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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 246 Documents
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Transformational Leadership of Principals in Improving Elementary School Teacher Performance Hedi Mulyadi; Ida Tejawiani
Journal of Science and Education (JSE) Vol. 6 No. 2.2 (2026): Special Collection Teacher Education
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.2.681

Abstract

This research is motivated by the performance of teachers who have not met expectations not only in delivering subjects, but also in shaping students with good personalities and skills. One way to improve teacher performance is through effective principal leadership. This study aims to describe and analyze the transformational leadership of principals in improving teacher performance at SDN Mekarjaya and SDN Cinerang 2. The focus of this study is on four main indicators of transformational leadership: charisma, inspirational motivation, intellectual stimulation, and individual attention. This research is based on the transformational leadership theory proposed by Bass and Avolio. Transformational leadership focuses on developing the potential of subordinates through an inspiring and motivating approach. Principals who implement this leadership style are believed to create a conducive work environment, inspire teachers to improve their performance, and support their professional development. This study employed a qualitative descriptive approach. Data were collected through observation, in-depth interviews with principals and teachers, and document review relevant to teacher performance. The results of the study indicate that the transformational leadership of the principal in both locations successfully improved teacher performance. Principals who adopted this leadership style were able to create an environment that supported creativity, innovation, and cooperation among teachers. Teachers felt more motivated and received support in the development of learning and evaluation. Effective communication and individual attention from the principal also contributed significantly to improving teacher performance. The transformational leadership of the principal had a significant influence on improving teacher performance. The conclusion of this study is that the principal has successfully prioritized inspirational motivation, intellectual stimulation, and individual attention, the principal has succeeded in creating a conducive atmosphere for teacher professional development.
Reading Literacy Management in Improving Primary School Students' Learning Achievement Linlin Nuryati; Ida Tejawiani
Journal of Science and Education (JSE) Vol. 6 No. 2.2 (2026): Special Collection Teacher Education
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.2.682

Abstract

This research is motivated by the low reading literacy in Indonesia, as evidenced by the PISA 2025 ranking that places Indonesia at 70th out of 80 countries, becoming a major challenge for the world of education. Although the government has issued various regulations such as the National Education System Law and the School Literacy Movement (GLS) to foster a reading culture, implementation in the field still faces obstacles, as indicated by fluctuations in literacy scores on the Education Report Card. This study aims to analyze reading literacy management at SDN Kemirimuka 2 and SDN Beji Timur 1. The theory of this research is to examine the management cycle according to Hanry Fayol which includes planning, organizing, directing, coordinating, and controlling. The method used in this study is a qualitative approach with a multiple case study design. Data were collected through in-depth interviews, observations, and document analysis, then analyzed using the interactive model of Miles and Huberman. The results of the study indicate that systematic and structured management of reading literacy programs based on Fayol's management principles is able to create a conducive learning environment and support a significant increase in students' reading abilities. Reading literacy management in both schools was implemented well. It has been proven that the implementation of Reading Literacy management using Henry Fayol's theory can improve the learning achievements of elementary school students.
Principal Management in Improving the Professional Competence of Vocational School Teachers in Cianjur Regency Yayi Solihah DM; Helmawati Helmawati
Journal of Science and Education (JSE) Vol. 6 No. 2.2 (2026): Special Collection Teacher Education
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.2.683

Abstract

Improving education quality is a national priority, yet teacher quality in Indonesia still faces significant challenges. This study aims to analyze the managerial role of school principals in enhancing teachers' professional competence. Using a qualitative approach with a case study method, the research was conducted at two vocational high schools with different challenges: SMK Negeri 1 Agrabinta and SMK Negeri 1 Leles in Cianjur Regency. Data were collected through observation, interviews, and documentation studies. The results show that both school principals successfully and effectively implemented the POAC (Planning, Organizing, Actuating, and Controlling) management cycle. Program planning was based on a real analysis of teacher needs, while organizing was done through clear task delegation and internal collaboration. Implementation was carried out through innovative programs such as In-House Training and the adoption of learning models such as PjBL (Project-Based Learning) and Teaching Factory. Evaluation was conducted systematically, using both data-driven comprehensive and direct-feedback formative approaches. Despite facing classic constraints such as limited time, budget, and varied teacher participation, the principals applied adaptive solutions. These solutions included flexible scheduling, utilizing internal resources (teacher mentors, alumni), and strengthening a culture of sharing. These findings affirm that strong, solution-oriented managerial leadership by school principals is the key to overcoming challenges and significantly improving teacher competence, ultimately contributing to the creation of qualified and competitive graduates.
The Concept of Transmedia Storytelling Barista on Instagram Content @_temanduduk Erlangga, Cunk; Aghnia Dian Lestari
Journal of Science and Education (JSE) Vol. 6 No. 2 (2026): Journal of Science and Education (JSE)
Publisher : CV. Media Digital Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58905/jse.v6i2.787

