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Andi Anto Patak
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International Journal of Educational Administration, Management, and Leadership
Published by Har Press Indonesia
ISSN : 27220249     EISSN : 27746143     DOI : -
Core Subject : Science, Education, Social,
Decision Sciences, Operations Research & Management Education Social Sciences
International Journal of Educational Administration, Management, and Leadership (IJEAMaL), with registered number ISSN 2722-0249 (Print) and 2774-6143 (online), is an international peer-reviewed journal that publishes original research and viewpoints on educational administration, management, and leadership. IJEAMaL is published by Har Press Indonesia in collaboration with the Department of Administration Science, Faculty of Social Science, Universitas Negeri Makassar. IJEAMaL provides significant contributions and presents sharing knowledge from all over the world. This includes substantial research projects located in schools, higher education institutions, and non-government organizations.
Arjuna Subject : Bisnis, Menejemen, dan Akutansi (semua kategori) - Strategi dan Menejemen
Articles 7 Documents
 1 
Search results for , issue "Volume 5, Number 1, May 2024" : 7 Documents clear
Does Laboratory Matters in Today’s High School Learning Environment? Haedar, Khairil Asnan; Ainurridho, Muhammad; Cahyani, Suci Indah
International Journal of Educational Administration, Management, and Leadership Volume 5, Number 1, May 2024
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/ijeamal.v5i1.179

Abstract

The study focused into the relationship between laboratory importance perceptions and academic performance in biology among private and public school students. Study sample involving 165 students from 5 private and 6 public senior high school across South Sulawesi, Indonesia. All private school only possessed an integrated science lab, while all public school owned at least 3 science labs (biology, chemistry, and physics). Evaluation on laboratory importance and biology test results proceed to reveal the importance of having designed laboratory to enhance biology learning outcome in the middle of technological advancement, where learning resource vary across platforms. Surprisingly, private schools, despite having lower scores in laboratory importance perception, achieved superior results in biology tests compared to public schools. This suggests that while laboratory experiences are valuable, they may not be the sole determinants of academic success. Other factors like teaching methods, curriculum depth, and student motivation likely contribute significantly. These findings highlight the complexity of factors influencing student performance in biology and the need for a comprehensive approach to education. Understanding these dynamics can inform educational policies including funds allocation in a school and practices to optimize learning outcomes in biology subjects.
Management pedagogy:: The addition in elementary school González-López, Mariela; Angel-G, Fernando
International Journal of Educational Administration, Management, and Leadership Volume 5, Number 1, May 2024
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/ijeamal.v5i1.192

Abstract

It's a study with a qualitative approach through action research. With the aim of teaching addition using the Mariela-Lehren-addieren method to students in 3rd and 4th grade. The Method of teaching addition is from the teaching of the basic skills of mathematical thinking, design and evaluation of the teaching strategy, the concept of number positional value, sign, concept of grouping, regrouping of numbers, the algorithm of addition, the practice of it with numerical exercises and reasoned problems. It is concluded that 18 students out of 21, achieved the learning of addition up to 4 digits with the Mariela-Lehren-addieren method through action research. It's inferred that the problems that arise in the learning of the addition, can be rooted by lack of systematic approach in previous educational cycles of the student, absences, learning problems, teaching models, motivation and school synergy.
Why Bystander act or do not act Prosocially in Bullying Situations Arfah, Triani; Tajuddin, Istiana; Ariani, Desi
International Journal of Educational Administration, Management, and Leadership Volume 5, Number 1, May 2024
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/ijeamal.v5i1.211

Abstract

Individuals, as bystanders, can reduce bullying by engaging in prosocial behavior toward victims. However, many students either side with the perpetrator or passively observe. This study aims to explore the factors influencing prosocial bystander behavior in bullying situations among students at 'X' Maros Junior High School. Using a mixed-method approach (quantitative and qualitative), the study involved 263 students aged 12–15 years who had witnessed bullying. Instruments used included a prosocial behavior questionnaire, a vignette, and open-ended questions. The findings revealed that most bystanders in Maros Junior High School were actively engaged in all stages of prosocial behavior, including stopping the perpetrator, reporting to a teacher, and offering social support to the victim. The factors influencing prosocial behavior were both personal/psychological and situational. Personal factors included attitudes toward bullying, empathy, emotional involvement, risk perception, religiosity, victim attribution, self-efficacy, and conformity. Situational factors included the relationship with the perpetrator or victim, the presence of other bystanders, and the severity of the bullying. Moreover, the study highlights the importance of promoting empathy and emotional involvement as key factors in encouraging bystanders to act. The presence of peers also plays a critical role in influencing whether bystanders intervene. These findings offer valuable insights for developing strategies to encourage adolescents to intervene and support peers who are victims of bullying. The research contributes to the creation of effective anti-bullying programs by emphasizing the role of both personal and situational factors in shaping prosocial bystander behavior.
Discipline and Leadership Organizational Communication and Principal Conflict Management in MTsN 1 Luwu Saing, M.; Nurdjan, Sukirman; Hasyim, Baso
International Journal of Educational Administration, Management, and Leadership Volume 5, Number 1, May 2024
Publisher : Har Press Indonesia

