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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 8 Documents
 1 
Search results for , issue "Volume 5, Number 2, November 2024" : 8 Documents clear
Unleashing Creativity in the Classroom: Innovative Management Teaching Sternberg, Uri; Moldovan , Sarit
International Journal of Educational Administration, Management, and Leadership Volume 5, Number 2, November 2024
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/ijeamal.v5i2.190

Abstract

This article introduces a case study of an innovative teaching approach within the context of an MBA course titled “Systematic Creative Thinking.” Leveraging the principles taught in the course, the article demonstrates the practical application of creativity theory. By incorporating templates for ideation, such as the Multiplication and Division, the course integrates diverse innovative teaching methodologies, including flipped classrooms and short videos. This approach enhances student engagement by offering personalized learning experiences. Anecdotal evidence unveiled heightened student satisfaction and performance, achieved through a synergy of theoretical comprehension and practical execution.
Academic Supervision as a Strategy for Improving Teaching and Learning Quality Sugiar, Lalu; Sukirman, Sukirman; Sanusi, Syamsu
International Journal of Educational Administration, Management, and Leadership Volume 5, Number 2, November 2024
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/ijeamal.v5i2.205

Abstract

This study examines the implementation of academic supervision as a strategy to improve teaching and learning quality at MTs Negeri Palopo. Academic supervision systematically involves classroom observations, constructive feedback, and collaborative discussions between supervisors and teachers to enhance professional development and align teaching practices with curriculum standards. The research identifies strong collaboration between supervisors and teachers, proactive school leadership, and adequate resource provision as key factors contributing to academic supervision's success. Teachers are actively involved in decision-making and benefit from evidence-based feedback derived from student performance data. Efforts to improve teaching and learning quality at MTs Negeri Palopo include teacher professional development programs, curriculum refinement, classroom management guidance, and data-driven interventions. These initiatives are facilitated through internal forums, external training, and supervisory support, enabling teachers to adopt innovative instructional practices and address classroom challenges effectively. Despite these successes, challenges such as limited time for supervision, resistance to feedback, and occasional communication gaps hinder the full potential of academic supervision. The findings suggest that addressing these challenges through improved time management, fostering openness to feedback, and enhancing communication strategies can amplify the positive impact of supervision on teaching quality and student outcomes. By optimizing academic supervision practices, MTs Negeri Palopo can continue to deliver high-quality education and serve as a model for similar educational institutions.
The Leadership of School Principals as Drivers of Religious Moderation in Elementary Schools Pakata, Nasriadi; Kaharuddin, Kaharuddin; Firman, Firman
International Journal of Educational Administration, Management, and Leadership Volume 5, Number 2, November 2024
Publisher : Har Press Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51629/ijeamal.v5i2.208

Abstract

Religious moderation has become a critical issue in contemporary education, particularly in multicultural societies like Indonesia. This study explores the leadership practices of school principals in promoting religious moderation in elementary schools in Rantepao Sub-district, North Toraja Regency. Employing a qualitative descriptive approach with a case study method, data were collected through observations, interviews, and documentation at two schools: SD Kristen Rantepao 5 and SD Negeri 1 Rantepao. The findings reveal that school principals play a pivotal role in fostering inclusive environments that reflect the values of tolerance, harmony, and mutual respect. Strategies include integrating religious moderation into the curriculum, implementing interfaith extracurricular activities, and adopting participatory and adaptive leadership approaches. These efforts have created harmonious school cultures, developing students’ character in appreciating diversity and strengthening relationships between schools and the surrounding community. Despite challenges, such as initial resistance from some teachers and parents, the principals successfully addressed these issues through open dialogue and persuasive approaches. The findings underscore the importance of transformational leadership in creating inclusive educational settings and promoting religious moderation to maintain harmony in diverse societies. This study contributes practical insights for developing education policies grounded in moderation and equality.
Recruitment and Motivation Effects on EMIS Operator Performance in Madrasahs of Tana Toraja and North Toraja Ningsih, Yusriyani; Santaria, Rustan; Hisbullah, Hisbullah
International Journal of Educational Administration, Management, and Leadership Volume 5, Number 2, November 2024
Publisher : Har Press Indonesia

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Abstract

This study investigates the influence of recruitment and work motivation on the performance of Education Management Information System (EMIS) operators in madrasahs located in Tana Toraja and North Toraja, Indonesia. Utilizing a quantitative survey design, data were collected through structured questionnaires distributed to all active EMIS operators (n = 7) in the region. The findings reveal that both recruitment and motivation significantly and positively affect operator performance, with regression analysis confirming their individual and combined contributions. Recruitment practices based on objective and competency-oriented criteria were found to enhance data accuracy and operational efficiency, while both intrinsic and extrinsic motivation contributed to greater task commitment and consistency. The study also confirms that the interaction between these two variables generates a synergistic effect, emphasizing their strategic importance in human resource management within Islamic educational institutions. These results suggest that improving recruitment procedures and strengthening motivational support can lead to more effective educational data governance and higher institutional performance. Recommendations are proposed for policy and practice to institutionalize transparent recruitment systems and sustainable motivational frameworks in madrasah education.
Implementation of Character Education-Based Cooperative Learning Management at SD Negeri 380 Salupao Rante Rapa, Agus; Muhaemin, Muhaemin; Kartini, Kartini
International Journal of Educational Administration, Management, and Leadership Volume 5, Number 2, November 2024
Publisher : Har Press Indonesia