Abstract

The development of the coffee shop industry in Indonesia has encouraged businesses to implement digital communication strategies that can build emotional closeness with customers. Instagram has become an important medium in shaping brand narratives through experience-based storytelling. This study aims to examine the role of baristas as key actors in shaping service experience narratives, analyze storytelling forms through four pillars of Instagram content, and understand consumer responses to service experience-based content on the @_temanduduk Instagram account as a communication strategy to increase customer loyalty. This study uses a descriptive qualitative approach with data collection techniques in the form of in-depth interviews, observation, and documentation. The research informants include the owner, baristas, and customers of Coffee Shop @_temanduduk who were selected purposively. The results show that baristas have a dominant role in building narratives through four content pillars, namely products, service, entertainment, and trends. These four pillars form a consistent, authentic storytelling structure that represents the daily service experience. The application of transmedia storytelling principles, such as worldbuilding, continuity, performance, and spreadability, encourages emotional and participatory audience engagement. Furthermore, storytelling based on the barista's service experience is effective in building customer trust and loyalty in the digital space.
Role Model Based Character Education Management in Elementary Schools: A Case Study of SDN Kalideres 01 Pagi and SDIT Adzkia Sri Mulyani; Iim Wasliman
Journal of Science and Education (JSE) Vol. 6 No. 1.2 (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.v6i1.2.654

Abstract

This study examines the strategic role of role-model–based management in character education to strengthen commendable conduct among fifth-grade elementary students. Using a qualitative case study approach, the research was conducted at SDN Kalideres 01 Pagi (West Jakarta) and SDIT Adzkia (Tangerang Regency), involving principals and homeroom teachers actively managing character programs. Data were collected through in-depth interviews, participant observation, and document analysis (teaching modules, program calendars, behavior journals/portfolios), and analyzed using the Miles, Huberman, and Saldaña interactive model (data reduction, data display, conclusion drawing/verification). Findings indicate that role-model–based character education when planned collaboratively, organized through distributed roles, implemented consistently in classroom routines and school culture, and monitored via formative assessment (portfolios, journals, reflection) significantly supports the internalization of core values (discipline, responsibility, honesty, care). The planning stage maps priority values and cross-subject behavioral indicators; organizing clarifies the roles of principals, teachers, and parents; implementation emphasizes habituation and authentic modeling; monitoring combines daily records, constructive feedback, and school–family partnerships. The study concludes that role-model–centered character management, underpinned by instructional leadership and a collaborative culture, can move character from slogans to habits and should be integrated into elementary school management systems.
Teacher Discipline as an Integrated Managerial System: A Case Study of SDN 214 Perumnas Cijerah and SDN Santosa Cahyanti Yuni Astuti; S Sobari
Journal of Science and Education (JSE) Vol. 6 No. 1.2 (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.v6i1.2.655

Abstract

his study examines how principals manage teacher discipline as an integrated managerial system using the POAC/Fayol framework (planning, organizing, actuating, coordinating, controlling) in two elementary schools with distinct profiles: SDN 214 Perumnas Cijerah (leveraging attendance digital nudging) and SDN Santosa (anchored in the 5S culture: Smile, Greet, Salam, Polite, Courteous). Employing a qualitative case study, participants included principals, grade coordinators, and homeroom teachers directly involved in discipline management. Data were collected through in-depth interviews, participant observation of arrival/class-start/transition/closing routines, and document analysis (SOPs, digital/manual attendance logs, meeting minutes, coaching notes). Analysis followed the Miles, Huberman, and Saldaña interactive model (data reduction, display, and conclusion drawing/verification) with combined deductive coding (management functions) and inductive coding (field-emergent themes). Findings show that teacher discipline improves when managed as a systemic cycle: (a) planning establishes standards, process–outcome indicators, and a data architecture; (b) organizing clarifies roles via SOPs/RASCI and distributed leadership; (c) actuating executes simple, consistent micro-routines (e.g., bell-minus-5, buffer coverage, 5S rituals) supported by digital nudges and micro-coaching; (d) controlling blends dashboards/quick recaps with formative feedback and a coaching-before-sanction escalation matrix; and (e) coordinating through brief, regular huddles/weekly meetings closes the POAC cycle, maintaining adaptiveness. The study concludes that system coherence, leadership role modeling, school culture, and parent partnerships are prerequisites for sustainability, shifting discipline from procedural compliance to a professional habit that protects instructional continuity.
Revisiting Islamic Religious Education in the Digital Era: A Systematic Literature Review on Pedagogical Innovations and Challenges R Riki; Ahmad Sukandar
Journal of Science and Education (JSE) Vol. 6 No. 1.2 (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.v6i1.2.657

