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Jurnal Educatio FKIP UNMA
Published by Universitas Majalengka
ISSN : 24599522     EISSN : 25486756     DOI : http://dx.doi.org/10.31949/educatio
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
Education curriculum, instruction, learning, policy, preparation of teachers, Learning Media, Development Subject of Education, and Management of Education
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 1,212 Documents
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Manajemen Strategis Kepemimpinan Transformasional dalam Menghadapi Permasalahan di SMA Negeri Art Gustina Anugerahwati Soekarno; Roza Cyintia Salwa Azhar; Tri Anasari; Wafrotur Rohmah; Darsinah
Jurnal Educatio FKIP UNMA Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v12i2.18564

Abstract

Transformasi pendidikan di era Education 4.0 dan implementasi Kurikulum Merdeka menuntut kepala sekolah untuk memiliki kapasitas kepemimpinan yang adaptif, visioner, dan responsif terhadap perubahan organisasi pendidikan. Penelitian ini bertujuan menganalisis implementasi kepemimpinan transformasional kepala sekolah dalam manajemen strategis untuk mengatasi berbagai permasalahan sekolah dan meningkatkan mutu pendidikan di SMA Negeri Art. Penelitian menggunakan pendekatan kualitatif dengan desain studi kasus eksploratif. Pengumpulan data dilakukan melalui wawancara mendalam, observasi partisipatif, dan studi dokumentasi terhadap kepala sekolah, wakil kepala sekolah, serta guru yang dipilih menggunakan teknik purposive sampling. Analisis data dilakukan menggunakan model Miles, Huberman, dan Saldaña yang meliputi kondensasi data, penyajian data, dan penarikan kesimpulan melalui verifikasi berkelanjutan. Hasil penelitian menunjukkan bahwa kepala sekolah menerapkan empat dimensi utama kepemimpinan transformasional, yaitu idealized influence, inspirational motivation, intellectual stimulation, dan individualized consideration dalam menghadapi tantangan institusional. Implementasi kepemimpinan tersebut tercermin melalui penguatan budaya organisasi, digitalisasi pembelajaran berbasis hybrid learning, pengembangan kompetensi guru melalui in-house training, serta pemberdayaan psikologis warga sekolah. Temuan penelitian juga menunjukkan bahwa kepemimpinan transformasional berkontribusi signifikan terhadap peningkatan mutu pendidikan melalui penguatan kualitas pembelajaran, peningkatan profesionalisme guru, dan peningkatan prestasi siswa di tingkat regional maupun nasional. Penelitian ini menegaskan bahwa kepemimpinan transformasional tidak hanya berfungsi sebagai instrumen manajerial, tetapi juga menjadi mekanisme strategis dalam menciptakan ekosistem sekolah yang adaptif, inovatif, dan berkelanjutan di tengah disrupsi pendidikan kontemporer.
The Relationship Between Cambodian EFL Students’Attitudes Towards Cooperative Learning Strategies and Their Academic Achievement Hanrith Nou; Sarom Mok; Sothea Lim
Jurnal Educatio FKIP UNMA Vol. 12 No. 2 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v12i2.18577

Abstract

The Cambodian Ministry of Education, Youth, and Sport (MoEYS) prioritizes three key outcomes: enhanced academic achievement, positive student attitudes, and the adoption of cooperative learning as a core pedagogical approach. While previous research in developing countries has explored the field, such as often featured limited sample sizes and short durations, necessitating further research to bridge these gaps. Accordingly, this study investigates the relationship between students’ attitudes toward cooperative learning and academic achievement within the context of New Generation School (NGS) in Cambodia. This explanatory sequential mixed-methods research design was employed to address the research objectives. The convenient sample comprised 422 NGS students from grade 7 and grade 10. Additionally, three teachers and five students were purposefully selected for semi-structured interviews. Data collection instruments included the research for data were of a five-point Likert scale questionnaires and interview protocols, synthesized and developed by this researcher. Quantitative data were analyzed using descriptive and inferential statistics via Statistical Package for the Social Sciences program (henceforth, SPSS), while qualitative data were processed through content analysis. Main Findings: The findings revealed that the NGS students in both grade 7 and 10 possess highly positive attitudes toward cooperative learning, as measured by the ABC (Affective, Behavioral, and Cognitive) model. These attitudes are rooted in the students’ attitudes towards cooperative learning focuses on its value and benefits. Participants particularly valued cooperative learning for its contribution to social and cognitive development, stress reduction, enjoyment, and learning performance, all of which ultimately contribute to better educational outcomes. However, they had some concerns, including time-consuming, conflicting interests, and potential grade drawbacks in terms of their final course grade. Furthermore, Grade 10 students exhibited more favorable attitudes and higher achievement scored compared to grade 7 students. Statistical analysis a significant difference between the two grade levels regarding their emotional engagement with cooperative learning (p = 0.000). Regarding perceived academic performance, the significance value was 0.011 (at the p < 0.05). Qualitative data further confirmed that teachers perceived cooperative learning as valuable instructional strategy fostering students engaged and motivated. The study recommends the broader implementation of cooperative learning frameworks in classrooms and the transforming of educational institutions into learning communities. The study revealed that cooperative learning improves social skills, cognitive growth, and stress reduction, but students are also concerned about efficiency and fairness in grading. Accordingly, this study shed light on the practical and emotional problems of cooperative learning that were generally missed in the literature. The findings would also provide a more complete knowledge of cooperative learning's adoption in education by bridging theoretical advantages and real-world student concerns.

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