies in analyzing the relationship between educational access and Social Studies learning quality in a remote area through the perspective of the Capability Approach.
SYSTEMATIC LITERATURE REVIEW OF INTERACTIVE MULTIMEDIA IN PRIMARY SCHOOLS: OPPORTUNITIES AND CHALLENGES Ikhwan Rahman; Ahmad Sabri; Milya Sari
Jurnal Kepemimpinan dan Pengurusan Sekolah Vol. 11 No. 4 (2026): Regular Issue (In Progress)
Publisher : STKIP Pesisir Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34125/jkps.v11i4.3507

Abstract

This study aims to systematically review the literature on the application of interactive multimedia in primary schools, specifically to identify the opportunities and challenges encountered in its use. This study employs the Systematic Literature Review (SLR) method, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. The literature search was conducted using the Scopus and Google Scholar databases, focusing on articles published between 2020 and 2025. Based on the established inclusion and exclusion criteria, 17 relevant articles were identified for analysis. The findings indicate that interactive multimedia offers a number of opportunities, namely enhancing pupils’ motivation to learn, facilitating the understanding of learning concepts, and accommodating diverse learning styles. On the other hand, its implementation faces several challenges, including limitations in technological infrastructure, teachers’ sub-optimal competencies, and a lack of multimedia content aligned with the curriculum. These findings suggest that optimizing interactive multimedia requires strengthening technological infrastructure, enhancing teachers’ competencies and professionalism, and fostering collaboration between educators and media developers. With such support, interactive multimedia has the potential to make a significant contribution to improving the quality of learning in primary schools.

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