Abstract

This study explores the transformation of Islamic Education (PAI) in the digital era and its implications for pedagogy, ethics, and teacher professionalism. Using a systematic literature review of studies published between 2015 and 2025, it analyzes technological innovations, pedagogical challenges, and the emergence of a new theoretical framework integrating digital literacy with Islamic values. Data were collected from indexed international and national databases and analyzed through qualitative synthesis focusing on instructional innovation, ethical alignment, and ecosystem readiness. The findings reveal that digital PAI innovations such as interactive dakwah videos, VR-based worship simulations, project-based learning, and LMS-supported hybrid models enhance engagement and access when accompanied by dual-layered content curation and explicit value alignment. However, issues of infrastructure inequity, teacher competence, online safety, and assessment misalignment remain pressing challenges. The study proposes the Value-Embedded Digital Pedagogy for PAI (VEDiP) framework, which integrates cognitive, affective, and ethical dimensions into digital learning design. VEDiP emphasizes four interdependent principles: epistemic–ethical alignment, networked curation and safety, motivational scaffolding, and formative evidence of character. This framework provides a practical and theoretical pathway for developing an Islamically grounded, context-sensitive digital pedagogy. The research concludes that digital transformation in Islamic Education must be guided by ethical intentionality and systemic coherence to ensure technology serves as a vehicle for both learning excellence and moral cultivation
Value Based Scout Management in Shaping Elementary School Students’ Character Yohanes Aris Sri Sadono; Iim Wasliman
Journal of Science and Education (JSE) Vol. 6 No. 1.2 (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.v6i1.2.658

Abstract

This study aims to explore value-based scout management in shaping students’ character at the elementary school level. Using a qualitative approach with a case study design, the research was conducted at SDN Kalideres 04, West Jakarta, and SDN Tangerang 14. Data were collected through in-depth interviews, participant observation, and document analysis, and analyzed using Miles and Huberman’s interactive model. The findings indicate that scout management involving value-oriented planning, organizing, implementation, and supervision effectively supports character development among students. Values such as responsibility, cooperation, discipline, and leadership were successfully internalized through contextual and reflective activities. However, challenges remain in documentation practices, teacher coordination, and evaluation systems. The study recommends strengthening value-based management systems so that scouting can serve as a strategic instrument for character education in elementary schools.
Teacher Performance Management for Enhancing Learning Quality in Primary Schools B Burhanudin; Iim Wasliman
Journal of Science and Education (JSE) Vol. 6 No. 1.2 (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.v6i1.2.660

Abstract

The improvement of learning quality in primary schools is often constrained by the lack of an integrated and sustainable teacher performance management system. This study aims to analyze the implementation of teacher performance management in realizing learning quality through four main management functions: planning, organizing, implementation, and evaluation–monitoring. This research employed a qualitative approach with a case study design conducted at SDN 1 Situsari and SDN 2 Situsari. Data were collected through in-depth interviews, participatory observation, and document analysis, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings indicate that both schools have implemented teacher performance management systematically, collaboratively, and with a strong orientation toward learning quality. Planning was conducted participatively and based on teacher needs; organizing emphasized clear roles and cross-functional coordination; implementation was carried out through lesson study, peer mentoring, and micro-coaching; while evaluation was conducted formatively and continuously through structured reflection and teacher portfolios. The success of these processes was supported by distributed instructional leadership and a collaborative professional learning culture (KKG/PLC). The implications of this study suggest that effective teacher performance improvement is influenced by the synergy between school management, instructional leadership, and teachers’ reflective culture. A participatory, data-driven, and collaborative management model can serve as a framework for developing sustainable teacher professional development policies to enhance learning quality in primary education.
Management of Vocational Souvenir Education to Develop Entrepreneurial Skills of Students with Disabilities: A Case Study at SMALB Bani Muttaqin and SMALB At-Turmudzi Feny Afifah Purnamasari; Iim Wasliman
Journal of Science and Education (JSE) Vol. 6 No. 1.2 (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.v6i1.2.661

Abstract

This study explores the management of vocational souvenir education as a strategy to develop entrepreneurial skills among students with disabilities at SMALB Bani Muttaqin and SMALB At-Turmudzi. The research aims to analyze how the four management functions planning, organizing, actuating, and controlling (POAC) are implemented to support effective vocational learning and empowerment. Using a qualitative approach with a case study design, data were collected through in-depth interviews, participatory observations, and document analysis. The data were analyzed using Miles, Huberman, and Saldaña’s interactive model, while validity was ensured through triangulation of sources, methods, and time. The findings reveal that both schools have successfully integrated management principles with inclusive pedagogical practices. The planning process emphasizes creativity, adaptability, and resource optimization; organizing involves collaborative roles among principals, teachers, parents, and students; actuating focuses on experiential, hands-on learning that promotes creativity and confidence; and controlling adopts reflective supervision emphasizing formative evaluation and continuous improvement. Despite resource limitations, both schools demonstrated effective, human-centered management that nurtures self-reliance and entrepreneurial awareness among students. This study concludes that vocational souvenir education, when managed through an inclusive and adaptive approach, can transform vocational training into a meaningful process of entrepreneurial and social empowerment for students with disabilities. The research contributes theoretically by contextualizing Terry’s POAC framework in special education and practically by offering a replicable model for community-based vocational management. Strengthening strategic planning, partnerships, and evaluation systems is recommended to ensure program sustainability and broader impact

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