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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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Quality Management of Islamic Religious Education to Strengthen Students’ Moral Character in Elementary Schools Ayi Nursaleh; Teti Ratnawulan Surtiati
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.v6i1.2.684

Abstract

This study examines the implementation of quality management in Islamic Religious Education (PAI) as a strategic effort to strengthen students’ moral character (akhlakul karimah) in elementary schools. Using a qualitative case study approach, the research was conducted at SDN Sirnagalih and SDN Sukamaju in Cianjur Regency, involving school principals, PAI teachers, and students who were directly engaged in learning activities. Data were collected through in-depth interviews, participant observation, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that quality management in PAI learning when applied through systematic planning, consistent implementation, comprehensive evaluation, and collaborative follow-up plays a significant role in improving students’ moral behavior. The planning stage emphasizes aligning learning objectives with Islamic values and student needs. The implementation stage integrates religious instruction with daily school culture through programs such as collective prayers, Qur’an recitation, and social service activities. Evaluation combines formative and summative assessments that address cognitive, affective, and behavioral dimensions. Follow-up actions involve professional teacher collaboration and community engagement to sustain continuous improvement. This study concludes that quality management in PAI learning, guided by Deming’s PDCA (Plan–Do–Check–Act) framework and supported by Islamic educational philosophy, serves as an effective model for fostering character-based education. The findings underscore the importance of collaborative leadership, cultural integration, and ongoing reflection as key drivers for sustainable quality and moral development in Indonesian elementary education.
Integrating Counseling Management and Multicultural Education: A Model for Enhancing Students’ Learning Motivation Erta Apriata; Okke Rosmaladewi
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.v6i1.2.685

Abstract

This study explores the management of guidance and counseling (GC) programs as a strategic instrument to enhance students’ learning motivation in multicultural junior high schools. Using a qualitative case study design, the research was conducted at SMPN 1 Ciawi and SMPN 3 Ciawi in Tasikmalaya Regency, Indonesia, involving school principals, guidance and counseling teachers, and students. Data were collected through in-depth interviews, participant observations, and document analysis, and were analyzed using the interactive model of Miles, Huberman, and Saldaña. The results indicate that effective GC management implemented through systematic planning, participatory execution, reflective evaluation, and continuous follow-up contributes significantly to improving students’ academic motivation and emotional engagement. The planning phase involves data-based analysis and goal setting; implementation combines individual mentoring and peer-based support within a culturally responsive framework; evaluation emphasizes collaborative reflection and authentic feedback; and follow-up actions include mentoring continuity, teacher collaboration, and parent involvement. These findings highlight that counseling management, when guided by the PDCA (Plan–Do–Check–Act) model and integrated with multicultural and humanistic counseling principles, serves as a sustainable approach to strengthening student motivation and holistic character formation.
Principal's Leadership Management in Improving the Professional Competence of High School Teachers Veronika Sri Agestiningsih; Lilis Suwandari
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.v6i1.2.686

Abstract

This study examines the implementation of principals' leadership management in improving the professional competence of teachers in high school. Using a descriptive qualitative approach and comparative study design, the research was conducted at SMAN 1 Cihaurbeuti and SMAN 1 Cisayong which were purposively selected based on the similarity of accreditation status A but differences in leadership characteristics. Data were collected through in-depth interviews with 6 key informants, participatory observation, and documentation studies, then analyzed using Miles and Huberman's interactive model. The findings of the study revealed that the effectiveness of the principal's leadership was determined by the ability to integrate management functions (planning, organizing, implementing, and evaluating) with the specific context of each school. SMAN 1 Cihaurbeuti implements an instructional-democratic leadership style with a focus on strengthening educational technology through a “mentor-mentee” model, while SMAN 1 Cisayong develops a transformational-participatory style with an emphasis on methodological innovation through “learning communities”. Both approaches have proven to be equally effective when aligned with the characteristics of the organization and the needs of teachers. This study concludes that the success of improving teachers' professional competence does not depend on the superiority of one particular leadership style, but on the suitability between leadership characteristics and the institutional context. These findings reinforce the contingency approach in educational leadership theory and recommend the development of a context-based leadership training model that emphasizes adaptive, reflective, and collaborative abilities for school principals in the face of the demands of educational transformation in the Independent Curriculum era.
Physical Education, Sports and Health Management (PJOK) in Fostering Student Achievement Through Futsal Extracurricular Nina Sukmanawati; Maman Suherman
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.v6i1.2.687

