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Journal of Science and Education (JSE)
Published by CV. Media Digital Publikasi Indonesia
ISSN : -     EISSN : 27455351     DOI : -
Core Subject : Science, Education, Engineering,
Automotive Engineering Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Mathematics Physics
Journal of Science and Education (JSE) aims to facilitate and promote the inquiry into and dissemination of research results on primary education, secondary education, higher education, teacher education, special education, adult education, non-formal education, and any new development and advancement in the field of education. The scope of our journal includes: Language and literature education Social science education Sports and health education Economics and business education Math and natural science education Vocational and engineering education
Arjuna Subject : Umum - Umum
Articles 137 Documents
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Adaptive Leadership in Managing Conflict to Improve Performance Popi Hidayanti; Helmawati
Journal of Science and Education (JSE) Vol. 6 No. 1.1 (2025): SPECIAL COLLECTION IN ISLAMIC EDUCATION
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i1.1.623

Abstract

Schools are complex organizations where conflicts may arise from both technical issues and interpersonal relations. This study investigates conflicts at SDN Bojongmekar, particularly between senior and junior teachers and those related to limited resources. It also explores the adaptive leadership strategies of the principal, the supporting and inhibiting factors, and the impact on teacher performance. Using a qualitative case study approach, data were collected through interviews, observations, and document analysis, and analyzed thematically with source triangulation to ensure validity. The findings indicate that conflicts mainly occur as internal organizational and interpersonal tensions between senior and junior teachers. The principal applied adaptive leadership through structured steps, supported by open communication, while seniority culture remained the main barrier. Adaptive leadership was found to improve teacher motivation, collaboration, and the overall work climate. In conclusion, adaptive leadership transformed conflict into opportunities to enhance teacher performance and build a more conducive environment for quality learning.
Learning Community Management in Improving the Quality of Learning in Elementary Schools Cecep Jaenudin; Maman Suherman
Journal of Science and Education (JSE) Vol. 6 No. 1.1 (2025): SPECIAL COLLECTION IN ISLAMIC EDUCATION
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i1.1.624

Abstract

The underutilization of school learning communities in improving learning quality and teacher competence is still a concern. This study explores planning, organizing, implementing, and evaluating learning communities at SD Negeri Galudra and SD Negeri Manangga Sumedang (April 9–16, 2025) using observation, interviews, and documentation.Findings indicate a strong link between rising Education Report scores and effective management. The program works through four stages. Planning includes forming teams, setting goals, commitments, strategies, schedules, and budgets. Organization builds resilient teams, assigns responsibilities, and establishes structures. Implementation involves analyzing Education Report results, studying the Pancasila Student Profile (P5), developing P5 modules, and holding open learning activities. Supervision/Evaluation is done through reflection, group assessment, and follow-up plans. Overall, the learning community is managed effectively, though challenges remain in commitment and time coordination. The solution is reinforcing shared responsibility and arranging short, regular schedules to ensure continuity amidst busy routines.
Principal Academic Supervision Management in Improving the Pedagogic Competence of Vocational School Teachers Ahmad Rival Anshori; Wiwik Dyah Andayani
Journal of Science and Education (JSE) Vol. 6 No. 1.1 (2025): SPECIAL COLLECTION IN ISLAMIC EDUCATION
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i1.1.625

Abstract

This study investigates the management of academic supervision by principals at SMKN 1 and SMKN 2 Leles, Cianjur Regency, in improving teachers’ pedagogic competence. Using a qualitative case study design, the research involved principals, vice principals, and vocational subject teachers as key informants. Data were collected through participatory observation, in-depth interviews, and document analysis, and were analyzed using Miles, Huberman, and Saldaña’s interactive model. The findings indicate that supervision planning at both schools is supported by structured annual programs, standardized observation instruments based on pedagogic competence indicators, and participatory decision-making involving senior teachers and management teams. Implementation integrates clinical supervision techniques and reflective feedback to enhance lesson planning, classroom management, and assessment practices. Evaluation and follow-up mechanisms demonstrate progress toward evidence-based decision-making; however, the absence of standardized impact assessment tools limits the measurement of supervision outcomes on student learning. Supporting factors include leadership commitment, teacher motivation, and adequate facilities, while inhibiting factors involve limited training, inconsistent follow-up, and weak integration of supervision results into broader school development plans. The study concludes that effective academic supervision management in vocational schools should combine strategic planning, consistent implementation, data-driven evaluation, and sustainable follow-up, tailored to the unique characteristics of the vocational education context.
Principal's Academic Supervision Management in Improving The Professional Competence of Elementary School Teachers Sri Astuti; Suharyanto H. Soro
Journal of Science and Education (JSE) Vol. 6 No. 1.1 (2025): SPECIAL COLLECTION IN ISLAMIC EDUCATION
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i1.1.626

Abstract

The management of academic supervision by school principals, aimed at improving the professional competence of elementary school teachers, is a significant factor contributing to the decline in the quality of learning. Therefore, the existence of management plays an important role in maximizing the potential of teachers so that it has a positive impact on the quality of learning. Academic vision is one of the competencies of school principals, focusing on creating the quality of educational units so as to achieve superior accreditation. The management of academic supervision of the principal includes planning, organizing, implementing, and control/supervision. The purpose of this study is to find out the management of academic supervision of school principals in improving the professional competence of elementary school teachers. This research uses a case study approach. The data collection methods used are observation, interview, and documentation methods with school principals and teachers as informants. The data collection is aimed at answering research problems. The selection of respondents was carried out by purposive sampling. The results of the study showed: (a) Planning for academic supervision of school principals includes the preparation of supervision programs and the creation of supervision instruments, and (b) implementation of supervision using the directive approach, PMM application, and individual and group techniques. (c) Supervision and supervision evaluation include monitoring, preparation of follow-up plans, and reporting. (d) Supporting factors for supervision are the existence of adequate resources, while factors that inhibit supervision include limited understanding of the importance of academic supervision and management of school principals. The conclusion of the results of this study shows that the management of the supervision of the principal has a positive impact on improving the professional competence of teachers of SDN Sedaratu and SDN Sukajadi.
Quality Management of the Pancasila Student Profile Project for Character Development Ani Haryani; H Hidayat
Journal of Science and Education (JSE) Vol. 6 No. 1.1 (2025): SPECIAL COLLECTION IN ISLAMIC EDUCATION
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i1.1.641

