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Arif Nugroho
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jeminiainsurakarta@gmail.com
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Universitas Islam Negeri (UIN) Raden Mas Said Surakarta Jln. Pandawa No. 1, Pucangan, Kartasura, Central Java, Indonesia, 57168 Phone: +62271-781516
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INDONESIA
Journal of Educational Management and Instruction (JEMIn)
Published by Institut Agama Islam Negeri Surakarta
ISSN : 27978931     EISSN : 27978923     DOI : https://doi.org/10.22515/jemin.v1i2.4301
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
JOURNAL OF EDUCATIONAL MANAGEMENT AND INSTRUCTION (JEMIn) openly welcomes scholars, academicians, students, teachers, policyholders, and practitioners to submit their best research articles that correspond to the topics. This journal covers two primary areas, Educational Management and Instruction. Educational Management limits its discussion on implementation and administration of education including policy, curriculum development, leadership, teacher professional development, and quality assurance. Instruction focuses on innovation in teaching and learning processes and classroom activities such as the use of technology, teaching media, methods, and strategy in all education levels. By promoting the current issues of these areas, JEMIn represents an excellent forum for highlighting the profile of education management and instruction on both national and international levels.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 96 Documents
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Financial management audits for school quality improvement in Indonesia: A comprehensive literature review Dahlan; M. Anas; Listiana Sri Mulatsih; Alfiana; Abdul Kadir Ahmad
Journal of Educational Management and Instruction (JEMIN) Vol. 4 No. 1: June 2024
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v4i1.9556

Abstract

The purpose of this study is to examine financial management audits of educational institutions to improve the quality of schools in Indonesia. This literature review involves several key steps: identifying and narrowing the research topic; searching for relevant literature sources including books, articles, journals, and other documents; reading and understanding the contents of these sources; compiling and analysing the collected data; and finally, drawing conclusions from the research. This study's findings underscore the critical importance of financial audits for educational institutions in ensuring compliance with laws and regulations, enhancing transparency and accountability, boosting the efficiency and effectiveness of financial management, preventing fraud, and securing the sustainability of these institutions. Financial audits serve a crucial role in the improvement of educational quality in Indonesia by fostering accountability and transparency in budget usage. Regular audits require institutions to meticulously account for financial transactions, mitigate the risk of fund misuse, and promote effective fund allocation. This suggests that bolstering financial audit practices in Indonesian educational institutions can significantly elevate educational standards.
Transforming Sunday school education: A study on goal setting, program planning, implementation and evaluation in Bebelan’s Pentecostal church Iskandar, Ferdinand; Tambunan, Daulat Marulitua
Journal of Educational Management and Instruction (JEMIN) Vol. 4 No. 2 (2024): December 2024
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v4i2.9627

Abstract

This research examines the implementation of Sunday School education at the Pentecostal Church of Indonesia in Babelan, a rapidly developing district in Bekasi Regency, West Java, Indonesia. Babelan is a suburban area that reflects both urban growth and traditional community values, making it an essential context for studying the role of religious education in shaping children's spiritual development. The primary objective of this study is to evaluate the aspects of goal setting, program planning, implementation, and evaluation of goal achievement in Sunday School education. A qualitative approach was employed, using observation, interviews, and document analysis for data collection. The findings reveal that the process of determining Sunday School goals lacks clarity, program planning does not sufficiently align with the developmental needs of children, and program implementation is influenced by the qualifications and commitment of the teachers. Furthermore, the evaluation of goal achievement is not optimally performed. The study concludes that improvements are needed in all areas of Sunday School education, particularly in setting clear objectives, aligning programs with children's needs, enhancing teaching quality, and implementing structured evaluations to improve the effectiveness of children's religious education in Babelan's dynamic community context.
The impact of technology-based learning media on students’ interests in Christian religious education Daulat Marulitua Tambunan; Iskandar, Ferdinand
Journal of Educational Management and Instruction (JEMIN) Vol. 4 No. 1: June 2024
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v4i1.9628

Abstract

The increasing role of technology in education has prompted an examination of its effects on student learning interest. This study aimed to assess the impact of technology-based learning media on students' interest in Christian Religious Education. The research utilized an experimental design with a pretest-posttest control group. The sample consisted of 60 students from high school of Tunas Karya, Kelapa Gading, Jakarta Indonesia, equally divided into control and treatment groups. Data were collected using pre- and post-treatment interest tests. Data analysis was conducted using analysis of variance. The results revealed that technology-based learning media significantly enhanced students' interest in learning Christian Religious Education. The findings suggest that integrating technology-based learning media into the curriculum can effectively boost students' engagement and interest in the subject. These results have important theoretical implications, highlighting the potential of technology in educational settings, and practical implications for educators seeking to improve student engagement in religious education.
Developing worksheet-based 7E learning cycle to foster elementary school students’ critical and creative thinking skills Perdana, Ryzal; Yanfika, Helvi; Sholehurrohman, Ridho; Bertiliya, Winda Annisha
Journal of Educational Management and Instruction (JEMIN) Vol. 4 No. 1: June 2024
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v4i1.9659