Abstract

This study explores the management of Physical Education, Sports, and Health (PJOK) in futsal extracurricular activities at SMAN 1 Cihaurbeuti and SMAN 1 Sindangkasih, focusing on the aspects of planning, organizing, implementation, and evaluation. The research aims to identify the comparative characteristics of management practices in both schools and to analyze their impact on students’ achievements, character development, and school reputation. A qualitative comparative approach was employed, using interviews, observations, and documentation, with data analyzed through triangulation to ensure validity. The findings show that SMAN 1 Cihaurbeuti adopts a top-down and achievement-oriented management model, emphasizing structured planning, hierarchical organization, intensive technical training, and summative evaluation. Meanwhile, SMAN 1 Sindangkasih applies a bottom-up and participatory model characterized by inclusive planning, collaborative organization, holistic implementation, and formative evaluation. Each model demonstrates its respective strengths: the first excels in competitive performance, while the latter fosters character building, teamwork, and student engagement. Overall, the study concludes that effective PJOK management in futsal extracurricular activities requires harmonizing formal structure with participatory collaboration. Such integration ensures not only the achievement of competitive excellence but also the holistic development of students in cognitive, affective, and psychomotor domains.
The Role of School Principals in Enhancing Elementary School Graduate Quality: A Comparative Analysis in Cianjur Nurhayani; Eva Dianawati 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.v6i1.2.688

Abstract

This study investigates the strategies employed by school principals at SDN Panyindangan and SDN Kertajaya in Cianjur Regency to enhance the quality of elementary school graduates. Employing a qualitative case study approach, the research applies the Plan-Do-Check-Act (PDCA) framework to examine principals’ planning, implementation, evaluation, and follow-up actions. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using Miles and Huberman’s interactive model. The findings reveal that leadership strategies are strongly influenced by each school’s context, including available resources, teacher competencies, socio-economic conditions, and community engagement. SDN Panyindangan prioritized remedial programs, character and religious development, and parental involvement, while SDN Kertajaya emphasized curriculum innovation, digital literacy, and project-based learning. The systematic application of the PDCA cycle facilitated continuous improvement, while adaptive and collaborative solutions addressed challenges such as limited facilities and variable teacher skills. This study concludes that effective school leadership is context-sensitive and participatory, and that tailored, systematic, and adaptive strategies can significantly improve graduate quality. The results provide practical insights for school leaders, teachers, and policymakers seeking sustainable approaches to enhancing educational outcomes in diverse settings. This study investigates the strategies employed by school principals at SDN Panyindangan and SDN Kertajaya in Cianjur Regency to enhance the quality of elementary school graduates. Employing a qualitative case study approach, the research applies the Plan-Do-Check-Act (PDCA) framework to examine principals’ planning, implementation, evaluation, and follow-up actions. Data were collected through in-depth interviews, observations, and document analysis, and analyzed using Miles and Huberman’s interactive model. The findings reveal that leadership strategies are strongly influenced by each school’s context, including available resources, teacher competencies, socio-economic conditions, and community engagement. SDN Panyindangan prioritized remedial programs, character and religious development, and parental involvement, while SDN Kertajaya emphasized curriculum innovation, digital literacy, and project-based learning. The systematic application of the PDCA cycle facilitated continuous improvement, while adaptive and collaborative solutions addressed challenges such as limited facilities and variable teacher skills. This study concludes that effective school leadership is context-sensitive and participatory, and that tailored, systematic, and adaptive strategies can significantly improve graduate quality. The results provide practical insights for school leaders, teachers, and policymakers seeking sustainable approaches to enhancing educational outcomes in diverse settings.
School Principal Management in Implementing a Student Centered Educational Vision at SDN Dayeuhkolot Nina Mardiana; Dede Khoeriah
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.v6i1.2.689

Abstract

This study aims to analyze the management of school principals in implementing a student centered school vision at SDN Sayuran 02 and SDN Pasawahan 09, Dayeuhkolot District, Bandung Regency, focusing on strategic planning, human resource organization, resource mobilization, and program control and evaluation. The study employed a qualitative approach with a case study design, collecting data through observation, interviews, and documentation, which were then analyzed qualitatively through data reduction, presentation, and conclusion drawing. The findings indicate that school principals conduct collaborative planning, systematically organize resources, and mobilize teachers and staff to implement innovative learning that supports students’ character development. Control and evaluation are carried out through data based supervision and monitoring, although documentation consistency still requires improvement. This study reinforces the understanding of applying the POAC (Planning, Organizing, Actuating, Controlling) principles in elementary education and highlights the role of school principals as both managers and motivators in fostering a collaborative and innovative work culture, providing an adaptive model for the sustainable implementation of a student centered school vision.
Implementing Comprehensive School Counseling to Foster Character Development: Evidence from SMP Negeri 2 Warungkondang and SMP Negeri 1 Gekbrong Enyi Masrukoyah; 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.v6i1.2.690