Abstract

Character education is one of the main focuses of the Kurikulum Merdeka (Independent Curriculum), implemented through the Pancasila Student Profile Strengthening Project (P5). This study aims to describe and analyze the quality management of P5 in enhancing student character, particularly in the aspects of collaboration (gotong royong) and independence, at the kindergarten level. A qualitative case study approach was employed. Data were collected through classroom observations, interviews with teachers, principals, and parents, as well as project documentation. The findings indicate that careful planning, participatory implementation, and continuous evaluation are crucial factors for the successful execution of P5. Challenges encountered include limited facilities, variations in parents’ understanding, and restricted time allocation. These issues can be addressed through teacher–parent collaboration, integrating projects into other learning activities, and developing contextual learning media. In conclusion, the quality management of P5 has proven effective in shaping children’s character from an early age, fostering awareness, independence, and collaborative spirit, while also preparing students to meet the demands of 21st-century education.
Islamic Education in the Digital Era: Pedagogical Competence, Technology Acceptance, and Managerial Supervision Indra Azwar Mawardi; Ahmad Sukandar
Journal of Science and Education (JSE) Vol. 6 No. 1.1 (2025): SPECIAL COLLECTION IN ISLAMIC EDUCATION
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i1.1.642

Abstract

The rapid advancement of digital technology in the 21st century has significantly influenced the landscape of education, including Islamic Religious Education (PAI). Teachers are expected not only to master basic knowledge but also to integrate critical thinking, creativity, and adaptability into their instructional practices. This study aims to analyze the implementation of digital transformation in Islamic education through the lens of pedagogical competence, managerial supervision, and cultural adaptation. A qualitative approach with a case study design was employed, focusing on purposively selected institutions that demonstrate initiatives in digital Islamic learning. Data were collected through literature review, document analysis, and triangulation with empirical findings from recent studies. The researcher acted as the primary instrument, supported by systematic coding and thematic matrices, while trustworthiness was ensured using credibility, transferability, dependability, and confirmability criteria. Data were analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that the integration of the TPACK (Technological Pedagogical Content Knowledge) and TAMISE (Technology Acceptance Model in Islamic Education) frameworks significantly improved the effectiveness of PAI learning. Student engagement increased by 41% through augmented reality and gamification, while 89% of teachers successfully developed adaptive learning modules using AI-based tools. The MTDPI (Model Transformasi Digital Pendidikan Islam), which incorporates a maqāṣid shariah-based technocultural foundation, hybrid pedagogy, and a scholar-technocrat ecosystem, proved effective in aligning innovation with Islamic values. However, implementation challenges persist. Only 29% of madrasahs in rural areas have adequate internet access compared to 89% in urban areas, highlighting infrastructural inequality. Moreover, 34% of senior teachers resisted the use of gamification, citing concerns over the sacredness of Islamic knowledge. Governance issues, particularly the absence of content verification mechanisms, were also identified as barriers. Nonetheless, blockchain-based evaluation systems demonstrated potential by reducing verification time from seven days to two hours while ensuring content authenticity.  
Hybrid Working and Its Impact on Work Effectiveness & Student Learning Outcomes Arma Putra, Feby; Nurvianti, Elmi
Journal of Science and Education (JSE) Vol. 6 No. 1 (2025): Journal of Science and Education (JSE) IN PRESS
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i1.644

Abstract

The development of digital technology and changes in work patterns due to the COVID-19 pandemic have prompted various higher education institutions to implement hybrid work and learning systems. Hybrid working is a combination of online and offline work and learning that is flexible, efficient, and adaptive. This study aims to analyze the effect of hybrid working on the work effectiveness of educational staff (tendik) and student learning outcomes. Additionally, the DeLone and McLean model is used to measure the success of hybrid working implementation through six main variables: system quality, information quality, service quality, use, user satisfaction, and net benefit. The study involved 150 respondents, including educational staff and third-year students at PGRI Banten Polytechnic. Data was collected via an online questionnaire using Google Forms. Analysis was conducted using validity and reliability tests via SPSS 22, followed by structural equation modeling (SEM) to test the relationships between variables in the model. The analysis results indicate that the hybrid system has a significant impact on the work effectiveness of educational staff and student learning outcomes. System quality and information quality are the dominant indicators influencing user satisfaction and net benefit from the hybrid system. Furthermore, a SWOT analysis was conducted to formulate strategies for strengthening the implementation of hybrid working in higher education institutions. Effective strategies include improving digital literacy, utilizing more stable technology, and strengthening communication and monitoring based on digital platforms. The DeLone and McLean model has proven to be a reliable measurement tool for evaluating the success of hybrid work systems and providing direction for sustainable development strategies. With these findings, educational institutions are expected to be more prudent in designing hybrid working policies that are not only efficient but also have a positive impact on all stakeholders.

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