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Abstract

This study aims to analyze the role of organizational communication and conflict management strategies used by the principal to improve the discipline of educators and staff at MTsN 1 Luwu. Using a descriptive qualitative approach and case study design, data were gathered through in-depth interviews, field observations, and document analysis. The results show that the principal uses open and thorough communication via various formal and informal channels to foster harmonious working relationships. Conflict management strategies include participatory approaches, mediation, and dialogue-based resolution, which effectively reduce misunderstandings and promote compliance with institutional rules. The principal’s motivation for managing communication and conflict stems from the desire to create a supportive and professional work environment focused on improving educational quality. These findings suggest that effective communication and conflict management directly and positively influence the discipline level among teachers and staff. The study recommends enhancing school leadership skills in interpersonal communication and conflict resolution as key strategies for educational management.
Community Empowerment A Socio-Legal Perspective on the Role of LPHD Puwesu in East Luwu Regency Muhammad Idin, Andi; Mustaming, Mustaming; Takdir, Takdir
International Journal of Educational Administration, Management, and Leadership Volume 5, Number 1, May 2024
Publisher : Har Press Indonesia

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Abstract

This study examines community empowerment through the social forestry scheme from sociological and legal perspectives, using a case study of LPHD Puwesu in Matompi Village, East Luwu Regency. The research takes a qualitative approach with a sociolegal design and a sharia-based viewpoint, analyzing formal regulations, social dynamics of local communities, and religious values that influence forest management. The findings reveal that the social forestry scheme has significantly helped strengthen community institutions, boost public participation, and support local economic growth through non-timber forest products. The management rights granted by the government reinforce the community’s legal stance, while the Islamic value-based approach encourages ecological awareness and collective responsibility. However, challenges still exist in market access, managerial capacity, and aligning social norms with regulations. These results highlight the importance of integrating state policies, local values, and spiritual ethics to promote sustainable community empowerment
Leadership Culture Efforts to Strengthen Teacher Professionalism at MTs Negeri Luwu Utara Vista, Putri; Sukirman, Sukirman; Yusuf, Munir
International Journal of Educational Administration, Management, and Leadership Volume 5, Number 1, May 2024
Publisher : Har Press Indonesia

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Abstract

This study examines the role of transformational leadership by the madrasah principal in shaping school culture and enhancing teacher professionalism at MTs Negeri Luwu Utara. A qualitative approach was employed, using a case study method, with data gathered through in-depth interviews, observations, and document analysis. The findings show that the principal's leadership style includes elements of directive, supportive, participatory, and achievement-oriented approaches, demonstrating an adaptive method tailored to the institution's needs. School culture is built through teacher involvement in decision-making, open communication, innovation, and adequate performance supervision. Teacher professionalism is strengthened through providing challenges, ongoing professional development, sufficient facilities, and motivation and recognition from school leadership. Leadership values such as consistency, a future-oriented vision, collaboration, role modeling, and caring are key drivers in fostering a positive school culture and improving teacher professionalism. The connection between leadership, school culture, and teacher professionalism is mutually reinforcing, creating an educational environment that is supportive, collaborative, and focused on enhancing the quality of teaching and learning. This study recommends strengthening transformational leadership as a strategic approach to elevate the quality of madrasah education.
Implementing Curriculum Management of the Productive Teacher Working Group A Case Study at SMK Negeri 2 Palopo Akbar, Mulya; Salmilah, Salmilah; Muhaemin, Muhaemin
International Journal of Educational Administration, Management, and Leadership Volume 5, Number 1, May 2024
Publisher : Har Press Indonesia

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Abstract

This study examines the management of the Musyawarah Guru Mata Pelajaran (MGMP), or Subject Teacher Working Group, for productive teachers in implementing the Independent Curriculum at SMK Negeri 2 Palopo. The objectives are to describe the structure and mechanisms of MGMP, identify supporting and inhibiting factors, and develop strategies to improve its effectiveness. Using a qualitative case study approach, data were collected through interviews, observations, and documentation, and analyzed using G.R. Terry’s management theory and principles of Islamic educational management. The findings show that MGMP management is relatively effective through functions such as planning, organizing, actuating, and controlling. Supporting factors include school support, teacher commitment, coordination, and involvement of business and industry, while inhibiting factors consist of limited teacher availability, heavy teaching loads, changing learning outcomes, and inadequate facilities and training. Improvement strategies involve flexible scheduling, digital forums, crossschool collaboration, teacher capacity building, and policy support. This research emphasizes that the success of MGMP depends not only on formal management effectiveness but also on values like syūrā (deliberation), ta‘āwun (collaboration), and itqān (professionalism).

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