Abstract

This study aims to analyze the strategies for planning, implementing, evaluating, and following up on Guidance and Counseling (BK) services in strengthening student character at SMP Negeri 2 Warungkondang and SMP Negeri 1 Gekbrong. The study uses a qualitative approach with a case study design, involving BK teachers, principals, homeroom teachers, and students as participants. Data were collected through in-depth interviews, participatory observation, and documentation study, and analyzed using Miles and Huberman's interactive model. Data validity was ensured through triangulation of sources and methods. The results showed that comprehensive CB services designed based on student needs through the PDCA (Plan–Do–Check–Act) cycle were able to improve student character indicators, such as discipline, responsibility, honesty, and empathy. These findings are in line with Kohlberg's moral development theory, Maslow's hierarchy of needs, Lickona's character education principles, and Santrock's educational psychology perspective, which emphasizes the importance of meaningful experiences, social interaction, and reflection in character formation. This study also fills a gap in previous literature, which was still partial, by examining in depth the strategies and practices of implementing counseling services from the planning stage to follow-up. In conclusion, adaptive, collaborative, and contextual counseling services can produce tangible positive changes in student behavior, while contributing to the development of a more structured and effective character education model.
Strategic Literacy Management through the POAC Model: Strengthening the Gerakan Literasi Sekolah in Indonesian Primary Education Riscky Risgianti; Agus Mulyanto
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.v6i1.2.691

Abstract

This study investigates the management of poetry-writing literacy programs in elementary schools through the application of the POAC (Planning, Organizing, Actuating, and Controlling) management model within the framework of the Gerakan Literasi Sekolah (GLS) and the Kurikulum Merdeka. Employing a qualitative multi-site case study design, the research was conducted at SDN Jambudipa 1 and SDN Cimanggu in Cianjur, West Java. Data were collected through in-depth interviews, participatory observations, and document analysis, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that effective program management characterized by systematic planning, participatory organization, creative implementation, and adaptive evaluation significantly enhances students’ interest, creativity, and performance in poetry writing. Quantitative data show an increase of 42–57% in students’ interest levels, while the average number of poems produced more than doubled, and rubric-based scores improved from 68–70 to 82–85. Qualitative evidence further demonstrates growing learner autonomy, motivation, and engagement as students began to express local culture, nature, and personal reflections through poetry. These results underscore that when GLS and Kurikulum Merdeka are operationalized through structured managerial frameworks, they yield transformative educational impacts beyond linguistic skills strengthening character formation, critical thinking, and aesthetic appreciation in alignment with the values of the Profil Pelajar Pancasila. The study concludes that integrating systematic management practices with culturally grounded pedagogy is essential for ensuring the sustainability and contextual relevance of school-based literacy programs.
Transformational Leadership and Teacher Performance Enhancement in the Merdeka Curriculum Context M Murniati; Ahmad Rifandi
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.v6i1.2.692

Abstract

This study aims to analyze the implementation of transformational leadership among school principals in enhancing teacher performance within the context of the Kurikulum Merdeka (Independent Curriculum). A qualitative approach with a comparative case study design was employed, involving two senior high schools in West Bandung Regency: SMAN 1 Padalarang, a National Adiwiyata School, and SMAN 1 Lembang, one of the first-generation Sekolah Penggerak (Driving Schools). Data were collected through in-depth interviews, observations, and document analysis, and analyzed using Miles and Huberman’s interactive model with source triangulation and member checking to ensure validity. The findings reveal that principals demonstrating transformational leadership successfully motivate teachers to innovate, strengthen collaboration, and improve teaching performance. The four dimensions of transformational leadership idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration contributed significantly to fostering teacher performance and building a school culture adaptive to the demands of the Kurikulum Merdeka. The novelty of this study lies in its contextual analysis of how transformational leadership principles are adapted and applied in schools with distinct characteristics. The findings underscore that the success of the Kurikulum Merdeka implementation largely depends on the principal’s ability to translate transformational values into inspirational, collaborative, and empowering leadership practices.
Managing Scout Based Extracurricular Activities to Strengthen Student Discipline in Senior High Schools: A Case Study from Indonesia Euis Guntur Patimah; Maman Suherman
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.v6i1.2.693

Abstract

This study explores the management of Scout-based extracurricular learning as a strategic approach to strengthening student discipline in senior high schools. Amid increasing emphasis on character education in the 21st century, Scouting offers a practical, experience-based model for fostering core values such as responsibility, time management, and self-regulation. Using a qualitative case study design, research was conducted at SMAN 6 Kota Tasikmalaya and SMAN 1 Cisayong, selected for their active Scouting programs. Data were collected through in-depth interviews, participant observations, and document analysis, and analyzed using an interactive model involving data reduction, display, and verification. The findings reveal that effective Scout learning management includes structured planning, distributed leadership, experiential implementation, and authentic evaluation. These elements contribute significantly to shaping student discipline in daily school life. Supporting factors include strong leadership, trained Scoutmasters, motivated students, and adaptive institutional strategies, while challenges such as funding constraints and limited infrastructure are addressed through creative solutions. The study concludes that Scout-based learning is a powerful and scalable model for character education when supported by collaborative ecosystems. It recommends institutional support, capacity building, and policy integration to maximize its transformative potential in school culture

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