Abstract

Enhancing students' critical and creative thinking skills is a crucial objective in education. Numerous studies have explored effective teaching methods to foster these skills, with models such as Problem-Based Learning (PBL), the STEM-5E Learning Cycle, and the 7E Learning Cycle showing significant promise. This study aims to develop and validate a worksheet designed to enhance critical and creative thinking in elementary school students using the 7E Learning Cycle, following the ADDIE instructional design model. The study was conducted with fourth-grade students at SDN 1 Pasir Gintung, Lampung province of Indonesia, with two classes serving as the sample: Class IV A as the experimental group and Class IV B as the control group. Product validation indicated a high level of effectiveness, with a material average score of 0.833, a language component score of 0.693, and a media aspect score of 0.917. The test tool, validated as part of the research product, achieved an average score of 0.733. Instructor feedback was overwhelmingly positive, with a 98% approval rate, while student feedback indicated a 94% satisfaction rate, both underscoring the product's practical value. Post-test results from the experimental group demonstrated a significant improvement in critical and creative thinking skills, with an average score of 89.49, markedly higher than the control group. These findings provide empirical evidence supporting the effectiveness of the 7E Learning Cycle in enhancing critical and creative thinking through the use of the developed worksheet in educational settings.
Visual expressions of environmental care in primary school students’ drawings Antosa, Zariul; Jupriani, Jupriani
Journal of Educational Management and Instruction (JEMIN) Vol. 4 No. 2 (2024): December 2024
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v4i2.9683

Abstract

This study analyzed primary school children's drawings from a drawing competition to explore their attitudes towards environmental care. Employing a descriptive qualitative approach, data collection was conducted through observation, interviews, and document analysis. Data analysis was performed using an interactive model analysis technique. The findings reveal that the drawings depict both school and living environments, featuring objects from children's daily activities. The drawings do not fit into a single category, but are a mix of organic, structural, schematic, expressionist, and literary types. The drawing objects were depicted naturally and proportionally using primary colors. The students' visual expressions predominantly used green, red, yellow, and brown, with minimal mixing. The way the drawings are expressed shows the children's personal expressions, but the choice of objects tends to be influenced by adult thinking. The contribution of teachers in developing children's cognitive and skill skills is evident in their drawings, as revealed by interviews with the children regarding the sources of their ideas. Drawing objects reflect children's attitudes, behaviors, and values regarding environmental care, illustrated through scenes such as playing in the schoolyard, family settings, playground objects, school activities, and natural environments. The shapes were naturalistic, simple, overlapping, reclining, and layered with no transparent objects. Their choice of objects and techniques was shaped by their knowledge and experience of nature, with each drawing outlined. Children use drawings to express life events and experiences, so teachers should value these drawings, as research often overlooks children's perspectives in favor of adult viewpoints.
Factors contributing to insufficient scientific writing skills among junior high school teachers Virman, Virman; Pieter, Jan; G. D. Lasmono, Paulus; Nainggolan, Jonner; Abraham, Abraham
Journal of Educational Management and Instruction (JEMIN) Vol. 4 No. 2 (2024): December 2024
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v4i2.9689

Abstract

For teachers and educators, one self-competency that must be developed is enhancing research and scientific paper dissemination. This study aims to determine the abilities and obstacles experienced by teachers in writing scientific papers. Implementing a sequential research design, this research adopts both quantitative and qualitative analysis.  Twenty-seven teachers contributed as participants and gathered data through questionnaires, which were analyzed quantitatively, and semi-structured interviews which were analyzed qualitatively using thematic analysis. The results showed that SMP Negeri 6 Kota Jayapura teachers still face challenges in writing scientific papers. The scores for each issue are as follows: lack of understanding of publication writing guidelines is the most crucial issue with 24.59%. The second highest issue is the minimal time available to teachers, scoring 19.67%. The third highest issue is low teacher motivation, scoring 11.03%. The fourth highest issues are the lack of information on article writing, the prevalence of scientific paper writing services, and teachers' inability to operate computers, scoring 9.83%. The fifth highest issues are the lack of teacher skills in finding references, non-compliance of teachers' journals with writing guidelines, and limited references needed for writing. In conclusion, the three most dominant factors contributing to insufficient writing ability are the lack of scientific writing knowledge, lack of writing time and administrative demand, and low writing motivation. The research findings offer valuable insight both practically and theoretically. In fostering the related issues, training and ongoing support are crucial for developing and maintaining high standards of scientific writing among educators.
Cognitive-behavioral modification to enhance academic self-efficacy: A case of junior high school students Wicaksono, Luhur; Suharto, Suharto; Suryadi, Suryadi; Michael, Michael; Sulastri, Endang
Journal of Educational Management and Instruction (JEMIN) Vol. 4 No. 2 (2024): December 2024
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v4i2.9690