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Abstract

This study aims to describe how character education-based cooperative learning management is implemented at SD Negeri 380 Salupao, identify its strengths and weaknesses, and develop strategies to improve the effectiveness of character education in the elementary school setting. The research used a descriptive qualitative approach, collecting data through observations, in-depth interviews, and documentation. The findings show that the implementation of cooperative learning management at SD Negeri 380 Salupao involves integrating character values such as cooperation, responsibility, and tolerance into each group learning activity. The strengths include students’ active participation, which helps build positive character traits. However, the weaknesses involve limited teacher training in creating consistent cooperative learning strategies grounded in character values. Suggested improvements include enhancing teacher skills through ongoing training, fostering better collaboration between teachers and parents, and developing more systematic and contextually relevant learning tools. These findings highlight the importance of a learning management approach that not only emphasizes academic success but also develops students’ character through a cooperative method grounded in core values.
Evaluation of E-Performance CIPP Model on the Merdeka Mengajar Platform at SMPN 1 Maiwa Darmawati, Darmawati; Sahraini, Sahraini; Kartini, Kartini
International Journal of Educational Administration, Management, and Leadership Volume 5, Number 2, November 2024
Publisher : Har Press Indonesia

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Abstract

This study aims to evaluate the implementation of the E-Performance program on the Merdeka Mengajar Platform at SMPN 1 Maiwa using the CIPP (Context, Input, Process, Product) evaluation model. This research adopts a descriptive qualitative approach, with data collected through interviews, observations, and documentation. The evaluation results for the context aspect indicate that the implementation of E-Performance is motivated by the need to improve the efficiency of teacher performance appraisal and to address weaknesses in psychological support and classroom management as shown by the education report card. Teachers and the principal demonstrate a clear understanding of the role of E-Performance in supporting data-driven learning, although student involvement remains limited. In the input aspect, it was found that teachers’ readiness to use E-Performance is uneven, training has not been systematic, and technical issues such as internet access continue to pose challenges. Additionally, internal regulations and external supervision are not yet fully optimized. The process aspect shows that the program is routinely carried out through the completion of RHK and reporting activities; however, it still faces operational technical difficulties and a lack of follow-up supervision focused on improvement. Meanwhile, in the product aspect, the E-Performance program positively impacts time efficiency, reporting consistency, and teachers’ reflective awareness. Nonetheless, the increase in motivation and innovation in learning is uneven, and the use of evaluation results for professional development remains limited. These findings highlight the need to strengthen training, internal regulations, infrastructure support, and ongoing monitoring strategies so that E-Performance can serve as an effective and sustainable tool for improving teacher performance.
Integrating Project-Based and Collaborative Learning Management to Foster the Pancasila Student Profile at State Junior High School 8 Satap Alla Salbi, Salbi; Hasbi, Hasbi; Masruddin, Masruddin
International Journal of Educational Administration, Management, and Leadership Volume 5, Number 2, November 2024
Publisher : Har Press Indonesia

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Abstract

This study investigates how project-based and collaborative learning management is integrated into the Pancasila Student Profile at State Junior High School 8 Satap Alla, a remote public school in South Sulawesi, Indonesia. The research aims to describe the implementation of integrated project-based and collaborative learning, identify the challenges encountered, and analyse its impact on students’ character formation. A qualitative descriptive case study design was employed, with data collected through classroom observations, semi-structured interviews with teachers, school leaders and students, as well as document analysis of lesson plans and school policies. Data were analysed using thematic procedures involving data condensation, display and conclusion drawing. The findings show that project-based and collaborative learning has been institutionalised into a three-stage cycle of planning, implementation and evaluation–reflection, in which teachers design contextual projects, facilitate active group work and guide students’ reflective review of their learning processes. The implementation, however, faces interrelated challenges in teacher readiness, uneven student participation and limited facilities that require continuous adaptation of project design and classroom management. Despite these constraints, the integrated approach contributes positively to the development of key dimensions of the Pancasila Student Profile, particularly collaboration (gotong royong), critical and creative thinking and learner independence, although these character outcomes are still emerging unevenly across different students and groups. The study concludes that sustained support for teacher professional development, student collaboration skills and school infrastructure is needed to optimise the transformative potential of project-based and collaborative learning in similar rural contexts.
Implementation of Merdeka Curriculum Learning Management at SMPN 1 Bastem Hadijah, Hadijah; Wisran, Wisran; Bustanul Iman, Bustanul Iman
International Journal of Educational Administration, Management, and Leadership Volume 5, Number 2, November 2024
Publisher : Har Press Indonesia

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Abstract

This study explores the implementation of learning management in the Kurikulum Merdeka framework at SMP Negeri 1 Bastem, a junior high school located in a 3T (frontier, outermost, disadvantaged) area of Luwu Regency, South Sulawesi. Using a qualitative embedded case study design, data were collected through observation, semi-structured interviews with the principal, vice principal for curriculum, and subject teachers, as well as document analysis of KOSP, teaching modules, and project modules. Data were analyzed using the interactive model of data condensation, data display, and conclusion drawing. The findings show that the management of Kurikulum Merdeka follows a relatively systematic cycle of planning, organizing, implementation, and evaluation. Planning is reflected in the preparation of the Kurikulum Operasional Satuan Pendidikan, development of differentiated teaching and project modules, and the use of the Merdeka Mengajar Platform. Organizing appears in the allocation of 20–30% lesson hours for project-based learning and the determination of local content in the form of regional language subjects to strengthen local wisdom. Implementation combines differentiated intrakurikuler learning with kokurikuler Projek Penguatan Profil Pelajar Pancasila using themes of local wisdom, engineering and technology, and entrepreneurship. Evaluation is conducted through diagnostic, formative, and summative assessments followed by remedial and enrichment programs. The study also identifies key challenges, including uneven teacher readiness, limited training and facilities, and students’ low learning autonomy, while highlighting the school’s adaptive strategies through collegial collaboration and contextual innovation in managing Kurikulum Merdeka.

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