Abstract

Academic self-efficacy (ASE) is a critical determinant of students' success, yet traditional punishment-based approaches to counseling have proven ineffective in enhancing ASE. This study aimed to evaluate the effectiveness of Cognitive-Behavioral Modification (CBM) counseling in improving ASE among junior high school students. A quantitative research design was employed, utilizing a true experimental approach with a pretest-posttest control group design. Participants consisted of junior high school students from SMP Negeri 2 Malang, East Java province of Indonesia, who were randomly assigned to experimental and control groups. The experimental group received CBM counseling with a Modeling (M) technique, while the control group followed standard counseling practices. Data were collected using ASE assessments administered before and after the intervention, and analyzed using non-parametric statistical tests. Results demonstrated that CBM-M counseling significantly enhanced students' ASE compared to the control group. The findings suggest that the CBM approach, particularly when combined with modeling techniques, is highly effective in fostering positive cognitive and behavioral changes that improve ASE. These results emphasize the need for a shift from punishment-based strategies to problem-solving approaches in school counseling, with implications for broader educational practices.
Evaluating pedagogical competence of pre-service teachers in Islamic education: Insights from School Field Practice program Wahdah, Wahdah; Elfri, Rini
Journal of Educational Management and Instruction (JEMIN) Vol. 4 No. 2 (2024): December 2024
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v4i2.9691

Abstract

Teacher competence is a key determinant of educational quality, particularly in the field of Islamic education where both pedagogical skills and religious teachings must be integrated. This study aims to evaluate the pedagogical competence of pre-service teachers from the Islamic Education Program at Universitas Muhammadiyah Pontianak during their School Field Practice (PLP). Using a mixed-methods approach, the research assesses pre-service teachers' abilities in designing, implementing, and evaluating lesson plans. Quantitative data were collected through questionnaires, while qualitative data were derived from lesson plans and reflective documentation. The findings reveal that pre-service teachers demonstrated strong competence in lesson planning and implementation, with average scores placing them in the "Good" to "Very Good" categories. However, their ability to evaluate their teaching performance showed room for improvement, suggesting the need for more structured training in reflective practice. The study concludes that while the PLP program effectively prepares pre-service teachers in lesson planning and delivery, further emphasis on self-assessment and evaluation is essential for continuous professional development. These findings provide valuable insights for improving teacher training programs in Islamic education and highlight the importance of integrating reflective practices into the curriculum.
Students’ thinking process in solving Pythagoras problems: Piaget’s theory in adversity quotient Putri, Saskia Rizkiana; Fitriana, Laila; Kusmayadi, Tri Atmojo
Journal of Educational Management and Instruction (JEMIN) Vol. 4 No. 2 (2024): December 2024
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v4i2.9692

Abstract

Mathematics involves abstract concepts that require more than memorization; it demands a deep-thinking process for true understanding. This study aims to analyze and describe the thinking processes of students in solving problems related to the Pythagorean theorem, using Jean Piaget's theory in the context of Adversity Quotient (AQ). The research design is qualitative, employing a descriptive approach. The participants were 32 eighth-grade students from SMP Negeri 2 Ngawi, East Java province, Indonesia in the 2022/2023 academic year, categorized into three AQ groups: quitters, campers, and climbers. Data collection methods included the Adversity Response Profile (ARP) questionnaire, think-aloud tests, and interviews. The data were analyzed following Miles and Huberman’s model, which involves data reduction, presentation, and conclusion drawing. The results indicate: (1) Quitters displayed both assimilation and accommodation in understanding and planning problem-solving strategies, but relied on assimilation during problem-solving and review; (2) Campers primarily engaged in assimilation throughout understanding, planning, solving, and reviewing; (3) Climbers used assimilation for understanding, planning, and reviewing, but employed both assimilation and accommodation during problem-solving execution. These findings suggest that students' AQ levels influence their cognitive processes in mathematics problem-solving, with higher AQ individuals demonstrating greater flexibility in their thinking. This has implications for educators seeking to tailor instructional approaches to students' adversity responses, enhancing both cognitive development and resilience in learning.
Enhancing social skills of children with autism spectrum disorder: The impact of differentiated learning in inclusive elementary schools Lisdiana, Ana; Rochyadi, Endang; Sunardi, Sunardi; Rakhmat, Cece
Journal of Educational Management and Instruction (JEMIN) Vol. 4 No. 2 (2024): December 2024
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v4i2.9718

Abstract

This study investigates the implementation of the differentiated learning model as a strategy to enhance social skills in children with autism spectrum disorder (ASD). Adopting a qualitative approach with a descriptive method, data were gathered through observations, in-depth interviews, and document analysis at inclusive elementary schools in Bandung, Indonesia, that have incorporated differentiated learning models. The findings reveal that the application of the differentiated learning model involves key stages such as identifying students' needs, setting learning objectives, adjusting the curriculum, differentiating instruction, offering varied final product options, modifying the learning environment, and conducting continuous evaluations. These stages enable teachers to design learning activities tailored to the social and emotional needs of students with ASD. The study demonstrates that these adaptations significantly enhance the social skills of students with ASD in areas such as environmental care, attention-seeking, greeting others, maintaining a positive attitude, demonstrating responsibility, actively participating in learning, and engaging in group activities. The findings suggest that differentiated learning provides a structured and responsive approach to fostering social skills development in children with ASD, with potential implications for broader educational practices.

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